Rethinking directions in language learning and teaching at university level最新文献

Rethinking study abroad and intercultural competence 重新思考出国留学与跨文化能力

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.895

Chesla Ann Lenkaitis

引用次数: 2

Occupying a new space: oral language skills within the disciplines in English-medium instruction 占据新空间:英语教学中各学科的口语技能

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.889

Julia Hüttner

{"title":"Occupying a new space: oral language skills within the disciplines in English-medium instruction","authors":"Julia Hüttner","doi":"10.14705/rpnet.2019.31.889","DOIUrl":"https://doi.org/10.14705/rpnet.2019.31.889","url":null,"abstract":"Bilingual education programmes involving English are currently experiencing an unprecedented rise in popularity, both at school and at university levels. While one of the aims of such educational programmes lies in developing both academic knowledge and language proficiency, our understanding of the interface between these two elements – language and content – is still developing. In this contribution I argue that one fruitful means of conceptualising this content and language interface is by focussing on disciplinary language, i.e. the language specific to a school subject or academic discipline. While the study of disciplinary literacies, with their prime consideration of reading and writing, has received some research attention (see e.g. Airey, 2011; Kuteeva & Airey, 2014), the more dynamic area of oral language in the subject classroom has been less focussed on. By drawing on an existing body of research, I show how disciplinary language within English Medium Instruction (EMI) is positioned by teachers and learners at both upper-secondary and tertiary levels of education. I place equal focus on two areas of research; firstly, I outline the perceptions of students and teachers towards (oral) disciplinary language, showing the difficulty of clearly positioning it on a continuum from ‘language’ to ‘content’ and the diverse interpretations of participants within EMI educational endeavours. The second area of research addresses student oral 1. University of Vienna, Vienna, Austria; julia.huettner@univie.ac.at How to cite this chapter: Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in Englishmedium instruction. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 5-26). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.31.889","PeriodicalId":180569,"journal":{"name":"Rethinking directions in language learning and teaching at university level","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129425989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Translation training and language instruction at the academic level 学术层面的翻译培训和语言教学

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.892

Małgorzata Kodura

{"title":"Translation training and language instruction at the academic level","authors":"Małgorzata Kodura","doi":"10.14705/rpnet.2019.31.892","DOIUrl":"https://doi.org/10.14705/rpnet.2019.31.892","url":null,"abstract":"The aim of this paper is to make a point in a discussion whether and to what extent it is advisable to incorporate language instruction activities into the translation course. Although translation competence is often perceived as a set of sub-competencies that always includes language skills, regardless of the theoretical framework adopted, it is generally assumed that language proficiency of students taking a translation course at the university is adequate to undertake such tasks. However, as experience shows, novice translators frequently struggle with language problems unexpected at that level. Based on an experiment conducted with students of English philology attending a translation course at the Pedagogical University of Cracow, the author of this paper presents challenges and areas of linguistic problems faced by inexperienced translators, proposing solutions that might be useful for a translation trainer designing such a course. A reference is made to a reversed concept of translation as the fifth skill in learning a foreign language. This controversial idea of using translation in a language class, rejected by the modern language teaching approach as deriving from the traditional grammar-translation method, has been recently gaining popularity among teachers and researchers. The findings in this area may be of practical value for both translation teachers and language instructors.","PeriodicalId":180569,"journal":{"name":"Rethinking directions in language learning and teaching at university level","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132057539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English as a lingua franca: an overview of communicative strategies 作为通用语的英语:交际策略综述

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.890

Elwira Lewandowska

{"title":"English as a lingua franca: an overview of communicative strategies","authors":"Elwira Lewandowska","doi":"10.14705/rpnet.2019.31.890","DOIUrl":"https://doi.org/10.14705/rpnet.2019.31.890","url":null,"abstract":"The present contribution discusses the importance of communicative strategies in introducing English as a Lingua Franca (ELF). A brief meta-analysis of the research conducted in the area of pragmatics reveals that one of the most salient elements of using ELF is the users’ ability to conduct meaningful exchanges through various communicative strategies. The results of the case study show that certain strategies are less favoured by ELF users, like those that seem to require manipulation of the language content and adjusting the language forms to meet the goals of communication. It is also demonstrated that contrary to the results of the meta-analysis, the participants of the study use all types of strategies: avoidance, compensation, and stalling without easily observable differences in the gathered results. The analysis of the results allows us to claim that incorporating communicative strategies should be of importance in considering the possibility of teaching ELF or at least allowing the learners of the English language to explore various strategies that may be proved as useful in their language use in a global marketplace.","PeriodicalId":180569,"journal":{"name":"Rethinking directions in language learning and teaching at university level","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The infinitive in the writing of Czech advanced students of English 捷克英语高级学生写作中的不定式

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.893

Silvie Válková, Jana Kořínková

{"title":"The infinitive in the writing of Czech advanced students of English","authors":"Silvie Válková, Jana Kořínková","doi":"10.14705/rpnet.2019.31.893","DOIUrl":"https://doi.org/10.14705/rpnet.2019.31.893","url":null,"abstract":"This paper sums up partial results of a long-term project aimed at determining specific needs in teaching advanced English students at the Institute of Foreign Languages of the Faculty of Education, Palacký University, where both authors have been teaching for more than 15 years. In our advanced English students, we have long observed a tendency to make quantitative mistakes, that is to use certain English language structures with a remarkably different frequency than the frequency typical for texts composed by English native speakers. Through a series of quantitative analyses of our students’ texts in comparison with authentic English texts, we have been trying to identify the areas of major quantitative discrepancies, which, in turn, helps us make our teaching to advanced students more focussed and effective. The present contribution maps the theoretical background of the functions and usage of various forms of the English infinitive, and comments on the frequency of usage of various forms and syntactic positions of the infinitive in authentic English texts and in texts produced by our 3rd year Bachelor students in the written part of their final English language examination.","PeriodicalId":180569,"journal":{"name":"Rethinking directions in language learning and teaching at university level","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129205897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A search for paraphrasing and plagiarism avoidance strategies in the context of writing from sources in a foreign language 在外语写作的背景下，对释义和剽窃避免策略的研究

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.894

Małgorzata Marzec-Stawiarska

引用次数: 3

Acquisition of Japanese through translation 通过翻译学习日语

Rethinking directions in language learning and teaching at university level Pub Date : 2019-04-08 DOI: 10.14705/rpnet.2019.31.891

Kinji Ito, Shannon M. Hilliker

{"title":"Acquisition of Japanese through translation","authors":"Kinji Ito, Shannon M. Hilliker","doi":"10.14705/rpnet.2019.31.891","DOIUrl":"https://doi.org/10.14705/rpnet.2019.31.891","url":null,"abstract":"Acquiring and retaining vocabulary knowledge are two of the most important aspects of second language (L2) learning. Some scholars (e.g. Hedrick, Harmom, & Linerode, 2004; Nation, 1999; Stone & Urquhart, 2008) advocate that we should re-think and explore in depth the importance of vocabulary. According to Wilkins (1972), “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (p. 111). In other words, vocabulary is the foundation of language because without sufficient vocabulary knowledge L2 learners will not be able to express themselves satisfactorily or comprehend incoming information. Vocabulary items are thus the basic building blocks of language (Read, 2001) and their acquisition naturally leads to more efficient communication. Since, in today’s academic settings, language courses are designed to develop learners’ communicative competencies, translation has been overlooked. Accordingly, the study that will be presented had a total of 21 participants who took the course Japanese Through Translation designed for intermediate Japanese language learners during the 2016-2017 academic year at a public university in the United States. Participants took two different types of vocabulary quizzes which had a variety of lexical items they learned throughout the semester. This study examined two different ways of learning vocabulary – deliberate and incidental – one through communication and the other through translation, respectively. The results indicated that most of the words learners retained were those 1. University of Pennsylvania, Philadelphia, Pennsylvania, United States; kinji110@gmail.com 2. Binghamton University, Binghamton, New York, United States; hilliker@binghamton.edu How to cite this chapter: Ito, K., & Hilliker, S. M. (2019). Acquisition of Japanese through translation. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 53-74). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.31.891","PeriodicalId":180569,"journal":{"name":"Rethinking directions in language learning and teaching at university level","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114562386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1