Pedagogical linguistics

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Kathleen Bardovi-Harlig
Keyword(s):  
Foreign Language ◽  
Final Section ◽  
Relevant Research ◽  
Curricular Development ◽  
Positive Effects ◽  
Theoretical Support ◽  
Language Classrooms ◽  
Research Findings ◽  
Foreign Language Classrooms ◽  
Insight Into

Abstract The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, 2005, and Bardovi-Harlig, 2015), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Skyes, 2013) and suggests means of overcoming such challenges. Pedagogical linguistics, in the form of pedagogical pragmatics, offers insight into meeting the challenges of limited theoretical support for curricular development, lack of authentic input in teaching materials, lack of instructor knowledge, and lack of reference books and pedagogical resources for teachers. The final challenge for pedagogical linguistics and pragmatics researchers is conveying relevant research findings to teachers; means for accomplishing this are discussed in the final section of the article.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic

2020 ◽  
Vol 15 (14) ◽  
pp. 83
Author(s):  
Mary Masterson
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Digital Technologies ◽  
Cultural Knowledge ◽  
Virtual Space ◽  
Cross Cultural Communication ◽  
Foreign Language Learners ◽  
Age Cohort ◽  
Language Classrooms ◽  
Foreign Language Classrooms

This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

Teaching and Educational Research in Wales: How Does Teachers' Engagement with Educational Research Differ in Wales from those in England?

2017 ◽  
Vol 19 (1) ◽  
pp. 135-145
Author(s):  
Kevin Smith ◽  
Kimberley Horton
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Action Research ◽  
Educational Research ◽  
Initial Teacher Education ◽  
Relevant Research ◽  
National Foundation ◽  
Research Findings ◽  
Insight Into

The purpose of this study was to better understand how teachers in Wales differ from their counterparts in England in regard to their engagement with educational research. In 2010, the National Foundation for Educational Research (NFER) conducted a study of over 4,000 teachers in England. Many of the questions referred to their engagement in forms of educational research. In 2013, the same questions were posed to 216 teachers in Wales. A comparison of the findings indicate teachers in Wales were more likely to have recently undertaken action research than the England teachers. They also found others' research findings more useful in their teaching. Additionally, the teachers in Wales were more likely than England teachers to agree that they know where to find relevant research to inform their teaching and that they are able to understand and use the research. With recent concerns over educational research and initial teacher education (ITE) in Wales, these findings provide insight into how teachers in Wales perceive and engage with education research and may help to inform policies enabling teachers to produce and implement evidencebased practices into their pedagogy.

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