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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
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Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
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In: Languages ; Volume 6 ; Issue 4 (2021)
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
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Early Language Environments Predict Aspects of Explicit Language Awareness Development
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In: LANGUAGE LEARNING, vol 70, iss 2 (2020)
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Over taalbewustzijn en taalvariatie ... : Taalideologie bij docenten Nederlands aan Europese universiteiten ...
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Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for?
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020)
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Lyrics and language awareness
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Werner, Valentin. - : Dep. of Foreign Languages and Translation, Univ. of Agder, 2020. : Kristiansand, 2020
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Abstract:
Commercially successful pop lyrics are an important part of students’ lives, represent authentic language material, are easily accessible, and may thus constitute a helpful starting point for various aspects of foreign language education. Despite this, they seem to be underexploited, especially when topics such as grammar instruction are tackled. This may be due to their (traditionally ascribed) “low culture” status and the undesired presence of allegedly ungrammatical content, notably in terms of non-standard features. Based on a corpus of c. 550,000 words, this paper will present an analysis of the salience of such features in English pop lyrics. The results suggest that the material studied actually features a rich array of non-standard grammatical phenomena, such as multiple negation, ain’t as auxiliary, me instead of I, copula deletion, etc. (as commonly proscribed in English language education). From a pedagogical perspective, it is therefore argued that using lyrics in the classroom may offer students a welcome opportunity to engage with various types of grammaticality, introducing them to authentic language in a naturalistic way. More specific issues to be addressed with the eventual aim of raising students’ language awareness through working with pop lyrics are that assessments of grammaticality are (i) very much context-dependent, for instance in terms of acceptability of certain structures and variants in different registers (e.g. lyrics vs. conversation vs. formal writing) and (ii) may also differ across varieties of English represented in the lyrics (e.g. various British dialects and sociolects, African American English as represented in rap, Jamaican Creole as represented in reggae, etc.).
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Keyword:
420; EFL; grammar; language awareness; lyrics; non-standard; pop culture
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URL: https://fis.uni-bamberg.de/handle/uniba/47517
https://journal.uia.no/index.php/NJMLM/article/view/521/491
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| 11 |
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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The Process of Becoming Multilingual: Individual Language Biographies of Poles in Bukovina
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In: Cognitive Studies | Études cognitives; No 20 (2020) ; 2392-2397 (2020)
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Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
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In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
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In: Author (2018)
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Using metacognitive strategies to raise awareness of stress and intonation
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In: Colombian Applied Linguistics Journal, Pp 91-104 (2018) (2018)
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The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 1, Pp 104-125 (2018) (2018)
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