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L2 Classroom (l2 + classroom)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Modifying First-Year Textbook Dialogues along a Hymesian Model of Meaning: A Theory of In-Depth Language Processing for the L2 Classroom

FOREIGN LANGUAGE ANNALS, Issue 2 2000
Lana Rings
Speakers' "scripts" (established patterns of discourse) and "world" knowlege (the often culture-specific understanding of verbal and nonverbal constructs) are important features of any meaningful exchange of discourse. This article contends that foreign language learners will produce a higher level of language if they are made aware of , and given the opportunity to manipulate , such extralinguistic variables with regard to the texts they study. Whenever possible, teaching materials (e.g., textbook dialogues, autotaped or videotaped texts) should include the context-based information necessary for higher-level language processing. The author also describes a "stop-gap" teaching strategy by which students imagine and describe the full import of "decontextualized" examples of the foreign language. Finally, a tentative model for research on context-based language learning is presented. [source]

Linearity in rhetorical organisation: a comparative cross-cultural analysis of newstext from the People's Republic of China and Australia

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2000
Guy RamsayArticle first published online: 3 APR 200
Second or foreign language teachers would be familiar with student comments such as, "I can't follow what they're saying!", "What are they getting at?", or "What's their point?", particularly when reading L2 texts of considerable length. This paper seeks to address the issues premised by such comments made by L2 learners of Modern Standard Chinese, within the rubric of contrastive rhetoric studies. Such studies to date have produced equivocal evidence of variation in rhetorical organisation across culturo-linguistic groups. In order to contribute to this continuing debate, this study employs the Rhetorical Structure Theory analytic framework to produce pictorial representations of lengthy Chinese and Australian news journal text. Results obtained clearly demonstrate the feasibility of using the RST framework in this kind of analysis. While the small size of the newstext corpus severely limits the generality of other findings, they give tentative support to the contrastive rhetoric hypothesis. Pedagogical implications include the benefits of promoting awareness of such cross-cultural variation within the L2 classroom. [source]

Articulatory Phonetics in the First-Year Spanish Classroom

MODERN LANGUAGE JOURNAL, Issue 3 2000
Deborah L. Arteaga
focus of this article is twofold: I reconsider the general question of the role of articulatory phonetics in the second language (L2) classroom and review the phonetics presentation in 10 recent first-year Spanish texts. Pronunciation has been accorded little importance within recent methodological approaches, although their stated goals of communication and intelligibility in fact require the incorporation of explicit phonetics instruction in the language classroom. Considering the first-year Spanish L2 classroom, I propose a phonetics program based on the notion of a learner's dialect (cf. Bergen, 1974). I then measure the phonetics presentation of 10 Spanish textbooks against a learner's dialect, and find that pronunciation sections are in most cases incomplete and inaccurate and provide for no self-monitoring or recycling. This article argues against the current trend reflected in these texts, which relegates pronunciation to the laboratory manual or eliminates it altogether. [source]

Why that, in that language, right now?

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2005
Code-switching, pedagogical focus
Dil de,i,imi; s,n,f içi etkile,im; diyalog çözümlemesi; ,ngilizce'nin yabanc, dil olarak okutuldu,u s,n,flar; ikinci yabanc, dil edinimi The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and ,teacher-induced'. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method of sequential analysis in relation to the pedagogical focus, applying an adapted version of the classic CA question for interaction involving code-switching: "why that, in that language, right now?" The study demonstrates that code-switching in L2 classrooms is orderly and related to the evolution of pedagogical focus and sequence. Through their language choice, learners may display their alignment or misalignment with the teacher's pedagogical focus. Bu akademik çal,,ma, yabanc, dil olarak ,ngilizce eǧitim ve öǧretim veren bir Türk üniversitesi'ndeki eǧitsel (pedagojik) amaç ile dil seçimi aras,ndaki ili,kiyi incelemektedir. Dil deǧi,iminin (ayn, diyalog süresince birden fazla dilin kullan,lmas,) organizasyonunu öǧretmen-giri,imli ve öǧretmen-te,vikli (öǧretmenin bir ,ngilizce kelimenin Türkçe kar,,l,ǧ,n, sormas,) olarak aç,klanm,,t,r. Bu ara,t,rma için veriler s,n,f gözlemi metoduyla toplanm,,t,r. Bu metot 6 adet ba,lang,ç düzeyi ,ngilizce s,n,f,n,n ders kay,tlar,n,n sesli ve görüntülü toplanmas,yla yürütülmüttür. S,n,f içi diyalog döküman, diyalog çözümleme metodunun ard,,,k analiz yöntemine dayanarak diyalog çözümleme metodundaki klasik ,neden böyle?' ve ,neden ,imdi?' sorular,n,n öǧretmen-öǧrenci diyaloǧundaki dil deǧi,imine uyacak ,ekilde ,neden böyle?', ,neden bu dilde?' ve ,neden ,imdi?' olarak deǧi,tirilmi,tir. Bu ara,t,rma yabanc, dil s,n,flar,ndaki dil deǧi,iminin eǧitsel amaçlara baǧl, olarak deǧi,en kurall, bir yap,da olduǧunu ortaya koymaktad,r. Dil seçimleriyle öǧrenciler, öǧretmenin belirlediǧi eǧitsel amaca kat,l,p kat,lmad,klar,n, göstermektedirler. [source]