3. The Only Turn Worth Watching in the 20th Century is Tina Turner’s: How the Sloganization of Foreign Language Research Can Impede the Furthering of Knowledge and Make Life Difficult for Practitioners

2018 ◽  
pp. 42-56
Author(s):  
Dietmar Rösler
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
Language Research

scholarly journals Мансийские исследования: от истоков к современности

2020 ◽  
Vol 13 (3) ◽  
pp. 743-765
Author(s):  
Natalia A. Koshelyuk ◽  
◽  
Keyword(s):  
20Th Century ◽  
18Th Century ◽  
Field Studies ◽  
Online Research ◽  
Late 20Th Century ◽  
Research Activities ◽  
Language Research ◽  
The 19Th Century ◽  
Historical Methods ◽  
First Time

Introduction. The article reviews background studies on the Mansi language and its dialects performed by European and Russian (Soviet) linguists. Goals. The paper seeks to provide a comprehensive historical description of Mansi language research. Methods. The descriptive and comparative-historical methods have been employed thereto. Results. The work arranges the studies chronologically — from earliest research activities to contemporary ones — highlighting most essential achievements. Mansi is one of the least studied languages with earliest written accounts dating to the 16th-17th centuries. The earliest Mansi dictionaries were compiled by explorers and missionaries (I. Kuroedov, S. Cherkalov, P. S. Pallas, etc.) in the 18th century. In the 19th century, the Mansi language officially became a subject of scientific research, and expeditions by Finnish and Hungarian linguists (Antal Reguly, August Engelbrekt Ahlqvist, Bernát Munkácsi, Artturi Kannisto) proved the first field studies. In the 20th century, quite a number of European scientists have contributed to Mansi language research, namely: W. Steinitz, L. Honti, K. F. Кarjalainen, M. Bakró-Nagy, K. Rédei, M. Szilasi, and others. In Russia, the first Mansi studies were initiated by Soviet scholars in the 1930s (V. Chernetsov, A. Balandin). Studies in spoken Mansi evolved into a national Cyrillic alphabet, and for the first time ever there were published comprehensive works dealing with Mansi studies, textbooks on Mansi phonetics, morphology, and grammar. Experimental phonetic explorations emerged in the mid-to-late 20th century resulting in new Mansi dictionaries (A. Sainakhova, T. FrankKamenetskaya, E. Rombandeeva, and others). Mansi studies in the 21st century in Russia and Europe have reached a brand new level: there appeared online research laboratories and linguistic platforms which make it possible to further investigate the Mansi language and verify up-to-date materials.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

An Authopreter Narrative

2021 ◽  
pp. 1-14
Author(s):  
Arthur Asa Berger ◽  
Nurdan Oncel Taskiran
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
19Th Century ◽  
Educational Process ◽  
The 19Th Century

Few people can show mathematics, physics, chemistry, geometry, or foreign language among the lessons they love in the educational process. It is no doubt that these lessons, which are difficult to understand and challenging to solve, still maintain their vitality in memories. Apart from these well-known essential areas, it is undeniable that among the new branches of science that developed in the 20th century, one is least as scary as the others. Semiotics (or semiology) is one of the problematic fields with its sophisticated theories in the 19th century until Arthur Asa Berger applied the edutainment (learning by fun) method to semiotics by his work “Saussure Suspects.”

Řečové akty omluvy u českých studentů v angličtině (L2): vybrané výsledky pilotáže

2019 ◽  
pp. 157-188
Author(s):  
Marie Vališová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
20Th Century ◽  
Speech Acts ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Shed Light

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.

scholarly journals Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

scholarly journals Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

2017 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Ebubekir Bozavli
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Simultaneous Action ◽  
Control Group ◽  
Success Rates ◽  
Analysis Methodology ◽  
Language Research ◽  
High Motivation ◽  
Faculty Of Education ◽  
Teaching In Foreign Language

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of Education, Ataturk University. The methodology applied herein is experimental research. Two groups of 14 were randomly established, one as experimental and one as control group. Experimental group underwent audiovisual method, while conventional vocabulary teaching method, still applied in schools, was applied on the control group. The data was gathered from instructive videos equipped with pedagogical references on the website of TV5 monde, under the title “Enseigner le francais avec Tv 5 Monde” [Learn French with TV5 Monde]. Two practices, namely, “2001-2011: faut-il encore avoir peur du terrorisme” [2001-2011: Should we still fear terrorism?], “guerres et conflits: vers une privatisation générale?” [Wars & conflicts: Towards an overall privatisation?], both at C1 education level, have been selected. Success rates in research data were found out by means of percentage calculations. The resulting values are analysed and interpreted through descriptive and content analysis methodology. According to research outputs, the learners are more successful in efficiency of learning and retention via audiovisual method than through conventional method. Simultaneous action of multiple sense organs and high motivation during learning process are considered as the principal reasons for such success.

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.

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