Current teaching models claim that appropriateness is a principal characteristic as much of good textual materials as of good classroom discourse. However, this sociolinguistic concept raises several ...issues of interpretation & translation, particularly when applied to materials for use in English as a foreign/second language situations. These issues are examined with the intention of understanding some possible implications for course construction & classroom use. The use of "authentic" materials often based on contexts unfamiliar to the students (eg, everyday life in London), the nature of communicative strategies, & native-speaker intuitions regarding appropriate usage are discussed. 24 References. Modified HA
Zooming in on the New York boroughs of Manhattan and Queens, Chang-rae Lee's Native Speaker presents a curiously Gatsbyesque moment that exemplifies the dynamism of physical and social mobility. At ...the core of the novel is the narrator Henry Park's observation of John Kwang, a charismatic Korean immigrant city councilman from Queens. Their one-time ride to Manhattan in the pre-dawn hours resonates with a specific moment in The Great Gatsby, calling to mind Nick Carraway and Jay Gatsby's drive over the Queensboro Bridge. Both scenes are mobilized by motion, excitement, and anticipation set against the New York cityscape, gesturing toward social minorities' upward mobility and inclusion.
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Current & past communicative classroom exercises used at the Foreign Service Instit to "break down" classroom walls with activities that encourage language acquisition are described. These activities ...were instituted as part of the Russian program of the Foreign Service Instit in 1984 & include immersion experiences during Russian Week, the Monolingual Training Program, the Russian Internship Program, speaking tracks, phase projects, & language /area integration. Each activity's success at promoting language acquisition is assessed. HA
This paper considers the difficulties teachers face when the language of instruction is changed from a second language to the first language of the students. In Hong Kong the government is ...encouraging secondary schools to use Chinese instead of English as the medium of education in view of accumulating evidence that the academic achievement of most students would improve if they were instructed in Chinese. This paper first reports a survey of 242 Chinese-speaking teachers in Hong Kong, who taught various non-language subjects through the medium of English. Their responses clearly indicated that they were more confident in their ability to teach through the medium of English and that they would encounter significant problems teaching entirely in the Chinese language. The paper then seeks an explanation of the teachers' perceived difficulties in adapting to the Chinese instructional medium by examining their language use in the classroom in terms of discourse functions and the spoken and written modes of communication. Finally, the paper considers the challenge of preparing future teachers who can teach effectively in Chinese.
Die beiden Forscher berichten ueber eine Untersuchung, deren Zweck es war, jene Variablen naeher zu betrachten, welche den Native Speaker veranlassen, seine Art zu sprechen auf einen ...fremdsprachlichen Gespraechspartner einzustellen. Fuenf Variablen werden untersucht: Aushandeln der Bedeutung; Gespraechsumfang; Anzahl der Verbesserungen; elaborierte und transparente Antworten.
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► We examine idiomaticity in undergraduate student academic writing through four-word lexical bundles. ► We compare English-language essays in linguistics by L1 speakers of Swedish and native ...speakers. ► The native speakers have a larger number of types of lexical bundles, which are also more varied. ► The findings are largely similar to those of the phraseological research tradition in SLA.
In order for discourse to be considered idiomatic, it needs to exhibit features like fluency and pragmatically appropriate language use. Advances in corpus linguistics make it possible to examine idiomaticity from the perspective of recurrent word combinations. One approach to capture such word combinations is by the automatic retrieval of lexical bundles. We investigated the use of English-language lexical bundles in advanced learner writing by L1 speakers of Swedish and in comparable native-speaker writing, all produced by undergraduate university students in the discipline of linguistics. The material was culled from a new corpus of university student writing, the Stockholm University Student English Corpus (SUSEC), amounting to over one million words. The investigation involved a quantitative analysis of the use of four-word lexical bundles and a qualitative analysis of the functions they serve. The results show that the native speakers have a larger number of types of lexical bundles, which are also more varied, such as unattended ‘this’ bundles, existential ‘there’ bundles, and hedging bundles. Other lexical bundles which were found to be more common and more varied in the native-speaker data involved negations. The findings are shown to be largely similar to those of the phraseological research tradition in SLA.
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In reaction to Pierre Roth's (1996) article, in which the implications of having native speakers in foreign-language classrooms are discussed, it is argued that, contrary to Roth's argument, young or ...multilingual native speakers are not necessarily more proficient than their educated teachers, & that native speakers need not necessarily evoke the envy or resentment of their fellow students. It is further found that Roth's emphasis on the student-teacher relationship fails to address the possible influence of parents on highly proficient students; options to maximize the positive influence a native speaker can have on fellow students as well as the teacher in a communication-oriented classroom context are addressed. It is concluded that, perhaps with some legislative grading changes that account for the increasing presence of foreign language speakers in German schools, the problem can be turned into a valuable resource. S. Paul
Die Autoren untersuchen folgende Grundannahmen der "ACTFL/ETS Guidelines": 1. Es gibt einen Zusammenhang zwischen der Leistung in der Fremdsprache und der Lernzeit. 2. Es gibt einen Zusammenhang ...zwischen dem Inhalt eines Diskurses und der erreichten sprachlichen Korrektheit. 3. Muttersprachler reagieren fehlerspezifisch. Sie sehen die Hauptschwierigkeit der "Guidelines" darin, dass deren Kriterien analytisch abgeleitet und noch unerprobt sind. Auch die Tatsache, dass sie sich auf den nicht-existenten "Native Speaker" berufen, beeintraechtigt ihre Validitaet. Es waere deshalb leichtsinnig, die "Guidelines" zur Erstellung eines Curriculums heranzuziehen.
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