506,046 research outputs found

    Linguistic and metalinguistic categories in second language learning

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    This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these differences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward. © Walter de Gruyter 2008

    Situating Grammar Instruction in the World Language Classroom: Four Content-Enriched Strategies

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    The role of grammar instruction in promoting communicative competence continues to be a controversial issue for the world language classroom teacher. Second language acquisition research suggests that critical to sustained progress in language use is a focus on form, which we define as attention to linguistic form in the context of performing a communicative task. We therefore offer here four content-enriched strategies for situating grammar in a communicative context: textual enhancement, input flood, structured input, and dictogloss. We present these tasks and activities within the framework of the Standards for Foreign Language Learning in the 21st Century (SFLL, 2006) to illustrate how a standards-based approach that integrates form-focused instruction with content increases student achievement in the target language

    English Teaching in Cyberculture

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    The present study aimed to comparatively analyze the potential of BBC Learning English and Memrise platforms, in inclusive English teaching. This is a qualitative-interpretative research based in exploratory approach which methodological-theoretical framework is anchored to the Bakhtinian dialogic language conception, to the second language acquisition theory to the Computer-Assisted Language Learning theory), to multiliteracies; and to the English use as a Lingua Franca. For the analysis, we have built a matrix based on the English language acquisition context. The analysis steps ran through the evaluation matrix building, the exploration and development of a comparative study of BBC learning and Memrise platforms on the defined parameters. To the parameters building, the linguistic, methodological, and accessibility aspects in the websites were considered. After analyzing BBC learning English and Memrise, it was identified that they do not encompass dialogical language acquisition and the concept of multiliteracies

    Linguistic Metalinguistic Categories in Second Language Learning

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    This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these differences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward. © Walter de Gruyter 2008

    Teaching Grammar to EFL students: A combinatory task-based and focus on form approach

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    This TFG proposes a combinatory approach of task-based and focus on form methodologies for the teaching of grammar to EFL learners. Acknowledging the controversy around it in the field (mainly due to views on the definition of language), I provide an account of the different approaches and methodologies grammar instruction has, and still does, received. These will generally either emphasise attention to language form, to the communicative use of the language and/or a balance between both. Following current SLA (Second Language Acquisition) and TEFL (Teaching English as a Foreign Language) scholars’ views on them and on the foreign language (FL) learning process, this TFG argues for their balance through a combination of focus on form and task-based methodologies. Therefore, explicit attention and instruction of grammatical structures in a meaningful communicative context is pursued. Finally, a lesson following this combined approach is proposed

    Comunicação e cognição no ensino de línguas a distância: das tecnologias multimedia à criação de ambientes de aprendizagem

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    I Congresso sobre Comunicação, Cognição e Media, realizado na Universidade Católica, em Braga de 23-25 de Setembro 2009Learning Management Systems (LMS) build spaces where communication and cognition may cross the teaching methodologies and learning processes and present peculiar challenges concerning a second language acquisition (SLA) in distance education. Research on SLA reveals diverse linguistic development patterns on students output through the language learning processes and studies on the input, i.e., the kind of language students are exposed, show the importance of interaction and negotiation of meaning. Task-Based Language Teaching (TBLT) approach allows and emphasizes the language use through communicative activities in context of daily situations, i.e., tasks. In order to develop language learning in distance education, it is necessary to build an environment that can develop an interface among students and learning context, making possible an interrelationship among communicative situations with native speakers, daily document selection, exercises and a diversity of activities together with different levels of sequence and complexity. At the same time, it is essential to articulate all of these elements inside an optimal psycholinguistic environment for language learning at a distance

    The role of classroom interaction in second language acquisition in Sri Lanka

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    The objective of teaching English as a second language in the secondary schools in Sri Lanka is for oral communication. Between 1985 to 1999, the English Every Day (EED) learning materials were used in all Sri Lankan schools. These materials were informed by Communicative Language Teaching (CLT), which advocates oral interaction. The available literature suggests that the teaching of English in Sri Lanka is not satisfactory and does not meet the needs of the majority of Sri Lankan students. Attempts have been made to find ways of improving the teaching of English by changing the curriculum regularly, yet very few classroom based studies have been conducted. The reasons for very little success in the teaching of English could be in part due to trying to find the best method to teach English rather than identifying the problems faced in learning English in the classroom. The purpose of this study was to investigate the role of classroom interaction in second language acquisition in Sri Lanka. The study was guided by two main research questions. The first asked h o w the relationship between the teacher, the students and the learning materials provided opportunities for second language learning in selected second language classrooms; and the second h o w the teacher-pupil oral interactions in the classrooms promoted possibilities for second language development. These questions were examined in relation to four schools selected from diverse sociocultural backgrounds, using a predominantly ethnographic approach based on observational case studies. However, as the learning materials used in the classrooms were based on C L T , a more focussed approach drawing on C L T and Second Language Acquisition theories specific to oral interaction was used to complement the qualitative data collected for each case. The selection of the four schools from diverse backgrounds permitted comparisons across the cases. In each school the main data gathering techniques were audio recordings of oral interactions and field notes. Open ended interviews with teachers, the collection of documentation such as student learning materials, lesson notes and teacher record books were used as supplementary data. The socio-cultural and political influences on the historical development of English a second language in Sri Lanka were investigated in order to understand the context in which English is taught. The learning materials used in the classrooms were analysed in relation to C L T principles to identify the teaching methodology used in the classrooms and the potential areas of difficulties for teachers in promoting second language development in the classroom. The transcripts of recorded teacher-pupil interactions, interview data and field notes were analysed to examine h o w the classroom practices exemplify the principles on which the learning materials are based and the opportunities provided in each classroom for second language learning. The findings of the study indicate that the interactions observed in the classrooms were the outcomes of a complex relationship between a heterogeneous group of students, their teachers w h o differed in terms of their experiences and preparation for teaching English, and the E E D learning materials. The purpose for which the students learned English differed across schools, as well as between students, and was related to the culture of the school and the students socio-economic background. In addition, there was a mismatch between the recommended process-oriented teaching approach in the learning materials and the Sri Lankan product-based examination system. A s a result of these complex factors, which are also related to the socio-cultural and political context in Sri Lanka, the opportunities provided for second language development were different in each of the observed classrooms in this study. The findings in this study challenge the assumption in Sri Lanka that equal opportunities to learn English can be provided simply by using the same learning materials, based on the same teaching approach with all the students. These findings suggest the need for more classroom based ethnographic research to understand the complex factors affecting the teaching of English and to inform teacher education programs. It also underscores the differences between E S L classrooms across cultures and within cultures and the danger of advocating classroom practices as effective in all contexts

    ПСИХОЛІНГВІСТИЧНІ ОСОБЛИВОСТІ ФОРМУВАННЯ НАЦІОНАЛЬНОГО ХАРАКТЕРУ У СТУДЕНТІВ (Psycholinguistic peculiarities of the students’ national character formation)

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    Дисертаційне дослідження присвячене визначенню психолінгвістичних особливостей формування національного характеру у студентів у контексті оволодіння іноземною мовою. У дисертації проаналізовано теоретико-методологічні засади дослідження проблеми національного характеру та виявлено механізми його формування, обґрунтовано роль міжкультурного порівняльного підходу у формуванні національного характеру у студентів. Зроблено спробу представити процес формування національного характеру як комплексного та інтегрального феномена, що включає в себе сукупність пізнавальної, емоційно-ціннісної та практично-дієвої складових; побудовано концептуальну модель формування національного характеру із урахуванням психолінгвістичних особливостей. Розроблено критерії, показники та рівні сформованості національного характеру та сконструйовано експериментальну програму формування національного характеру у студентів із урахуванням психолінгвістичних особливостей у контексті реалізації міжкультурного порівняльного підходу (The dissertation focuses on defining psycholinguistic peculiarities of the students’ national character formation in the context of second language acquisition. In this research the notion of national character is viewed as a system of national community’s attitudes to objective reality, which becomes apparent in a specific lifestyle of its representatives as well as peculiarities of culture, traditions, customs etc. In the context of psychological personality conceptions a system of attitudes is regarded as a triad of emotional, axiological (cognitive), and behavioral elements, which helps substantiate that the process of the national character formation is connected with the changes in emotional, cognitive personality spheres as well as concerns its practical strategies and tactics. Thus, national character is studied as a complex and structural phenomenon which consists of a theoretical level of knowledge, emotional and axiological concepts and attitudes as well as practical strategies and tactics, all of which function as dialectic correlation and indissoluble unity. The process of the national character formation foresees the development of its cognitive, emotional and axiological, as well as practical and active components, raising personality level of national self-consciousness and awareness of its national psychotype. The main mechanisms of the national character formation are national and cultural identification which can be realized by studying national and cultural values and ideals as well as by students’ understanding of their cultural uniqueness. Second language acquisition foresees not only studying categories of a language code, but penetration into cultural field and national character of foreign nationalities. In such a way, second language acquisition creates effective conditions of the national character formation because this process means studying and perceiving foreign cultural peculiarities which is impossible without realizing the essence of native cultural phenomena. Intercultural comparative approach in the conditions of second language acquisition based on the contrast and comparative analysis of foreign and native cultural phenomena helps students understand deeper peculiarities of their national spirit, encourages actualization of the needs for widening and deepening theoretical knowledge about national and cultural heritage of their national community, national self-identification and self-determination, as well as their self-realization in the sphere of national culture. Experimental programme of the students’ national character formation based on psycholinguistic peculiarities in the context of using intercultural comparative approach was constructed. The key aspect of intercultural comparative approach in the conditions of second language acquisition was the study of national features in the light of two or more cultures which stimulated actualization of students’ knowledge and understanding of their cultural elements as well as deeper perception of their national psychological characteristics. The main components of the experimental programme were language units (words, phrases, sentences) as well as verbal and nonverbal national and cultural texts which contained information about history, traditions, cultural realias, and national peculiarities of foreign people. Organizational moment of the experimental programme foresaw using different forms of student’s work such as individual, pair, group etc. The experimental teaching process also included innovative methods of psychological and pedagogical activity aimed at forming structural components of the national character, namely discussions and various stimulating exercises like brainstorming, culture capsule, culture cluster as well as projects were used to develop cognitive component; role plays and games – emotional and axiological component; problematic situations, comparative analysis of behavioural models, speech etiquette formulas, nonverbal behaviour – practical and active component

    Home truths from abroad? : a TESOL blueprint for the mediation of L1/L2 language awareness

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    The status of the cross-linguistic dimension of second language learning, and hence of L2 pedagogy, appears to have been systematically underplayed in epicentric, i.e. flowing from centre to periphery, theories of second language acquisition (SLA). Indeed, following the advent of cognitivism, mainstream SLA theory has frequently sought to marginalize anything suggestive of a contrastive paradigm. SLA conceptions of the nature of the influence of a learner’s first language on L2 acquisition and performance have tended to take the form of reductive dichotomies of the interference versus facilitative resource type – a mutually exclusive either/or interpretation. Consciously or otherwise, epicentric theories of L2 learning and pedagogy have filtered down to the language improvement and language awareness components of TESOL initial teacher education (ITE) and in-service education and training (INSET), where the focus is exclusively monolingual L2 and necessity all too often masquerades as principle. Against this backdrop, the present inquiry set out to evaluate the perceived benefits of an explicitly cross-linguistic (L1/L2) approach to language awareness on an L2 ITE program for pre-service trainees from the Japanese EFL context. Based on the evaluative response data from the non-native speaker (NNS) program participants, I invoke the notion of analytic generalization to argue that an explicit focus on selected cross-linguistic aspects of L2 learning, together with awareness-raising in respect of a range of context-specific ESOL-related issues has the potential to positively contribute both to trainees’ L2 development and to their development as pre-service TESOL professionals. The thesis further argues for a more holistic appreciation of the dynamic, complex nature of cross-linguistic influence viewed within a broader, context-specific conception of the L2 Teacher Language Awareness (L2 TLA) construct
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