scholarly journals Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence

2018 ◽  
Vol 7 (1) ◽  
pp. 1-13
Author(s):  
Hongyin Tao ◽  
M. Rafael Salaberry ◽  
Meng Yeh ◽  
Alfred Rue Burch
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Spoken Language ◽  
Classroom Teaching ◽  
Entertainment Media ◽  
Authentic Materials ◽  
Interactional Competence ◽  
Language Data ◽  
Authentic Language ◽  
Theoretical Foundations

AbstractThis journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.

scholarly journals Review of corpus tools for vocabulary teaching and learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Qing Ma ◽  
Fang Mei
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Design Principles ◽  
Careful Consideration ◽  
Classroom Teaching ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Basic Concepts ◽  
Learner Language

Abstract This review aims to introduce corpora as useful tools for facilitating vocabulary teaching and learning. Corpora have long been applied to improve learner language learning, but their direct implication in classroom teaching is rare. This review begins with providing basic concepts related to corpora and then illustrates how corpora can benefit language learning and teaching. To make better use of corpora, careful consideration needs to be given to how to choose an appropriate corpus and what specific corpus search functions should be used. To this end, a new corpus-based language pedagogy (CBLP) is introduced as a new pedagogy to integrate corpora into classroom to facilitate teachers’ teaching. CBLP blends corpus linguistics with classroom pedagogy. In addition, four design principles are illustrated to help teachers design effective corpus-based lessons. Finally, a number of important issues are raised to help teachers improve their design of corpus-based lessons.

scholarly journals Reverse mentoring and peer coaching as professional development strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 162-169
Author(s):  
Nohora Inés Porras ◽  
Lenys Smith Díaz ◽  
Marlen María Nieves
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Peer Coaching ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Theoretical Foundations

Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. 

scholarly journals THE USE OF AUTHENTIC MATERIAL IN TEACHING READING DESCRIPTIVE TEXT: REVIEW OF LITERATURE

2020 ◽  
Vol 8 (2) ◽  
pp. 122
Author(s):  
Fitri Puspita Sari ◽  
Gusti Nur Hafifah ◽  
Linda Mayasari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Teaching Reading ◽  
Review Of Literature ◽  
Teaching English ◽  
Authentic Materials ◽  
Learning To Read ◽  
Authentic Material ◽  
National Journal

Process of learning needs development time by time. Following situation of teaching, it is important for educator to find materials which is understandable and enjoyable. One of materials that effective to be used is authentic material. The authentic materials are not designed for language learning, it is able to use as a tool to teach students and give them real experience in the classroom. Moreover, this paper aims to review research about authentic materials that is used in teaching and learning reading, especially (descriptive text). In order to get the goal, this paper reviews some researches from experts relating to the use of authentic materials in learning to read descriptive text. The author used around 40 articles which discussed about teaching English skills especially reading, authentic material and descriptive text. The author collected the data by surfing the international and national journal to be reviewed. The result shows that most of the studies recommend the educators use authentic materials to be applied in the classroom.

scholarly journals Digital corpora: language teaching and learning in the age of big data

2021 ◽  
pp. 97-101
Author(s):  
Matt Absalom
Keyword(s):  
Big Data ◽  
Language Learning ◽  
20Th Century ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Data Sets ◽  
Digital Platforms ◽  
Language Data ◽  
Language Teaching And Learning

What is it? Using corpora to teach languages is nothing new and, while the term corpus linguistics hails from the 1940s, most language learning before the 20th century adopted a corpus approach – using a series of texts in the language under study as a type of corpus on which to base acquisition. With the advent of widespread computing in the latter half of the 20th century, corpora began to be digitised, rendering interrogation of large amounts of data a much simpler and more appealing prospect. Today, languages in all forms (written, spoken, performed, formal, informal, etc.) are captured all the time through online and digital platforms, apps, etc. meaning that the wealth of language data literally at our fingertips is enormous. This has triggered the development of appropriate tools to explore these vast data sets.

An Evaluation of a Student Resource Centre

1992 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Bob Courchêne
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Pedagogical Innovation ◽  
Post Secondary ◽  
Frequency Of Use ◽  
Self Study ◽  
Directed Learning

The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

Interactions in L2: Some Features of Japanese Learner Talk

2019 ◽  
Vol 2018 (1) ◽  
pp. 183
Author(s):  
John Campbell-Larsen
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Discourse Markers ◽  
Video Data ◽  
Target Language ◽  
Interactional Competence ◽  
Japanese Learners Of English ◽  
Turn Taking ◽  
Japanese Learners ◽  
Spoken Interaction

The central use of language in all human societies is spoken interaction, and interactional competence is a tacit goal of language learning. Interaction is not just the utterance of correctly constructed sentences. Rather, learners must be aware of ways in which the target language is used pragmatically by native and proficient speakers to allocate turns, achieve intersubjectivity, co-construct understanding, sustain progressivity, and signal their attitudes and understanding of both their own talk and that of their interlocutor. This paper outlines some common interactional practices of Japanese learners of English, derived from extensive video data of student peer talk, collected over several years in Japanese universities. I highlight such areas as turn-taking, use of discourse markers, backchanneling, and L1 usage. I suggest that awareness of these issues can help both students and their teachers orient to an interactional view of language with concomitant consequences for teaching and learning. 全ての人間社会において言語の主な使用方法は会話であり、その会話に必要な相互行為能力の習得は言語学習においても必要不可欠なものである。相互行為は正確な構文の産出のみで完遂できるものではなく、学習者は発話ターン構造や間主観性・相互認識の構築、会話の継続・維持、参与者の心的状態の表出など、L2母語話者や熟練話者による語用方略を正確に認識し適切に遂行しなければならない。本稿では、多様な会話データから、日本人英語学習者の典型的なL2相互行為の特性を概説する。日本の大学で数年をかけ長期的に収集された日本人英語学習者のピア会話のビデオデータを用いて、学習者による会話中のターン構築、談話標識の運用、相槌やL1使用の方略に焦点を当てた分析を行う。本研究は、英語教師だけではなく、ひいてはその学習者にも言語を相互行為として捉える観点を与え、英語学習活動に相互行為能力の習得を導入する契機になることを目指す。

scholarly journals Applying constructional approach to second language teaching and learning

2021 ◽  
Vol 127 ◽  
pp. 01016
Author(s):  
Svetlana Viktorovna Ivanova ◽  
Svetlana Nikolaevna Medvedeva
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Future Research ◽  
Second Language Teaching ◽  
Analysis And Synthesis ◽  
Language Data ◽  
Language Teaching And Learning

The inevitability of addressing constructional approach in modern linguodidactics is caused by the crisis in teaching practices aimed at providing students with a set of static information. The ever- and fast-changing nature of the modern system of knowledge leads to the necessity of teaching students how to search for, analyze and critically assess actual language data. The paper discusses problems and prospects of applying constructional approach in second language teaching and learning and posits an algorithm of studying construction semantics of the ‘noun + get + adjective’ construction as an example. The research methods include analysis and synthesis for identifying problems and prospects of introducing constructional approach in second language learning. A set of resultative meanings of the ‘noun + get + adjective’ construction is obtained by way of semantic clusterisation. As a result, major advantages and challenges of applying constructional approach to second language teaching and learning are established. The paper emphasizes the need for students to have a sufficient theoretical basis in language typology and corpus linguistics. The current research also offers an algorithm of construction analysis and includes a listing of key resultative meanings of the ‘noun + get + adjective’ construction and its restrictions. The results can be of certain interest for corpus linguistics and construction semantics. Prospects for the future research in this field reside in developing strategies aimed at introducing construction grammar in the learning process and cataloguing constructions within different types of languages as well as identifying dependencies between constructional patterns and types of languages.

scholarly journals The Small Words of Film Spoken Language for Second Language Learning

2019 ◽  
Vol 8 ◽  
pp. 110
Author(s):  
PATRIZIA GIAMPIERI
Keyword(s):  
Young Adults ◽  
Second Language ◽  
Natural Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Discourse Markers ◽  
Spoken Language ◽  
Spoken Discourse ◽  
Word Search ◽  
Authentic Language

Although being scripted, film dialogues are claimed to mirror natural spoken language. Exposing second language (L2) learners to instances of authentic language is reported to be stimulating and enjoyable. Amongst others, natural spoken discourse is hallmarked by discourse markers, which are small words, or prefabricated units, which constitute the bulk of native-like conversation. Helping students become acquainted with the small words of natural language can increase their perceived proficiency. In light of these argumentations, this paper is aimed at presenting a trial lesson with sixteen young adults who participated in a 2-hour class. During the class, they became acquainted with discourse markers, which were sourced from film dialogues. Students had firstly to infer their meanings and propose coherent translation candidates by recurring to their interlanguage. Then, they were prompted to search for translations in online language platforms. The paper findings highlight that the trial lesson was not only enjoyable and stimulating, but students felt that their L2 knowledge increased. Furthermore, they were stimulated by the inferring tasks and appreciated the word search. In some instances, students' inferences outperformed dictionary results and online suggestions.

scholarly journals On Computer and Foreign Language Teaching and Learning in Big Data Era

2018 ◽  
Vol 13 (05) ◽  
pp. 236 ◽  
Author(s):  
Ji-Hua Fan
Keyword(s):  
Big Data ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Resources ◽  
Learning And Teaching ◽  
Authentic Language

The purpose of this paper is to explore the application of computer to foreign language learning in Big Data era. Combining the properties of language learning and teaching theories, we analyze the potential uses of computer in foreign language learning. We find that the main potential of computer-based foreign language learning lies in making authentic language resources accessible to learners, providing Big Data analysis for foreign language teaching and triggering the new online learning and teaching models. As for foreign language learning in Big Data era, we propose that the application of computer should be based on the learners’ need and teachers’ instruction.

scholarly journals Authentic Materials – A Natural Resource for Developing Academic English

2018 ◽  
Vol 9 (5) ◽  
pp. 53
Author(s):  
Jana Bére-ová
Keyword(s):  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Target Language ◽  
Academic English ◽  
Authentic Materials ◽  
Academic Texts ◽  
Characteristic Features ◽  
Target Culture

The approach to language learning as a way of coming to understand target culture and its impact on target language is reflected in the concept of teaching and learning languages through the integration of intercultural capabilities. The concept will be supported by a number of examples taken from authentic materials language learners have encountered in target language contexts, predominantly gaining experience through reading authentic materials. The paper presents the ideas of university students who carried out their own projects within and after research run by Trnava University, the representatives of which actively participated in a three-year project, supported by the VEGA funding scheme under number 1/0106/15. Twenty-two students who participated in our experiment were asked to analyze formal English in its written mode, searching for characteristic features of formal writing, used in contemporary English. After the completion of the first task related to the selection of appropriate samples, the students were expected to compare the quality of authentic materials received through technologies and that achieved from reading contemporary literary prose, newspapers and academic texts. The idea behind this task was to help university students to be able to critically assess other people’s ideas and arguments, to apply critical thinking when reading, to evaluate authentic materials and to achieve the ability to construct effective arguments in formal writing.

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