L1-Educational Studies in Language and Literature
Not a member yet
461 research outputs found
Sort by
Grammar as a meaning-making resource for language development
No full textThis article will begin by briefly outlining the long-standing, and contested, debate in Anglophone countries regarding the place of grammar in the L1 curriculum, and will underline how Anglophone countries in general have not valued grammar in the teaching of L1 (or in L2). It will illustrate how current national policies have re-positioned grammar, with particular reference to England and Australia, and it will review recent research which demonstrates that explicit grammar teaching can support learner outcomes in reading and writing. Drawing on a Hallidayan theoretical framework for grammar, which emphasises grammar as a semiotic resource for meaning-making, the article will offer a theorized rationale for the inclusion of grammar in the L1 curriculum. This argument will be evidenced with data from a series of related studies and will address a) linking grammar and the learning focus for reading or writing in a meaningful way; b) the role of talk in supporting the development of students\u27 metalinguistic knowledge; c) students\u27 conceptual understanding of grammatical terms; and d) the place of teachers\u27 grammatical subject knowledge in supporting a meaning-rich approach to the teaching of grammar. The article will conclude by signaling key lines of enquiry for future research
From readers to teachers
Get PDFWhat is the difference between reading a literary text for pleasure, and reading it in order to teach it? This study explores the change in the experiences of 27 prospective literature teachers from when they read and respond to a story per se to when they read it with their future classes in mind. The teachers were asked to answer two questions concerning a story: (1) Do you find it good? and (2) Would you teach it? Their answers were analysed, and a considerable difference was found in both the criteria and in the language the respondents used. Their emphasis shifted from the sense of pleasure to the issue of relevance to the students; from the story\u27s beauty to the literary devices that it used. They also elaborated more on the ethical aspects of the text, and began thinking about how to teach it. We conclude by recommending that in order to avoid the pitfalls involved in the move from recreational to pedagogical reading, the dilemmas concerning the appreciation and selection of literary texts should be discussed with prospective teachers
Discourse―yes, Grammar―no: Influence of Arabic mother tongue on Arab students\u27 writing in Hebrew
Get PDFLearning Hebrew among L1 Arabic speakers in East Jerusalem, Israel, has gained momentum, since being fluent in the language of the majority contributes to socioeconomic mobility and inclusion.
One of the main challenges L2 learners face is writing, specifically expository and argumentative composition. Writing products of native speakers of Arabic (L1) in Hebrew (L2) reveal cross-linguistic influences, including language transfer from L1. This L1 interference is strengthened by the strong resemblance of these two Semitic languages, and is manifested in morphology, syntax, vocabulary, semantics, and rhetorical structures.
In this study we examine changes in the expository-argumentative writing in Hebrew (L2) of Arabic speaking students who participated in an intensive Hebrew learning program. We used qualitative textual analysis based on 52 writing products [26 pre-, 26 post-tests]. Our research questions were: 1. What are the main characteristics of Arabic speaking students\u27 writing in Hebrew? 2. What types of changes are evident in their writing samples after completing two years of Hebrew study?
In order to characterize their writing, study participants completed pre- and post-tests. Our findings suggest: (a) a strong interference of Arabic, on writing in Hebrew in different language fields: (b) a noticeable improvement in discourse, but much less in grammar, and in lexicon – mixed results
Pride and prejudice? Judging non-native pronunciation of English: Judging non-native pronunciation of English
No full textCan non-native judges of language proficiency be trusted? To answer this question, we asked Dutch (N = 70) and English (N = 57) listeners to judge English speech produced by Dutch speakers, and we asked Dutch listeners to judge Dutch speech produced by these speakers. Results showed that the Dutch listeners to the English speech produced by the Dutch speakers are stricter about pronunciation than the English listeners; they also arrive at rankings that are different from the rankings arrived at by the English listeners. We have found that the Dutch listeners, when judging the aesthetic quality and intonation of Dutch speakers\u27 pronunciation of English, are influenced by aspects of the speakers\u27 native language which interfere with the target language. Their judgements of English pronunciation may therefore be affected by their impressions of the speakers\u27 Dutch
Teaching reading strategies in science and social sciences in secondary education
Get PDFMany school subjects are taught within the frame of context-based education, which require sufficient reading skills to understand written subject-specific content and real-life information. Yet many students have difficulties to fully understand subject-specific texts and text-related questions. The current study focused on the design, implementation and evaluation of a lesson series in which upper-secondary school students were supported in reading subject-specific texts and assignments. Students showed progress in two of the four reading strategies that were addressed in the lesson series. Moreover, the participating teachers evaluated the lesson series positively, but preferred to integrate some of the working elements in their regular classes. Finally, the teachers reported to become more aware of different ways to support students\u27 reading in their classes
Working on grammar at school: Empirical research from German-speaking regions
Get PDFThe article reviews quantitative as well as qualitative research on grammatical learning at school in the context of L1 education in German-speaking regions. One of the specifics of this research is that its focus has been not on the effects of grammar learning on reading and writing outcomes but instead on the quality of the knowledge which is gained. Research results are reported with respect to five areas: (1) interventions aimed at promoting grammar knowledge; (2) interventions aimed at fostering linguistic skills; (3) observational studies; (4) large-scale studies; and (5) classroom discourse in grammar lessons. In its conclusion, the article points to issues pertinent to future research. They include measuring the extent to which students access syntactic features directly, without having them explain these features verbally, as well as conceiving of instructional methods to make sure that students gain continued access to syntactic information
Understanding curriculum issues in L1 education through international comparison: The case of the V4 countries
Get PDFIn this book review, I will discuss the academic monograph Teaching of National Languages in the V4 countries edited by M. Pieniążek & S. Štěpáník (2016). The review discusses the value and quality of the book, and at the same time tries to identify issues in L1 education that can be of interest to readers outside the Central European context. In reviewing the monograph, I will attempt to illustrate that many of the issues that the V4 countries are dealing with are in fact of a more universal nature. In doing so, I argue that the book may be seen as a good starting point for a detailed international comparison of L1 curricula and the challenges associated with them
Working on grammar at school in L1 education: Empirical research across linguistic regions
Get PDFEmpirical studies pertaining to working on grammar at school and its effects have not been the focus of L1 research in recent years. For instance, none of the current international large-scale studies investigates grammar learning. This might be the result of widespread doubts about the benefits of grammar learning for students, but—however justified one may consider such doubts to be—they should not lead researchers to neglect this topic. To be fair, research in the field has probably been hindered by the fact that there is virtually no exchange about findings across di-verse linguistic regions, so that empirical results which emerged in one country have seldom been recognized in other countries. Variation across linguistic regions can be found not only in research results but also in research questions—a situation which one may consider tolerable in itself but which constitutes a problem when lack of communication between researchers on grammar learning and grammar instruction leaves a real gap, as is true in this case. This special issue aims to offer an international overview of empirical research on grammatical learning at school within the context of L1 education (including learning about L1 grammar outside of L1 lessons, but excluding foreign language learning), and to deepen it by discussing recent approaches. Thus, the special issue is intended to provide a stimulus for further research on the subject and a starting point for the dissemination of international research into local research communities
Constructivism in literature education: Introduction to the thematic binder
Get PDFConstructivist learning theories emphasize learning as a process of construction without externally pre-determined results. Applied to literature education they have potential not only to foster literary learn-ing but to empower pupils to better understand themselves, their culture and society. Although this thematic binder is predicated on the notion that teachers play a key role in successful school education, teachers are of course part of a larger picture. While the introductory article focuses on the discourse of literature education in Germany, the other texts in this collection give access to experiences about the demands and limitations of constructivism in other political and cultural environments by comparing curricula, discourses on literature education and teachers\u27 beliefs and practices in different countries. This is aimed at avoiding harsh generalizations and premature judgments
Literature in language teaching: A recipe to maximize learning
No full textThe pedagogic rationale for welcoming literature in multiple learning settings lies in the claim that it is conducive to language learning. Language and literature are mutually supporting experiences. In fact, sufficiently sophisticated grasp of language is witnessed when literature is introduced in language study. Language is an input-rich source for coming to good terms with knowledge of language structures, reading proficiency, enriched vocabulary, improving skill in the target language, thinking skills, and cultural awareness. To put the matter at its most basic, language learners can accrue quite tangible benefits from exposure to literature. The core premise of using literature is that it provides clear advantages for learners to perceive the characteristics of target structures in contexts. Both preliminary and final survey questionnaires included the same questions for revealing learners\u27 experiences in relation to literature and its potential contributions to language development. Initial and final responses of the students were compared to each other to determine whether the study of literary texts provided them an occasion to make noticeable gains regarding language proficiency development. A large majority of the survey participants indicated vested interest in the inclusion of literature in language teaching owing to its effectiveness as a valuable tool on augmentation of language learning