Some suggestions for the pragmatic analysis of discourse in French language classes

1993 ◽  
Vol 16 (2) ◽  
pp. 61-85
Author(s):  
Colette Mrowa-Hopkins
Keyword(s):  
Qualitative Data ◽  
Classroom Practices ◽  
Language Skills ◽  
French Language ◽  
Active Listening ◽  
L2 Acquisition ◽  
Discussion Paper ◽  
Pragmatic Analysis ◽  
Language Classes ◽  
Analytical Tools

In the present state of changes and challenges facing our classroom practices, various approaches and curriculum designs have focussed on different publics and their needs, rather than on notions based on types of discourses and learning situations. That is partly because we still lack analytical tools to evaluate what is happening in L2 acquisition in classrooms contexts. In this discussion paper, a pilot study is described which addresses questions related to transcription and qualitative data analysis in an attempt to pinpoint lesson features which may help or hinder the development of second language skills. The focus is on the ecology of the classroom and the importance of mime and gesture in relation to students’ responses specifically in terms of active listening and comprehension.

scholarly journals Academic English as a Component of Curriculum For ESL Students (Foreign Experience)

2019 ◽  
Vol 9 (1) ◽  
pp. 33-43
Author(s):  
Olesia Sadovets
Keyword(s):  
Great Britain ◽  
Foreign Language ◽  
Language Skills ◽  
Foreign Languages ◽  
Active Listening ◽  
Academic English ◽  
Esl Students ◽  
Work Requirements ◽  
Academic Texts ◽  
The Usa

AbstractIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

scholarly journals School of Economic French

2014 ◽  
pp. 228-230
Author(s):  
I. S. Franceva
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Language Skills ◽  
Assistant Professor ◽  
French Language ◽  
Natural Development ◽  
School Teaching ◽  
Development Of Language

Economic French at MGIMO-University is based on the teaching methods developed by talented Methodist practitioner assistant professor L.L. Potushanskoy. She and her colleagues G.M. Kotova, N. Kolesnikova, I.A. Yudina created well-known in our country methodical complex of three textbooks. This complex is built on clear guidelines to facilitate the natural development of language skills "from simple to complex" and represents the effective approach to language learning: Currently, the department is constantly expanding its boundaries of school teaching economic and business of the French language in accordance with the emerging new special courses on the economics faculties.

“Can You Repeat That?” Teaching Active Listening in Management Education

2017 ◽  
Vol 42 (2) ◽  
pp. 168-198 ◽  
Author(s):  
Sandra E. Spataro ◽  
Janel Bloch
Keyword(s):  
Personal Experience ◽  
Qualitative Data ◽  
Management Education ◽  
Essential Element ◽  
Active Listening ◽  
Listening Skills ◽  
Learning Materials ◽  
Face To Face ◽  
Learning Plan ◽  
Passive Listening

Listening is a critical communication skill and therefore an essential element of management education. Active listening surpasses passive listening or simple hearing to establish a deeper connection between speaker and listener, as the listener gives the speaker full attention via inquiry, reflection, respect, and empathy. This article offers a method and tools for teaching active listening that can be implemented in online, hybrid, or face-to-face platforms. We begin by reviewing the great demand for listening skills, in light of how little time is spent on listening instruction compared with that on speaking instruction. We then present a set of learning materials and a procedure for using them that includes both pre- and posttests, multimedia learning materials, and exercises that enhance skill development. We follow the learning plan with analyses of both quantitative and qualitative data, showing support for the suggested method. These results fit with our personal experience of consistent success with the method across student levels (graduate and undergraduate) and platforms (online and face-to-face). Finally, we conclude with a discussion of the presentation and some implications for teaching listening in management education.

scholarly journals Independent Infinitive in Directive Speech Acts for Direct Communication in the Polish Language and Its Equivalents in the French Language

2021 ◽  
Vol 15 ◽  
pp. 77-97
Author(s):  
Joanna Górnikiewicz
Keyword(s):  
Speech Acts ◽  
Oral Communication ◽  
French Language ◽  
Face To Face ◽  
Pragmatic Analysis ◽  
Polish Language ◽  
Functional Equivalent ◽  
Directive Speech Acts ◽  
The One ◽  
Directive Speech

This article discusses the Polish independent infinitive, which constitutes a predicate in imperative utterances, and its French functional equivalents. The analysis was conducted at two levels. In the first part, the author describes the independent infinitive in the Polish language referring to the Polish formal structural syntax (Saloni, Świdziński 2012). This is to determine which place is occupied by this unit in a sentence, both in relation to other uses of the infinitive and in comparison to other units with the function of a predicate in statements of the same modality. The French structural equivalent has been determined on the basis of the same criterion of syntax dependency. However, even though both languages have corresponding structures, they do not use them in the same way. Only in Polish it is possible to form sentences with infinitive predicates in the spoken language, in face-to-face conversation. What are the factors that favour choosing this form? The author answers this question in her semantic and pragmatic analysis, conducted in the methodological framework of speech act theory (Searle 1979, Vanderveken 1988). She presents imperatives as a class of speech acts, which are extensively developed and specifies those, which can be executed by means of utterances with infinitive predicates. Additionally, factors of social and psychological character have been taken into consideration, as those which favour selecting the discussed form. What structure constitutes its functional equivalent in the French language? An analysis of a body composed of examples originating primarily from dialogues in contemporary literary works and their approved translations has allowed, on the one hand, to confirm the intuitive belief that grammar forms perform this function, in face-to-face oral communication the French language has only the command mode forms (l’impératif in French). On the other hand, we can launch a discussion about possibilities to translate them into a language which does not allow for an analogous use of the available infinitive structure.

scholarly journals Peningkatan Kemampuan Bahasa Anak Melalui Metode Bercerita Dengan Media Diorama

2021 ◽  
Vol 2 (1) ◽  
pp. 59-78
Author(s):  
Denok Dwi Anggraeni
Keyword(s):  
Action Research ◽  
Language Proficiency ◽  
Qualitative Data ◽  
Language Skills ◽  
Action Observation ◽  
Qualitative Approaches ◽  
Action Language ◽  
Field Notes ◽  
Group B ◽  
Planning Action

The purpose of this research was to determine the process of implementation of learning activities using storytelling methods with dioramas media in improving the language skills of children in group B and to know the extent of the results of improving children's language skills through storytelling methods with dioramas in group B. The method used in this research is an action research which refers to the model of a Classroom Action Research Kemmis and Mc. Taggart consist of four phase: planning, action, observation and reflection. This research consist of two cycles, each cycle consist of 6 times in actions. Analysis of the data used quantitative and qualitative approaches. Analysis of quantitative data used descriptive statistics that compare the results obtained from the first cycle and the second cycle. While the analysis of qualitative data used analyzing data from the field notes and interviews during the research by steps of data reduction, data display and data verification. The results showed an improvement in language skills through storytelling methods with dioramas, as evidenced by the average pre-action language proficiency score of children by 39%. Then increased in cycle I by 20% to 59%. Furthermore, from cycle I to cycle II children's language skills increased by 30% from 59% to 89%. So that the total improvement of children's language skills ranging from pre-action, cycle I to cycle II 39% which is 59% to 89%.

scholarly journals Words Problem Based Creation for Thematic Mathematical Stories: A Collaborative Action Research

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sumarwati Sumarwati ◽  
Budiyono Budiyono ◽  
Atikah Anindyarini
Keyword(s):  
Action Research ◽  
Word Problem ◽  
Word Problems ◽  
Qualitative Data ◽  
Classroom Practices ◽  
Primary Teachers ◽  
Collaborative Action Research ◽  
Word Problem Solving ◽  
Collaborative Action ◽  
Journal Entries

This research aims to improve the classroom practices of rural primary teachers in developing mathematics word problem through collaborative action research. The cooperation between fourth grade teachers and researchers from university focused on examining the results of the implementation of the two activities within the action plans, ‘Creating word problems communicatively based  by teachers’ and ‘Solving word problems easily by students’. From the analysis of qualitative data (interviews with students, observation and journal entries) and quantitative (tests and questionnaires) seen a significant improvement of the results of teacher in word problem creating and students in word problem solving. Developing word problem based on thematic mathematical stories enabled students to guide in using storytelling as a tool for understanding word problems

scholarly journals Applying Reciprocal Teaching to Overcome Learners' Barriers to Effective Listening

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hesti Rokhaniyah
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Comparative Method ◽  
Research Result ◽  
Reciprocal Teaching ◽  
Active Listening ◽  
Constant Comparative Method ◽  
Post Test ◽  
The Mean

The research is the action research aimed at investigating to what extent Reciprocal Teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when Reciprocal Teaching is employed. Several techniques: interview, observation, and test were applied to obtain the data. The mean score of two raters was calculated to derive the qualitative data; Constant Comparative Method was implemented to analyze the qualitative data. The research result showed Reciprocal Teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. The enhancement of Reciprocal Teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. The use of Reciprocal Teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. Considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through Reciprocal Teaching.

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