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English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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42 |
Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa?
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In: World Languages and Cultures Faculty Publications (2021)
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Fossilization of English as an L2 non-native constructions at the syntax-discourse interface in Romance L1 speakers
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 30 (2021) (2021)
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection
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In: L2 Journal, vol 12, iss 1 (2020)
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Abstract:
From early in their learning experience, foreign language (FL) learners at American universities explore socio-cultural connotations that, it is argued, are signified by FL words. Textbook authors and teachers follow an implicit canon of difference, a list of iconic words that over time—and without the benefit of empirical evidence—have come to represent essential differences in outlook between their native and the FL culture (Kubota, 2004). Despite the fast progression of the theory of teaching culture in FL learning (Kramsch, 2015; Risager, 2015), large empirical gaps remain. Todate, there is little evidence that native speakers (NSs) of the FL perceive their cultural practices, including the cultural contexts in which language is used, homogenously enough to warrant their status as cultural traits. Using the example of expressions of affection, this exploratory study drew on qualitative and quantitative questionnaire data to investigate whether German NSs’ (N=52) accounts of their own and of most fellow Germans’ language behavior converged enough to derive a comprehensive and reliable cultural norm. Results indicated a lack of consensus among German NSs’ self-reported views, eluding the assumption of a pertinent community-specific norm. Implications for FL teaching and learning, as well as directions for future research, are discussed.
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Keyword:
Cultural Norms; Foreign Language Teaching; Second Language Acquisition; the Native Speaker
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URL: https://escholarship.org/uc/item/2q296720
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“I CAN’T BELIEVE CLASS IS OVER ALREADY!”: A STUDY OF HOW LANGUAGE-CLASS ACTIVITIES GENERATE FLOW ...
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Continuity and change. Migrants' experiences of adult language education in Sweden ...
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Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ...
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Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students
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In: Behavioral Sciences ; Volume 10 ; Issue 1 (2020)
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Writing in Arabic as a foreign language (AFL): towards finding a balance between translation dependency and creative writing
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Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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LINGUISTIC PUZZLES AS A TOOL TO ENHANCE THE INNER MOTIVATION OF SECONDARY LANGUAGE IDENTITY ; ЛІНГВІСТИЧНІ ЗАДАЧІ ЯК ЗАСІБ ФОРМУВАННЯ ВНУТРІШНЬОЇ МОТИВАЦІЇ ВТОРИННОЇ МОВНОЇ ОСОБИСТОСТІ
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In: Ars linguodidacticae; № 1 (2017); 48-56 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 48-56 ; 2663-0303 (2020)
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The implementation of digital learning technology in the teaching of EFL vocabulary
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The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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