scholarly journals Beyond the sentence in secondary education: a case study of discourse analysis in L2 writings

Author(s):  
Rosa Muñoz Luna

Abstract: Learning to write in a foreign language requires the mastery of L2 discursive items. However, teaching practices in the field have traditionally focused on a grammatical level, leaving other macro–linguistic aspects aside such as coherence and cohesion. In this paper, we are analysing the written academic discourse of a group of intermediate–level students of English to see how textual structures actually affect their final written output in L2. In order to obtain a coherent and cohesive text, explicit language awareness must be fostered in class on a daily basis: the teaching of L2 writing needs to be meaning–based so that text composition becomes more flexible and natural. Título en español: “Más allá del nivel oracional en la E.S.O.: estudio de caso de análisis del discurso de textos en L2”Resumen: Aprender a escribir en una lengua extranjera requiere dominar los elementos discursivos en la L2. Sin embargo, las corrientes pedagógicas de enseñanza de lenguas tienden a centrarse en un nivel gramatical, dejando estos aspectos discursivos de lado tales como la coherencia y la cohesión. En este artículo, analizamos el discurso acadé- mico de un grupo de estudiantes españoles de nivel intermedio de inglés para ver cómo las estructuras textuales influyen en el escrito final en L2. Con el fin de obtener un texto coherente y cohesivo, se necesita trabajar la conciencia lingüística en clase a diario: la enseñanza del inglés como L2 debe ser significativa para que la composición de textos pueda ser más flexible y natural.

1994 ◽  
Vol 17 (2) ◽  
pp. 104-120 ◽  
Author(s):  
Michael McCarthy

Abstract This paper sets out to address the problem of just what, from the vast amount of research now available into the spoken language, can and ought to form part of the oral component of a second or foreign language course. Exemplification is principally based on spoken English from the British Isles, but reference is made, where appropriate, to other modern languages. Structural, interactive, generic and contextual constraints are discussed in terms of their implications for teaching, and a core set of features are highlighted. Some results of discourse analysis and conversation analysis are argued as better treated within the domain of cross-cultural studies, and other features of spoken language usually considered within the domain of discourse analysis are proposed for inclusion within the lexico-grammatical areas of the syllabus. Methodological implications are discussed in the final section, where it is argued that traditional ‘presentational’ approaches to language teaching need to be rethought and supplemented by more inductive- and language awareness based activities.


2004 ◽  
Vol 37 (2) ◽  
pp. 127-131

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.


2018 ◽  
Vol 8 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Karim Ibrahim

This article describes how the literature on game-based foreign language (FL) learning has demonstrated that player-game interactions have a strong potential for FL learning. However, little is known about the fine-grained dynamics of these interactions, or how they could facilitate FL learning. To address this gap, the researcher conducted a pilot case study that examined the dynamics and activities that comprised gameplay in the interactions of 2 learners of Arabic as a foreign language in the simulation-management video game Baalty. Data collected through observations, thinkaloud protocol, gaming journals, gaming walkthroughs, and debriefing interview were analyzed using discourse analysis methods. An ecological approach to FL learning was used as a theoretical framework. Data analysis and interpretation demonstrated that participants interacted with the game to develop their gameplay trajectory, and to this end, they drew on and engaged with in-game FL discourses to inform experiential learning of gameplay.


2019 ◽  
pp. 1-15
Author(s):  
Ellen W. R. van den Broek ◽  
Helma W. Oolbekkink-Marchand ◽  
Ans M. C. van Kemenade ◽  
Paulien C. Meijer ◽  
Sharon Unsworth

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