Second Language Learning

Mitchell, Rosamond; Myles, Florence; Marsden, Emma

doi:10.4324/9781315617046-1

Cited by 47 publications

(82 citation statements)

References 1 publication

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“…Indeed, in the 1990s a typical argument in resisting epistemological expansions was to remind the critics pressuring for a social reorientation that Second Language Acquisition's main interest lies with language and its development. For example, Mitchell and Myles () noted that evaluations of how useful a particular theory is for the study of L2 learning must ask whether it sufficiently addresses the linguistic development dimension. And as Gass (, p. 84) put it in her response to Firth and Wagner's () social critique, many in the field of SLA strongly felt that even when the data are conversational (or psycholinguistic or judgments of grammaticality, and so on), ‘the emphasis […] is on the language used and not on the act of communication’.…”

Section: Disciplinary Goals the Culprit?mentioning

confidence: 99%

Ontologies of language, Second Language Acquisition, and world Englishes

Ortega

2018

World Englishes

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What has strained the relations between the fields of world Englishes and Second Language Acquisition (SLA), denounced by Sridhar and Sridhar (1986;Sridhar, 1994) and felt by many others during these past 30 years? I first characterize a number of the differences in disciplinary goals and orientations that have contributed to the tensions. I then argue that it is ultimately differences in the ontologies of language that are the largest hurdle to establishing synergies between the two fields. I weigh what has been gained and lost in SLA by the unquestioned adoption of essentialist ontologies and argue that it has locked SLA research into a monolingual worldview that the field can no longer afford. I also call for the continuation of research that illuminates multilingual success but also addresses the phenomenological and emic reality of the 'native' and 'nonnative' dichotomy, as many multilinguals experience their 'nonnativeness' as oppression that they must constantly manage and negotiate under the hegemony of monolingual ideologies. I close with four recommendations for changes in SLA that might help a new future where WE and SLA mutually benefit from their disciplinary achievements.

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Section: Disciplinary Goals the Culprit?mentioning

confidence: 99%

Ontologies of language, Second Language Acquisition, and world Englishes

Ortega

2018

World Englishes

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“…Based on the approach of teaching-learning, teachers' beliefs are divided into two types: traditional and constructivist (Mitchell & Myles, 2004). As for traditional beliefs, it means that teachers view their role as limited to delivering knowledge to the students in a clear, organized, and systematic way.…”

Section: Teaching Beliefsmentioning

confidence: 99%

“…All these measures intend to tackle such issues as what are the current trend of teaching approaches, methods and techniques, who and what is being taught and developed, and, most importantly, in whose interests (David, Olwen, Janis, Mary & Anne, 2003). Expectantly, if teachers lean toward perceiving their teaching ability in accordance to what beliefs and knowledge they possess, they are more likely to adopt new approaches and skills in their teaching practices (Mitchell & Myles, 2004). Several previous studies (Fullan & Hargreaves, 2002;Lau, 2006;Shang, 2010) have demonstrated that activities for teacher development can impact positively on teaching processes and outcomes.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Relationships Among Activities for Teacher Development, Teaching Beliefs, Efficacy and Teaching Behaviors of Elementary School English Teachers in Taiwan

Sheu¹

2019

IRHE

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The purpose of this study is to evaluate elementary school English teachers’ perspectives on the relationship of activities for teacher development, teaching beliefs, efficacy and behaviors regarding teaching English. This study intends to reveal the influential interconnection of the four variables by running regression analysis. A total of 197 elementary school English teachers in Taipei city participated in this study. The data was collected through a four-point scale questionnaire and the results indicated the path of activities for teacher development and teaching beliefs, and teaching beliefs and teaching behaviors respectively was significant. Teachers’ engagement in professional development is crucial, and the educational authority is strongly recommended to take action on this issue.

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“…Strategi penulisan dalam penulisan akademik L2 (Nacera, 2010;Mitchell & Myles, 2004;Alameddine & Mirza, 2016) melibatkan 1. strategi metakognitif (perencanaan, pemantauan, peninjauan, evaluasi, melaporkan temuan, mengenali struktur esai), 2. Strategi kognitif (pengulangan, organisasi, meringkas, citra menggunakan, menyimpulkan, menyim-pang, menulis catatan, parafrase), 3.…”

Section: Menggunakanunclassified

Pengaruh Pembelajaran multiliteracy terhadap Kemampuan academic writing dan Teaching skill pada Semester VIII Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Isno¹

2018

tdb

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Prospective 21st century primary education teachers who are effective should have a thorough understanding and knowledge of key concepts that drive all content instruction. These key concepts, connected to other core standards, include candidate knowledge and assessment, the nature of the learner, school governance and culture, learning and development theory, the use of critical technology and an understanding of how art influences and interacts. with all other content areas. In addition, prospective teachers should have the necessary information regarding time management, planning for acquisition, dissemination and management of materials and equipment (NCDPI, 2009). The purpose of this study are: 1) Describe the influence of multiliteracy learning on the ability of academic writing in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. 2) Describe the influence of multiliteracy learning on Teaching skill in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. From the analysis can be summarized as follows: 1) From the analysis known that Multiliteracy Learning to the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto with the value obtained Fhitung 15 641 (significance F = 0,000). So Ft> Ftable (14 660> 1.60) or Sig F <5% (0,000 <0.05). This means that learning with multiliteracy learning has an effect on the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. then the null hypothesis (H0) is rejected and the Hypothesis of work (H1) is accepted. 2) From the results of the analysis shows that multiliteracy learning on Teaching skill in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto value obtained Fhitung 2,924 (significance F = 0,007). So F arithmetic> F table (2,924> 1.70) or Sig F <5% (0.009 <0.05). This means learning with multiliteracy learning to influence learning achievement in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto.

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Second Language Learning

Cited by 47 publications

References 1 publication

Ontologies of language, Second Language Acquisition, and world Englishes

Ontologies of language, Second Language Acquisition, and world Englishes

Analyzing Relationships Among Activities for Teacher Development, Teaching Beliefs, Efficacy and Teaching Behaviors of Elementary School English Teachers in Taiwan

Pengaruh Pembelajaran multiliteracy terhadap Kemampuan academic writing dan Teaching skill pada Semester VIII Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

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