| 1 |
Appraisal of errors and infelicities produced by Dutch learners of German ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Recent Developments in Second Language Instruction: A Literature Review on Explicit Phonetic Instruction ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Data-driven learning, theories of learning and second language acquisition: in search of intersections (Pre published)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Colloquialismos para el aula universitaria ; Colloquialisms for the university classroom
|
|
|
|
Abstract:
Discourse competency teaching in the language-other-than-English (LOTE) classroom is often limited to formal grammar concepts, formal cultural competency, standardized canonical readings. Informal language, and informal oral interactions are largely ignored or even suppressed or, in the case informal language appears in a text under study, the informal language is often redacted in the standard textbook. The general approach is to give students linguistic competency in formal or professional settings and thus it is best to teach students the most standard forms of the language. Informal competency will be acquired once they are in an immersion context. However, cultural competency includes the ability to have informal interchange in the moments outside of the formal exchanges of a professional meeting. Advanced students exhibit gaps in understanding and struggle to express themselves using native-like expressions in the target language. Students are typically not expressly taught about colloquial language such as gestures, filler words, colloquialisms or swear words. The formality of university classroom environment proscribes the use of more colloquial words and—to a greater degree—the use of swear words. As a result, while well- intentioned, students find themselves struggling to understand colloquialisms, which are in their nature affective and polysemic. Therefore, due to the emotive charge and their various uses, colloquialisms are frequently used in speech by no small number of speakers and are more difficult for students learning a second language to know the gradations of affective load that are attributed to these words. A selection of 15 Castilian Spanish colloquialisms is analyzed in this study. The geographic limitations of these terms are attributable to the lack of corresponding intelligibility/interpretation outside of Spain, and to facilitate this study’s narrowness of scope, though further applications of these findings in other regions or even languages have been determined to be fruitful for future application. The colloquialisms chosen to reflect a variety of speech that reflects emotive responses ranging from very positive to very negative based on the contexts in which they may be used. As such, they are ideal for studying how students—knowingly or unknowingly—engage in use of colloquialisms and to what achieved affect within the target language. In this study, we will first provide a review of current literature regarding the value of inclusion of informal language and structures alongside formal structures in a LOTE classroom at the university level. Then, we gather 15 commonly used colloquialisms in Castilian Spanish and exemplify their various meaning in different common contexts. Finally, we will propose a lesson plan as a method of demonstrating how informal language can be included in a traditional university classroom without eroding the formal language teaching.
|
|
Keyword:
Colloquial language; Colloquialisms; Coloquialismos; Competencias discursivas; Discourse competencies; Instrucción de lenguas; La adquisición de segunda lengua; Language teaching; Palabras malsonantes; Second language acquisition; Spanish language--Study and teaching; Swearing
|
|
URL: https://digital.library.txstate.edu/handle/10877/13521
|
|
BASE
|
|
Hide details
|
|
|
| 5 |
Developing intentional cultural exchange (D.I.C.E) : an early start program for acculturation and language skill development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Multiple Grammars and L2 Optionality: The Case of Acquisition at the External Interface ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo ; A New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
2020 LLL Conference Featured Talk: "The power of prediction in language processing and learning"
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Difficulties encountered using English as a second language in online interaction ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Vocabulary Learning Benefits from REM After Slow-wave Sleep
|
|
|
|
In: Neurobiology of Learning and Memory, 2017, Vol. 144, pp. 102–113. (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Language and literacy skills of English Language Learners in middle school (grades 7-9): How do they compare to their monolingual peers?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Parental involvement in early literacy programs: effects on parents’ English language literacy development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Effects of Gender Transition on language Use in Second Language Acquisition of Japanese
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Teacher support for language development and content mastery in English learning Students with Interrupted Formal Education (SIFE)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
An evaluation of assessment instruments in the measurement of the spoken communication skills of rural aboriginal children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Exploring the effects of the Shadowing method: Case studies of Japanese language learners at an Australian university
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
L2 motivational self, social identity, and swearing - perspectives from Korean EFL speakers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
The impact of presentation rate on the effectiveness of subtitles in learning
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
