Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction

2016 ◽  
Vol 4 (1) ◽  
pp. 153-170
Author(s):  
Ingo Fehrmann
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Information Structure ◽  
Language Production ◽  
Basic Structure ◽  
Form Function ◽  
Basic Functions ◽  
Beginning Learners ◽  
Based Instruction ◽  
Function Mapping

Abstract Empirical findings in Second Language Acquisition suggest that the basic structure of German declarative sentences, described in terms of topological fields, poses certain challenges to learners of German as a foreign language. The problem of multiple prefield elements, resulting in ungrammatical verb-third sentences, figures most prominently in the literature. While the so-called V2 constraint is usually treated as a purely formal feature of German syntax both in the empirical as well as in the pedagogical literature, the present paper adopts a usage-based perspective, viewing language as an inventory of form-function mappings. Basic functions of prefield elements have already been identified in research on textual grammar and information structure. This paper presents results from a pilot study with Japanese elementary learners of German as a foreign language, where the form-function mapping of German prefield elements was explicitly taught following the guidelines of an approach called Concept-Based Instruction. The findings indicate that, with a focus on the function-function mapping, it is in fact possible to explicitly teach these rather abstract regularities of German to beginning learners. The participants’ language production exhibits a prefield variation pattern similar to that of L1 German speakers; at the same time the learners produce very few ungrammatical verb-third sentences.

Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL

e-TEALS ◽  
2018 ◽  
Vol 9 (s1) ◽  
pp. 41-56
Author(s):  
Alexandra Vraciu ◽  
Yolanda Capdevila Tomàs
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
Foreign Language Learning ◽  
Target Language ◽  
Arts And Crafts ◽  
Focus On Form ◽  
Pedagogical Strategies ◽  
Based Instruction

Abstract Despite their alleged dual focus on content and language learning, CLIL classes are, more often than not, focused on meaning transmission and comprehension and promote an incidental approach to language learning. Yet, empirical evidence from second language acquisition research points out that a mere focus on meaning is not enough for learners to reach proficiency in the target language and some awareness of the linguistic form is necessary for language learning to occur. In order to foster simultaneous subject matter and foreign language learning, CLIL practitioners need to create opportunities for learners to notice the language of the content while performing content-related activities and tasks. We propose a series of pedagogical strategies to achieve this awareness of the form in the context of the CLIL class, drawing on empirical evidence from language learning research and our own experience as CLIL teachers and teacher trainers.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

DO L1-L2 DIFFERENCES IN DISCOURSE PROCESSING REFLECT PROCESSING DEMANDS OR DIFFICULTY OF FORM-FUNCTION MAPPING?

2021 ◽  
pp. 1-25
Author(s):  
Eun-Kyung Lee ◽  
Scott Fraundorf
Keyword(s):  
Time Pressure ◽  
Complex Form ◽  
Discourse Processing ◽  
Spoken Discourse ◽  
Online Processing ◽  
Form Function ◽  
Processing Demands ◽  
L2 Learners ◽  
Korean Learners ◽  
Function Mapping

Abstract We examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained experimenter-paced listening data, we tested whether reducing online-processing demands allows L2 learners to show a nativelike behavior, such that contrastive pitch accents facilitate later ruling out the salient alternative. However, reduced time pressure failed to lead even higher proficiency L1-Korean learners of English to reach a nativelike level, suggesting that L2 learners’ nonnativelike processing and representation of the prominence cue in spoken discourse processing can be due to the inherent difficulty of fully learning a complex form-function mapping rather than to online-processing demands.

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

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