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Pedagogical Linguistics最新文献

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Identifying language requirements of pre‑scientific writing for learners in science education using a task‑based needs analysis 使用基于任务的需求分析，确定科学教育中学习者对预科学写作的语言要求
Pedagogical Linguistics Pub Date : 2023-11-14 DOI: 10.1075/pl.23004.tag
Johanna Taglieber, Corinna Pieber, Suzanne Kapelari, Wolfgang Dür, Barbara Hinger
{"title":"Identifying language requirements of pre‑scientific writing for learners in science education using a task‑based needs analysis","authors":"Johanna Taglieber, Corinna Pieber, Suzanne Kapelari, Wolfgang Dür, Barbara Hinger","doi":"10.1075/pl.23004.tag","DOIUrl":"https://doi.org/10.1075/pl.23004.tag","url":null,"abstract":"Abstract In science, subject-specific languages have a communicative and epistemic function. Thus, in science education learners need to both learn the language of science and learn through this specific language. Based on the assumption that learning subject-specific languages can be compared to second language acquisition, the study transfers Task-based Language Teaching to science education and explores the language needs of Austrian upper secondary school learners in science education when writing a Pre-Scientific Paper (PSP), using multiple methods (semi-structured interviews, online questionnaires) and data sources (curriculum, learners, teachers). The study reveals pre-scientific writing as a relevant overall task, identifies over 30 target tasks, describes subject-specific linguistic challenges students face when performing these tasks and shows how they are supported in their pre-scientific writing skills. Altogether, the paper shows the importance of having a more regular and systematic implementation of subject-specific language tasks in upper secondary science education.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"11 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991125","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 course of free voluntary reading on linguistic principles for average to below-average writers in university 大学里为一般到中下水平的作家开设的一门语言原理免费自愿阅读课程
Pedagogical Linguistics Pub Date : 2023-09-12 DOI: 10.1075/pl.23001.huc
Geoffrey J. Huck
{"title":"A course of free voluntary reading on linguistic principles for average to below-average writers in university","authors":"Geoffrey J. Huck","doi":"10.1075/pl.23001.huc","DOIUrl":"https://doi.org/10.1075/pl.23001.huc","url":null,"abstract":"Abstract This article describes an experiment in pedagogy for general writing improvement at the university level consisting of a course of Free Voluntary Reading (FVR), which can be offered either independently of or together with standard courses on writing. Evidence so far supporting the efficacy of FVR in helping students to improve their writing skills has largely come from the K-12 grades and university-age foreign language students, so whether it would prove useful for university students in general is open to question. A linguistic perspective is adopted, which entails a methodology for the experiment that differs in major respects from that which is typical in composition studies. The results of the experiment showed that a course of FVR, independently of instruction in writing, may be effective in improving university students’ grammatical fluency in writing.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884971","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
Project-based learning in an Eigogaku course Eigogaku课程中基于项目的学习
Pedagogical Linguistics Pub Date : 2023-09-12 DOI: 10.1075/pl.23005.ric
Paul Richards
{"title":"Project-based learning in an Eigogaku course","authors":"Paul Richards","doi":"10.1075/pl.23005.ric","DOIUrl":"https://doi.org/10.1075/pl.23005.ric","url":null,"abstract":"Abstract This exploratory study examines the role of project-based learning (PBL) in an Eigogaku (English linguistics) course for preservice English teachers studying at an English medium college in Japan. Three projects were designed to connect the course modules on phonetics/phonology, morphology, and syntax with language teaching applications. At the start and conclusion of the course, students completed a survey that included an open-ended question about the role of linguistics in language teaching and 29 Likert-scale response items targeting their understanding of linguistic concepts, pedagogical applications of linguistics, their beliefs and values about language teaching and learning, and learner autonomy. Responses to the open-ended question showed an increase in explanations of how linguistics can inform pedagogical practices and increase teacher agency. Responses to the Likert-scale items indicated greater understanding of linguistic concepts, pedagogical practices, and learner autonomy, but minimal change regarding beliefs about language learning and teaching. Implications for these findings and recommendations for future research on linguistics education for language teachers are discussed.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826522","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
Assessing knowledge of English verb placement and subject-verb agreement among multilingual students in grades 5–7 in Norway 评估挪威5-7年级多语种学生的英语动词位置和主谓一致知识
Pedagogical Linguistics Pub Date : 2023-07-28 DOI: 10.1075/pl.22003.wal
Dianna Walla
{"title":"Assessing knowledge of English verb placement and subject-verb agreement among multilingual students in grades 5–7 in Norway","authors":"Dianna Walla","doi":"10.1075/pl.22003.wal","DOIUrl":"https://doi.org/10.1075/pl.22003.wal","url":null,"abstract":"\u0000This study investigates knowledge of English verbal morphosyntax among multilingual students and their L1 Norwegian peers in grades 5–7 in Norway. L1 Norwegian speakers have previously shown transfer from Norwegian to verb placement or subject-verb agreement in L2 English, but their multilingual peers may have an advantage in acquiring these properties in L3 English due to their knowledge of other languages. A written test examining verb placement in verb-second (V2) contexts and subject-verb agreement was used to compare L1 Norwegian students with their multilingual peers, who spoke a variety of different L1s in the home. The results showed that the difference in mean scores alone was not significant between the L1 Norwegian group and the multilingual group, but when grade level and academic achievement were controlled for, linguistic group membership did significantly predict better performance by the multilingual group for some, but not all, grammatical conditions examined.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126991630","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
Impact of global text cohesion on students’ listening comprehension of informational listening texts 整体语篇衔接对学生信息性听力语篇听力理解的影响
Pedagogical Linguistics Pub Date : 2023-06-13 DOI: 10.1075/pl.23002.sch
Anke Schmitz, Hanne Brandt, Björn Rothstein
{"title":"Impact of global text cohesion on students’ listening comprehension of informational listening texts","authors":"Anke Schmitz, Hanne Brandt, Björn Rothstein","doi":"10.1075/pl.23002.sch","DOIUrl":"https://doi.org/10.1075/pl.23002.sch","url":null,"abstract":"\u0000 Listening comprehension serves as a basic means for communication and participation in society. Unfortunately,\u0000 especially low-performing students have difficulties understanding informational content presented in a listening format, even\u0000 more so than with the comprehension of printed texts. Based on empirical findings that text features, such as global text\u0000 cohesion, have proven to be effective for promoting reading comprehension, and cognitive processes of reading and listening to\u0000 academic texts share commonalities, the question arises as to how much global cohesion can support students’ listening\u0000 comprehension. 140 ninth-grade students in German secondary schools listened to one of two informational listening texts which\u0000 differed in their degree of global text cohesion (low vs. high in cohesion). Listening comprehension was assessed with a written\u0000 test after listening. Regression analyses show that global text cohesion promotes listening comprehension and that the effect of\u0000 cohesion remains significant and stable when controlling for topic-related prior knowledge and language-related background\u0000 variables. Low-performing students profited more from the highly cohesive text than high-performing students. Thus, cohesion\u0000 contributes to the comprehensibility of informational listening texts which can have implications for the construction of\u0000 listening texts and listening comprehension instruction at school.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133063550","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
Collostructional transfer effects in Turkish learners of English 土耳其语英语学习者的口语结构迁移效应
Pedagogical Linguistics Pub Date : 2023-01-30 DOI: 10.1075/pl.22019.ged
T. Gedik
{"title":"Collostructional transfer effects in Turkish learners of English","authors":"T. Gedik","doi":"10.1075/pl.22019.ged","DOIUrl":"https://doi.org/10.1075/pl.22019.ged","url":null,"abstract":"\u0000 Second language acquisition studies have mainly considered transfer between two or more languages as a binary\u0000 setting, it either happens or does not. However, research emerging out of usage-based approaches show that such transfer effects\u0000 might be more gradient than ever thought before (e.g., Goschler & Stefanowitsch,\u0000 2019). Investigating a construction that has been reported to pose problems such as overpassivization to L2 English\u0000 learners, i.e., unaccusatives, this study aims to trace gradient transfer effects between Turkish and English in the\u0000 intransitive-unaccusative construction in Turkish learners of English. Following Goschler and\u0000 Stefanowitsch’s (2019) method to analyze, extract experimental items from English and Turkish corpora, and experiment\u0000 with collostructional transfer effects, the study revealed similar findings. Findings suggest that learners are likely to transfer\u0000 strongly entrenched L1 items into the L2 even at advanced proficiency levels. Interestingly, when the item is weakly entrenched in\u0000 L1, speakers attune to the input in L2 with growing proficiency. Furthermore, proficiency or experience helps with preempting\u0000 non-optimal constructional combinations. Pedagogically, the study suggests that collo-profiles may help teachers and students with\u0000 mitigating unconventional item-construction combinations at advanced levels.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568578","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
Turn design in talk-in-interaction in a foreign language – Collaborative turn constructions and ellipses in casual conversations among German high-school learners of English 外语会话互动中的回合设计——德语高中英语学习者随意会话中的合作回合结构和省略
Pedagogical Linguistics Pub Date : 2022-11-08 DOI: 10.1075/pl.22016.has
Alexander Haselow
{"title":"Turn design in talk-in-interaction in a foreign language – Collaborative turn constructions and ellipses in casual\u0000 conversations among German high-school learners of English","authors":"Alexander Haselow","doi":"10.1075/pl.22016.has","DOIUrl":"https://doi.org/10.1075/pl.22016.has","url":null,"abstract":"\u0000 This study explores the ability of advanced adolescent German learners of English to optimize turn design for\u0000 talk-in-interaction, focusing on collaborative turn constructions and ellipses. Data deriving from recorded conversations\u0000 conducted in the foreign language among German learners of English are compared to conversations between native speakers of\u0000 British English and integrated into a diagnostic approach that helps identify deficits in the field of interactional skills. The\u0000 results show that the two syntactic formats occur less frequently in learner conversations, which indicates that learners are less\u0000 likely to use syntactic resources to bind their contribution immediately to prior talk or to the situational context. It is argued\u0000 that this has a negative effect upon the sequential fit of turns and that conversational practice targeted toward a syntax for\u0000 conversation would help learners achieving a more fluid interplay of conversational moves.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124991293","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
The efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers 词汇重音变音符对韩国人英语可理解性和重音性的影响
Pedagogical Linguistics Pub Date : 2022-09-29 DOI: 10.1075/pl.22001.kim
Keun-ae Kim, J. Archibald
{"title":"The efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers","authors":"Keun-ae Kim, J. Archibald","doi":"10.1075/pl.22001.kim","DOIUrl":"https://doi.org/10.1075/pl.22001.kim","url":null,"abstract":"\u0000The purpose of the study was to examine the efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers. To this end, 30 native Korean participants read aloud 15 English sentences without diacritics in the pretest. Then, they were given explicit instructions on the production of higher pitch and extended duration as a marker of English stress with musical notation provided. In the posttest, the participants read aloud the same sentences as were in the pretest but which had diacritics indicating stress placement. In the delayed posttest, two days after the pretest and the posttest, the participants read 15 sentences without diacritics again to see if the effects of the treatment were retained. Randomized speech samples were rated by three native speakers of English in relation to comprehensibility and accentedness. Findings showed that significant improvements were observed after the treatment in both comprehensibility and accentedness.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131387998","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
What is in the learner’s mind when trying to verbalize grammatical rules? 当学习者试图用语言表达语法规则时，他们的想法是什么?
Pedagogical Linguistics Pub Date : 2022-09-20 DOI: 10.1075/pl.22002.son
Vi Thanh Son, G. Håkansson
{"title":"What is in the learner’s mind when trying to verbalize grammatical rules?","authors":"Vi Thanh Son, G. Håkansson","doi":"10.1075/pl.22002.son","DOIUrl":"https://doi.org/10.1075/pl.22002.son","url":null,"abstract":"\u0000The present study examines the outcome of teaching second language English (L2 English) third-person singular present tense -s for declarative knowledge in two different settings, namely Sweden and Vietnam. Third person -s is one of the most studied grammatical structures in second language acquisition research. Data are collected in two classroom contexts with different teaching traditions. Participants are 76 young learners, 11–12 years old, 32 with Swedish as L1 and 44 with L1 Vietnamese. The results demonstrate differences in learner outcomes in these two groups. The Vietnamese learners outperformed the Swedish learners on the tests of declarative knowledge. The analyses of learner explanations of third-person singular present tense -s reveal that learners tend to decompose this complex rule into several features, which sometimes lead them into misconceptions. This has pedagogical implications about EFL teaching and learning for young learners.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130242040","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
Role-play and dialogic meta-pragmatics in developing and assessing pragmatic competence 角色扮演和对话元语用学在发展和评估语用能力中的作用
Pedagogical Linguistics Pub Date : 2022-09-08 DOI: 10.1075/pl.22004.van
A. Van Dyke, William R. Acton
{"title":"Role-play and dialogic meta-pragmatics in developing and assessing pragmatic competence","authors":"A. Van Dyke, William R. Acton","doi":"10.1075/pl.22004.van","DOIUrl":"https://doi.org/10.1075/pl.22004.van","url":null,"abstract":"\u0000Role-play as a bridging and integrating practice in language teaching and development of pragmatic competence in learners is well-established. In an EAP classroom (Van Dyke & Acton, 2021) explored the impact of one fluency protocol, Cooperative Attending Skills Training, by which students were trained to listen attentively to shared personal stories, working toward more sophisticated strategies of conversational interaction. That system included dialogic, pragmatics-focused, spontaneous analysis and instructor-student discussion of interactional discourse features. With that experience, further modeling and conceptual input, participants in this study engaged in six role-plays, each involving a problem requiring pragmatic accommodation. The data from transcribed role-plays were analyzed in terms of pragmatic discourse functions and NVivo-based thematic threads. The generally successful application of the targeted skills and concepts by course end most likely resulted from the engaging meta-pragmatic interactions preceding the role-plays, and the formal and informal instructor feedback related to implicature, prosody, implicit understandings, direct conversation strategies, grammar, and vocabulary.","PeriodicalId":233272,"journal":{"name":"Pedagogical Linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126127648","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
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