8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

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Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China

Education and Information Technologies ◽

10.1007/s10639-021-10649-2 ◽

2021 ◽

Author(s):

Yi-Mei Chen

Keyword(s):

Educational Technology ◽

Foreign Language ◽

Language Learners ◽

Specific Reference ◽

Foreign Language Learners ◽

Perceptions Of Teachers

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Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

Review of Cognitive Linguistics ◽

10.1075/rcl.12.1.01kno ◽

2014 ◽

Vol 12 (1) ◽

pp. 1-29 ◽

Cited By ~ 3

Author(s):

Sabine De Knop ◽

Julien Perrez

Keyword(s):

Foreign Language ◽

Language Learners ◽

Semantic Networks ◽

Romance Languages ◽

Conceptual Metaphors ◽

Foreign Language Learners ◽

French Speaking ◽

Awareness Raising ◽

Set Up ◽

Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

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