Testing the pedagogical norm

IF 1.1 0 LANGUAGE & LINGUISTICS
Tatjana Winter, Elen Le Foll
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引用次数: 2

Abstract

English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French school EFL textbooks (TEC-Fr), French L1 Learner English (OpenCLC-Fr), Web English (EnTenTen15-S) and British English (BNC-S). The ELT typology accounts for considerably less than half of if-sentences in the reference data. Even in the EFL textbooks, only 57% of if-conditionals match the typology explicitly taught in their grammar sections. For many formal and functional features, the learner data sits halfway between the distributions of the textbook and reference data. We conclude that the ELT typology needs to be adapted to provide a more representative account of if-conditionals that focuses on L1 and L2 usage and meaning over form.
测试教学规范
作为外语的英语教材通常呈现三到四种条件类型的规定性类型学。我们通过比较来自法国学校英语教科书(TEC-Fr)、法语L1学习者英语(OpenCLC-Fr)、网络英语(EnTenTen15-S)和英国英语(BNC-S)的四个样本的620个if-条件句的形式和功能,来研究这种历史悠久的英语教学(ELT)类型学在四种英语中体现的程度。在参考数据中,英语教学类型学所占的if-sentence比例还不到一半。即使在英语教科书中,也只有57%的if条件句符合语法部分明确教授的类型。对于许多形式和功能特征,学习者数据介于教科书和参考数据的分布之间。我们得出的结论是,英语教学类型学需要进行调整,以提供一个更有代表性的条件句描述,重点关注第一语言和第二语言的使用和意义而不是形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
27.30%
发文量
0
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