Pragmatics in CLIL

2018 ◽  
Vol 31 (2) ◽  
pp. 467-494
Author(s):  
Nashwa Nashaat Sobhy
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Written Discourse ◽  
Foreign Language Learners ◽  
School Programs ◽  
Completion Test ◽  
Request Strategies

Abstract This study is a mixed-method, cross-sectional study that compares the acquisition of request modification in the productions of two secondary school groups (15–16 years old) in two school programs: content and language integrated learning (CLIL) and traditional mainstream (non-CLIL). A total of 192 requests were gathered from both groups by means of an elicitation instrument (a Written Discourse Completion Test – WDCT). The requestive pragmatic moves (external and internal modifiers and request strategies) were analysed according to their pragmatic functions (softeners and aggravators) and a data-driven taxonomy of request modification was elaborated in line with previously developed taxonomies (Blum-Kulka et al., 1989; Alcón Soler et al., 2005) for the data analysis. The results showed that both groups share similarities typical of foreign language learners. Nonetheless, significant statistical differences between them indicated that the CLIL group had a fuller repertoire of request modification strategies, yet their sociopragmatic knowledge is questioned.

The acquisition of differential object marking in Hindi as a foreign language

2016 ◽  
Vol 5 (2) ◽  
pp. 101-125 ◽  
Author(s):  
Aaricia Ponnet ◽  
Kristof Baten ◽  
Saartje Verbeke
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cross Sectional Study ◽  
Grammatical Structure ◽  
Heritage Speakers ◽  
Cross Sectional ◽  
Differential Object Marking ◽  
Foreign Language Learners ◽  
Direct Objects ◽  
Object Marking

This article explores a grammatical structure — differential object marking (DOM) — that is particularly difficult for L2 learners to acquire. DOM is a phenomenon in which some direct objects are morphologically marked and others are not. In Hindi, animate direct objects are always marked with the objective case marker ko, whereas specific direct objects are only optionally marked with ko. Inanimate and non-specific direct objects are never marked with ko and take the unmarked nominative form. DOM in Hindi has been found to pose a problem to heritage speakers of Hindi. The present study investigates whether similar difficulties exist for foreign language learners. A cross-sectional study was conducted among 30 foreign language learners of Hindi completing an oral production task. The results suggest that the learners do not have difficulties with the concept of DOM in itself — they know that not every direct object needs to be marked —, but rather with the variable conditions under which DOM occurs. The study defines five developmental profiles, which reflect a gradual accumulation of contexts appropriately marked with the objective case.

scholarly journals L2 effects on L1 in foreign language learners: An exploratory study on object pronouns and verb placement in wh-questions in Polish

2021 ◽  
Vol 23 (4) ◽  
pp. 153-172
Author(s):  
Kamil Długosz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cross Sectional Study ◽  
Control Group ◽  
Cross Sectional ◽  
Foreign Language Learners ◽  
Wh Questions ◽  
Verb Placement ◽  
Group Object ◽  
Object Pronouns

This study investigates L2 effects on L1 grammar in foreign language learners. As partof a cross-sectional study, 25 Polish native speakers learning English and German, and16 Polish monolingual speakers participated in an acceptability judgment test in Polish The test involved two grammatical phenomena: anaphoric object pronouns which lie at thesyntax-pragmatics interface, and verb placement in wh-questions, which is a propertyof narrow syntax. The analysis shows that multilingual learners accepted overt anaphoricobject pronouns in a sentence-internal position significantly more frequently than monolingual speakers from the control group. Object pronouns in the native language seem to bean element open to the influence of a foreign language, in contrast to linguistic propertieswhich are solely syntactic. This study thus confirms that interface phenomena are moreprone to cross-linguistic influence than purely syntactic features, but it also extends thisthesis to include L2 effect on L1

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

scholarly journals Cinema as a didactic tool in the secondary school foreign language classroom: French

2021 ◽  
pp. 129-147
Author(s):  
Imad Boussif ◽  
Estefanía Sánchez Auñón
Keyword(s):  
High School ◽  
Secondary School ◽  
Empirical Study ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Daily Lives ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Teaching Unit

The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the thirty-five participants were asked to fill in a questionnaire in order to examine their views on this methodology and analyse its effects on their language learning process. The results obtained have revealed that high school French students have a very positive opinion on the cinema-based approach and that this method is motivating and helps learners to enhance their linguistic and sociocultural competences.

scholarly journals Phonemic awareness as fundamental listening skill: A cross-sectional, cohort study of elementary foreign language learners

2021 ◽  
Author(s):  
Kaori Nakao ◽  
W. L. Quint Oga-Baldwin ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Phonemic Awareness ◽  
Foreign Language Learning ◽  
Critical Factor ◽  
Cross Sectional ◽  
Foreign Language Learners ◽  
Listening Skill

Phonemic awareness is a necessary but not sufficient skill for language development. Phonemic awareness is therefore a critical factor for initial foreign language learning leading to ultimate attainment of literacy in the new language. The current study presents a test of phonemic awareness applied to the Japanese elementary school EFL environment. Two-hundred and sixty-eight students enrolled in grades three through six in a public elementary school completed a fifteen item test of initial word sounds. Analysis of variance (ANOVA) results comparing scores across the four cohorts indicated clear differences between the grades. Students' phonemic awareness increased in non-stepwise fashion, with clear increases across two year periods. Results indicate the potential for testing phonemic awareness in EFL settings with non-alphabetic L1 learners.

scholarly journals The Investigation of Request Strategies By EFL Learners of The International Institute of Tourism and Business Denpasar

HUMANIS ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 145
Author(s):  
Gede Eka Wahyu ◽  
Ni Putu Evi Wahyu Citrawati
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
English Proficiency ◽  
Communicative Competence ◽  
Intermediate Level ◽  
International Institute ◽  
Written Discourse ◽  
Efl Learners ◽  
Completion Test ◽  
Request Strategies

Communicative competence has been the goal teaching of a second or foreign language. In acquiring the language, speakers of language also acquire the rules of knowledge and choose the speech acts when communicating with others. This study aimed to investigate the act of request strategies and request perspectives produced by the student of The International Institute of Tourism and Business Denpasar. There are fifty students’ involved in the study with intermediate level in their English proficiency. The data is collected with a written Discourse Completion Test (DCT) which has ten request situations. Soshana Blum Kulka and Olshtain’s (1984) theory is used to categorize the speech acts produce in analyzing data. The result of the project showed that most of the students use internal modification and the number of students external modification in their speech acts.

scholarly journals Attitudes and Motivation in Early Foreign Language Learning

2012 ◽  
Vol 2 (3) ◽  
pp. 55-74
Author(s):  
Jelena Mihaljević Djigunović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Research Area ◽  
Language Learner ◽  
Learner Characteristics ◽  
Cross Sectional ◽  
Foreign Language Learners ◽  
Research Findings

This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these af-fective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of  complexity that warrant further research. Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.

scholarly journals Fixing Students’ Pronunciation Using Songs

2019 ◽  
Vol 6 (2) ◽  
pp. 77
Author(s):  
Ahmad Idris Asmaradhani ◽  
Rindawanto Evendi ◽  
Ahmad Mursid ◽  
Ruslan Abdul Gani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
Strong Interest ◽  
Foreign Language Learners ◽  
English Classroom ◽  
Esl Learners

As a Foreign Language, English is difficult for secondary school students in Indonesia not only in terms of grammatical systems but also in terms of phonetic systems. They find it difficult to pronounce most of the English words because in English there is no regular systems of how to pronounce the English words. For EFL/ESL learners in general, to pronounce the English words intelligibly they must refer to a standard dictionary which also means they have to understand how to use and read the dictionary systematically. To understand and improve the production of the various sounds and the supra-segmental features of English as a foreign language, it is suggested to use English songs. This research paper is discussed descriptive-qualitatively based on the authors’ experience as a foreign language learners and teachers. It is discussed how using songs in the English classroom can help students fix their English pronunciation. Supported with a simple questionnaire given to secondary school students, it is also found that most students can fix their pronunciation and they have a strong interest in listening and understanding popular English songs.

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