Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Strategies of Impoliteness in Japanese Spontaneous Talks

2020 ◽  
Author(s):  
Paolo Calvetti
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
The Other ◽  
Japanese Language ◽  
Bulletin Board ◽  
Bulletin Board System ◽  
Other Hand ◽  
The One ◽  
Board System

If, on the one hand, Japanese language, with its richness of marked allomorphs used for honorifics, has been considered one of the most attractive languages to investigate the phenomenon of politeness, on the other hand, a very small number of studies have been devoted to Japanese impoliteness, most of them limited to BBSs’ (Bulletin Board System) chats on Internet. Interestingly, Japanese native speakers declare, in general, that their language has a very limited number of offensive expressions and that ‘impoliteness’ is not a characteristic of their mother tongue. I tried to analyse some samples of spontaneous conversations taken from YouTube and other multimedia repertoires, in order to detect the main strategies used in Japanese real conversations to cause offence or to show a threatening attitude toward the partner’s face. It seems possible to state that, notwithstanding the different ‘cultural’ peculiarities, impoliteness shows, also in Japanese, a set of strategies common to other languages and that impoliteness, in terms of morphology, is not a mirror counterpart of keigo.

Does the presence of formulaic language help or hinder second language listeners’ lower-level processing?

2018 ◽  
Vol 24 (3) ◽  
pp. 338-363 ◽  
Author(s):  
Michael Yeldham
Keyword(s):  
Second Language ◽  
Corpus Analysis ◽  
The Other ◽  
Difficulty Level ◽  
Formulaic Language ◽  
Text Difficulty ◽  
Proficiency Level ◽  
Other Hand ◽  
L2 Listening ◽  
The One

This study examined the influence of formulaic language on second language (L2) listeners’ lower-level processing, in terms of their ability to accurately identify the words in texts. On the one hand, there were reasons for expecting the presence of the formulas to advantage the learners, because the learners would process these formulaic words more holistically than the surrounding non-formulaic words. On the other hand, though, because formulas are commonly uttered in more reduced fashion than their surrounding non-formulaic words – and L2 learners commonly face challenges understanding reduced speech – it was possible that the formulas would negatively impact the learners’ processing. The participants listened to four texts, which were paused intermittently for them to transcribe the final stretch of words they had heard prior to each pause. The researcher had previously categorized these words as being part of formulas or non-formulas through corpus analysis. By comparing the listeners’ identification of the formulaic and the non-formulaic language, the study found that formulaic language facilitated their lower-level listening. This degree of advantage, however, varied across text difficulty level and listener proficiency level. Based on the findings, implications for L2 listening instruction are discussed.

scholarly journals Immediate and Distracted Imitation in Second-Language Speech: Unreleased Plosives In English

2013 ◽  
Vol 11 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Arkadiusz Rojczyk ◽  
Andrzej Porzuczek ◽  
Marcin Bergier
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
The Other ◽  
Word Boundary ◽  
Linguistic Difference ◽  
Other Hand ◽  
Significant Rate ◽  
No Release

The paper investigates immediate and distracted imitation in second-language speech using unreleased plosives. Unreleased plosives are fairly frequently found in English sequences of two stops. Polish, on the other hand, is characterised by a significant rate of releases in such sequences. This cross-linguistic difference served as material to look into how and to what extent non-native properties of sounds can be produced in immediate and distracted imitation. Thirteen native speakers of Polish first read and then imitated sequences of words with two stops straddling the word boundary. Stimuli for imitation had no release of the first stop. The results revealed that (1) a non-native feature such as the lack of the release burst can be imitated; (2) distracting imitation impedes imitative performance; (3) the type of a sequence interacts with the magnitude of an imitative effect

scholarly journals Pragmatic Options of the Dialogical Text as a Language Unit

2021 ◽  
pp. 47-56
Author(s):  
Nadezhda Shpilnaya
Keyword(s):  
Research Methodology ◽  
Native Speakers ◽  
The Other ◽  
Informal Communication ◽  
Other Hand ◽  
Communication Situation ◽  
Phatic Communication ◽  
Attachment Model ◽  
The One ◽  
Informative Communication

The purpose of the article is to analyse pragmatic variants of a dialogical text as a language unit. It is assumed that the pragmatic context of the dialogical text (dialogue) actualizing is associated with either informative or phatic intentions. Informative and phatic dialogues appear as pragmatic allotext of a dialogical text. The research methodology is based on the synthesis of derivational and anthropocentric language theories. The process of creating a dialogical text is considered, on the one hand, as a derivational process due to the suppositional relationship between the lexeme and the text, and on the other hand, as a process of interpreting the text in the pragmatic context of its actualization. The material for the study was the recording of oral and written speech of regular native speakers in an informal communication situation. The total number of analyzed speech patterns was 140 dialogic texts – 70 texts of each communication type. It is stated that the pragmatic actualization of the dialogical text is associated with the realization of paradigmatic and syntagmatic connections of lexemes. It is revealed that the syntagmatic model of a dialogical text genesis in informative communication is an adjoining model. A paradigmatic model of dialogic text genesis in informative communication is synonymy. In phatic communication, an attachment model was identified as a syntagmatic model of the genesis of a dialogical text. The paradigmatic model for the production of dialogic text in phatic communication is a homonym model.

scholarly journals Conceptualizing translation in Poland in 2018

2021 ◽  
Vol 1 (2) ◽  
pp. 87-114
Author(s):  
Anna Kuźnik
Keyword(s):  
Native Speakers ◽  
Theoretical Background ◽  
The Other ◽  
Main Hypothesis ◽  
Additional Hypothesis ◽  
Item Questionnaire ◽  
Other Hand ◽  
Wide Range ◽  
The One ◽  
Methodological Strategy

This paper aims to provide an account of our survey on the semiotic nature of the concept of translation among young Polish native speakers. The methodological strategy adopted is a con­structive replication of Sandra Halverson’s survey conducted in Norway in 1997. We claim, in our main hypothesis (stemming from a theoretical background of prototype semantics, which we used for measuring our object), that the concept of translation is not uniform and includes different semiotic types of translation, some of which are perceived as central (prototypical), and others as peripheral. According to our additional hypothesis, young Polish native speakers have a broad notion of translation (encompassing a wide range of intralingual and intersemiotic translations), even broader than their Norwegian counterparts, more than twenty years ago. Our data has been collected in 2018 using a seven-item questionnaire (seven different text pairs) with a seven-value scale from 103 subjects. While the main hypothesis has been confirmed, the additional hypothesis was rejected, with Polish respondents conceiving the concept of translation more narrowly. The methodological format of a replication produced an ambivalent effect: on the one hand, it yielded positive incentive, and on the other hand, it became our principal hindrance.

scholarly journals The Role of Prosody in the Identification of Persian Sentence Types: Declarative or Wh-question?

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Zohreh Shiamizadeh ◽  
Johanneke Caspers ◽  
Niels O. Schiller
Keyword(s):  
Native Speakers ◽  
Sentence Type ◽  
Initial Position ◽  
The Other ◽  
Current Experiment ◽  
Frequency Code ◽  
Other Hand ◽  
The One

AbstractIt has been reported that prosody contributes to the identification of utterances which lack lexico-syntactic indicators of interrogativity but do have characteristic prosodic correlates (e.g. Vion and Colas 2006. Pitch cues for the recognition of yes-no questions in French. Journal of Psycholinguistics Research 35. 427–445). In Persian wh-in-situ questions, the interrogativity device (the wh-phrase) does not move to the sentence-initial position, and the pre-wh part is characterized by specific prosodic correlates (Shiamizadeh et al. 2016. Do Persian native speakers prosodically mark wh-in-situ questions? Manuscript submitted for publication). The current experiment investigates the role of prosody in the perception of Persian wh-in-situ questions as opposed to declaratives. To this end, an experiment was designed in which Persian native speakers were asked to choose the correct sentence type after hearing only the pre-wh part of a sentence. We hypothesized that prosody guides perception of wh-in-situ questions independent of wh-phrase type. The results of the experiment corroborate our hypothesis. The outcome is discussed in terms of Ohala´s frequency code, and Bolinger´s claim about the universal dichotomous association between relaxation and declarativity on the one hand and tension and interrogativity on the other hand.

Zeit-Wege und Wege-Zeit der Tora – Chancen eines beziehungsorientierten Erinnerungslernens

2015 ◽  
Vol 67 (2) ◽  
pp. 145-154
Author(s):  
Reinhold Boschki ◽  
Thomas Schlag
Keyword(s):  
Shared Memory ◽  
Religious Education ◽  
The Other ◽  
Human Being ◽  
Learning And Teaching ◽  
Other Hand ◽  
The Future ◽  
Relevant Topic ◽  
The One

Abstract The article deals with the question how the Torah can become a relevant topic in learning and teaching processes in religious education. In doing so, the motif of „godly and humanly commemoration“ is used to elaborate on the idea that learning is commemoration in a two-fold sense: „It is the commemoration of god and the commemoration of the human being, in which the shared memory of the human being and god form a oneness.“ Derived from this idea the thought is developed, that such a learning remembrance is on the one hand aimed at the interpretation of the present, but on the other hand also aimed at creating perspectives for the future. Commemoration aims at concretion in the present with a glance at the future.

Relevance Theory and the in second language acquisition

2004 ◽  
Vol 20 (3) ◽  
pp. 193-211 ◽  
Author(s):  
Vlad Žegarac
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
First Language ◽  
Relevance Theory ◽  
The Other ◽  
Human Communication ◽  
L2 Learners ◽  
The One ◽  
Teaching Learning

This article considers the implications of Sperber and Wilson’s (1986/95) Relevance Theory for the acquisition of English the by second language (L2) learners whose first language (L1) does not have an article system. On the one hand, Relevance Theory provides an explicit characterization of the semantics of the, which suggests ways of devising more accurate guidelines for teaching/learning than are available in current textbooks. On the other hand, Relevance Theoretic assumptions about human communication together with some effects of transfer from L1 provide the basis for a number of predictions about the types of L2 learners’ errors in the use of the.I argue that data from previous research (Trenkić, 2002) lend support to these predictions, and I try to show that examples drawn from the data I have collected provide evidence for the view that L2 learning is not influenced only by general pragmatic principles and hypotheses about L2 based on transfer from L1, but that learners also devise and test tacit hypotheses which are idiosyncratic to them.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

Sign in / Sign up

Export Citation Format

Share Document