The linguistic landscape and materials development

2021 ◽  
Author(s):  
Yilan Xie ◽  
Louisa Buckingham
Keyword(s):  
Language Learning ◽  
Chinese Language ◽  
Learning Approach ◽  
Linguistic Landscape ◽  
Writing Systems ◽  
Materials Development ◽  
Cultural Elements ◽  
Mobile Assisted Language Learning ◽  
Wide Acceptance ◽  
Linguistic System

Abstract Despite the wide acceptance of the contributions of linguistic landscape (LL) research to sociolinguistic analyses, models of how the LL can be exploited to practise specific features of the language system have been lacking. In this study we focus on Mandarin Chinese, an important community language, to document the development of LL-based materials to practise language-specific elements of the linguistic system (such as understanding the hierarchical organisation of characters, decoding characters, identifying tones, and distinguishing different writing systems), in addition to cultural elements. Beginning with extensive local fieldwork to compile a dataset of Chinese-language signs, materials were developed using the content of signs considered to be representative for this context. Employing a MALL (Mobile-Assisted Language Learning) approach, materials were piloted with learners of Chinese. The results of this practical engagement are discussed, and we end with key recommendations for educationalists concerning the use of the LL as a resource for language acquisition.

scholarly journals Pour un apprenant réfléchissant

2014 ◽  
Vol 60 (3) ◽  
Author(s):  
Elsa Chachkine ◽  
Françoise Demaizière ◽  
Eva Schaeffer-Lacroix
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objectives ◽  
Learning Approach ◽  
Online Forum ◽  
Positive Role ◽  
Linguistic System ◽  
Reflective Approach

In this paper, we present a foreign language learning approach inviting the learner to reflect on the linguistic system. We define "the reflecting learner" as a thinking being who decides to engage in thinking rather than following the teacher's invitation to reflect on his or her performed action. After describing our references (the theory of enunciative operations, the conceptualisation approach, etc.), we give an overview of the main questions which must be answered when designing a learning scenario including language reflection activities. These questions are related, for instance, to the choice of learning objectives and materials and to the choice of metalinguistic terms. The last part of the article presents and analyzes the main characteristics of two recent scenarios, in order to show how a reflective approach can be implemented. In these scenarios, the use of technologies, in particular of an online forum or of online corpora, plays a positive role.

Second Language Vocabulary Acquisition through Mobile Assisted Language Learning

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 439-444
Author(s):  
ASHA MADHAVI PAGADALA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner. 

Corpus Research Applications in Second Language Teaching: A Look into Corpus-informed Materials Development

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Norwati Roslim ◽  
Muhammad Hakimi Tew Abdullah ◽  
Anealka Aziz ◽  
Vahid Nimehchisalem ◽  
Azhani Almuddin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching Materials ◽  
Materials Development ◽  
Practical Applications ◽  
Reference Grammar ◽  
Corpus Studies ◽  
Reference Corpus ◽  
Clear Guideline

Numerous corpus studies have suggested that teaching materials design could greatly benefit from the empirical information about language use provided by corpus linguistics. In spite of the awareness that corpus-based research can offer valuable insights for materials development, still relatively small number of studies report on the practical applications of corpus data for teaching materials development. There is no clear guideline or framework on how corpora and corpus studies could assist in developing teaching materials. Hence, this study focusses on one grammatical item which poses problems to Malaysian learners, that is, prepositions. The objectives are (i) to identify prepositions in the British National Corpus as a reference corpus and the descriptions offered by linguists and grammarians as a reference grammar, and (ii) to provide a framework to use reference corpus, reference grammar and corpus-based research, as a resource for developing materials in the teaching of prepositions. In order to meet the objectives, content analysis was used as the methodology throughout this study. The findings showed that reference corpus, reference grammar and corpus-based research could be used systematically as guidance to develop corpus-informed materials. It is hoped that this contribution of knowledge could have an impact on second language learning-teaching.

scholarly journals A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

2016 ◽  
Vol 9 (5) ◽  
pp. 206 ◽  
Author(s):  
Elham Mohammadi Foomani ◽  
Mohsen Hedayati
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Information Communication ◽  
Design Based Research ◽  
Mobile Assisted Language Learning ◽  
Seamless Learning ◽  
Teachers And Students ◽  
Recent Developments ◽  
E Learning ◽  
Iranian Context

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

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