Metalanguage As a Component of the Communicative Classroom
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
And Others TITLE the Role of Mother Tongue Literacy in Third Language Learning
DOCUMENT RESUME ED 307 796 FL 017 964 AUTHOR Swain, Merrill; And Others TITLE The Role of Mother Tongue Literacy in Third Language Learning. INSTITUTION Ontario Inst. for Studies in Education, Toronto. PUB DATE Mar 89 NOTE 33p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). PUB TYPE Reports - Research/Technical (143) -- Information Analyses (070) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Bilingual Education Programs; Case Studies; Comparative Analysis; Fnglish (Second Language); Foreign Countries; *French; Grade 8; Immersion Programs; Junior High Schools; *Language Proficiency; Language Research; Language Role; Language Skills; *Literacy; *Second Language Learning; Socioeconomic Background; Transfer of Training IDENTIFIERS Ontario ABSTRACT Several research and evaluation stuCties completed in bilingual education programs for language minority children In Canada are presented to support the claim that heritage, or first, language (HL) literacy plays an important role in the acquisition of a third language. A study completed by the Ontario Institute for Studies in Education investigated the learning of a third language (French) by eighth grade: HL students (N=210) who had been enrolled in an English/French bilingual program since grade five. The level of proficiency attained in French by the HL students was compared to the level of proficiency attained by students enrolled in an early total French immersion program. The researcn questions addressed included: (1) the effect of El, literacy knowledge on third language literacy; (2) the difference in acquisition of French language skills basedon whether the HL is a Romance language; and (3) the effects of socioeconomic variables on French language proficiency. -
Models of Communicative Competence: Implications for Language Teachers and Teacher Educators
Knowledge Improvement Models of Communicative Competence: Implications for Language Teachers and Teacher Educators Ahmad Reza Eghtesadi Assistant Professor of ELT Farhangian University Shahid Beheshti Campus of Mashhad Email: [email protected] چکیده با اجرای سند تحول بنیادین آموزش وپرورش، بر اساس سند برنامه درسی ملی، هدف آموزش زبانهای خارجی در ایران عبارت اســت از: آموزش و رشــد مهارتهای چهارگانة زبانی از طریق رویکرد ارتباطی آموزش زبان. ميدانیم كه آموزش زبان از طریق رویکرد ارتباطی که در پی پرورش توانش ارتباطی میباشــد خود به معلماني با مهارتها و تواناییهای خاص نیاز دارد. لذا این مقاله به بررسی مدلهای مختلف این توانش میپردازد و برخی از انتظاراتی را که از معلم زبان می رود متذکر میشود. همچنین این مقاله به بیان مشــکﻻت معلمانی ميپردازد که به روشهای تدریس سنتیخو گرفتهاند و ممکن است در تدریس با رویکرد ارتباطی مواجه شوند. باﻻخره آموزههای تغییر در رویکرد آموزش زبان به رویکرد ارتباطی برای دستاندرکاران دورههای پیش از خدمت و ضمنخدمت آموزش معلمان نیز در این مقاله مورد بحث قرار میگیرند. کلیدواژهها: توانش ارتباطی، رویکرد ارتباطی آموزش زبان، مدرسان زبان، تربیت معلم Abstract With the implementation of the Fundamental Reform in Education in Iran, and development of the National Curriculum, foreign language education in Iran aims to develop four language skills through Communicative Language Teaching (CLT). However, CLT, which aims to develop communicative competence, make certain demands on teachers in terms of teaching skills and competences. This papers reviews the major models of communicative competence in the literature of CLT, and in the light of these models, clarifies some of the expectations from CLT teachers. -
Using the Focus on Form Method to Create a Grammar Resource Book for ELL Teachers
Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2017 Using The oF cus On Form Method To Create A Grammar Resource Book For ELL Teachers Julia Milne Hamline University Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons Recommended Citation Milne, Julia, "Using The ocF us On Form Method To Create A Grammar Resource Book For ELL Teachers" (2017). School of Education Student Capstone Projects. 61. https://digitalcommons.hamline.edu/hse_cp/61 This Capstone Project is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Projects by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. 1 USING THE FOCUS ON FORM METHOD TO CREATE A GRAMMAR RESOURCE BOOK FOR ELL TEACHERS by Julia E. Milne A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2017 Primary Advisor: Susan Manikowski Content Reviewer: Bette Blaisdell 2 Copyright by JULIA E. MILNE, 2017 All Rights Reserved 3 To my family and colleagues for your guidance and support throughout this capstone project. It would not have been possible without your patience, encouragement and advice. Thanks also to the Capstone Committee and everyone else at Hamline who has offered their assistance during this process. Finally, I huge thanks to my husband, who kept the kids fed and the house clean these last six months! 4 “Your grammar is a reflection of your image. -
The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al. -
Truth-Conditions
PLIN0009 Semantic Theory Spring 2020 Lecture Notes 1 1 What this module is about This module is an introduction to truth-conditional semantics with a focus on two impor- tant topics in this area: compositionality and quantiication. The framework adopted here is often called formal semantics and/or model-theoretical semantics, and it is characterized by its essential use of tools and concepts developed in mathematics and logic in order to study semantic properties of natural languages. Although no textbook is required, I list some introductory textbooks below for your refer- ence. • L. T. F. Gamut (1991) Logic, Language, and Meaning. The University of Chicago Press. • Irene Heim & Angelika Kratzer (1998) Semantics in Generative Grammar. Blackwell. • Thomas Ede Zimmermann & Wolfgang Sternefeld (2013) Introduction to Semantics: An Essential Guide to the Composition of Meaning. De Gruyter Mouton. • Pauline Jacobson (2014) Compositional Semantics: An Introduction to the Syntax/Semantics. Oxford University Press. • Daniel Altshuler, Terence Parsons & Roger Schwarzschild (2019) A Course in Semantics. MIT Press. There are also several overview articles of the ield by Barbara H. Partee, which I think are enjoyable. • Barbara H. Partee (2011) Formal semantics: origins, issues, early impact. In Barbara H. Partee, Michael Glanzberg & Jurģis Šķilters (eds.), Formal Semantics and Pragmatics: Discourse, Context, and Models. The Baltic Yearbook of Cognition, Logic, and Communica- tion, vol. 6. Manhattan, KS: New Prairie Press. • Barbara H. Partee (2014) A brief history of the syntax-semantics interface in Western Formal Linguistics. Semantics-Syntax Interface, 1(1): 1–21. • Barbara H. Partee (2016) Formal semantics. In Maria Aloni & Paul Dekker (eds.), The Cambridge Handbook of Formal Semantics, Chapter 1, pp. -
Lecture 1: Tarski on Truth Philosophy of Logic and Language — HT 2016-17
Lecture 1: Tarski on Truth Philosophy of Logic and Language — HT 2016-17 Jonny McIntosh [email protected] Alfred Tarski (1901-1983) was a Polish (and later, American) mathematician, logician, and philosopher.1 In the 1930s, he published two classic papers: ‘The Concept of Truth in Formalized Languages’ (1933) and ‘On the Concept of Logical Consequence’ (1936). He gives a definition of truth for formal languages of logic and mathematics in the first paper, and the essentials of the model-theoretic definition of logical consequence in the second. Over the course of the next few lectures, we’ll look at each of these in turn. 1 Background The notion of truth seems to lie at the centre of a range of other notions that are central to theorising about the formal languages of logic and mathematics: e.g. validity, con- sistency, and completeness. But the notion of truth seems to give rise to contradiction: Let sentence (1) = ‘sentence (1) is not true’. Then: 1. ‘sentence (1) is not true’ is true IFF sentence (1) is not true 2. sentence (1) = ‘sentence (1) is not true’ 3. So, sentence (1) is true IFF sentence (1) is not true 4. So, sentence (1) is true and sentence (1) is not true Tarski is worried that, unless the paradox can be resolved, metatheoretical results in- voking the notion of truth or other notions that depend on it will be remain suspect. But how can it be resolved? The second premise is undeniable, and the first premise is an instance of a schema that seems central to the concept of truth, namely the following: ‘S’ is true IFF S, 1The eventful story of Tarski’s life is told by Anita and Solomon Feferman in their wonderful biography, Alfred Tarski: Life and Logic (CUP, 2004). -
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1 Merrill Swain Much current discussion about com that not all content teaching is necessarily municative language teaching incorporates good language teaching, and suggests the notion that second language learning some ways in which content teaching will be enhanced through its integration might be organized to enhance second lan with content learning. This paper argues guage learning. The purpose of this paper is to suggest that not all content teaching is necessarily good language teaching. I hope to show, by way of examples from French immersion teaching, some ways in which typical content teaching is inadequate as a second language learning environment. And again, by means of examples, I hope to suggest some ways in which content teaching can be manipulated and complemented to enhance its language learning potential. There are many classrooms in Canada and elsewhere where the learning of content and·the learning of a second language are both programme goals. There is at least one major assumption about content teaching that is current in second language theory and pedagogical practices today. The assumption is-because content teaching is considered communicative lan guage teaching par excellence-that through content teaching, second lan guage learning will be enhanced. This was certainly one of the assumptions underlying the initiation of French immersion programmes. But just as it has come to be recognized in English content classes that learners of non-English backgrounds need the support of ESL classes, so in French immersion classes, the French language arts component is seen to support the language learning of the content class. -
Conceptual Semantics and Natural Semantic Metalanguage Theory 413
1 Conceptual semantics and natural semantic 2 metalanguage theory have different goals 3 4 5 RAY JACKENDOFF 6 7 8 9 10 11 12 My interview with Istvan Kecskes, ‘‘On Conceptual Semantics (OCS),’’ 13 o¤ers some brief remarks on the relation of my approach to Anna Wierz- 14 bicka’s theory of semantic primitives, Natural Language Metalanguage 15 Theory (NSM). Wierzbicka’s response, ‘‘Theory and Empirical Findings: 16 A Response to Jackendo¤’’ (henceforth TEF) calls for some further 17 commentary. 18 My remarks began, ‘‘Although I think Wierzbicka has o¤ered many in- 19 sightful discussions of word meaning, I do not think that her approach 20 ultimately responds to the goals of Conceptual Semantics.’’ TEF makes 21 it clear that Conceptual Semantics does not respond to the goals of 22 NSM either. That is, the two theories, although they overlap on some 23 issues of word meaning, are ultimately asking di¤erent questions and set- 24 ting di¤erent standards for answers. 25 Conceptual Semantics is concerned not only with encoding word mean- 26 ings but also with accounting for (a) the combination of word meanings 27 into phrase and sentence meanings, (b) the character of inference, both 28 logical and heuristic, and (c) the relation of linguistic meaning to nonlin- 29 guistic understanding of the world, including the aspects of understanding 30 provided through the perceptual systems. Conceptual Semantics in turn 31 is embedded in a theory of the organization of language, the Parallel Ar- 32 chitecture (Jackendo¤ 2002, Culicover and Jackendo¤ 2005), which ad- 33 dresses the relation of semantics to syntax, phonology, and the lexicon. -
Metalanguage of Race”
608 y Symposium: “The Metalanguage of Race” Difference, Power, and Lived Experiences: Revisiting the “Metalanguage of Race” Dayo F. Gore first encountered Evelyn Brooks Higginbotham’s “African-American I Women’s History and the Metalanguage of Race” (1992) as a graduate student in a women’s history course in 1996, and the article has traveled with me ever since. I have assigned the article in at least one of my courses every year, even as I’ve taught across a number of fields, including African American history, feminist theory, and social movement history. Moreover, it has been one of the key theoretical texts I have employed to frame my own research and writing. Although I came to the article after it had been in circulation for four years, it resonated with me as a powerful and much- needed intervention in feminist theory and women’shistory.Indeed,“Meta- language” stands as one of those rare articles that continues to be relevant in ongoing debates about gender, sexuality, and race, and serves as a useful guidepost for my own scholarship. Higginbotham’s article provides an incisive response to debates among a broad spectrum of feminist scholars about how to be attentive to gender across difference and differently lived experiences, and it represented an im- portant addition to the theorization of what would become popularly known as intersectionality. Black feminist legal scholar Kimberlé Crenshaw is most often credited with coining the term “intersectionality” as she details it in two key articles, “Demarginalizing the Intersection of Race and Sex,” pub- lished in 1989, and “Mapping the Margins,” a law review article published in 1991. -
Propositional Calculus
CSC 438F/2404F Notes Winter, 2014 S. Cook REFERENCES The first two references have especially influenced these notes and are cited from time to time: [Buss] Samuel Buss: Chapter I: An introduction to proof theory, in Handbook of Proof Theory, Samuel Buss Ed., Elsevier, 1998, pp1-78. [B&M] John Bell and Moshe Machover: A Course in Mathematical Logic. North- Holland, 1977. Other logic texts: The first is more elementary and readable. [Enderton] Herbert Enderton: A Mathematical Introduction to Logic. Academic Press, 1972. [Mendelson] E. Mendelson: Introduction to Mathematical Logic. Wadsworth & Brooks/Cole, 1987. Computability text: [Sipser] Michael Sipser: Introduction to the Theory of Computation. PWS, 1997. [DSW] M. Davis, R. Sigal, and E. Weyuker: Computability, Complexity and Lan- guages: Fundamentals of Theoretical Computer Science. Academic Press, 1994. Propositional Calculus Throughout our treatment of formal logic it is important to distinguish between syntax and semantics. Syntax is concerned with the structure of strings of symbols (e.g. formulas and formal proofs), and rules for manipulating them, without regard to their meaning. Semantics is concerned with their meaning. 1 Syntax Formulas are certain strings of symbols as specified below. In this chapter we use formula to mean propositional formula. Later the meaning of formula will be extended to first-order formula. (Propositional) formulas are built from atoms P1;P2;P3;:::, the unary connective :, the binary connectives ^; _; and parentheses (,). (The symbols :; ^ and _ are read \not", \and" and \or", respectively.) We use P; Q; R; ::: to stand for atoms. Formulas are defined recursively as follows: Definition of Propositional Formula 1) Any atom P is a formula. -
Carnap's Contribution to Tarski's Truth
JOURNAL FOR THE HISTORY OF ANALYTICAL PHILOSOPHY CARNAP’S CONTRIBUTION TO TARSKI’S TRUTH VOLUME 3, NUMBER 10 MONIKA GrUBER EDITOR IN CHIEF KEVIN C. KLEMENt, UnIVERSITY OF MASSACHUSETTS In his seminal work “The Concept of Truth in Formalized Lan- guages” (1933), Alfred Tarski showed how to construct a for- EDITORIAL BOARD mally correct and materially adequate definition of true sentence GaRY EBBS, INDIANA UnIVERSITY BLOOMINGTON for certain formalized languages. These results have, eventu- GrEG FROSt-ARNOLD, HOBART AND WILLIAM SMITH COLLEGES ally, been accepted and applauded by philosophers and logi- HENRY JACKMAN, YORK UnIVERSITY cians nearly in unison. Its Postscript, written two years later, SANDRA LaPOINte, MCMASTER UnIVERSITY however, has given rise to a considerable amount of contro- LyDIA PATTON, VIRGINIA TECH versy. There is an ongoing debate on what Tarski really said MARCUS ROSSBERG, UnIVERSITY OF CONNECTICUT in the postscript. These discussions often regard Tarski as pu- MARK TEXTOR, KING’S COLLEGE LonDON tatively changing his logical framework from type theory to set AUDREY YAP, UnIVERSITY OF VICTORIA theory. RICHARD ZACH, UnIVERSITY OF CALGARY In what follows, we will compare the original results with those REVIEW EDITORS presented two years later. After a brief outline of Carnap’s pro- JULIET FLOYD, BOSTON UnIVERSITY gram in The Logical Syntax of Language we will determine its sig- CHRIS PINCOCK, OHIO STATE UnIVERSITY nificance for Tarski’s final results. ASSISTANT REVIEW EDITOR SEAN MORRIS, METROPOLITAN STATE UnIVERSITY OF DenVER DESIGN DaNIEL HARRIS, HUNTER COLLEGE C 2015 MONIKA GrUBER CARNAP’S CONTRIBUTION TO TARSKI’S TRUTH couple of years ago. In particular, in addition to the previously studied languages, he decides to investigate the languages the MONIKA GrUBER structure of which cannot be brought into harmony with the principles of the theory of semantical categories. -
Focus on Form Through Collaborative Dialogue: Exploring Task Effects Merrill Swain and Sharon Lapkin
Chapter 5 Focus on form through collaborative dialogue: Exploring task effects Merrill Swain and Sharon Lapkin INTRODUCTION In our recent research1 we have been using tasks as a stimulus for generating talk among students (Swain and Lapkin, 1998). We have been interested in discovering whether, through output (the activities of talking and/or writ- ing), learners notice gaps in their linguistic knowledge, triggering an analysis of input or of existing internal resources to fill those gaps (Swain and Lapkin, 1995); whether learners' output serves as a hypothesis of how to convey their intended meaning (Swain, 1995); and whether learners use language to reflect on their own (or their interlocutors') language use - that is, whether learners externalise their hypotheses about form and meaning, exposing those hypotheses to scrutiny and discussion (Swain, 1998; 2000). Our re- search has involved a search for tasks that will generate this sort of student talk with the goal of demonstrating its relationship to second language learn- ing. The tasks we have used to generate such talk engage students in linguistic problem solving, are done collaboratively, and involve the production of a spoken and written text. Studies such as those of Donate (1994), LaPierre (1994; see also Swain, 1998), Swain and Lapkin (1998) and Tse (1996) suggest that the talk which surfaces when students collaborate in solving linguistic problems encountered m communicative task performance represents second language learning in progress. In these studies, later language use has been traced back to dialogue occurring as the students worked collaboratively to express their intended meaning and carry out the task at hand.