Linguistics in the Study and Teaching of Literature

Literary texts include linguistic form, as well as specialized literary forms (some of which also involve language). Linguistics can offer to literary studies an understanding of these kinds of form, and the ways by which a text is used to communicate meaning. In order to cope with the great variety of creative uses of language in literature, linguistics must acknowledge that some texts are assigned structure by non-linguistic means, but the boundaries between linguistic and non-linguistic explanations for literary language are not clearly drawn. The article concludes with discussion of what kinds and level of linguistics might usefully be taught in a literature classroom, and offers practical suggestions for the application of linguistics to literature teaching

PROMOTING OUTCOME BASED LEARNING (OBL) IN A LINGUISTICS COURSE

Teaching and learning linguistics in higher education is very important especially for English students because of learning language aspects. Linguistics is a course learnt by English students in Department of English Education. In the process of teaching and learning linguistics, the lecturers should focus on the outcome of the learning. They do not only demonstrate how to understand the branches of linguistics such as morphology, semantics, discourse but they also should be able to make a successful teaching and learning. One of the ways is by applying Outcome Based Learning (OBL) which is rarely applied. This approach covers three basic elements: designing the course intended learning outcomes, designing teaching and learning activities, and designing assessment. That is why the literature study is used to know whether OBL can be a potential approach in teaching and learning a linguistics course in Department of English Education. This article focuses on how OBL contributes in the teaching and learning a linguistics course

EXAMINING THE ROLE OF LINGUISTICS IN ENGLISH LANGUAGE TEACHING AS EFL AT HIGHER INSTITUTION: THE CASE OF METTU UNIVERSITY

This paper was aimed at examining the role of linguistics in English language teaching as a EFL at higher education. The participants of the study were summer students of English Language and literature department of Mettu University. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and interview. Quantitative and qualitative data were obtained and analyzed quantitatively and qualitatively. Thus, this study employed a mixed approach. The findings of the study revealed that all participants have reached on mutual understanding and well noted that linguistics and language teaching have the same subject matter to deal with the role of linguistics to play in the process of language teaching. Therefore it can be said that language is the fundamental unit of the branch of linguistics. Without languages the subject of linguistics cannot be there. In other words languages pave the way for the growth of the field of linguistics. A language is a mental phenomenon and a way of expression of thought by means of articulate sounds. On the other hand linguistics is a branch of study that deals with languages. Finally, the findings have significant implications for adoption of linguistics in teaching language. This is the reason why the role of linguistics in English language teaching is needed for language learners.Keywords: Linguistics, Language, Language Teaching, Teaching, Role Of Linguistic

Interpreting Poetry through Music: An Attempt to Redefine Poetry Teaching

Based on the decree of the Dean of the Faculty of Languages and Arts of Yogyakarta State University about the appointment of the skripsi consultant of the English Language and Literature Study Program on March 30, 2009, there were 60 students writing proposals for their final projects. Among those, there were only 14 students who choose literature or only 24% and, unfortunately, in this percentage no one analyzes poetry as the subject of their research. This empirical data show that there are imbalances among concentrations in this study program. In the long run, this situation is problematic since it influences the development of a particular science, which is literature especially poetry, compared to linguistics and translation. That problem evidently involves the students, the teachers, and teaching-learning process. However, it appears that the last two aspects contribute more to that problem. Most students still think that poetry is ‘scaring’ because of its unfamiliar words, uncommon use of language, imaginative writings, connotative words, sophisticated use of words, etc. In turn, this will result in their poor comprehension and interpretation of poetry. For them, poetry is imaginative and its meaning is beyond their reach. This usually ends in the failure to realize those meanings in their own life or to experience those life values shared in poetry, which is in truth the essence of poetry interpretation. In fact, this is actually not the students’ failure but the teacher’s and the fruitlessness of the teaching leaning process. Considering those complicated problems above, this paper offers an attempt to redefine the ‘ordinary’ teaching of poetry generally conducted hitherto. It will explore the possibilities of teaching ‘fun’ poetry through music, without losing its essence. Music, especially the everlasting one, is closely related to poetry and is very useful in helping students understand and interpret poetry. They will find it enjoyable at their first encounter and eventually be able to share the values of life offered by the poet, and realize those values into their own life. Truly, this approach is worth applying to have a fruitful teaching and learning process. Key words: poetry interpretation, music, teaching and learning proces

The Twilight and Eclipse of Literature in the School of Paper: Manufactured Tensions and Newartisanal Nuances

The reading and teaching of literature is a central theme of various fields of study such as Applied Linguistics which has investigated it in contexts of uses of language practices such as the public school classroom The aim of this article is to investigate the teaching of literature in elementary and high school in artisanal manufacturing dualistic unique paper and neoartisanal schools based on the metaphors twilight eclipse and dawn discussing tensions disturbances and nuances that these phenomena provoke in educational actors and in the public institution itself This work is based on theoretical and methodological bases of literary education the schooling of the literary text and paradigms of literature teaching With a qualitative approach of a basic nature the phenomena in these institutions are investigated through the bias of bibliographical researc

SENIOR HIGH SCHOOL TEACHERS’ CHALLENGES AND COPING STRATEGIES IN TEACHING LITERATURE IN ONLINE ENVIRONMENT

The teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers. the results showed that the teachers faced challenges with their technology uses, including internet, websites, applications, and gadgets; students, including their internet, understanding, and participation; and subject delivery, including material adjustments, students’ interests, and accessible activities. Teachers’ strategies were: having asynchronous classes, posting materials ahead, utilizing WhatsApp, helping students’ technology experience, assisting their online learning, providing accessible learning activities, using familiar literary works, and giving less demanding activities. This study can help the teachers to identify their challenges in teaching literature in an online environment and find the solutions

Between Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learning

Elżbieta Awramiuk: [email protected] Karczewski: [email protected]żbieta Awramiuk is a professor of linguistics at the University of Białystok, Poland. Her research currently concentrates on knowledge about language in education, as well as on phonology and spelling in contemporary Polish. Since 2005, she has been collaborating with L1 – Educational Studies in Language and Literature, a Scopus indexed online peer-reviewed, multilingual journal. She is the founding member of ARLE (International Association for Research in L1 Education, formerly: IAIMTE) and she is engaged in the Special Interest Group Research Educational Linguistics (SIG EduLing). She has participated in several research projects focused on the early literacy development and assessment and linguistic aspects of learning to read and write.Daniel Karczewski is an Assistant Professor in the Institute of Modern Languages at the University of Białystok, Poland. He holds a PhD in cognitive linguistics. His current research interest include the generic overgeneralization effect and the phenomenon of normativity. He was the prize winner of the Polish Cognitive Linguistics Association competition for the best Ph.D. dissertation in cognitive linguistics in 2014. He has recently published a book Generyczność w języku i w myśleniu. Studium kognitywne (Genericity in Language and Thought. A Cognitive Study).Elżbieta Awramiuk - University of BiałystokDaniel Karczewski - University of BiałystokAndrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A. & Zhu, D. 2006. The effect of grammar teaching on writing development. British Educational Research Journal 32(1): 39–55. https://doi.org/10.1080/01411920500401997Apel, K. & Werfel, K. 2014. Using morphological awareness instruction to improve written language skills. Language, Speech, and Hearing Services in Schools 45: 251–260. https://doi.org/10.1044/2014_LSHSS-14-0039Boivin M.C., Fontich X., Funke R., García-Folgado M.J. & Myhill D. 2018. Working on grammar at school in L1 education: Empirical research across linguistic regions. Introduction to the special issue. L1 – Educational Studies in Language and Literature 18: 1–6.Bourassa, D. C. & Treiman, R. 2001. Spelling development and disability: the importance of linguistics factors. Language, Speech and Hearing Services in Schools 32(3): 172–181.Bowers, P. N., Kirby, J. R. & Deacon, S. H. 2010. The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research 80(2): 144–179. https://doi.org/10.3102/0034654309359353Camps, A. & Fontich, X. 2019. Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study. L1 – Educational Studies in Language and Literature. 19: 1-36. https://doi.org/10.17239/L1ESLL-2019.19.02.02Fontich, X. 2016. L1 grammar instruction and writing: Metalinguistic activity as a teaching and research focus. Language and Linguistics Compass 10(5): 238–54. https://doi.org/10.1111/lnc3.12184Goodwin, A. P. & Ahn, S. 2013. A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading 17(4): 257–285. https://doi.org/10.1080/10888438.2012.689791Graham, S., McKeown, D., Kiuhara, S. & Harris, K.R. 2012. A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology 104(4): 879–896. https://doi.org/10.1037/a0029185Graham, S. & Santangelo, T. 2014. Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing 27: 1703–1743. https://doi.org/10.1007/s11145-014-9517-0Hudson, R. 2004. Why education needs linguistics (and vice versa). Journal of Linguistics 40: 105–130.Kerge, K. (ed.). 2014. Studies in Language Acquisition, Learning, and Corpora. Proceedings of the Tallinn University Institute of Estonian Language and Culture 16. Tallinn: Tallinn University.Levin, I., Aram, D., Tolchinsky, L. & McBride, C. 2013. Maternal mediation of writing and children’s early spelling and reading: the Semitic abjad versus the European alphabet. Writing Systems Research 1–22. https://doi.org/10.1080/17586801.2013.797335Locke, T. (ed.). 2010. Beyond the grammar wars. A resource for teachers and students on developing language knowledge in the English/literacy classroom. New York, NY: Routledge. https://doi.org/10.4324/9780203854358Macken-Horarik, M., Love, K. & Unsworth, L. 2011. A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy 34(1): 9-23.Milian, M. 2005. Reformulation: a means of constructing knowledge in shared writing. L1 – Educational Studies in Language and Literature 5(3): 335–351. https://doi.org/10.1007/s10674-005-8560-9Morin, M. F. 2007. Linguistic factors and invented spelling in children: the case of French beginners in children. L1 – Educational Studies in Language and Literature 7 (3): 173–189.Myhill, D. 2018. Grammar as a meaning making resource for language development. L1 – Educational Studies in Language and Literature 18: 1–21. https://doi.org/10.17239/L1ESLL-2018.18.04.04.Myhill, D.A., Jones, S.M., Lines, H. & Watson, A. 2012. Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education 27(2): 139–166. https://doi.org/10.1080/02671522.2011.637640.Nupponen, A.-M.; Jeskanen, S. & Rättyä, K. 2019. Finnish student language teachers reflecting on linguistic concepts related to sentence structures: Students recognising linguistic concepts in L1 and L2 textbooks. L1 – Educational Studies in Language and Literature 19: 1-25. https://doi.org/10.17239/L1ESLL-2019.19.02.04Rättyä, K., Awramiuk, E. & Fontich, X. 2019. What is Grammar Education Today? Introduction to EduLing special issue on grammar education. L1 – Educational Studies in Language and Literature 19: 1–9. https://doi.org/10.17239/L1ESLL-2019.19.02.01Ribas T., Fontich X. & Guasch O. (eds.). 2015. Grammar at School. Research on Metalinguistic Activity in Language Education. Brussels: Peter Lang. https://doi.org/10.3726/978-3-0352-6490-6.Sénéchal, M., Ouellette, G., Pagan, S. & Lever, R. 2012. The role of invented spelling on learning to read in low-phoneme-awareness kindergartners: a randomized-control-trial study. Reading and Writing 25: 917–934. https://doi.org/10.1007/s11145-011-9310-2Spolsky B. & Hult, F. (eds.). 2010. The Handbook of Educational Linguistics. Sussex: Wiley-Blackwell.Štěpáník, S. 2019. Pupil preconception as a source of solutions to lingering problems of grammar teaching? L1 – Educational Studies in Language and Literature. 19: 1-24. https://doi.org/10.17239/L1ESLL-2019.19.02.05Unsworth, L. 2002. Reading grammatically: Exploring the ‘constructiveness’ of literary texts. L1 – Educational Studies in Language and Literature 2(2): 121–140. https://doi.org/10.1023/A:1020847215689Uppstad, P.H. 2006. The dynamics of written language acquisition. L1 – Educational Studies in Language and Literature 6(3): 63–83. https://doi.org/10.17239/L1ESLL-2006.06.01.04van Rijt, J. van, Wijnands, A. & Coppen, P.-A. 2019 (forthcoming). Dutch teacher beliefs on linguistic concepts and Reflective Judgement in grammar teaching. L1 – Educational Studies in Language and Literature.Viise, N. M., Richards, H. C. & Pandis, M. 2011. Orthographic depth and spelling acquisition in Estonian and English: a comparison of two diverse alphabetic languages. Scandinavian Journal of Educational Research 55(4): 425–453.Watson, A. 2015. The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education 29(4): 332-346. https://doi.org/10.1080/09500782.2015.1016955Werfel, K. L. & Schuele, C. M. 2012. Segmentation and representation of consonant blends in kindergarten children’s spellings. Language, Speech, and Hearing Services in Schools 43: 292–307.24 (1/2019)51

The construction of a Maltese pedagogical grammar : a study of the noun

This paper discusses the construction of a pedagogical grammar for the teaching of Maltese to native speakers. It illustrates some of the issues that arise in the process of syllabus design by focusing on the noun, and reviews the literature to illustrate differences between traditional and modern linguistics. Starting by taking a critical approach to the syllabus and textbooks of Maltese, it continues by reviewing the literature dealing with the noun as a part of speech. It explores how teaching the ‘noun’ can be made relevant to learners at a secondary level. This short study proposes a syllabus for the noun with a ‘spiral format construction’ for the first four years of Secondary level education. This study can act as a guide to teachers who wish to plan lessons taking into consideration scientifically sound linguistic criteria.peer-reviewe

Case Study Research in Applied Linguistics

Case Study Research in Applied Linguistics offers a detailed foray into all aspects of the role of the case study: the text defines terms related to this type of research, provides historical background on the method, and explains the process of performing and reporting case studies. Such a comprehensive introduction addresses a gap in the literature. Many research methods texts provide overviews of different kinds of quantitative and qualitative research often utilized in the field of applied linguistics, including correlational research, introspective research, and in-class observations (e.g., Brown & Rogers, 2002; Dörnyei, 2007). Few, however, focus exclusively on case study research, lacking examination of the often painstaking process case studies entail. While the book’s scope is broad, Duff’s purposes are clear and concise from the outset: 1) to delineate the methodological foundations of case study research, 2) to present and examine seminal case studies in the area of second language (L2) development and teaching, and 3) to demystify the process of case study research from conception to publication. As these goals suggest, the book intends to offer the necessary information and sound advice to budding researchers in applied linguistics on both the graduate and undergraduate level

The Benefits of Introducing Linguistics to High School Students

This presentation explores the lack of education provided by public secondary schools on the discipline of linguistics. In general linguistics studies human language and its various meanings, context, and forms. Some aspects that are specifically analyzed are: phonetics, morphology, and syntax. Most language learners subconsciously adapt and adhere to language rules, leading the discipline of linguistics seemingly unimportant to teach. However, in this presentation, I believe I will be able to examine several benefits of teaching secondary student\u27s linguistics. This presentation will analyze a case study of a high school linguistics class, reported by the Linguistic Society of America. This presentation will also depend upon scholarly journals as well to prove that linguistics is beneficial for students in two ways: improving education and creating a socially comfortable learning environment. By educating young students on linguistics, these students can use that knowledge to understand and value the diversity of language that occurs in secondary schools. This will aid in efforts against bullying of currently learning or non-English speaking students. Another valuable aspect of linguistics plays into student’s education. For example, most students are required to learn new languages at school— Spanish, French, German. Most students struggle with adapting to learn these languages because they are not taught the underlying rules of the language. Linguistics also can further push students understanding of literature, specifically when analyzing poetry. English is also another subject in school secondary students struggle with. Elements of linguistics I specified earlier include syntax and phonetics, which are tools that would aid student’s writing and understanding of difficult texts