Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners

2019 ◽  
pp. 252-287
Author(s):  
William Douglas Schnaithman
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Performance Assessments ◽  
Formative Assessments ◽  
Target Language ◽  
Learning Differences ◽  
Form And Function ◽  
Language Classroom ◽  
And Function ◽  
Integrated Performance

From the first day of instruction, it's important to understand the skill objectives in a second language classroom, and for instruction to be aligned with the assessment. In addition, the pace of instruction should be based on qualitative and quantitative data derived from the use of ongoing formative assessments. These assessments are crucial to determine what skills students have mastered, and which ones may require further instruction and practice, with the goal for students to be able to effectively communicate in the target language in real-world scenarios. In this chapter, the author identifies and emphasizes the importance of using integrated performance assessments to drive the pace of instruction. There are three different tools presented which have been used effectively to measure students' speaking skills, vocabulary knowledge, and ability to apply grammatical concepts in a second language (L2) classroom for students with dyslexia and other language-based learning differences. And finally, there is an opportunity to put the practical concepts learned in the chapter into practice.

scholarly journals Combining Form and Function in Language Teaching: Teaching Grammar Communicatively

2018 ◽  
Vol 3 (1) ◽  
pp. 9-15
Author(s):  
Dony Marzuki
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Language Teaching ◽  
Target Language ◽  
English As Second Language ◽  
Form And Function ◽  
And Function ◽  
Teaching Grammar

The ongoing debate concerning the best method to apply in language teaching, especially in English as Second Language andForeign Language context has been lasting for about forty years now. The first side of debaters is the supporters of form-focusedlanguage teaching method, and the other side is the supporters of function-focused method. In teaching practice, the form-focused methodviews teaching grammar and all its grammatical rules as an absolute requirement while the function-focused method believes thatacquiring good communicative skill in target language is the ultimate goal in second language learning.  Both sides claim that the methodthey use in the teaching practice as the best way to make learners acquire the target language well. Despite the advantages offered by eachmethod, some researchers, however, find out that each method is actually not free from weaknesses. By realizing the weakness of eachmethod, it seems rational for not standing on one method only in the language teaching practice. Perhaps, by combining the two methodsin the teaching practice, language teacher will gain advantages and omit weaknesses owned by each method. A new method can be formedby applying formal instruction in communicative activities.

Emphatic Sentences: A Comparative-Translational Study of Formal-Functional Relations in English and Romanian

Transilvania ◽  
2021 ◽  
pp. 75-84
Author(s):  
Mona Arhire
Keyword(s):  
Target Language ◽  
Original Text ◽  
John Fowles ◽  
Translational Study ◽  
Form And Function ◽  
Functional Relations ◽  
Wide Range ◽  
Research Questions ◽  
And Function ◽  
Stylistic Device

Emphasis, a well-acknowledged stylistic device, is a carrier of a considerable load of emotional content in the fictional dialogue. Its manifestation can take sundry forms and can be attached to a wide range of feelings and can take different degrees of intensity, all of which determines the creation of the atmosphere and impacts the reception by the readership. This paper reports on the investigation of the occurrence of emphasis embedded in the dialogic utterances of John Fowles’ novel Mantissa. The focus lies on the relation between the formal construction of emphatic sentences and the functional values deriving therefrom. The study entails a comparative analysis of emphatic utterances depicted from the English original text and its translation into Romanian. The three research questions refer to the comparative-contrastive realization of emphatic sentences in the two languages, to the extent to which the functional component succeeds in being transferred to the target language and to possible means of compensation when structural differences pose translational problems. The analysis is structured along a typology of sentences adapted to the nature of the text under scrutiny and to the aims of this study. The findings and conclusions ultimately indicate the importance of establishing a relation between form and function in matter of emphasis in the literary dialogue as an act of communication depending on linguistic devices for its effectiveness.

Emergence of the Unmarked in Indian Englishes with Different Substrates

2014 ◽  
Author(s):  
Caroline R. Wiltshire
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Optimality Theory ◽  
Learning Algorithm ◽  
Indian English ◽  
Form And Function ◽  
First Languages ◽  
And Function ◽  
Insight Into

This study uses data from Indian English as a second language, spoken by speakers of five first languages, to illustrate and evaluate the role of the emergence of the unmarked (TETU) in phonological theory. The analysis focusses on word-final consonant devoicing and cluster reduction, for which the five Indian first languages have various constraints, while Indian English is relatively unrestricted. Variation in L2 Indian Englishes results from both transfer of L1 phonotactics and the emergence of the unmarked, accounted for within Optimality Theory. The use of a learning algorithm also allows us to test the relative importance of markedness and frequency and to evaluate the relative markedness of various clusters. Thus, data from Indian Englishes provides insight into the form and function of markedness constraints, as well as the mechanisms of Second Language Acquisition (SLA).

Comprehension, Comprehensibility, and Learning in the Second Language Classroom

1985 ◽  
Vol 7 (2) ◽  
pp. 216-232 ◽  
Author(s):  
Craig Chaudron
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Behavior ◽  
Positive Influence ◽  
Language Instruction ◽  
Target Language ◽  
Instructional Behaviors ◽  
Language Classroom ◽  
L2 Development ◽  
Instructional Settings

Two questions are fundamental to research on second language learning in instructional settings: (1) Does second language instruction have a positive influence on acquisition? and (2) If so, what factors in instruction make a difference, how, and for whom? This paper considers theory and research on second language classroom behavior that is aimed toward answering the second question, given evidence that the answer to the first one is affirmative.Theory suggests that the provision of comprehensible input, a focus on formal aspects of the target language, and the learner's opportunity to practice the target language, all may contribute to L2 development. Empirical research is reviewed to explore what modifications of teacher speech might influence comprehensibility, whether amount of exposure to target forms is related to learners' development, and which instructional behaviors might lead to productive practice with and knowledge about the target language.

scholarly journals KAJIAN TEKNIK, METODE, IDEOLOGI PENERJEMAHAN PADA KOMIK BABY BLUES SIAGA SATU ANAK PERTAMA KARYA RICK KIRKMAN DAN JERRY SCOTT DAN PENGARUHNYA TERHADAP KUALITAS TERJEMAHAN

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Hosnol Wafa’ ◽  
Indra Tjahyadi
Keyword(s):  
Speech Act ◽  
Target Language ◽  
Source Language ◽  
Form And Function ◽  
Translation Quality ◽  
Translation Technique ◽  
Baby Blues ◽  
And Function ◽  
Data Medium

Abstract. The objectives of this study are Analysis of techniques, methods, and ideologiesused by translator on translation form and function directive illocutionary of speech act and to assess the quality of translation form and function directive illocutionary of speech act used in bilingual comic Baby Blues siaga satu anak pertama from accuracy, acceptability, and readability of translation aspects. This research was a descriptive, qualitative, and embedded research of translation. The finding of this study shows; first, 273 data of directive illocutionary utterances applied 11 function, such as commanding, asking, asserting, inviting, requesting, ordering, advicing, suggesting, urgeing, rejecting, forbiding, recommending, reminding, and convinceing. Second, 273 data of directive illocutionary utterances analyzed, translation technique identified 248 data oriented to source language and 163 data oriented to target language. Thirth, concerning with translation quality of directive illocutionary speech act utterance in comic Baby Blues siaga satu anak pertama can be concluded that the translation is accurate. In this case is showed from 255 data constitute the translation accurate, 17 data less accurate, and 1 data not accurate, 254 data acceptability, 18 data less acceptability, and 1 data not acceptability, then 161 data high readability, 97 data medium readability, and 15 data low readability translation. Keywords: Directiveillocutionary, Techniques, Methods, Ideologies, Translation quality

scholarly journals The Linguistic Issues of Form and function and their Effect on Translating Conditional Structures in the Qur’an

2019 ◽  
Vol 5 (01) ◽  
Author(s):  
Ali Hassan Sayed Morsy, Ph.D.
Keyword(s):  
Common Type ◽  
The Other ◽  
Target Language ◽  
Source Language ◽  
Form And Function ◽  
Other Hand ◽  
Verb Forms ◽  
Conditional Sentence ◽  
Conditional Structures ◽  
And Function

According to Ryding (2005), "conditional propositions are ones in which hypothetical conditions are specified in order for something else to take place." He adds "there are two clauses, one that specifies the condition…" and "one that specifies the consequences or result of those conditions" (p.671).  On the other hand, "the equivalent terms in Arabic are شرط /ʃartˤ/ (for the condition clause) and جواب /jawaab/ (for the consequence clause)"(p.671).  The writer divides conditions into "reasonably realizable" (if you study hard, you will pass) and "simply expressions of impossible or “contrary to fact” conditions"(p.671) (If he were rich, he would buy your car).  In brief, conditional sentences in both English and Arabic can be grouped into two categories, namely, real conditionals and unreal ones.  Real conditionals are indicated by a speaker who believes positively about the achievement of the condition, while the speaker of the unreal ones believes negatively about this achievement.   Moreover, the use of different conditional particles appoints the type of the condition in Arabic, but it is identified by the cluster of verb forms in English.  In English, the conditional sentence may precede or follow the main sentence, but it generally precedes the main sentence in Arabic. The tense of the verbs used in English conditional sentences differ in most cases from their Arabic counterparts. Furthermore, the most common type of conditionals in English involves ‘if’ and ‘unless’ but there are three common conditional particles and about ten conditional nouns in Arabic.  Ryding (2005) states that, "Arabic uses different particles to express possible conditions and impossible conditions"(p.671). The English conditional article ' if ' has three equivalents in Arabic: /?in/, /?iðaa/ and /law/.  The verbs of the two English conditional clauses in each of the four cases are in a sort of harmony in tense, but in Arabic such tense agreement is not a must.  Hence, we conclude that there is a general tense harmony between the English conditional clauses, but in Arabic, this is not commonly the case.  This dissonance leads to some extent of confusion while translating the source language(SL) into the target language(TL) in general and from the Quran ( as SL) into English (as TL) in particular.

Emergent vocabulary in second language socialization among learners

2015 ◽  
Vol 5 (2) ◽  
pp. 283-299
Author(s):  
Roseley Santos Esguerra ◽  
Phalangchok Wanphet
Keyword(s):  
Second Language ◽  
Language Socialization ◽  
English Proficiency ◽  
Communication Strategies ◽  
Vocabulary Knowledge ◽  
Work Activities ◽  
Communication Problems ◽  
Language Classroom ◽  
L2 Learners ◽  
Pair Work

In general, second language (L2) learners have limited vocabulary knowledge. In addition, they often have difficulty identifying, recognizing, or recalling the vocabulary necessary for a certain situation. This limitation and those three factors result in problematic talk where repair, improvement, and practice are merited. The purpose of the present study, following a conversation analytic (CA) perspective, explores how vocabulary-related communication problems are resolved when a low proficient learner (LPL) and a high proficient learner (HPL) communicate during their pair-work activities. In particular, this research studies the sequence of turns and repair in the talk. The study revealed that (1) the repair is mostly initiated by the LPL, (2) the HPL can be a crucial language source in the classroom, and (3) problems are caused by insufficient vocabulary knowledge and not comprehending a correctly-pronounced word. This study reveals the importance of students’ pair-work (especially pair-work activities when the students have disparate English proficiency) in the language classroom and suggests communication strategies.

Connectionism, HPSG signs and SLA representations: specifying principles of mapping between form and function

2004 ◽  
Vol 20 (2) ◽  
pp. 131-165 ◽  
Author(s):  
J. Dean Mellow
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Partial Solution ◽  
Phrase Structure Grammar ◽  
Future Directions ◽  
Form And Function ◽  
Linguistic Representations ◽  
L2 Production ◽  
And Function ◽  
A Current

A current limitation of the connectionist approach to second language acquisition (SLA) research is that it does not, to my knowledge, include complex linguistic representations. This article proposes a partial solution to this limitation by motivating and illustrating specific analyses that utilize the sign-based representations developed within Head-driven Phrase Structure Grammar (HPSG). To motivate the proposed representations, the article applies them to an analysis of four types of mappings between form and function: one-to-one, primed redundancy, nonprimed redundancy and polyfunctional. The paper summarizes representative SLA data that indicate how these mappings may appear in second language (L2) production. Key properties of HPSG analyses are discussed, indicating how they are consistent with connectionist assumptions. Sign-based representations of the four types of mappings are then provided, including several modifications to HPSG formalisms. The article concludes with a discussion of future directions.

Dummy auxiliaries in the second language acquisition of Moroccan learners of Dutch: Form and function

2010 ◽  
Vol 26 (4) ◽  
pp. 473-500 ◽  
Author(s):  
Ineke van de Craats ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Semantic Content ◽  
Form And Function ◽  
Syntactic Function ◽  
Syntactic Properties ◽  
And Function ◽  
Germanic Languages

This study examines an interlanguage in which Moroccan learners of Dutch use non-thematic verbs in combination with thematic verbs that can be inflected as well. These non-thematic verbs are real dummy auxiliaries because they are deprived of semantic content and primarily have a syntactic function. Whereas in earlier second language (L2) research only patterns with ‘be’ were found for learners of three Germanic languages with various first language (L1) backgrounds, an alternative dummy auxiliary pattern was observed with ‘go’ in the data of the Moroccan learners of Dutch. We argue that the auxiliary pattern with ‘go’ is bootstrapped by the unique similarities between Dutch (L2) and Arabic (L1). The emergence of dummy auxiliaries precedes movement of the thematic verb, and it turns out that adult L2 learners can be plainly focused on expressing syntactic properties.

Sign in / Sign up

Export Citation Format

Share Document