scholarly journals Phonodidactics is not so black as it is painted: traditions and trends in FL pronunciation teaching

2022 ◽  
Vol 18 ◽  
pp. 5-19
Author(s):  
Klaudia Gajewska ◽  
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Oral Communication ◽  
Primary Objective ◽  
Target Language ◽  
Negative Consequences ◽  
Developing Readers ◽  
Language Classroom ◽  
Language Classrooms ◽  
Teaching Pronunciation

By a curious paradox, the indispensability of intelligible, comprehensible and minimally accented foreign language (FL) speech in oral communication does not translate into intensive pronunciation practice in instructed settings. Teaching pronunciation usually poses a major challenge to language instructors both at the level of planning and implementation of pronunciation teaching activities, and is therefore frequently frowned upon to the advantage of the remaining language subsystems. However, underdeveloped FL pronunciation skills carry negative consequences every time learners enter into oral conversations. The problem takes on yet greater significance nowadays when the increased mobility of 21st century societies raises the likelihood of students making contacts with native and non-native speakers of the target language (TL). On having, firstly, enumerated some of the culprits responsible for the inferiority of pronunciation component in everyday language classroom routine and, secondly, demonstrated the importance of the subskill in establishing contacts with native and non-native speakers of the TL, we attempt to provide a general overview of the well-established traditions and main trends in the field of phonodidactics. In view of the above, our primary objective is to first and foremost overcome deep-rooted prejudices against including the pronunciation component in language classrooms by developing readers’ awareness on the fundamentals of pronunciation teaching.

scholarly journals Beyond the classroom: WebCT and learning Modern Hebrew

2006 ◽  
Vol 22 (3) ◽  
Author(s):  
Yona Gilead
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Native Speakers ◽  
Target Language ◽  
Discourse Communities ◽  
Face To Face ◽  
Language Classroom ◽  
Modern Hebrew ◽  
Face To Face Learning ◽  
The University

<blockquote>The developments of new technologies over the last decades provide some answers to the limited exposure imposed on second/foreign language (L2) learners, who study a target language in an academic setting in countries where that language is not actively used. Not only are such learners restricted in their exposure to the L2 in the formal academic framework, due to the limited face to face learning time, but, more significantly, they lack the exposure to the language's 'real world' as it exists outside the language classroom. They are isolated from the target language's authentic discourse communities and its native speakers. Instead, learners mainly experience the language in its 'modified format' as manifested within the classroom itself.<p>This paper analyses the rationale for, and the process of, the development of the Modern Hebrew Beginners <em>WebCT</em>site at the University of Sydney as a means of increasing students' exposure to the language and especially enhancing their communication in Hebrew through the use of technologies.</p></blockquote><p> </p>

NEGOTIATED INTERACTION IN TARGET LANGUAGE CLASSROOM DISCOURSE.Jamila Boulima. Amsterdam: Benjamins, 1999. Pp. xiv + 338. $79.00 cloth.

2001 ◽  
Vol 23 (1) ◽  
pp. 126-128
Author(s):  
Alison Mackey
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Review Of The Literature ◽  
Comprehensive Review ◽  
Language Classroom ◽  
Negotiated Interaction ◽  
Language Classrooms ◽  
The Subject

The topic of this book, part of a new series published by Benjamins entitled Pragmatics and beyond, is negotiated interaction. It begins with a lengthy introduction to the subject matter, and then presents an empirical study of negotiated interaction in English as a foreign language classrooms in Morocco. The first two chapters (a third of the text) seek to operationalize interaction and define the role of negotiated interaction in second language acquisition (SLA). These chapters are useful in the sense that they provide a fairly comprehensive review of the literature prior to 1991. However, the field has come a long way since that time, and a decade of crucial work is missing from this 1999 book.

scholarly journals Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Javier Julian Enriquez
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Spanish Language ◽  
Target Language ◽  
Classical Literature ◽  
Literary Value ◽  
Strategic Competence ◽  
Language Classroom ◽  
Speakers Of Other Languages

This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a Golden Age poet, Gongora, considered by most literary critics as the most influential and important poet in Spanish-language poetry, whose works represent the most admirable literary masterpieces  in the western classical literature and Baroque poetry. In the same way, we would like to bring to light his literary value, excellent, and didactic potential for teaching poetry in the second language classroom, underpinned by a Task-based Learning methodology.

BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THE LOTE CLASSROOM.Michael Clyne, Sue Fernandez, Imogen Y. Chen, and Renata Summo-O'Connell. Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi + 177. A$30.80 paper.

2001 ◽  
Vol 23 (1) ◽  
pp. 135-135
Author(s):  
Timothy Reagan
Keyword(s):  
United States ◽  
Second Language ◽  
Foreign Language ◽  
Native Speakers ◽  
The United States ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Classrooms ◽  
K 12

One of the growing challenges facing foreign language educators in many societies is that created by the presence of “native speakers” in second language classrooms. Especially in countries with significant immigration patterns, such as Canada, the United States, and Australia, there are growing numbers of students enrolled in courses in languages other than English (LOTEs) with which they have some background familiarity or knowledge. All too often, these students have been seen as something of a problem in the foreign language classroom, especially in K–12 settings. Background speakers constitutes an important and valuable first step in changing such perceptions.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Pluricentriciteit in het DaF-onderwijs : Duitse, Oostenrijkse en Zwitserse varianten van het Duits in lesmateriaal

2021 ◽  
Vol 59 (1) ◽  
pp. 25-49
Author(s):  
Juliane Schopf ◽  
Beate Weidner
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Native Speakers ◽  
Geographical Region ◽  
Teaching Material ◽  
Everyday Talk ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
German Speaking ◽  
German Speaking Country

Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom.SamenvattingDe vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.

scholarly journals Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

Target Language, Target Culture

2020 ◽  
pp. 1064-1081
Author(s):  
José Carlos Escobar
Keyword(s):  
Intercultural Competence ◽  
Native Speakers ◽  
Social Background ◽  
Linguistic Competence ◽  
Target Language ◽  
General Description ◽  
Full Understanding ◽  
Language And Culture ◽  
Language Classrooms ◽  
Target Culture

Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).

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