Awareness in Action

Łyda, Andrzej; Szcześniak, Konrad

doi:10.1007/978-3-319-00461-7

Cited by 3 publications

(1 citation statement)

References 157 publications

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“…There is also 'evidence' of variation in syntactic and lexical complexity in children's language dependent upon the primary caregivers' education and socioeconomic status (Serratrice, 2012). Although language simultaneously contains morphological, syntactical, lexical, semantic, pragmatic and phonological information (McGregor, 2009), these categories are an abstract construction (Akmajian & Demers, 2010) and L1 learners are said not to acquire all of these features simultaneously (Owens, 1996) or consciously (Andrzej & Szczesniak, 2013). Chomsky (1980) argued that there is insufficient input in the environment to explain L1…”

Section: L1 Learningmentioning

confidence: 99%

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

Foley

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This thesis recounts my own two-stage journey of learning French as a second language as an adult independent learner. During the first stage, I 'picked up' the meanings of thousands of French words and sentences by watching approximately 1300 hours of television programs without the use of subtitles, dictionaries, textbooks, teachers or French speaking. During the second stage, I sat a DELF B1 exam, lived in France for 5.5 months where I practiced French speaking, watched an estimated 500 further hours of television and began learning to read French, and then sat another DELF B1 and a DELF B2 exam. The thesis aimed to build on and extend previous L2 research which sought to investigate L2 learning based on characteristics of L1 learning, namely, vii

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Section: L1 Learningmentioning

confidence: 99%

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

Foley

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Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations

Amand

Touhami²

2016

RiL

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AbstractStudies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimáčková & Podlipský, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [ðæt˺ kæt˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kröger et al. 2010), and suggests ways to assess students and visually keep track of their progress.

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Vers le développement de la conscience métalinguistique des futurs enseignants de L2, LN et LNN

Donoso

2023

Folios

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avec l’arrivée des approches communicatives en enseignement des langues, l’enseignement formel de la grammaire et l’attention à la forme semblent avoir perdu leur valeur, notamment dans les programmes de formation des enseignants. Malgré cela, d’après les résultats d’un certain nombre d’études, les apprenants de langues avanceraient plus vite si un travail sur la forme était abordé justement à l’intérieur des approches communicatives. Le problème c’est que d’autres études ont signalé que les futurs enseignants de langues n’ont pas les connaissances grammaticales et métalinguistiques nécessaires pour attirer l’attention de leurs étudiants à la forme. L’objectif de cet article de réflexion est donc d’analyser le besoin de travailler la grammaire et l’attention à la forme dans le cadre des programmes de formation des enseignants. À cette fin, nous allons discuter la naissance du mouvement connu sous le nom de Language Awareness. Ensuite, nous essaierons d’identifier les besoins linguistiques des apprenants de langues par rapport aux connaissances grammaticales de leurs enseignants et à la préparation nécessaire chez ces derniers pour répondre aux besoins de leurs élèves. Enfin nous présenterons et analyserons quelques approches à privilégier dans le cadre de la formation des enseignants de langues secondes ou étrangères (L2), locuteurs natifs (LN) et locuteurs non natifs (LNN).

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Awareness in Action

Cited by 3 publications

References 157 publications

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations

Vers le développement de la conscience métalinguistique des futurs enseignants de L2, LN et LNN

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