4 |
Reconceptualising 'identity slippage': additional language learning and (L2) identity development
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Investigating the influence of Edo and Meiji period monster art on contemporary Japanese visual media
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Overt and covert participation of learners in Japanese language classrooms
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research
|
|
|
|
BASE
|
|
Show details
|
|
9 |
'Nihonjin no yoo to omoimashita' (I think I'm like a Japanese): Additional Language Learning and the Development of Multiple Selves
|
|
|
|
BASE
|
|
Show details
|
|
12 |
An investigation into the consequences of learning Japanese as an additional language on the sense of self ...
|
|
|
|
BASE
|
|
Show details
|
|
13 |
An investigation into the consequences of learning Japanese as an additional language on the sense of self
|
|
|
|
BASE
|
|
Show details
|
|
14 |
'This Guy is Japanese Stuck in a White Man's Body': A Discussion of Meaning Making, Identity Slippage, and Cross-cultural Adaptation
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Identity Slippage: A Consequence of Learning Japanese as an Additional Language
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Putting More than Words in their Mouths: Using Model Dialogues to Construct Social Reality in the Japanese Language Classroom
|
|
|
|
Abstract:
Traditionally, the LOTE teacher is positioned as the learners' language model. Ingram argues that since the L2 is both the target and the medium of instruction 'the teacher is often the principal (if not sole) model of the language for the student'. This implies that the language of instruction should define the particular teaching method. In practice, however, the teacher speaks and writes model dialogues or more precisely model texts that act as the major source of L2 input, especially in the initial stages of learning the language. Model dialogues are those 'simulated conversation dialogues found at the beginning of textbook language lessons' presented to learners at any time during a class. These models appear not only in textbooks, but also on cassette tapes, in computer 'interactive' multimedia software packages, on photocopied worksheets, the blackboard, and from teachers' mouths. Erickson describes model dialogues as 'stilted' and sometimes 'stereotypical'.The purpose of this paper is to examine the relationships between model dialogues, teachers, learners, and other stake holders by investigating what aspects of social reality model dialogues attempt to characterise; why model dialogues are used extensively as motifs representing actuality, motifs which learners (and teachers) are expected to memorise and use in the future; and whether it would be possible to teach and learn Japanese without using model dialogues.
|
|
Keyword:
Japanese (RFCD: 420113); model dialogues; social constructionism; text books
|
|
URL: http://handle.unsw.edu.au/1959.4/39683
|
|
BASE
|
|
Hide details
|
|
|
|