JLLT Volume 9 (2018) Issue 2
Journal of Linguistics and Language Teaching
Volume 9 (2018) Issue 2 (PDF)
JLLT Volume 9 (2018) Issue 2.pdfI. Articles
Gerald Delahunty (Fort Collins (Co), USA):
Journal of Linguistics and Language Teaching 9 (2), 151-168 (PDF)
Abstract
It is well known (Bell 1984) that individual texts may serve different purposes, each for a different audience. The current research reveals how one instrument, the "appeal letter," in Amnesty International's (AI) activism in support of human rights simultaneously linguistically enacts at least two roles - of attempting to persuade powerful government functionaries to act in accord with human rights and to persuade AI's members / volunteers of the righteousness of their causes, to act for those causes, and to donate in their support. The letters are written by AI staffers and distributed to AI members / volunteers embedded in emails that provide information on the case and exhort the volunteers to send the appeals. This paper demonstrates how a particular characterization of ideology (Eagleton 2007, Verschueren 2012) provides the means to identify how linguistic choices index these various purposes and their respective audiences. One major device for engaging volunteers is the construction of the letters as direct first-to-second-person appeals, i.e., from an I to a you, thereby positioning the AI volunteers as principals "whose position is established by the words that are spoken, ... whose beliefs have been told, . . . who [are] committed to what the words say" (Goffman 1981:144-145). This paper demonstrates how this and other linguistic devices, most especially presupposition, ideologically construct the letter senders, by rationalizing, universalizing, and naturalizing - and thus legitimizing - their human rights commitments, thereby unifying them as a social group and motivating their actions in support of those commitments.
Georgios Neokleous & Anna Krulatz (Trondheim, Norway):
Journal of Linguistics and Language Teaching 9 (2), 169-187 (PDF)
Abstract (English)
This paper reports the results of a questionnaire-based study that examined Norwegian EFL teachers’ views on the use of students' mother tongue (MT) in teaching English as a foreign language (EFL). It focuses on the teachers’ attitudes towards the use of MT and their aspirations to create an English-only or a bilingual environment in the EFL classroom. Twenty-four in-service EFL teachers enrolled in an EFL endorsement course at a university in Mid-Norway completed the questionnaire. The responses suggest that while the majority of the participating teachers used Norwegian when teaching English, they also would like to minimize their reliance on students' MT and increase the use of the target language. Future research directions and baseline implications for language teacher education are discussed.
Abstract (Norwegian)
Denne artikkelen rapporterer resultatene av en spørreundersøkelse som var en del av en studie som undersøkte norske EFL læreres syn på bruk av elevens morsmål (MT) i undervisning av engelsk som fremmedspråk (EFL). Studien fokuserer på lærernes holdninger til bruk av MT og egne ambisjoner om å skape et ett- eller tospråklig miljø i EFL klasserommet. Tjuefire EFL lærere som deltok på et EFL kurs ved et universitet i Midt-Norge besvarte spørreskjemaet. Svarene tyder på at mens flertallet av de deltakende lærerne bruker norsk i engelskundervisningen, ønsker de også å redusere egen avhengighet av elevens MT og øke bruken av engelsk. Retninger for fremtidig forskning og grunnleggende implikasjoner for språklærerutdanningen blir diskutert.
Ghania Ouahmiche (Oran, Algeria) & Khalid Ziad (Oran, Algeria):
Journal of Linguistics and Language Teaching 9 (2), 189-211 (PDF)
Abstract
Research on the benefits of free voluntary reading in EFL settings has been in the ascendant following the numerous reports documenting the power of reading voluntarily in helping students reach satisfactory levels of target language proficiency, especially writing skills which are widely considered as a source of trouble for many EFL students. From this perspective, our study examines the FVR habits of a group of EFL university students as well as their beliefs concerning the efficiency of reading voluntarily to enhance their writing development. The main results of the study reveal that despite students’ inconstant Free Voluntary Reading habits, they hold positive beliefs about its efficiency in enhancing writing development specifically in terms of content enrichment rather than form correctness.
C. Cecilia Tocaimaza-Hatch (Omaha (NE), USA) & Ashwini Ganeshan (Athens (GA), USA):
Journal of Linguistics and Language Teaching 9 (2), 213-242 (PDF)
Abstract (English)
Service-learning (SL) provides learners with opportunities for genuine language negotiation (Caldwell 2007, Abbott & Lear 2010, Barreneche 2011, Uehara & Raatior 2016, Zapata 2011, Askildson, Kelly & Mick 2013, Tocaimaza-Hatch & Walls 2016). This investigation explores how SL improves learners’ conceptual development and use of verbal aspect in oral narrations. For the pre-test and post-test, learners narrated Mercer Mayer’s book Frog Goes to Dinner providing spontaneous performance data. Immediately after, learners were prompted to discuss their aspectual choices. Finally, after the post-test, learners answered open-ended questions on whether and how their ability to narrate improved over time. While findings show no evidence of improvement in the use and control of verbal aspect, there is improvement in SL learners’ conceptual understanding of verbal aspect. The open-ended questions suggest learners perceived SL helped in improving their narration skills, and they recognized SL as a setting where theory and practice, i.e., praxis, come together. Overall, learners’ reflections on the SL experience demonstrated increased confidence in language abilities. SL, in this investigation, provided learners with opportunities to simultaneously develop affective and cognitive processes and in this way, SL proved to be a beneficial and enriching experience for language learning.
Abstract (Español)
El aprendizaje a través de servicio (AS) brinda a los estudiantes oportunidades reales de negociación lingüística (Caldwell 2007, Abbott & Lear 2010, Barreneche 2011, Uehara & Raatior 2016, Zapata 2011, Askildson, Kelly, & Mick 2013, Tocaimaza-Hatch & Walls 2016). Esta investigación estudia cómo AS mejora en los estudiantes la comprensión conceptual y el uso del aspecto verbal en las narraciones orales. Para las pruebas anterior y posterior, los estudiantes narraron el libro de Mercer Mayer, Frog Goes to Dinner, así proporcionando datos espontáneos. Inmediatamente después, se les pidió que reflexionaran y explicaran sus elecciones aspectuales. Finalmente, después de la prueba post, los estudiantes respondieron a preguntas abiertas sobre mejorías en su habilidad de narrar. Si bien los resultados no muestran evidencia de mejoría en el uso y control del aspecto verbal, indican un desarrollo en la comprensión conceptual del aspecto verbal en los estudiantes. Las preguntas abiertas sugieren que los estudiantes percibieron que AS les ayudó a mejorar sus habilidades de narración, y reconocieron AS como un entorno donde la teoría y la práctica, es decir, la praxis, se unen. En general, en las reflexiones sobre la experiencia AS, los estudiantes demostraron una mayor confianza en sus habilidades con el idioma. AS, en esta investigación, proporcionó a los estudiantes oportunidades para desarrollar simultáneamente procesos afectivos y cognitivos, y de esta manera, AS fue una experiencia beneficiosa y enriquecedora para el aprendizaje de idiomas.
Karl-Heinz Eggensperger (Potsdam, République fédérale d'Allemagne):
Journal of Linguistics and Language Teaching 9 (2), 243-263 (PDF)
Abstract (English)
This article deals with French language courses for specific purposes for students enrolled in dual degree programs. The language skills students need can obviously not be acquired in general language courses. Currently, training programs at universities in France are intended for heterogeneous student profiles. The article outlines another type of language training for students enrolled in law, political science, economics and management. These foreign language courses aim to develop a language proficiency allowing students to understand lectures in their discipline, take notes and pass written and oral exams. The article describes interdisciplinary research divided into legal, linguistic and methodological areas. Its objective is to identify disciplinary knowledge, linguistic knowledge and language skills by the analysis of a homogeneous corpus of law lectures. Suggestions for teaching materials illustrate the theoretical concept.
Abstract (Deutsch)
Im Mittelpunkt des Beitrags stehen curriculare Elemente für fachbezogene Französischkurse in integrierten Studiengängen mit Doppelabschluss. Die dafür erforderlichen sprachlichen Voraussetzungen können nicht in allgemeinsprachlichen Kursen erworben werden. Eine Grundlage für die Bewältigung hochschulspezifischer Aufgaben in der Fremdsprache bilden der handlungstheoretische Ansatz des Gemeinsamen Europäischen Referenzrahmens und UNIcert®. Sprachkompetenz wird als interagierendes Gefüge von Teilkompetenzen zur Bewältigung kommunikativer Aufgaben beschrieben. Die Vielschichtigkeit der notwendigen Kompetenzen lässt sich durch ein Modell sichtbar machen. Anschließend werden studienfachbezogene Grundkenntnisse zusammengestellt. Am Beispiel des französischen Staatsorganisationsrechts zeigen sich wesentliche Unterschiede zwischen Fachcurriculum und fachbezogenem Fremdsprachencurriculum. Vorschläge zu Unterrichtsmaterialien für fachbezogene Lexik, Notationstechniken für Vorlesungen und zur Redaktion von Präsentationsvorlagen sollen das theoretische Konzept veranschaulichen.
II. Book Review
Thomas Tinnefeld (Saarbrücken, Germany):
Journal of Linguistics and Language Teaching 9 (2), 267-272 (PDF)