Toward a Framework for Linking Linguistic Knowledge and Writing Expertise: Interplay Between SFL-Based Genre Pedagogy and Task-Based Language Teaching

2017 ◽  
Vol 51 (3) ◽  
pp. 576-606 ◽  
Author(s):  
Sachiko Yasuda
Keyword(s):  
Language Teaching ◽  
Linguistic Knowledge ◽  
Writing Expertise ◽  
And Task

scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

scholarly journals The perceived mapping between form and meaning in American Sign Language depends on linguistic knowledge and task: evidence from iconicity and transparency judgments

2019 ◽  
Vol 11 (02) ◽  
pp. 208-234 ◽  
Author(s):  
ZED SEVCIKOVA SEHYR ◽  
KAREN EMMOREY
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Linguistic Knowledge ◽  
American Sign ◽  
H Index ◽  
Highly Correlated ◽  
Iconic Signs ◽  
The Relationship ◽  
And Task

abstractIconicity is often defined as the resemblance between a form and a given meaning, while transparency is defined as the ability to infer a given meaning based on the form. This study examined the influence of knowledge of American Sign Language (ASL) on the perceived iconicity of signs and the relationship between iconicity, transparency (correctly guessed signs), ‘perceived transparency’ (transparency ratings of the guesses), and ‘semantic potential’ (the diversity (H index) of guesses). Experiment 1 compared iconicity ratings by deaf ASL signers and hearing non-signers for 991 signs from the ASL-LEX database. Signers and non-signers’ ratings were highly correlated; however, the groups provided different iconicity ratings for subclasses of signs: nouns vs. verbs, handling vs. entity, and one- vs. two-handed signs. In Experiment 2, non-signers guessed the meaning of 430 signs and rated them for how transparent their guessed meaning would be for others. Only 10% of guesses were correct. Iconicity ratings correlated with transparency (correct guesses), perceived transparency ratings, and semantic potential (H index). Further, some iconic signs were perceived as non-transparent and vice versa. The study demonstrates that linguistic knowledge mediates perceived iconicity distinctly from gesture and highlights critical distinctions between iconicity, transparency (perceived and objective), and semantic potential.

scholarly journals The impact of language attrition on language teaching: the dynamics of linguistic knowledge retention and maintenance in multilingualism

2019 ◽  
Vol 72 (3) ◽  
pp. 311-330
Author(s):  
Felipe Flores Kupske
Keyword(s):  
Dynamic Model ◽  
Language Processing ◽  
Language Teaching ◽  
Knowledge Retention ◽  
Linguistic Knowledge ◽  
Language Attrition ◽  
Language Retention ◽  
L2 Development ◽  
The Impact ◽  
The Brain

Language attrition has become a vibrant theme as it has implications for theoretical linguistics, including, for example, the organization of linguistic information in the brain and language processing. Insights from this area also have impact on the study of second language (L2) development and can feed the area of language teaching. Once language attrition may be of value for the study of language retention and maintenance, it can contribute to language teaching with long lasting results, more effective planning and syllabus design. In this perspective, as studies exploring L2 attrition are still limited, this article provides a synthesis of research on the area. By drawing from the Dynamic Model of Multilingualism and from the Threshold Hypothesis, it also explores the implications L2 attrition research has for language teaching with a view to establishing more informed language practices and policies.

scholarly journals Position paper: Moving task-based language teaching forward

2017 ◽  
Vol 50 (4) ◽  
pp. 507-526 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Training ◽  
Task Complexity ◽  
Explicit Instruction ◽  
Language Teaching ◽  
Object Oriented ◽  
Position Paper ◽  
Focus On Form ◽  
And Task

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.

scholarly journals Bridging the Gap Between Discourse Analysis and Language Classroom Practice

2019 ◽  
Vol 12 (8) ◽  
pp. 79
Author(s):  
Maha H. Alsoraihi
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Social Contexts ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Teaching Learning

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

TEACHING GERMAN IN THE MODERN FOREIGN LANGUAGE CONTEXT. A Textbook. Author: Yanka Koeva. Veliko Tarnovo: “St. Cyril and St. Methodius” Publishing House of the University of Veliko Tarnovo, 2020, 242 p. ISBN: 978-619-208-215-4

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Penka Kuneva ◽  
◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Publishing House ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Alternative Methods ◽  
Linguistic Knowledge ◽  
Textbook Author ◽  
Language Context ◽  
The University

A new book for teaching German as a foreign language is presented in the paper. The author, Yanka Koeva, writes about the modern dimensions of some methodological issues since learners, educational policy and social demands have changed. Considering the latest achievement in neurodidactics, psycholinguistics, sociolinguistics as well as the European dimensions of education policy allows the author to define the goals, principles and content of the modern foreign language teaching. Well-known traditional teaching methods are presented followed by some recently developed alternative methods. Yanka Koeva gives special attention to teaching and acquiring linguistic knowledge and skills, necessary for learners to be able to use the target language for communication; she also systematizes modern views of the teachers’ professional competencies and gives useful ideas for organizing the process of foreign language teaching.

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