Mapping meaning onto form

2006 ◽  
Vol 6 (2) ◽  
pp. 307-334 ◽  
Author(s):  
Noelia Ramón García
Keyword(s):  
Foreign Language ◽  
Empirical Data ◽  
Native Speakers ◽  
Selection Process ◽  
Functional Approach ◽  
Foreign Language Teaching ◽  
Data Selection ◽  
Contrastive Study ◽  
Working Procedure ◽  
Grammatical Structures

This paper is a corpus-based contrastive study of one particular semantic area — the modification of nouns — and the grammatical structures available in English and Spanish to actualize this particular meaning within the scope of the NP. Two large monolingual reference corpora, one in each language, have been used to extract the empirical data on which to base the analysis. A functional approach has been followed, starting from perceived similarities in meaning and trying to reveal the subtle links between particular semantic functions and the structures most commonly employed by native speakers of the two languages to convey those semantic functions. The working procedure will be described in detail, from the data selection process, to the description, juxtaposition and final contrast. This paper presents part of the contrastive results found in a larger study (Ramón 2003), and shows the appropriateness of the methodology employed in order to obtain contrastive data useful in applied areas such as foreign language teaching, and, especially, in the field of translation.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

The construction of attitudinal stance

2016 ◽  
Vol 16 (1) ◽  
pp. 31-53 ◽  
Author(s):  
María Pérez Blanco
Keyword(s):  
Empirical Data ◽  
Structural Features ◽  
Contrastive Analysis ◽  
Descriptive Data ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Analysis Methodology ◽  
Similarities And Differences ◽  
Working Procedure

This paper is a corpus-based contrastive study of the realization of negative attitudinal stance in English and Spanish discourse through the use of evaluative adjectives. The main aim of the study is to analyse and compare the grammatical patterns in which negative evaluative adjectives occur in each language and discuss the observed cross-linguistic differences in terms of the effects that alternative linguistic realizations have in the construction of evaluative discourse. The working procedure follows a contrastive analysis methodology: description of empirical data, juxtaposition and contrast. The descriptive data have been extracted from a large comparable corpus of English and Spanish newspaper opinion discourse. The study has revealed interesting similarities and differences in the construction of Attitude in each language, which are inferred by contrasting its surface structural features.

Invitations and Negative Questions: On Some Problems in the Communicative Approach to Foreign Language Teaching

1980 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Werner Hüllen
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Communicative Approach ◽  
Negative Questions

It is generally accepted that the aim of second or foreign language teaching is communicative competence; after a sequence of courses, students should be able to use the language (approximately and in certain fields of communication) as native speakers do. But how, for that matter,donative speakers use their language? An exhaustive answer to this question would certainly demand more than one paper. Attention will therefore be drawn to only two points that are important for the problem under discussion: correctness and communicative value.

scholarly journals SELECTION OF GRAMMAR MATERIAL FOR TEACHING RUSSIAN COMPLEX SENTENCE TO FOREIGNERS

2020 ◽  
pp. 226-234
Author(s):  
Алан Солтанович Цховребов
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Functional Approach ◽  
Foreign Language Teaching ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Approach To Learning ◽  
Main Components ◽  
Teaching Grammar ◽  
Selection Of

В статье представлен анализ актуального вопроса об отборе и организации грамматического материала в аспекте преподавания русского языка как иностранного (РКИ), поскольку в лингвометодике в курсе РКИ важен учет рассмотренных нами принципов, предполагающих функциональный подход к изучению нового языка. Как известно, при отборе грамматического материала для презентации его в иностранной аудитории следует исходить из цели и содержания, признанных основными компонентами в системе иноязычного обучения. В ходе работы мы пришли к следующим результатам: цель обучения грамматике осуществляется более эффективно, если подача грамматического материала соответствует принципу доступности - он понимается и осмысливается без особых усилий; содержание обучения, отражающее его цель, должно включать элементы речевых моделей, коммуникативно-речевых ситуаций, необходимых для формирования знаний, навыков, умений по синтаксическому аспекту в практике преподавания РКИ. Установлено, что коммуникативно-функциональный подход признан ведущим в практике преподавания РКИ, поскольку предполагает единство функционального и структурно-семантического аспектов, что позволит разработать лингводидактическую модель педагогического воздействия с учетом принципов отбора и организации грамматического (синтаксического) материала, которая включала бы сведения о семантически близких синтаксических конструкциях. The article presents the analysis of the topical issue of selection of grammar material for teaching Russian as a Foreign Language, since it is important to take into account the principles involving functional approach to learning a new language. When selecting grammar material to present it to foreign students, it is necessary to consider the goal and content which are recognized as the main components in the system of foreign language teaching. The author obtained the following result: teaching grammar is more effective if the presentation of grammar material is quite accessible; the training content is to include the speech patterns, speech situations that are necessary to form the knowledge, skills in syntax. The author established that the communicative-functional approach is recognized as the leading one in teaching Russian as a Foreign Language, since it unites functional and structural-semantic aspects. This may help to develop a linguodidactic model of pedagogical influence, taking into account the principles of selection of grammar (syntactic) material, which includes the information about syntactic structures of semantic similarity.

scholarly journals A Contrastive Study of English and Igala Segmental Phonemes: Implications for ESL Teachers and Learners

2019 ◽  
Vol 6 (6) ◽  
pp. 31-43
Author(s):  
Abraham Sunday Unubi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speakers ◽  
College Of Education ◽  
Esl Teachers ◽  
Language And Culture ◽  
Contrastive Study ◽  
Secondary Sources ◽  
State College ◽  
Efl Teachers

This paper investigated a contrastive study of English and Igala segmental phonemes: implications for English as a Foreign Language (EFL) teachers and learners. A contrastive analysis is a linguistic tool used in comparing two unrelated languages, and the main objective of it is to bring out the differences in the two languages compared with a view to emphasising on the effects which such differences have on both EFL teachers and learners. This research appealed only to the secondary sources of data, which included the orthographies of both languages under study. The Igala orthography was obtained from the department of Igala Language and Culture, Kogi State College of Education Ankpa, in addition to other material in Igala. The consonant and vowel phonemes of the two languages were placed contiguously in a tabular form and given appropriate heading to be able to observe their level of differences and similarities easily. Then words in which these phonemes occur in the Igala language were supplied and the phonemes indicated. Some of the findings of this research revealed the following: (i) that the consonant phonemes such as /ð/, /θ/, /s/, /ʃ/, /ʒ/, /v/ and /z/, and the vowel phonemes /ǝ/ and /ʌ/, which are present in English are however absent in Igala, just as  /kp/, /gb/, /ny/, /kw/, /gw/ and /nw/ that are present in Igala are absent in English; (ii) English has twelve pure vowels (monophthongs) and eight diphthongs, while Igala has fourteen monophthongs and eleven diphthongs; (iii) that these differences have posed certain teaching and learning difficulties to both EFL teachers and learners who are native speakers of the Igala language; and (iv) that while English has twenty-four consonant phonemes, Igala has twenty-three.

scholarly journals TEN IMPORTANT ASPECTS OF A 21ST CENTURY FOREIGN LANGUAGE TEACHING APPROACH

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Maripaz Garcia
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Hard Time ◽  
Rapid Changes ◽  
Foreign Language Instructors ◽  
Innovative Techniques

<p>Foreign language instructors want and need to keep up with the rapid changes in the field of foreign language teaching and learning, but sometimes have a hard time identifying which areas they should focus on (and within each area, what to do) to make their instruction in line with 21st century approaches. The present article describes 10 areas instructors should examine and reflect on (technology, culture, collaboration, interaction with native speakers, communication and grammar, materials, skills, content, motivation, and professional development) to assure they are using innovative techniques that reflect modern philosophies in the field of foreign and second language teaching. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0761/a.php" alt="Hit counter" /></p>

scholarly journals Der Erwerb von Verbzweitsätzen mit Subjekt im Mittelfeld bei italophonen DaF-Studierenden. Erwerbsphasen, Lernschwierigkeiten und didaktische Implikationen

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Sabrina Ballestracci
Keyword(s):  
Foreign Language ◽  
Word Order ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Factors Influencing ◽  
Structural Differences ◽  
The Subject ◽  
The University ◽  
Further Development

This paper focuses on the acquisition of German sentences by Italian native speakers in Foreign Language Teaching, with the verb located in second position, and the subject found in the middle field. The study is based upon a corpus of texts written by Italian students during their first six semesters at the University of Pisa. The first part of the study describes the main grammatical structural differences between Italian and German declarative sentences, referring to position of verb, subject and clause constituents. In the second part, I summarize the research results of the main German-Italian linguistic contrastive studies on the acquisition of word order in German, by focusing on declarative sentences with the subject in the middle field. The final part of this paper focuses on the linguistic and contextual factors influencing the acquisition process for further development in this field of study, in order to offer suggestions for foreign language teaching of German.

scholarly journals False Friends in Foreign Language Teaching and Learning: Arabic as an Example

2018 ◽  
Vol 26 (2) ◽  
pp. 145-189
Author(s):  
Saleh bin Ayad al - Hagory Saleh bin Ayad al - Hagory
Keyword(s):  
Foreign Language ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Arabic Language ◽  
Foreign Language Teaching ◽  
Language Family ◽  
Applied Approach ◽  
Descriptive Approach

This research aims at discussing the false friends in teaching and learning Arabic. This is shown by means of a theoretical approach which explicates the false friends concept origin, and types . It also presents the western implication of the false friends, their origin in the languages, as well as their influence upon teaching and learning a language. The research then presents an applied approach of those false friends in five languages, compared to the Arabic language, namely: Urdu, Indonesian, Turkish, Malay, and Hosa based on the analytical descriptive approach. The false friends are mostly common among languages that have relationship –or from the same language family- and are less common in the diverged languages. Furthermore, false friends emerged as a result of borrowing among languages, by hairing an effect on teaching Arabic to non-native speakers of Arabic in five languages.

Foreign language teaching – Integrationism vs. MGM

2018 ◽  
Vol 8 (1) ◽  
pp. 5-20
Author(s):  
Marion Grein
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Native Speakers ◽  
Language Teaching ◽  
Real Life ◽  
Linguistic Analysis ◽  
Foreign Language Teaching ◽  
Game Model ◽  
Language Usage ◽  
Modern Language

Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.

Hebben we oren naar anderstaligen in het Vlaamse hoger onderwijs?

2021 ◽  
Vol 26 (2) ◽  
pp. 222-247
Author(s):  
Laura Rosseel
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Native Speakers ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Content Type ◽  
Staff Members ◽  
Education Community ◽  
Entrance Level

Abstract In order to enroll in Flemish higher education, aspiring students whose native language is not Dutch require a B2 CEFR level for language proficiency for most courses that are taught in Dutch. The question we aim to answer in this study is how future interlocutors of these students perceive that B2 entrance level. Do fellow students, lecturers and other members of staff feel that this level of language proficiency is sufficient to successfully navigate higher education? We specifically focus on the perception of pronunciation proficiency. We conducted a speaker evaluation experiment in which 191 students and staff members evaluated six sound clips with non-native Dutch speech representing pronunciation levels B1, B2 and C1. Results show that overall attitudes towards the speakers in the experiment are rather positive. In addition, there is a clear association between pronunciation proficiency and perceived functioning in higher education that reflects the Flemish higher education entrance policy. Our study also shows that various groups within the higher education community react differently towards non-native Dutch speakers and that there is a link between perception of non-native pronunciation and the amount of contact a listener has with non-native speakers. Overall, this study underlines the importance of pronunciation training in foreign language teaching for academic purposes.

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