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Language Pedagogy (language + pedagogy)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Readings in Second Language Pedagogy and Second Language Acquisition: In Japanese Context edited by YOSHITOMI, ASAKO, TAE UMINO, & NEGISHI MASASHI

MODERN LANGUAGE JOURNAL, Issue 4 2007
ABBOTT, YOSHIKO SAITO
No abstract is available for this article. [source]

Task-based language learning research: expecting too much or too little?

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2009
Pauline Foster
taakgericht taalleren; onderzoeksbetrouwbaarheid; implicaties voor het onderwijs; onderwijs aan docenten; evaluatie van docenten There are many assumptions about task-based language learning (TBLL) for which empirical support would be illuminating. Some of these are researchable and others are not, and it is important to distinguish between the two. Robust investigations into learning are not easy to design and should not necessarily be regarded as the pathfinder for language pedagogy, though critics sometimes may represent research into TBLL as claiming this role. This paper argues for a greater understanding of the scope of educational research, and a greater role for it in shaping best practice in classrooms. Er zijn veel veronderstellingen over taakgericht taal leren (tgtl) waarvoor empirische onderbouwing verhelderend zou zijn. Sommige van deze veronderstellingen vallen wel te onderzoeken maar andere niet , dit verschil is belangrijk. Het is niet makkelijk om degelijk onderzoek naar ,leren' te ontwerpen. Daarom moeten we dit niet zien als de enige juiste manier van onderzoek doen naar taalonderwijs, ook al doen critici soms als of onderzoek naar tgtl deze rol wil vervullen. Dit artikel pleit voor een beter begrip van het bereik van onderzoek naar onderwijs en wil bovendien dit soort onderzoek een grotere rol toekennen bij de ontwikkeling van ,best practices' voor de onderwijspraktijk. [source]

Emphatic ne in informal spoken French and implications for foreign language pedagogy

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2009
Rémi A. Van Compernolle
variation linguistique; langue française; négation verbale; compétence sociolinguistique; enseignement des langues étrangères This paper investigates the variable retention vs deletion of the negative particle ne in a corpus of informal spoken French, and compares the results with previous studies in which a variationist approach was used. A qualitative analysis of ne use revealed that the negative particle co-occurs most often with a number of prosodic features of discourse used for emphasis. The final part of this paper provides a number of recommendations for teaching and learning the sociolinguistics and pragmatics of verbal negation in conversational French, and discusses broader implications for the treatment of variation in foreign language education. Cet article explore l'omission variable de la particule négative ne dans un corpus de français parlé de tous les jours et situe les résultats de cette recherche par rapport aux études variationnistes antérieures. Une analyse qualitative de l'emploi du ne met en lumière la corrélation entre la présence de la particule négative et l'accentuation prosodique. La fin de cet article se concentre sur l'enseignement et l'apprentissage de la négation verbale en mettant en valeur les aspects sociolinguistiques et pragmatiques de la particule négative dans le français parlé de tous les jours. Par extension suit une discussion des implications plus larges quant au traitement de la variation linguistique dans les cours de langues étrangères. [source]

The effectiveness of two form-focused tasks in advanced EFL pedagogy

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2002
María Del Pilar García Mayo
Recent research on second language pedagogy advocates the use of form-focused tasks which require learners to produce output collaboratively. This article reports on the results of a study carried out with high-intermediate/advanced EFL learners who completed two form-focused tasks (a dictogloss and a text reconstruction) collaboratively. The learners' interaction in both tasks was codified and language-related episodes (LREs) identified. Results indicate that (i) learners' attention to form was task-dependent; (ii) the linguistic features of concern were those targeted by the tasks in the case of text-reconstruction, and (iii) high-intermediate/advanced learners provide no justification for most of the decisions concerning LREs. The results are considered in the light of current claims about the need for classroom teachers and researchers to carefully consider the choice of task and how learners interpret and complete it. [source]