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INSTRUMENTAL AND INTEGRATIVE MOTIVATIONS IN EFL CONTEXT: IN THE CASE OF TWO UNDERGRADUATE STUDENTS OF TASHKENT STATE INSTITUTE OF ORIENTAL STUDIES ...
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NATURE OR NURTURE? A CRITICAL ANALYSIS OF GENDER DIFFERENCES IN SECOND AND FOREIGN LANGUAGE LEARNING ...
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Capitalism, migration, and adult education. Toward a critical project in the second language learning class
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In: European journal for Research on the Education and Learning of Adults 12 (2021) 1, S. 65-79 (2021)
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The impact of grit and its predictors on face-to-face vs online language learning ...
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| 26 |
Exploring the Personality of Virtual Tutors in Conversational Foreign Language Practice
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In: Conference papers (2021)
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The Relationship Between Language Mindsets and Foreign Language Anxiety
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In: Doctoral Dissertations and Projects (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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ISLA / IFLA course design: Principles and practical proposals for beginners' courses
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In: Innovación Docente e Investigación en Arte y Humanidades. Avanzando en el proceso de enseñanza-aprendizaje. pp. 833 - 846 (2021)
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Abstract:
This paper is a revised version of the one that appeared with many formal defects in the original publication. ; 00-Abstract: Everybody involved in teaching modern languages will have observed that even adults can still have access to some kind of intuitive knowledge (Coppieters, R. 1987) when exposed naturally to a new language, and this is independent of the language taught and the age of the students (Kim, et al, 1997). Looking for a theoretical explanation for these observational facts we came across an idea formulated by N. Chomsky (1965)1, who had claimed, in one of his few pronouncements on the relevance of his theories for language teaching, that the human mind must (automatically) possess ‘intuitive heuristics’, which, he argued, should be part of ‘teaching program(s) …. in such a way as to give free play to those creative principles that humans bring to the process of language learning’. In this paper we will try to show how this author’s ideas on competence (1965) and performance (1965, 1975, 1981) might serve as a general framework for foreign language teaching (A. Howatt, 1974, W. Littlewood, 1984 and Larsen-Freeman & Long, 1991) as they offer a quite plausible vision for explaining how different mental capacities cooperate when people use language for communication. Starting with a brief description of Chomsky’s competence model we will then analyse input, Chomsky’s central concept for language acquisition. This will be done under the perspective of the processes that can be supposed for comprehension and in terms of Relevance Theory (RT) (Sperber & Wilson, 1986). RT will then be reinterpreted, as Javier Garcia (2007) proposes, in the light of Michael Long's here-and-now principle (1983). In the last part, we will offer first a brief summary of the practical measures for classroom interaction developed during our long-term study, carried out between 2005 and 2015, measures that pretend to assure a natural like language processing in the classroom, and the paper concludes with a first brief summary of observational data on the results obtained so far. The principal conclusions proposed are twofold: With respect to theory, this paper claims that adults still seem to have a limited access to children’s Language Acquisition Device: the Adult-LAD. And, in practical terms: foreign language teaching should not begin with grammar teaching, but with immersion centred on communication.
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Keyword:
DAF; Instructed Foreign Language Acquisition (IFLA); Instructed Second Language Acquisition (ISLA); Teaching of German at a university Level in Spain
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URL: http://hdl.handle.net/10498/24219
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| 30 |
Lingüística, cognición e intervención didáctica en ELE/L2
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In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 141-158 (2021)
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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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| 34 |
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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“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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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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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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