Functional-notional concepts : adapting the foreign language textbook (original) (raw)
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The basic objective of ERIC is to make current developments in educational research, instruction, and personnel preparation more readily accessible to educators and members of related professions. ERIC/CLL. The ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL), one of the specialized clearinghouses in the ERIC system, is operated by the Center for Applied Linguistics. ERIC/CLL is specifically responsible for the collection and dissemination of information in the general area of research and application in languages, linguistics, and language teaching and learning. LANGUAGE IN EDUCATION: THEORY AND PRACTICE. In addition to processing information, ERIC/CLLtis also involved in information synthesis and analysis. The Clearinghouse commissions recognized authorities in languages and linguistics to write analyses of the current issues in their areas of specialty. The resultant documents, intended for use by educators and researchers, are published under the title Language in Education: Theory and Practice. The series includes practical guides for classroom teachers, extensive state-cf-the-art papers, and selected bibliographies. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their Judgment in proeessional and technical matters. Prior to publicat'on, the manuscript was submitted to the American Council on the Teaching of Foreign Languages fot critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either ACTFL or NIE.
Journal of Foreign Language Teaching and Applied Linguistics
Disclaimer: While every effort has been made to ensure the accuracy of the information, contained in this publication, J-FLTAL journal will not assume liability for writing and any use made of the proceedings, and the presentation of the participating organizations concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.
Working Papers in Educational Linguistics, Fall 2000
2000
The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and
Working Papers in Educational Linguistics, 2001
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The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and Peer Responses as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities" (Teresa Pica, Bruce Evans, Victoria Jo, and Gay Washburn); "EFL Teaching and EFL Teachers in the Global Expansion of English" (Oleg Tarnapolsky); "Standards, Exit Exams, and the ...
Languages Department M01ENL Theories and Methods of Language Learning and Teaching (CW1
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To teach grammar or not. To focus on form, meaning or combine them together. To immerse learners in the environment of the target language in order to acquire it, or they should learn first and then communicate to acquire other language components. And so on.According to (DeKeyser 1997, Ellis 1997, MacWinning 2004, Rutherford and Sharwood 1988), there is a non-stop research and arguments amongst scholars of(FL) on a variety of differences between language acquisition and learning, knowledge should be presented explicitly or implicitly, focus on form or meaning and the function of skills and knowledge. All these and many others are controversial issues in the field of language teaching and learning that have been under research for decades and perhaps some for centuries. These issues have undergone and still under research by large number of pedagogical experts.Those scholars have been trailing and searching these issues for such a long time in order to support methodologists and teachers with ideal theoretical background beyond different methods of teaching. They have also been trying to find models and approaches that are effective for the teaching of (FL). To find such practical effective approaches of teaching, theoreticians; in addition to the psychological and linguistic features, need to account for personal, contextual and environmental factors affecting the learning of FL. With regard to what has been mentioned previously about the factors, that need to be considered when choosing or inventing a suitable teaching approach, specifically the environmental and internal ones, this essay focuses on some of the concepts of the cognitive linguistics (Johnson, 2008:98). The essay discusses whether teaching should be form-orientated, meaning-orientated or both of them combined with reference to an article by Montgomery and Eisnestien (1985) discussed in Johnson (2008:107). The discussion is heldwith regard to the cognitive linguistics by (Skehan, 1998, Johnson, 1996, and McLaughlin, 1987). Johnson (2008:98) suggests that cognitive linguistics sees language and its learning linked to psychological or cognitive operations. The approaches of form-orientated and focus-orientated can be discussed under the concepts of declarative and procedural knowledge. They are also affected by other concepts like automaisation, and the negligence of any of these concepts could lead to fossilisation. All these concepts are discussed later in some detail with linkage to different teaching methods andthen their teaching implications will be illustrated at some point at the end of the paper.
ICEL 2022 ABSTRACT BOOK The International Congress of Educational Sciences and Linguists (ICEL 2022)
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The International Congress of Educational Sciences and Linguists (ICEL 2022) 29-30 November 2022, The Netherlands ABSTRACT BOOK Editor Prof. Dr. Emilia ALAVERDOV ISBN: 978-625-8284-25-6 Publishing Date: 05.12.2022 All rights of this book belong to Global Academy Publishing House. No part of this publication may be reproduced, stored, retrieved system, ortransmitted, in any form or by any means, without the written permission of the Global Academy Publishing House. Norbe otherwise circulated in any form of binding or cover. ©Copyright December, 2022 Certificate No: 64419 Global Academy Publishing House The individual essays remain the intellectual properties of the contributors. All papers published in this abstract book have been peer reviewed.
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The Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. -A single volume overview of educational linguistics, written by leading specialists in its many relevant fields -Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics -Highlights the multidisciplinary reach of educational linguistics -Reflects the complexity of this growing field, whilst remaining accessible to a wide audience