Journal of Foreign Language Teaching and Applied Linguistics

2016 ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

scholarly journals Applied linguistics

2003 ◽  
Vol 36 (3) ◽  
pp. 225-225
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Theory Building ◽  
Southern Illinois ◽  
Language Research ◽  
Language And Communication

03–535 Hellermann, John (Southern Illinois U., Carbondale, USA; Email: [email protected]). The interactive use of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society (Cambridge, UK), 32, 1 (2003), 79–104.03–536 Wendt, Michael (Universität Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Theory building in foreign language teaching and its implications for foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 1–62.03–537 Weppelman, Tammy, L., Bostow, Angela, Schiffer, Ryan, Elbert-Perez, Evelyn and Newman, Rochelle, S. (U. of Iowa, USA). Children's use of the prosodic characteristics of infant-directed speech. Language and Communication (Oxford, UK), 23, 1 (2003), 63–80.

scholarly journals Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte

2019 ◽  
pp. 213-226
Author(s):  
Adam Szeluga
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Theoretical Models ◽  
Generative Grammar ◽  
Foreign Language Teaching ◽  
Learning Techniques ◽  
The Individual ◽  
Theoretical Foundations

The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.

scholarly journals The concept of Interlanguage from the perspective of Spanish Applied Linguistics

2020 ◽  
Vol 2 ◽  
pp. 210-220
Author(s):  
Magdalena Karadjunkova
Keyword(s):  
Complex System ◽  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Spanish Speaking

The article outlines the concept INTERLANGUAGE as developed by Larry Selinker and Pit Corder last century. Defined as a complex system, the phenomenon of Interlanguage needs to be taken into consideration both by specialists in foreign language teaching who research the area of linguistics, and by teachers. Then contributions to the topic by Spanish speaking specialists are described with a view of the specifics of learning Spanish.

The role of DO-auxiliary in subject-auxiliary inversion: Developing Langacker’s notion of existential negotiation

2016 ◽  
Vol 27 (2) ◽  
pp. 269-287 ◽  
Author(s):  
Patrick Duffley
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Cognitive Motivation ◽  
Core Elements

AbstractThis paper builds on Langacker’s (in press. How to build an English clause. Journal of Foreign Language Teaching and Applied Linguistics 2(2)) analysis of subject-auxiliary inversion (SAI) as involving “existential negotiation”. Langacker’s account is completed by relating it to full verb inversion (FVI). In FVI, non-core elements are fronted, resulting in inversion without an auxiliary, as in Into the room walked Mary; however, non-core elements are also frontable in SAI, as in Bitterly did we regret our decision. Do is treated as denoting full actualization and SAI is accounted for by focus on an exceptionally intense mode of actualization, whence the use of do to explicitly express what is focused on. The role of into the room in the FVI example is to define a locus into which an entity is introduced. Since this does not involve focus on the fact or manner of the verbal event’s actualization, do is not used. This leads to a different division of inverted structures than that of Chen (2013. Subject auxiliary inversion and linguistic generalization: Evidence for functional/cognitive motivation in language. Cognitive Linguistics 24. 1–32), who distinguishes those that merely reverse subject and auxiliary (argued to denote non-indicative mood) from those where the inverted auxiliary-subject order is accompanied by fronting of a non-subject element (treated as involving focus on the fronted item). It is argued here that fronting do-auxiliary marks focus on the actualization of the verbal event itself.

scholarly journals ZUR FÖRDERUNG DER SPRACHBEWUSSTHEIT – VERGLEICHEN UND BESPRECHEN DER GRAMMATISCHEN STRUKTUREN

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 39-50 ◽  
Author(s):  
Jolanta Hinc
Keyword(s):  
Foreign Language ◽  
Negative Transfer ◽  
Research Study ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Language Awareness ◽  
Multilingual Students

This paper elaborates on the notion of language awareness among multilingual students. In the first part the author presents the results of a research study whose objective was to assess if multilingual students are aware that the languages they speak and study (English and German) interact constantly and if they recognize the phenomenon of the positive and negative transfer. The subjects were students of Applied Linguistics at the universities of Bydgoszcz, Gdańsk and Poznań in Poland. The second part of the article is an attempt to connect theory and practice. It contains some suggestions how to improve multilingual foreign language teaching. A comparison and discussion of grammar structures aims to promote language awareness among students of foreign languages.

Sign in / Sign up

Export Citation Format

Share Document