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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Research shows grammar syllabus can't work: Geoff Jordan

Research shows grammar syllabus can't work: Geoff Jordan | TELT | Scoop.it

Geoff Jordan: "[In] most English language teaching […] students are led through units of a coursebook, spending much of the time working on isolated linguistic structures and carefully-controlled vocabulary in a sequence which is externally predetermined and imposed on them by the textbook writer.

 

BUT

Research suggests that interlanguage development progresses in stages and that it’s impossible to alter stage order or to make learners skip stages. Thus, teachability is constrained by learnability and any coursebook-driven syllabus which attempts to impose an external linguistic syllabus on learners is futile: learning happens in spite of and not because of the course design.

 

Futile because

[According to Mike Long] : "Controlling grammar, vocabulary and sentence length results in a limited source of target-language use upon which learners must rely in order to learn the code. The often tiny samples are worked and reworked in class, whether practiced until rote-memorized, milked meta-linguistically, or both, and learners are expected to learn the full language on the basis of access to such limited data”.

Shona Whyte's insight:

I just reblogged this; it's worth following the links in the original post, and taking a look round Jordan's blog for further arguments.

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L1 use in the L2 classroom: Pemberton 2011

Talk for MA TESOL class, University of Nottingham
Shona Whyte's insight:

Nice set of slides about using target language in the classroom, with good list of references at the end.

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Fonctions de la traduction en didactique des langues-cultures : Christian Puren

Fonctions de la traduction en didactique des langues-cultures : Christian Puren | TELT | Scoop.it
Article de 2012 qui revisite une publication de 1995 sur la traduction en classe de langue avec des exemples de pratiques de traduction et leurs fonctions pour l'apprentissage et l'enseignement.
Shona Whyte's insight:

Comme Vivian Cook, Christian Puren prend position contre l'utilisation exclusive de la langue cible et attaque un rapport européen récent selon lequel : "la recherche scientifique suggère que plus le bain linguistique est important, meilleure est la maîtrise de la langue apprise." 

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How does mother tongue affect second language acquisition?

How does mother tongue affect second language acquisition? | TELT | Scoop.it
A new study is exploring how a person’s native language can influence the way the brain processes auditory words in a second language.

 

Annie Tremblay: [C]ues, such as intonation, are harder to master and are more likely to be influenced by a speaker’s native language. Tremblay points to English where a stressed syllable is a strong indication that a new word is beginning. But in French the opposite is true; prominent syllables tend to be at the end of words.

 

“This kind of information can’t be memorized in a language such as French. It has to be computed. And this is where second language learners struggle,” Tremblay said.

 

An example of confusion is the French phrase for cranky cat, which in French is “chat grincheux.” For a brief second, the phrase can sound like the English pronunciation for “chagrin,” a word with French origins.

Shona Whyte's insight:

Research behind this Language Magazine article paywalled here

Differential contribution of prosodic cues in the native and non-native segmentation of French speech

http://www.degruyter.com/view/j/lp.2012.3.issue-2/lp-2012-0018/lp-2012-0018.xml

 

 

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ANGLISH: Anne Tortel, 2008

ANGLISH: Anne Tortel, 2008 | TELT | Scoop.it

Base de donnéescomparatives de l’anglais lu, répété et parlé en L1 & L2 

 

63 locuteurs :

GB : 23 locuteurs, 13 femmes et 10 hommes, britanniques anglais ;

FR2: 20 locuteurs, 10 étudiantes et 10 étudiants anglicistes, fin de 2ème/début 3ème année ;

FR1: 20 locuteurs, 10 femmes et 10 hommes en activité ayant niveau Bac anglais L2.

 

Le corpus ANGLISH est en libre accès sur le Centre de Ressources pour la Description de l’Oral (CRDO) <http://crdo.fr.>

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