The Writing Process of Italian as a Second Language: Theory and Practice

Italica ◽  
1994 ◽  
Vol 71 (4) ◽  
pp. 484 ◽  
Author(s):  
Flavia Laviosa
Keyword(s):  
Second Language ◽  
Writing Process ◽  
Theory And Practice ◽  
Language Theory

Communicating Naturally in a Second Language: Theory and Practice in Language Teaching

1987 ◽  
Vol 20 (2) ◽  
pp. 349
Author(s):  
Roslyn Raney ◽  
Wilga M. Rivers
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
Language Theory

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Theory and Practice in Teaching English as a Second Language

RELC Journal ◽  
1973 ◽  
Vol 4 (2) ◽  
pp. 68-73
Author(s):  
R.J. Owens
Keyword(s):  
Second Language ◽  
Theory And Practice ◽  
Teaching English

scholarly journals Self-study book of the Japanese Language: theory and practice of development

2021 ◽  
Author(s):  
Mariya Mizgulina ◽  
Grigory Misochko ◽  
Vladlena Fedianina
Keyword(s):  
Theory And Practice ◽  
Language Theory ◽  
Japanese Language ◽  
Self Study

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

The Challenges, Advantages, and Consequences of Writing Prose in a Second Language

LOGOS ◽  
2021 ◽  
Vol 32 (1) ◽  
pp. 25-36
Author(s):  
Brigita Orel
Keyword(s):  
Second Language ◽  
Subject Matter ◽  
Mother Tongue ◽  
Writing Process ◽  
Third Space ◽  
Two Cultures ◽  
Homi Bhabha

Abstract According to Homi Bhabha, hybridity in the context of identity where two cultures or languages collide is a third space where new views and stances can emerge. I explored the concept of this third space by writing a novel in English, which is my second language, instead of in my mother tongue, Slovenian. I investigated the effects of language switch on my choice of subject matter, my writing process, and my perception of my work and myself as a writer and as a person. I examined language-related challenges of writing in my second language, the benefits of a new insight a second language offers, and how multilingualism leads to a more fluid identity and a change in perspective.

Portfolios

2016 ◽  
pp. 166-183
Author(s):  
Joan Lachance
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Teacher Candidates ◽  
Theory And Practice ◽  
Teaching Performance ◽  
Graduate Level ◽  
Capstone Project ◽  
K 12

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.

Editorial. The Inescapability of Language: Theory and Practice for L-1 Educators

2012 ◽  
Vol 12, SI InescLang (Inescapability of language) ◽  
pp. 1-8
Author(s):  
B. Doecke ◽  
I Pereira
Keyword(s):  
Theory And Practice ◽  
Language Theory
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