Accommodation in oral interviews between foreign language learners and teachers who are not native speakers

2000 ◽  
Vol 54 (2) ◽  
pp. 260-271 ◽  
Author(s):  
Brian J. Richards ◽  
David D. Malvern
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Foreign Language Learners

Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

2019 ◽  
Vol 54 (3) ◽  
pp. 221-256
Author(s):  
Shenglan Zhang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Essay Writing ◽  
Overall Design ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Class Presentation

Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

scholarly journals FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

2019 ◽  
Vol 12 (2) ◽  
pp. 46-71
Author(s):  
Višnja Pavičić Takač ◽  
Sanja Vakanjac Ivezić
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Academic Literacy ◽  
Foreign Language Learners ◽  
Language Knowledge ◽  
L2 Learners ◽  
Argumentative Essays ◽  
The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

scholarly journals Zur Interaktion von materiellem und idiomatischem Bild in deutschen Printwerbungen

2020 ◽  
pp. 235-251
Author(s):  
Günter Schmale
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Image Representation ◽  
Literal Meaning ◽  
Print Advertising ◽  
Implicit Relation ◽  
Foreign Language Learners ◽  
Visual Element

Print advertising very frequently refers to idioms containing verbal expressions of images conveying a figurative meaning. “Material” idiom's (photos, drawings, cartoons, etc.) in print adverts, in one way or another, depict the idioms’ literal meaning. Advertising plays on numerous forms of interaction between the idiomatic and material image (representation of literal meaning, implicit relation between visual element and verbal idiom, etc.). Following preliminary considerations on figurativeness and metaphoricity, 14 German print adverts are analysed with a focus on the role of the material image. Based on these analyses, reflections on the interpretability of the relation between idiomatic and material image by native speakers and foreign language learners are discussed.

scholarly journals LANGUAGE REPRESENTATION OF AXIOLOGICAL ATTITUDE TO NEIGHBOUR NATIONS (ON THE ETHNONYMY MATERIAL OF LANGUAGES OF DIFFERENT STRUCTURES)

2020 ◽  
pp. 38-44
Author(s):  
Татьяна Юрьевна Гурьянова ◽  
Кристина Валериевна Фадеева ◽  
Елена Анатольевна Ваганова
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Practical Importance ◽  
Negative Attitude ◽  
Cross Cultural ◽  
Multicultural Society ◽  
Foreign Language Learners ◽  
Language Representation ◽  
History Of

В условиях динамичного развития поликультурного общества, а также ускорившейся глобализации и взаимопроникновения культур народов практическую значимость приобретают исследования страноведческой и лингвокультурной направленности. Фразеологизмы используются в речи всех слоев населения, они связаны с повседневными заботами людей. На формирование этнонимов повлияла история развития народов, их традиции, обычаи и культура. Таким образом, фразеологизмы с этнонимами отражают национальный менталитет, их изучение не теряет своей актуальности. В данной статье рассмотрены проблемы языковой репрезентации ценностного отношения к соседним народам, проанализированы особенности фразеологизмов русского, английского, французского, немецкого и чувашского языков. Практическим материалом исследования являются фразеологизмы и этнонимы, используемые носителями русского, английского, французского, немецкого и чувашского языков. Анализ отобранных фразеологизмов с национальным компонентом показал, что их коннотативная окраска различна. На ее формирование повлияли различные экономические, политические и культурные события. Приведены примеры, отражающие негативное восприятие соседних народов. Незначительная часть рассмотренных фразеологизмов имеет позитивный смысл. В статье рассматриваются причины формирования некоторых фразеологизмов с этнонимами на конкретных примерах. Подобное исследование может найти свое применение в теории межкультурной коммуникации, так как оно является необходимым для студентов, изучающих иностранные языки. In the context of the dynamic development of a multicultural society, the process of globalization, and the interpenetration of cultures of peoples, the research of cross-cultural and linguistic orientation becomes of practical importance. Phraseological units are used in the speech of all segments of the population, they are related to the daily concerns of people. The formation of ethnonyms was influenced by the history of peoples’ development, their traditions, customs and culture. Thus, phraseo-logical units with ethnonyms reflect the national mentality and their study is still relevant. The article describes the problems of language representation of attitudes towards neighboring nations, analyzed the peculiarities of Russian, English, French, German and Chuvash idioms with ethnonyms used by native speakers. The analysis demonstrated that the connotation of the idioms is different. Various economic, political and cultural factors influenced it. The article provides some examples of negative attitude to neighboring nations. Some of the analyzed idioms are characterized by positive connotation. This article also considers the reasons for the formation of some idioms with ethnonyms. The results of the study can be employed in the theory of intercultural communication, since it is essential for foreign language learners.

scholarly journals The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language

2019 ◽  
Vol 8 (2) ◽  
pp. 197-225
Author(s):  
Shenglan Zhang
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Engineering Research ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Educational Engineering

AbstractThis study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.

The Modes of Governmentality in Language Education

2011 ◽  
pp. 149-167
Author(s):  
Neriko Doerr ◽  
Shinji Sato
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Language Education ◽  
The United States ◽  
Foreign Language Learners ◽  
Language Class ◽  
Teacher Student

This chapter discusses the validity of incorporating blog activities in language education classes as an equalizing practice. The authors examine blog activities aimed at providing a way for foreign language learners to communicate in a space free from any teacher-student hierarchy as part of a Japanese-as-a-Foreign-Language class at a university in the United States. The authors show that a teacher-student hierarchy still seeps into the blog space, albeit in a different form. Using Michel Foucault’s notion of modes of governmentality, they analyze how the blog’s postings and readers’ comments define the space of a particular blog by evoking modes of governmentality of schooling and of “native” vs. “non-native” speakers. They suggest the importance of acknowledging the existence of relations of dominance in what was initially perceived to be a power-free online space and encourage educators who use blogs in classes to involve learners in the understanding and transformation of such relations of dominance.

Grammar and pragmatics

2005 ◽  
Vol 5 ◽  
pp. 137-161 ◽  
Author(s):  
Gisela Håkansson ◽  
Catrin Elisabeth Norrby
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Control Group ◽  
Pragmatic Development ◽  
Foreign Language Learners ◽  
Completion Task ◽  
Pragmatic Analysis ◽  
Syntactic Development ◽  
High Level

This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were piloted with a control group of Swedish native speakers. The results indicate a relationship between native-like pragmatic command and a high level of morpho-syntactic processability. The findings suggest that students whose grammatical processing capacity is restricted to lower levels find it difficult to contextualise their utterances in a pragmatically appropriate way.

scholarly journals Non-Verbal Communication of German Language in a German Film: A Coffee in Berlin

2021 ◽  
Vol 37 (2) ◽  
pp. 53-67
Author(s):  
Farhana Farid ◽  
◽  
Roslina Mamat ◽  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
German Language ◽  
German Film ◽  
Foreign Language Learners ◽  
Verbal Behaviour ◽  
Turn Taking ◽  
Qualitative Descriptive ◽  
Real Language

Non-verbal behaviour is very important in conversations, yet it is not given much attention. Foreign language learners who are not exposed to these pivotal non-verbal communications will find it difficult to recognise it during a conversation which consequently could lead to confusion. In addition, it will also affect the flow of the conversation especially among language learners that have less access to real language situations or native speakers. This article begins with analysing a German language conversation in a German film “A Coffee in Berlin” by Jan Ole Gerster, to detect the non-verbal turn-taking signals as well as to interpret the function and purpose of the signals based on the Stenstrom’s theory (1994) of turn-taking. This article uses Gesprächsanalytisches Transkriptionssystem 2 (discourse and conversation- analytic transcription 2) or also recognised as GAT 2 by Selting (2009) for the data transcription as it is highly adaptable in transcribing data of German language to detect the non-verbal turn-taking signals in the conversation. Qualitative descriptive is chosen as the method of this study as it is detailed, comprehensive and makes sense to the reader. Using the method and theories stated bring results of the non-verbal turn-taking signals such as gaze, gestures and facial expression which are used in German conversation when yielding, continuing and taking the floor of conversation. Keywords: Non-verbal behaviour, turn-taking, conversation analysis, German language, language learners.

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