Word Manager and CALL: structured access to the lexicon as a tool for enriching learners’ vocabulary

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 121-131 ◽  
Author(s):  
PIUS TEN HACKEN ◽  
CORNELIA TSCHICHOLD
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
Formation Processes ◽  
Advanced Learners ◽  
Electronic Dictionary ◽  
Starting Point ◽  
Morphological Processes ◽  
Inflectional Paradigms ◽  
Operational Component

Morphology consists of inflection and word formation. In foreign language teaching it occurs mainly in the form of inflectional paradigms. While this is certainly an important part of mastering a foreign language, an adequate use of morphology, both inflection and word formation, can facilitate the acquisition of foreign language vocabulary. By applying word formation rules as a way to structure their knowledge, advanced learners can multiply their active vocabulary. A practical problem in using inflectional classes and word formation processes in vocabulary teaching is that the information required to devise exercises is not readily available. In a dictionary, it is not possible to get an overview of word formation relationships or classes of words belonging to the same inflectional class. The nature of word formation processes even makes it impossible in principle to fully cover them in a printed dictionary without creating a lot of redundancy. An electronic dictionary does not automatically solve the problems involved, unless it is structured appropriately. In the Word Manager (WM) project morphological relationships have been taken as a starting point in the design of the lexicon. As a consequence, the lexicon is structured in terms of word formation and inflection rules, in such a way that complete and flexible access to the morphological processes and classes of a language is guaranteed. The full flexibility of WM lexicons requires that the entire system be installed locally. For a dedicated operational component, however, no such installation is necessary. It can be installed as an independently running program or be made available through the Internet. Two such applications (which are freely available) and their possible uses for teaching purposes are described.

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

Combining Forms and Affixoids in Morphology

2020 ◽  
Author(s):  
Dany Amiot ◽  
Edwige Dugas
Keyword(s):  
Major Part ◽  
Word Formation ◽  
Point Of View ◽  
The Other ◽  
Formation Processes ◽  
Good Criterion ◽  
Part Of Speech ◽  
Starting Point ◽  
Wide Range ◽  
The One

Word-formation encompasses a wide range of processes, among which we find derivation and compounding, two processes yielding productive patterns which enable the speaker to understand and to coin new lexemes. This article draws a distinction between two types of constituents (suffixes, combining forms, splinters, affixoids, etc.) on the one hand and word-formation processes (derivation, compounding, blending, etc.) on the other hand but also shows that a given constituent can appear in different word-formation processes. First, it describes prototypical derivation and compounding in terms of word-formation processes and of their constituents: Prototypical derivation involves a base lexeme, that is, a free lexical elements belonging to a major part-of-speech category (noun, verb, or adjective) and, very often, an affix (e.g., Fr. laverV ‘to wash’ > lavableA ‘washable’), while prototypical compounding involves two lexemes (e.g., Eng. rainN + fallV > rainfallN). The description of these prototypical phenomena provides a starting point for the description of other types of constituents and word-formation processes. There are indeed at least two phenomena which do not meet this description, namely, combining forms (henceforth CFs) and affixoids, and which therefore pose an interesting challenge to linguistic description, be it synchronic or diachronic. The distinction between combining forms and affixoids is not easy to establish and the definitions are often confusing, but productivity is a good criterion to distinguish them from each other, even if it does not answer all the questions raised by bound forms. In the literature, the notions of CF and affixoid are not unanimously agreed upon, especially that of affixoid. Yet this article stresses that they enable us to highlight, and even conceptualize, the gradual nature of linguistic phenomena, whether from a synchronic or a diachronic point of view.

Parallel Computation in Word Formation

2015 ◽  
Vol 46 (4) ◽  
pp. 657-701 ◽  
Author(s):  
Luis López
Keyword(s):  
Parallel Computation ◽  
Parallel Computations ◽  
Event Structure ◽  
Word Formation ◽  
Distributed Morphology ◽  
Formation Processes ◽  
Testing Ground ◽  
Starting Point ◽  
Morphology Model ◽  
The Way

Taking the Distributed Morphology model as a starting point, this article presents and develops the hypothesis that parallel computations drive some word formation processes. Along the way, some Distributed Morphology assumptions, particularly those concerning contextual allomorphy, are revised. It is argued that event structure is a syntactic head independent of the presence of a vP. Nominalizations in Spanish, which often exhibit verbal thematic vowels between the root and the nominalizing affix, turn out to be an ideal testing ground for theoretical hypotheses.

scholarly journals A Corpus-based Study of Gender Representation in ELE Textbooks — Language, Illustrations and Topic Areas

2021 ◽  
Vol 12 (2) ◽  
pp. 211
Author(s):  
Johanna Lea Korell
Keyword(s):  
Foreign Language ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Gender Representation ◽  
Analysis Model ◽  
General Introduction ◽  
Teaching Pedagogy ◽  
Starting Point ◽  
Gender Awareness ◽  
State Of Research

In the following article, gender-related aspects in ELE textbooks will be examined from a broader thematic point of view, as well as detailed linguistic perspective. As a starting point, the state of research on gender-related studies in foreign language teaching pedagogy and research in Germany will be outlined, followed by a discussion on the importance of gender awareness promoting textbooks. After a general introduction and a rationale for the relevance of the study, central findings of studies examining gender representation in ELE textbooks will be discussed. This is followed by an analysis, in which specifics of textbook analysis and sampling criteria are explained. Furthermore, an analysis model is developed, based on the latest findings of gender-related textbook research. After an excursus on language-specific possibilities of gender sensitivity in Spanish, the results of the analysis are presented and discussed. Finally, implications of the findings for teachers will be deduced and recommendations regarding what can be done to promote and deepen gender awareness of learners will be given.

scholarly journals Nominative – Communicative Research on Teaching Word-Formation

2019 ◽  
Vol 8 (4) ◽  
pp. 7638-7640
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
Research On Teaching ◽  
Leading Position ◽  
The Subject ◽  
Communicative Approach ◽  
Creative Subject ◽  
Development Of Students

This article studies the communicative approach which has been holding a leading position in the field of theory and methodology of foreign language teaching for several years. Why is the communicative approach so popular? The communicative approach of foreign language teaching focuses on the subject-to-subject scheme of communication, that is, the student acts as an active, creative subject of educational activities controlled by the teacher; it promotes the development of students’ creativity and their ability to creative search.

scholarly journals Vertalen in het vreemdetalenonderwijs: Wikipedia als didactisch hulpmiddel?

2021 ◽  
Vol 69 (5 Zeszyt specjalny) ◽  
pp. 81-94
Author(s):  
Muriel Waterlot
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Extensive Study ◽  
Foreign Language Teaching ◽  
The Other ◽  
Free Access ◽  
Catholic University ◽  
Starting Point ◽  
Online Encyclopedia ◽  
The One

This article relates to the field of the didactics of foreign language teaching, and presents the results of a preliminary study carried out in order to determine the extent to which Wikipedia can be used as a didactic aid and learning tool in the translation lectures of foreign language teaching in the Master’s degree in Dutch at the John Paul II Catholic University of Lublin (Poland). In view of the free access to this online encyclopedia, on the one hand, and the richness of texts (in Polish and Dutch) with a cultural content on the other, we investigated to what extent Wikipedia translation can be successfully used as a tool in L2 translation classes. The increasing importance of technological tools (such as electronic dictionaries, terminological databases, and machine translation software) for translation and its use in language teaching, on the one hand, and, on the other, the fact that Polish graduates in Dutch philology often work as translators, were the starting point for this research, which was conducted as a preliminary phase (case study) of a more extensive study into the practical application of Wikipedia translation activities in language acquisition classes.

scholarly journals The Anti-language in the English as a Foreign Language Curriculum

2020 ◽  
pp. 47-61
Author(s):  
Silvana Neshkovska
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Word Formation ◽  
Formation Processes ◽  
Main Hypothesis ◽  
Language Curriculum ◽  
Efl Learners ◽  
University Studies ◽  
Salient Features ◽  
Made In

The aim of this paper is to raise awareness of the significance of slang in educating well-rounded EFL learners. The study, first, uncovers the most salient features of slang, distinguishing it from jargon, argot, cant, etc. It also discusses the reasons why slang springs to life; the users of slang and functions it performs, as well as the word-formation processes employed in its creation.The paper further investigates the familiarity of Macedonian undergraduate students of English with currently relevant English and American slang, the main hypothesis being that they lack knowledge of slang due to insufficient exposure and instruction. The instruments used are a questionnaire and a quiz comprising 60 slang terms, intended to inspect informants’ knowledge of slang.The results obtained from this research confirm that slang is disregarded in EFL acquisition, and that no steady progress is made in the students’ knowledge of slang in the course of their university studies.

Komposition als Konstruktionsnetzwerk im fortgeschrittenen L2-Deutsch

2013 ◽  
Vol 41 (2) ◽  
Author(s):  
Amir Zeldes
Keyword(s):  
Argument Structure ◽  
Word Formation ◽  
Formation Processes ◽  
Levels Of Abstraction ◽  
Compound Formation ◽  
Advanced Learners ◽  
Morphological Complexity ◽  
Internal Argument ◽  
Corpus Data

AbstractCompounding is one of of the most productive and flexible word formation processes in German, yet it represents a challenge for German learners by virtue of its heterogeneous semantics and morphological complexity. This paper examines, on the basis of corpus data, how advanced German learners employ compounding in practice, how learner usage of compounding differs from native usage, and what types of compounds can be distinguished in these respects. The analysis of the data shows that much like their native counterparts, learners acquire very many semantically distinct compounding constructions at all levels of abstraction, which can be described as a hierarchical constructional network. Although advanced learners produce remarkably few formal errors in compound formation it will be shown that compounding occurs significantly more rarely and is used substantially less productively in learner data as compared to native controls, and that learners have added difficulties in the formation of especially deverbal compounds with internal argument structure.

scholarly journals Rola imienia we wczesnoszkolnym nauczaniu języków nierodzimych

1970 ◽  
Vol 20 ◽  
Author(s):  
Karolina Adryan
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Foreign Language Teaching ◽  
Professional Experience ◽  
Language Fluency ◽  
Pedagogical Innovation ◽  
Learning To Read ◽  
Starting Point ◽  
Good Starting Point ◽  
Bilingual School

The article focuses on the effectiveness of the name-based method (Odimienna Metoda Nauki Czytania) developed by Irena Majchrzak in foreign language teaching to young pupils. Children’s names prove a good starting point for learning to read in a foreign language. As a valuable educational material of emotional charge, the name constitutes an integral part of the learner and thus can be used as a personalised primer containing a basic text to be the first read by children. Originally used to teach reading in Polish kindergartens, the name-based method may inspire teachers in teaching a foreign language to young learners as an ingenious pedagogical innovation. My professional experience indicates that the reading skills in a foreign language in the first stage of education are underestimated. My data come from a six-month experiment in a primary bilingual school where I introduced the name-based method. As a result, the children’s own names in their foreign language versions provided an excellent educational basis. The conclusions reveal that this method helps in expanding vocabulary, developing linguistic sensitivity, stimulating communication skills, and positively affecting language fluency.

Does it ‘feel’ non-native?

2017 ◽  
Vol 6 (2) ◽  
pp. 197-212 ◽  
Author(s):  
Myrte van Hilten ◽  
Sanne van Vuuren
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Native Speakers ◽  
Advanced Learners ◽  
Efl Writing ◽  
Qualitative And Quantitative ◽  
Starting Point ◽  
Native Speakers Of English ◽  
New Perspective ◽  
Communicative Effect

Abstract Previous studies on information-structural transfer in texts produced by Dutch advanced learners of English as a Foreign Language (EFL) have found that one of the defining features in learners’ writing is a marked use of initial adverbials. The present study investigates the effect of this hypothesized L1 interference on native speakers’ perceptions. In line with Rosén (2006), it was hypothesized that the frequency and contextual use of clause-initial place adverbials in L1 Dutch EFL writing would lead native speakers of English to judge texts to be less coherent, continuous, and native-like than texts written by native speakers. Our qualitative and quantitative empirical study demonstrates that native speakers are not necessarily aware of initial adverbials and are more concerned with other elements of the text that influence cohesion and flow. This new perspective on information-structural transfer forms a starting point for further research into the communicative effect of interlanguage features.1

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