Language and Language Learning: Theory and Practice

Brooks, Nelson

doi:10.2307/3585818

Cited by 19 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding the negative perspectives towards errors in L2 learning, errors were looked upon as evil which had to be eradicated. Brooks (1960) even asserted that errors were 'sins'. Therefore, errors were considered as being the result of persistence of mother tongue habits in the language being learnt.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Error analysis of composition writing: A case of Iranian EFL learners

Bahrpeyma¹,

Ostad²

2017

IJRSLL

View full text Add to dashboard Cite

The aim of the present study was to investigate errors in the compositions of 30 Iranian students, both male and female and all at the intermediate level, who were selected from two language institutes, one in Rasht and the other in Bandar Anzali. The selected students were studying American English File 3, as their course book, and the researchers were their instructors. They were given a model from their course book to write a letter in reply to another letter. Thirty samples were collected, and analysed qualitatively and quantitatively following Keshavarz's (2013) linguistic classification of errors. Findings showed that students committed different errors with different degrees of occurrence. Morphosyntactic errors were the most frequently occurring, followed by orthographic, lexicosemantic, and phonological errors respectively.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

Error analysis of composition writing: A case of Iranian EFL learners

Bahrpeyma¹,

Ostad²

2017

IJRSLL

View full text Add to dashboard Cite

show abstract

“…A distinguishing feature of Structural Linguistics was that it claimed spoken language to be the primary form of a language and considered written language as subsidiary to spoken language (Brooks, 1964). This belief of the structural linguists had a historical root (see Richards & Rodgers, 2001).…”

Section: Priority Of Spoken Language Over Written Languagementioning

confidence: 99%

Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy

Alimohammadirokni¹

2015

IJEL

View full text Add to dashboard Cite

Research on second language acquisition (SLA) and use has always been enriched by linguistic schools and theories. The purpose of the present paper is give readers a snapshot of contributions grand linguistic theories have made to L2 acquisition research and pedagogy. The grand linguistic theories chosen for review in the present study include Structural Linguistics, Nativism, Functional Linguistics, and Cognitive Linguistics. These four linguistics theories have been, and some of them are, paid much more focus in the field of linguistics than other theories. In fact, the areas of SLA research and pedagogy have been highly influenced by these four grand linguistic theories. However, their impacts on these two areas have not been equal and, as a matter of fact, some of linguistic theories have more influenced SLA research while other theories have had implications more for SLA pedagogy. The contributions of the aforementioned grand linguistic theories to SLA research and pedagogy are discussed, along with criticisms against the contributions of each linguistic theory posed by the rival researchers.

show abstract

“…Brooks (1983) identified five meanings of culture: growth, refinement, fine arts, patterns of living and a total way of life. He suggested that patterns of living are the most important in the early phases of language instruction.…”

Section: Types Of Culturementioning

confidence: 99%

“…Given that language is the most representative element of a culture, language learning is incomplete if learners do not know some cultural aspects of the native speakers of the language (Brooks 1968, Thanasoulas 200, Genc and Bada 2005, Tang 2006, Zhang and Yan 2006, Leveridge 2008. In fact, one of the prime goals of foreign language learning is to prepare learners for interacting effectively with cultural competence in this multicultural world (ACTFL 1996(ACTFL & 2015.…”

Section: Introduction the Importance Of Teaching Culturementioning

confidence: 99%

Which Cultural Aspects Are Malay Learners of Arabic Interested in Knowing?

Bakar

Samah²,

Hassanein³

2015

IJWAS

View full text Add to dashboard Cite

An important goal for foreign language learning is to equip learners with the linguistic and cultural skills to function effectively in this multicultural world. However, research on culture in language learning has almost always investigated teacher and scholar views. This study investigated the levels of interest and types of Arab culture that Malay Arabic learners" are interested in learning, from the perspective of learners themselves. This study employed a survey questionnaire consisting of 56 cultural items and representing six subcosntructs and an openended question. 361 respondents representing Secondary Two students from four National Religious Secondary Schools (SMKA) were cluster sampled. The quantitative data were analysed using descriptive statistics. The qualitative data were analysed thematically. The findings indicate a high level of interest amongst respondents to know the Arab culture (m=4.88). The subconstruct Religion and Education received the highest rating (m=5.27). The respondents also suggested other cultural aspects that they are interested in learning, including the way Arabs think. Findings from this study are empirical evidence for curriculum designers and textbook writers on the aspects of Arab culture that deserve to be integrated into the Arabic learning experience.

show abstract

Language and Language Learning: Theory and Practice

Cited by 19 publications

References 0 publications

Error analysis of composition writing: A case of Iranian EFL learners

Error analysis of composition writing: A case of Iranian EFL learners

Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy

Which Cultural Aspects Are Malay Learners of Arabic Interested in Knowing?

Contact Info

Product

Resources

About