Pub Date : 2020-04-26DOI: 10.5772/intechopen.92204
Xiaoming Jiang
This chapter provides bibliometric analyses of novel trends in the research toward pragmatic aspects of language processing and learning in the studies of psycholinguistics and second-language acquisition. Growing interests in the relevant themes are shown with the analysis of the co-occurrence of keywords in a common literature and the bibliographic coupling between literatures. The emer-gence of novel experimental methodologies, including the application of neuroimaging and machine learning approaches to the psycholinguistic research, provides new opportunities of looking into the pragmatic aspects of language acquisition and invites new empirical research to validate the theories and extend the boundaries of second-language acquisition research in the real-world setting.
{"title":"Trends in Usage-Based and Pragmatic Language Processing and Learning: A Bibliometric Analysis on Psycholinguistics and Second-Language Acquisition Studies","authors":"Xiaoming Jiang","doi":"10.5772/intechopen.92204","DOIUrl":"https://doi.org/10.5772/intechopen.92204","url":null,"abstract":"This chapter provides bibliometric analyses of novel trends in the research toward pragmatic aspects of language processing and learning in the studies of psycholinguistics and second-language acquisition. Growing interests in the relevant themes are shown with the analysis of the co-occurrence of keywords in a common literature and the bibliographic coupling between literatures. The emer-gence of novel experimental methodologies, including the application of neuroimaging and machine learning approaches to the psycholinguistic research, provides new opportunities of looking into the pragmatic aspects of language acquisition and invites new empirical research to validate the theories and extend the boundaries of second-language acquisition research in the real-world setting.","PeriodicalId":428641,"journal":{"name":"Second Language Acquisition - Pedagogies, Practices and Perspectives","volume":"579 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116304195","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}
Pub Date : 2019-11-15DOI: 10.5772/intechopen.89470
Patrick Farren
‘Transformative language pedagogy’ (‘transformative pedagogy’) emerged from three systemically linked, qualitative studies carried out by the author in collaboration with educators at the National University of Ireland, Galway, Ireland, King’s College London, and Boston College, MA, and neighbouring, post-primary schools. The context for the studies is language teacher education. ‘Transformative pedagogy’ enhances the social-psychological model of autonomous language teaching and learning by underpinning it with an intercultural and moral-philosophical foundation. It supports the target language teacher in developing a more encompassing, professional identity that incorporates practitioner-researcher and leader. Researching practice requires justifying pedagogical decisions by testing that they are evidence informed and based on moral values and opening them to external scrutiny. An original model for ‘transformative research’ is outlined. developing the intercultural dimension in language teaching involves recognizing that the aims are: to give learners intercultural competence as well as linguistic competence; to prepare them for interaction with people of other cultures; to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours; and to help them to see that such interaction is an enriching experience. Thus, the 'intercultural dimension' in language teaching supports learners in avoiding stereotyping. Communication includes nonverbal behaviour, ‘everything from use of sounds (paralanguage), movements (kinesics), space (proxemics), and time (chronemics), to many aspects of material culture (food, clothing, objects, visual design, architecture) and can be understood as the active aspect of culture.
{"title":"‘Transformative Pedagogy’ in Language Teacher Education","authors":"Patrick Farren","doi":"10.5772/intechopen.89470","DOIUrl":"https://doi.org/10.5772/intechopen.89470","url":null,"abstract":"‘Transformative language pedagogy’ (‘transformative pedagogy’) emerged from three systemically linked, qualitative studies carried out by the author in collaboration with educators at the National University of Ireland, Galway, Ireland, King’s College London, and Boston College, MA, and neighbouring, post-primary schools. The context for the studies is language teacher education. ‘Transformative pedagogy’ enhances the social-psychological model of autonomous language teaching and learning by underpinning it with an intercultural and moral-philosophical foundation. It supports the target language teacher in developing a more encompassing, professional identity that incorporates practitioner-researcher and leader. Researching practice requires justifying pedagogical decisions by testing that they are evidence informed and based on moral values and opening them to external scrutiny. An original model for ‘transformative research’ is outlined. developing the intercultural dimension in language teaching involves recognizing that the aims are: to give learners intercultural competence as well as linguistic competence; to prepare them for interaction with people of other cultures; to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours; and to help them to see that such interaction is an enriching experience. Thus, the 'intercultural dimension' in language teaching supports learners in avoiding stereotyping. Communication includes nonverbal behaviour, ‘everything from use of sounds (paralanguage), movements (kinesics), space (proxemics), and time (chronemics), to many aspects of material culture (food, clothing, objects, visual design, architecture) and can be understood as the active aspect of culture.","PeriodicalId":428641,"journal":{"name":"Second Language Acquisition - Pedagogies, Practices and Perspectives","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132009173","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}
Pub Date : 2019-09-26DOI: 10.5772/intechopen.88073
M. Campoy-Cubillo
This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity with his/her own educational and socio-cultural context. Inclusion is a key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events, and situations of the educational process. Furthermore, the ability to communicate that students with functional diversity develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity and are flexible enough to accommodate those needs. On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols.
{"title":"Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education","authors":"M. Campoy-Cubillo","doi":"10.5772/intechopen.88073","DOIUrl":"https://doi.org/10.5772/intechopen.88073","url":null,"abstract":"This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity with his/her own educational and socio-cultural context. Inclusion is a key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events, and situations of the educational process. Furthermore, the ability to communicate that students with functional diversity develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity and are flexible enough to accommodate those needs. On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols.","PeriodicalId":428641,"journal":{"name":"Second Language Acquisition - Pedagogies, Practices and Perspectives","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122320925","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}
Pub Date : 2019-08-06DOI: 10.5772/INTECHOPEN.87189
Bernard Mulo Farenkia
This study examines the production of offer refusals in native and non-native French. Data were obtained through written discourse completion tasks by a group of Canadian learners of French as a second language, a group of L1 French speakers, and a group of English native speakers. The aim was to compare offer refusal strategies in French L1, French L2, and English L1 and to locate traces of pragmatic transfer in L2 French refusal behavior. Significant differences were found between the French L1 speakers and the French L2 learners with respect to the use of direct refusals, indirect refusals, and adjuncts to refusals. For instance, it was found that the French L2 learners use a very limited repertoire of linguistic realizations to express the inability to accept offers. At the level of indirect refusals, the results reveal some similarities between the L2 French learners, the L1 French speakers, and the L1 English speakers: the three groups use reasons more often than any other strategy in their refusal utterances. Differences emerge, however, in the linguistic realization of this pragmatic category. Implications of the findings for L2 French pedagogy were also discussed.
{"title":"Offer Refusals in L2 French","authors":"Bernard Mulo Farenkia","doi":"10.5772/INTECHOPEN.87189","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.87189","url":null,"abstract":"This study examines the production of offer refusals in native and non-native French. Data were obtained through written discourse completion tasks by a group of Canadian learners of French as a second language, a group of L1 French speakers, and a group of English native speakers. The aim was to compare offer refusal strategies in French L1, French L2, and English L1 and to locate traces of pragmatic transfer in L2 French refusal behavior. Significant differences were found between the French L1 speakers and the French L2 learners with respect to the use of direct refusals, indirect refusals, and adjuncts to refusals. For instance, it was found that the French L2 learners use a very limited repertoire of linguistic realizations to express the inability to accept offers. At the level of indirect refusals, the results reveal some similarities between the L2 French learners, the L1 French speakers, and the L1 English speakers: the three groups use reasons more often than any other strategy in their refusal utterances. Differences emerge, however, in the linguistic realization of this pragmatic category. Implications of the findings for L2 French pedagogy were also discussed.","PeriodicalId":428641,"journal":{"name":"Second Language Acquisition - Pedagogies, Practices and Perspectives","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131075201","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}
Pub Date : 2019-07-19DOI: 10.5772/INTECHOPEN.87210
A. D. Marco
The expression and the perception of emotional states in a foreign language represent a difficult task for the learners. One of the reasons is the fact that, more than other aspects related to speech, the expression of emotional states in second language requires full control of the prosodic resources that contribute to their realization. The aim of this chapter is to give an overview of the main tenets of the interface between prosody and pragmatic competence in L2 and in particular the expression and perception of emotions. The chapter will also outline some of the outcomes of the research in the field, focusing on experimental studies that have been conducted with learners of Italian as L2. The second part of the chapter will be devoted on the instructional practice aimed at developing the awareness of pragmatic-prosodic aspects of emotive communication in speech. Teaching practices such as a training focused on the expression of emotions (anger, joy, sadness, disgust, fear, and surprise) and video dubbing projects have proven to be useful tools to improve the performance of learners both in production and in perception of prosodic patterns of emotional communication.
{"title":"Teaching the Prosody of Emotive Communication in a Second Language","authors":"A. D. Marco","doi":"10.5772/INTECHOPEN.87210","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.87210","url":null,"abstract":"The expression and the perception of emotional states in a foreign language represent a difficult task for the learners. One of the reasons is the fact that, more than other aspects related to speech, the expression of emotional states in second language requires full control of the prosodic resources that contribute to their realization. The aim of this chapter is to give an overview of the main tenets of the interface between prosody and pragmatic competence in L2 and in particular the expression and perception of emotions. The chapter will also outline some of the outcomes of the research in the field, focusing on experimental studies that have been conducted with learners of Italian as L2. The second part of the chapter will be devoted on the instructional practice aimed at developing the awareness of pragmatic-prosodic aspects of emotive communication in speech. Teaching practices such as a training focused on the expression of emotions (anger, joy, sadness, disgust, fear, and surprise) and video dubbing projects have proven to be useful tools to improve the performance of learners both in production and in perception of prosodic patterns of emotional communication.","PeriodicalId":428641,"journal":{"name":"Second Language Acquisition - Pedagogies, Practices and Perspectives","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128396806","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：