scholarly journals Erratum

1997 ◽  
Vol 7 (1) ◽  
pp. 125-125
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Human Resources ◽  
Language Learners ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Electronic Resources ◽  
Language Laboratory ◽  
The 1960S

The last Paragraph of David Nott's review of Doble and Fawcett's Applied Linguistics and Language Teaching, publised in JFLS 6: 245–247, should have appeared as follows, containing the emboldened section:Pressures for change in language teaching are increasingly resources-driven (shortage or high cost of human resources, and promotion of electronic resources), whereas, as many of these papers amply demonstrate, the crucial requirements for language learners are those of personal and cultural competence, which cannot be acquired in the language laboratory of the 1960s or the CALL laboratory of the 1990s ‘pareillement au savoir qui ne mène pas forcément au savoir-faire, le technologie n'aboutit pas à la parole. Un didacticiel n'exerce pas de compétence de sens’ (Namenwirth, 1994: 277); ‘In the case of adults learning an advanced L2, conceptualising the message may be a process which is not dependent on the foreign language’ (Towell, p. 17).The Editors sincerely apologies for the omission.

Quelques Livres Sur L’enseignement Des Langues Vivantes; Didactique Des Langues Vivantes; Language and Language Learning; How to Teach Foreign Languages Effectively; Audio-Visual Techniques in Teaching Foreign Languages; Audio-Visual Techniques in Teaching Foreign Languages; The Language Laboratory and Modern Language Teaching; Teaching French: An Introduction to Applied Linguistics; The Teaching of Modern Languages; Learning Modern Languages; A Language Teacher’s Guide; Teaching a Modern Language; How to Teach a Foreign Language; Modern Languages for Modern Schools; Twentieth Century Modern Language Teaching; Planning the Modern Language LessonQuelques Livres sur L’Enseignement des Langues Vivantes (Pour avoir une liste plus complète, prière d’envoyer une longue enveloppe timbrée et 10 cents pour le papier, etc.)Didactique des Langues Vivantes - Fr. Closset. Didier, 1953.Language and Language Learning, Theory and Practice - Nelson Brooks. Gage, I960.How to Teach Foreign Languages Effectively - T. Huebener. New York University Press, 1959.Audio-Visual Techniques in Teaching Foreign Languages - Huebener. New York University Press, 1960.The Language Laboratory and Modern Language Teaching - E. M. Stack. Oxford University Press, 1960.Teaching French: An Introduction to Applied Linguistics - R. L. Politzer. Ginn, 1960.The Teaching of Modern Languages — The University of London Press, 1956.Learning Modern Languages - F. M. Hodgson. Routledge & Kegan Paul, 1955.A Language Teacher’s Guide - E. Méras. Harper, 1954 and 1962.Teaching a Modern Language - V. Mallinson. W. Heinemann Ltd., Toronto, 1953.How to Teach a Foreign Language - O. Jespersen. Allen & Unwin Ltd., 1917.Modern Languages for Modern Schools - W. V. Kaulfers. McGraw Hill, Toronto, 1942.Twentieth Century Modern Language Teaching - Edited by M. Newmark. The Philosophical Library, N.Y., 1948.Planning the Modern Language Lesson - W. H. Rice (Editor). Syracuse University Press, 1946.

1963 ◽  
Vol 19 (4) ◽  
pp. 44-44
Author(s):  
Sadie M. Boyles
Keyword(s):  
New York ◽  
Twentieth Century ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
New York University ◽  
Language Laboratory ◽  
Modern Language

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

scholarly journals Applied linguistics

2003 ◽  
Vol 36 (3) ◽  
pp. 225-225
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Theory Building ◽  
Southern Illinois ◽  
Language Research ◽  
Language And Communication

03–535 Hellermann, John (Southern Illinois U., Carbondale, USA; Email: [email protected]). The interactive use of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society (Cambridge, UK), 32, 1 (2003), 79–104.03–536 Wendt, Michael (Universität Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Theory building in foreign language teaching and its implications for foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 1–62.03–537 Weppelman, Tammy, L., Bostow, Angela, Schiffer, Ryan, Elbert-Perez, Evelyn and Newman, Rochelle, S. (U. of Iowa, USA). Children's use of the prosodic characteristics of infant-directed speech. Language and Communication (Oxford, UK), 23, 1 (2003), 63–80.

Review of recent research (2002–2008) on applied linguistics and language teaching with specific reference to L2 German (part 1)

2009 ◽  
Vol 42 (1) ◽  
pp. 41-66 ◽  
Author(s):  
Johannes Eckerth ◽  
Karen Schramm ◽  
Erwin Tschirner
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Specific Reference ◽  
L2 Acquisition ◽  
Learning Conditions ◽  
Pedagogical Choices ◽  
Kritische Bewertung ◽  
Pragmatic Aspects ◽  
The Impact

Angesichts gegenwärtiger Entwicklungen innerhalb des Lehr- und Forschungsgebietes Deutsch als Fremdsprache (DaF)/German as a Foreign Language (GFL) als auch im Lichte politischer Entwicklungen, die weiterhin einen deutlichen Einfluss darauf ausüben, wie DaF verbreitet, gelehrt, gelernt und evaluiert wird, scheint eine kritische Bewertung von im Zeitraum 2002–2008 veröffentlichter DaF-Forschungsbeiträge zeitgemäβ und angebracht. Empirische Forschung zu Deutsch als Fremdsprache versteht sich nicht als isoliertes Forschungsfeld das primär oder gar ausschlieβlich mit seinen kulturell, strukturell und politisch bedingten Besonderheiten beschäftigt ist, sondern vielmehr als ein substantieller Beitrag zur internationalen Zweitsprachenerwerbsforschung, Fremdsprachenunterrichtsforschung und Angewandten Linguistik. Der erste Teil unseres Forschungsüberblicks behandelt den Erwerb grammatischer und pragmatischer Aspekte des Deutschen als Fremdsprache als auch individuelle Unterschiede und Präferenzen wie Alter, Motivation und Lernerstrategien. Im Mittelpunkt des zweiten Teils stehen Forschungsbeiträge die den Einfluss kontextueller Faktoren und methodisch-didaktischer Entscheidungen auf die Bedingungen, den Prozess und das Resultat fremdsprachlichen Lernens untersuchen. Überlegungen zu alternativen, widersprüchlichen oder gar unvereinbaren epistomologischen Grundannahmen sowie einen Ausblick auf die gegenwärtige wie zukünftige Sprachenpolitik beschlieβt den zweiten Teil unseres Forschungsüberblicks.This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research in L2 acquisition, applied linguistics, and foreign language teaching. Part one of this article covers studies on the acquisition of grammatical and pragmatic aspects as well as individual differences and choices such as age, motivation, and learner strategies. Part two will cover research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing, conflicting, or even incommensurable epistemological frameworks as well as an outlook on current and future language policy will conclude part two.

A New Field of Research: SLA-Applied Linguistics

PMLA ◽  
2000 ◽  
Vol 115 (7) ◽  
pp. 1978-1981 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Applied Linguistics ◽  
Learning And Teaching ◽  
Educational Linguistics ◽  
Linguistic System ◽  
Systematic Exploration ◽  
Context Of Learning ◽  
Instructional Settings

Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.

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