Teanga最新文献

{"title":"Literature in an IT context: teaching literature on non-specialist language programmes","authors":"M. Shanley, G. Mcdermott","doi":"10.35903/teanga.v22i0.150","DOIUrl":"https://doi.org/10.35903/teanga.v22i0.150","url":null,"abstract":"This paper aims to examine the place of literature, if any, within Institutes of Technology in Ireland and to explore the challenges facing language teachers in terms of teaching literature on non-specialist language programmes. The broader function of literature, namely the development of an awareness of diversity (Alvermann and Phelps 2001) will also be discussed. Finally, there is an increasing prevalence of aliteracy in all sectors of society and this article will consider the implications of this within education in the Institutes of Technology.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82962960","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}

{"title":"‘Any lumps or bumps up top?’ The discourse of midwifery","authors":"Mary O’Malley","doi":"10.35903/teanga.v22i0.158","DOIUrl":"https://doi.org/10.35903/teanga.v22i0.158","url":null,"abstract":"Traditionally, studies of interaction in medical settings have tended to focus almost exclusively on doctor-patient interaction with the activities and perspective of the medical professionals receiving the lion’s share of attention. As a result, the conversational activity of the patient or service-user has been obscured, and their role in the interaction left, with a few exceptions, largely undefined (Davis 1988, Metrustry 1993). This paper examines the interaction that takes place at a midwives’ antenatal clinic in a busy, urban Irish maternity hospital from the perspective of both participants. The visits of 22 women to this clinic were recorded over a five-month period. The women ranged in age from 18-39 years and from 16 weeks pregnant to 40 weeks and 10 days pregnant. Five midwives were involved in the study. Seventy-one visits to the clinic were recorded. Using an adaptation of Mishler’s (1984) approach to the analysis of medical discourse, the content of participants’ models for pregnancy and birth as revealed in the discourse are described. Key elements of the women’s model of pregnancy and birth include: their view of these events as integrated into their life as a whole, their subjective experience of these events, their orientation to the midwifery frame of reference, and their ability to challenge dominant cultural assumptions about birth in contemporary Irish society. Midwives were found to use a template of pregnancy and to compare the women they encounter at the clinic to this template. They have sets of expectations for women at different stages of gestation, for women who are pregnant for the first time, for women with experience of pregnancy, and for developments known as minor disorders of pregnancy. The attempts to make women to conform to the expectations set out by the model are visible in the discourse and frequently made explicit by the midwives. Both midwives and women are successful at introducing their model for pregnancy and birth. Ultimately, however, it is the midwifery model that prevails as the midwives, by virtue of their role as professionals in the interaction and the location of the interaction in an institutional context, can steer the conversation back into the world of midwifery. This results in the silencing of women’s perspective on pregnancy and birth and also results in preventing of a plurality of voices from emerging in the discourse.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766417","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}

{"title":"Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting","authors":"R. Hoare","doi":"10.35903/teanga.v22i0.151","DOIUrl":"https://doi.org/10.35903/teanga.v22i0.151","url":null,"abstract":"The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80929358","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}

{"title":"The Limerick Corpus of Irish English: design, description, and application","authors":"A. O’Keeffe, Fiona Farr, Bróna Murphy","doi":"10.35903/teanga.v21i0.172","DOIUrl":"https://doi.org/10.35903/teanga.v21i0.172","url":null,"abstract":"This paper describes an ongoing corpus development and application project at the Mary Immaculate College and the University of Limerick, Ireland. The Limerick Corpus of Irish English is a one-million-word corpus of English as it is spoken in Ireland. The corpus is genre-based and consists primarily of casual conversational data. Details of the corpus design, development, and applications, both research and pedagogic, are described. An illustrative example of the linguistic phenomenon of HEDGING is explored and some classroom activities based on the findings are developed.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"235 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73511484","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}

{"title":"Thematic integration of German-English translation","authors":"R. Little","doi":"10.35903/teanga.v22i0.149","DOIUrl":"https://doi.org/10.35903/teanga.v22i0.149","url":null,"abstract":"The basis for this paper is an experimental course for advanced learners of German where German-English translation was integrated into a language course with the theme of socioeconomic problems in post-unification East Germany. The overall aim of the translation element of the course was to translate a variety of specialized texts while using translation theory in a practical way to inform the translation process. Content was a primary criterion for the selection of the translation texts, which included historical, economic, political, and literary texts relating to the theme of the module. An independent evaluation of the course was carried out; this showed an overall positive reaction to the use of translation in this way. The author argues that translation texts should both be relevant to the whole language course and also represent a wide range of text types, including examples of both functional and non-functional texts.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74682678","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}

{"title":"The Vocabulary Richness of Children’s Television in Ireland: A Cross-generational Comparison","authors":"Anna Ceroni, K. McTiernan, Francesca La Morgia","doi":"10.35903/TEANGA.V25I0.60","DOIUrl":"https://doi.org/10.35903/TEANGA.V25I0.60","url":null,"abstract":"This research investigates whether the vocabulary richness of children’s programming has changed over one generation, and therefore compares the programmes offered in 1992 to those offered in 2017. Three hours of programming were sourced, transcribed and coded using the Computerised Language Analysis (CLAN) software (MacWhinney, 1984). CLAN is a language analysis software originally developed for the purpose of analysing child language which allows for the detailed transcription and analysis of linguistic data, including statistical measures of lexical diversity (Pye & MacWhinney, 1994). \u0000The total words, words per minute, vocabulary diversity, total object, action, attribute and affective-state words as well as the total object, action, attribute and affective-state words spoken in the presence of a referent were calculated and compared for the programming. \u0000The vocabulary richness of children’s television has decreased over time. The number of words spoken in the presence of referents in the programming has increased over time, with this increase being significant for action and attribute words. This pattern of findings reflects a trend in children’s television towards the production of programmes of reduced lexical complexity which may facilitate children’s word learning. ","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85634367","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}

{"title":"Tionchar an Teagaisc Fhollasaigh ar Ghnóthachtáil Mac Léinn ar Struchtúir Éagsúla sa Ghaeilge","authors":"Aisling Ní Dhiorbháin","doi":"10.35903/teanga.v25i0.55","DOIUrl":"https://doi.org/10.35903/teanga.v25i0.55","url":null,"abstract":"Cuirfear síos ag tús an ailt, ar anailís earráidí a rinneadh ar earráidí coitianta sa Ghaeilge scríofa a bhí ag grúpa bunmhúinteoirí faoi oiliúint (n=80). Ag eascairt ón anailís ar earráidí, roghnaíodh ceithre spriocstruchtúr: na huimhreacha, an aidiacht shealbhach, na réamhfhocail shimplí is cúis le séimhiú ar chonsan agus an t-ainm briathartha d’idirghabháil foirm-dhírithe. Cuireadh cur chuige déaduchtach i bhfeidhm le dhá ghrúpa, agus cuireadh cur chuige ionduchtach-follasach i bhfeidhm le dhá ghrúpa (n=60), ar feadh caoga nóiméad sa tseachtain, thar thréimhse d’ocht seachtaine. Rinneadh iniúchadh sa staidéar seo, ar éifeachtacht an teagaisc fhollasaigh ar ghnóthachtáil na múinteoirí faoi oiliúint (n=60) ar na ceithre spriocstruchtúr. Fiosraíodh ach go háirithe, cé acu cur chuige follasach ab éifeachtaí, cur chuige déaduchtach nó cur chuige ionduchtach-follasach, le forbairt a dhéanamh ar léireolas na mac léinn ar na struchtúir.   \u0000Cuireadh triail ghramadaí ar na mic léinn ag Céim a hAon (roimh an idirghabháil); ag Céim a Dó (díreach i ndiaidh na hidirghabhála); agus ag Céim a Trí (seacht seachtaine i ndiaidh na hidirghabhála). Léiríodh difríocht shuntasach le tomhas mór éifeachta i ngnóthachtáil na mac léinn ar na ceithre struchtúr, ó Céim a hAon go Céim a Dó, gan ach titim bheag sna torthaí ag Céim a Trí, leis an dá chur chuige follasacha. Tháinig sé chun solais sa taighde gur tháinig feabhas ní ba mhó ar struchtúir áirithe i ndiaidh an teagaisc fhollasaigh, agus gurbh é struchtúr an ainm bhriathartha an struchtúr ba dhúshlánaí as na ceithre struchtúr do na mic léinn. Tugadh le fios gur chothaigh giniúint an eolais fhógraigh dúshlán ar leith do na múinteoirí faoi oiliúint. Tugann torthaí na hanailíse earráidí léargas suimiúil ar na hearráidí ba choitianta sa Ghaeilge scríofa a bhí ag grúpa amháin bunmhúinteoirí faoi oiliúint. Tá sé mar aidhm ag an bpáipéar túsphlé a spreagadh ar eolas gramadúil bunmhúinteoirí faoi oiliúint agus ar theagasc na gramadaí sna hinstitiúidí oideachais. \u0000  \u0000Results from an error analysis of common errors in written Irish from a sample of student primary school teachers (n=80) are presented at the beginning of the paper. Arising from the analysis four target structures: numbers, the possessive adjective, simple prepositions which lenite consonants and the verbal noun clause, were selected for a form-focused intervention. A deductive approach was implemented with two groups, and an explicit-inductive approach was implemented with two groups (n=60), for fifty minutes per week, over an eight week period. This study examined the effectiveness of explicit grammar teaching on the student primary teachers’ achievement on the four target structures. The study investigated in particular, which explicit approach, a deductive or an explicit-inductive approach, would be most effective in developing the students’ explicit knowledge of target forms. \u0000  \u0000An Irish grammar test was administered to students at Time One (before the in","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76812572","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}

{"title":"The e-lang Project: Towards a Socio-Interactional Approach for Language Teaching and Learning","authors":"Catherine Jeanneau, Christian Ollivier","doi":"10.35903/TEANGA.V25I0.59","DOIUrl":"https://doi.org/10.35903/TEANGA.V25I0.59","url":null,"abstract":"In this theoretical paper, we present an innovative pedagogical approach to language learning and teaching. This approach is based on a dialogical conception of communication and the principle that any human action and communication is determined by the social interactions within which it takes place. On the strength of this approach, we propose an extension of the usual typology of tasks in order to include what we call real-world tasks. The characteristics of this new type of tasks are then specified. Finally, we give a concrete example of a real-world task.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77253663","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}

{"title":"Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile","authors":"Pádraig Ó Duibhir","doi":"10.35903/teanga.v24i0.43","DOIUrl":"https://doi.org/10.35903/teanga.v24i0.43","url":null,"abstract":"Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"128 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85900516","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}

{"title":"Examining Character Recognition and Recall Skills of CFL beginner Learners under Four different Approaches","authors":"C. Osborne","doi":"10.35903/TEANGA.V25I0.49","DOIUrl":"https://doi.org/10.35903/TEANGA.V25I0.49","url":null,"abstract":"The following paper presents an action research project investigating four approaches to teaching Chinese as a foreign language (henceforth CFL) to beginner learners in an Irish secondary school over a period of 16 weeks. Around 85 participants were divided into four groups and were taught Chinese via one method of rote memorisation, delayed character introduction, character colour-coding, or a unity curriculum approach respectively. The fourth group acted as a comparative group, and focused on all four skills of reading, writing, speaking, and listening. Participants were taught for two one-hour classes per week and each group covered the same material, including learning 107 Chinese words and their characters. Upon completion of the 16 weeks of teaching, participants were presented with identical recognition and recall tests, whereby higher results in each group reveal effectiveness in a given teaching approach, and provided written feedback detailing their learning experience in the form of a questionnaire. It was found from the questionnaires that all participants felt that learning Chinese was challenging, particularly the characters. While all groups struggled to provide correct answers in the recognition and recall tests, the character colour-coding group coped best in providing the highest percentage of correct answers in both tests. At the same time, all groups agreed that more time spent learning would have allowed for more favourable outcomes. It is hoped that the current study will encourage further research relating to character-teaching methods, with particular reference to using colour, as well as providing some possible guidelines for a future Irish secondary school Chinese language course that is currently in the planning stage. These may include guidelines not only relating to the use of colour when teaching characters, but also in relation to the amount of time spent learning Chinese both inside and outside the classroom.","PeriodicalId":36036,"journal":{"name":"Teanga","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72835023","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}