Anders, of toch niet?

2017 ◽  
Vol 6 (2) ◽  
pp. 147-173
Author(s):  
Lukas Urbanek ◽  
Greg Poarch ◽  
Sarah Schimke ◽  
Johanna Fanta ◽  
Gunther De Vogelaer
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Native Language ◽  
Transfer Effect ◽  
Sentence Completion ◽  
L1 Transfer ◽  
Completion Task ◽  
Pronominal Gender ◽  
Gender System

Samenvatting Both in Dutch and to a lesser extent in German, pronouns can agree with a noun’s lexical gender or be chosen on semantic grounds. It is well-known that for non-human antecedents, Dutch seems to be shifting towards a more semantic system, via a process labelled ‘hersemantisering’, in which gender marking on the pronoun increasingly depends on the degree of individuation of the antecedent. This article presents a psycholinguistic investigation on how German learners of Dutch as a foreign language (NVT), who distinguish between three nominal genders in their native language, handle the Dutch gender system, which has largely lost its three-way nominal gender, and in which resemanticisation has progressed significantly. More specifically, a speeded grammaticality judgement task (GJ) was used in conjunction with a sentence completion task to examine the German NVT-learners’ perception as well as the production of pronominal gender in the L2 (in this case Dutch). It was found that German learners of Dutch judge more combinations of pronouns and their antecedents to be grammatical than they actually use. However, unlike in Flanders and the Netherlands, grammatical gender still trumps semantic gender, which we explain as a L1 transfer effect. In addition, the role of participants’ proficiency in Dutch is discussed.

scholarly journals COMMUNICATIVE ORIENTED EDUCATION

2021 ◽  
Vol 2021 (1) ◽  
pp. 352-355
Author(s):  
Nadezhda Grin
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Effective Means ◽  
Real Situation ◽  
The Real ◽  
Communicative Approach

This article discusses the communicative nature and the communicative principle of learning. Special attention is paid to the role of the video film as an effective means of teaching intercultural communi-cation in a foreign language. The communicative approach allows you to model a language situation that is close to the real situation of communication, without using your native language.

The role of stylistics in Japan: A pedagogical perspective

2012 ◽  
Vol 21 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Masayuki Teranishi ◽  
Aiko Saito ◽  
Kiyo Sakamoto ◽  
Masako Nasu
Keyword(s):  
Foreign Language ◽  
Literary Criticism ◽  
Teaching Method ◽  
Native Language ◽  
Point Of View ◽  
Literary Texts ◽  
English Studies ◽  
History Of ◽  
Efl Students

This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding

1994 ◽  
Vol 48 ◽  
pp. 47-57
Author(s):  
Gerard M.M. Willems
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Skills Training ◽  
Target Language ◽  
Large Classes ◽  
Time Investment ◽  
Conversational Skills ◽  
Long Run ◽  
The One

Foreign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

scholarly journals Muttersprache im Fremdsprachenunterricht - mehr als ein Ausweichmanöver?

2018 ◽  
Vol 34 ◽  
pp. 35-42 ◽  
Author(s):  
Luiza Ciepielewska
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Positive Influence ◽  
Language Usage ◽  
Language Class

The article deals with the role of the native language in a foreign language class. The practical aspects of moderate native language usage are discussed. Using concrete examples, the author discusses the positive influence of a native language on communication during foreign language class.

scholarly journals On L2 Learners’ Metalinguistic Ability and Related Issues: A Synthesis of Theory and Practice

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosni M. El-dali
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Theory And Practice ◽  
The Other ◽  
Sentence Completion ◽  
Metalinguistic Awareness ◽  
Foreign Language Learners ◽  
Completion Task ◽  
Error Recognition ◽  
Formal Properties

The purpose of this study is twofold.  First, it presents an overview of pertinent research dealing with aspects of metalinguistic awareness (MLA) and to posit a link between (MLA) and students’ performance in multi-dimensional linguistic problems. Second, it reports on the outcomes of an experiment on some foreign language learners. The subjects of the present study (N=80) were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. Forty subjects were males and the other forty were females. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task.  In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase that best complete the sentence.  The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must.  In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct.  A list of 25 sentences with four words underlined, and marked (A), (B), (C), and (D) was given to the subjects.  Finally, students were individually interviewed to explain and comment on their performance in the previous tasks.  The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.

scholarly journals SYNTAX AND TEACHING OF CZECH AS A FOREIGN LANGUAGE: A COMPARATIVE APPROACH

2020 ◽  
pp. 101-106
Author(s):  
Stanislav Rylov
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
University Teaching ◽  
Comparative Approach ◽  
Speech Communication ◽  
Practical Application ◽  
Comparative Aspect

The important constructive role of syntax in speech communication and university teaching of the Czech language is considered. The comparative aspect with reliance on the native language is of particular importance for philologists-Russianists. The practical application of the comparative approach in teaching Czech as a foreign language is the confrontational analysis of Russian and Czech syntactic constructions equivalent to them. Such an analysis contributes to the better development of structural, semantic and mental differences by students, the peculiarities of both their native and Czech languages. The typical Russian-Czech syntactic confrontems are given

scholarly journals Tematski rječnici kao nastavno sredstvo u p(r)oučavanju jezika

2021 ◽  
pp. 203-215
Author(s):  
Ljudmila Vasiljeva
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Teaching Methods ◽  
Native Language ◽  
Alphabetical Order ◽  
Teaching Process ◽  
Slavic Languages ◽  
The World ◽  
Methodological Status

The purpose of this article is to present the methodological status of the dictionary in the process of learning/teaching other Slavic languages and to determine the features of the bilingual thematic educational Ukrainian-Croatian dictionary. Dictionaries play an important role in the development of national culture and in the supporting and improving a particular native language. During the thirty-year period of independence both Croatia and Ukraine can boast only a small amount of Croatian and Ukrainian lexicographic editions that could simultaneously apply to Croatian and Ukrainian. The important role of vocabulary in learning a foreign language does not require any comments. In fact it is generally accepted in teaching methods, which means that dictionary, as well as textbook, are necessary means in the teaching process. Noting and grouping words in dictionary also has a fairly long history. The alphabetical order of lexical units is traditional and commonly accepted in the world lexicography. Hence, thematic and ideographic lexicography are supposed to be alternatives to alphabetic lexicography.

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