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Pedagogical Linguistics - Online First
Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume
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Cognitive corpus linguistics and pedagogy
Author(s): Gaëtanelle GilquinAvailable online: 01 July 2022More LessAbstractThis article deals with applied cognitive corpus linguistics, that is, the combined use of cognitive linguistics and corpus linguistics for pedagogical purposes. It describes the main features of each framework in terms of teaching applications and underlines their complementarity. Through several illustrations, it shows how applied cognitive corpus linguistics combines the benefits of corpus data (authenticity, quantification, diversification of genres, access to learner production, etc.) with those of cognitive principles (linguistic motivation, enhanced salience, realignment of form and meaning, etc.) in ways that are expected to foster the development of the learner’s language system.
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Second language grammar learning in refugee children
Author(s): Konstantina Olioumtsevits, Despina Papadopoulou and Theodoros MarinisAvailable online: 30 March 2022More LessAbstractThis exploratory study aims to investigate the effectiveness of group dictation in primary school children with a refugee background. More specifically, running dictation was employed in the teaching of two grammatical phenomena in L2 Greek, tense and gender agreement. Two studies were conducted to investigate each grammatical structure separately. Each study consisted of a pre-test that investigated the pupils’ performance on the grammatical structure, the teaching intervention via running dictation, and a post-test that explored its efficiency on pupils’ accuracy. All pupils that participated in the studies were enrolled in formal Greek education and their L1s were Arabic, Farsi or Kurdish. According to the results from both studies, the children’s post-intervention performance did not improve significantly. However, the pupils’ accuracy on some of the grammatical forms tested as well as their error patterns indicated that running dictation helped the pupils notice the target grammatical phenomena and thus become more aware of them. Moreover, some data showed that older pupils benefited more from the target-activity than younger ones. Therefore, the present study provides evidence that running dictation may have a positive qualitative rather than quantitative impact on learners’ grammatical development and is dependent on the pupils’ age.
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The modal particle elicitation test
Author(s): Laura ReimerAvailable online: 04 March 2022More LessAbstractGerman modal particles (MPs) show semantic, pragmatic, and syntactic peculiarities which make them specifically interesting for research on language processing. However, so far, there are no tests available that reliably elicit MPs in order to study their production in different groups of speakers. This paper presents the Modal Particle Elicitation Test – MoPET. Based on simple contexts and black and white drawings, it is the first test that elicits a wide range of MPs by incorporating the semantic, pragmatic, and syntactic peculiarities of MPs. The goal of this paper is to evaluate whether the test reliably elicits MPs in adult German L1 speakers, in order to use it for research on different speakers (e.g., patients and L1/L2 learners) in the future. Results of a pilot study with 27 adult native speakers of German demonstrate that the test reliably elicits a wide range of nineteen different MPs and a wide range of different sentence types that are strongly interconnected with the use of MPs. Crucially, each of the twelve critical scenes of the test elicited at least one MP, and each participant produced at least one MP, which also makes the test suitable for diagnostic purposes.
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Why are they so similar?
Author(s): Eliane Lorenz, Tugba Elif Toprak-Yildiz and Peter SiemundAvailable online: 17 January 2022More LessAbstractThis study investigates the relationship between (extra)linguistic variables and proficiency in a foreign language. Based on 1,403 secondary school students in Germany (age 12/13 and 14/15), we assess whether proficiency in German, if applicable also Russian or Turkish, cognitive ability, school type, gender, socio-economic status, self-concept, motivation, and self-assessment function differently in predicting English language proficiency when monolingual German learners of English (n = 849) are compared to their bilingual peers (Russian-German: n = 236; Turkish-German: n = 318). Two comprehensive structural equation models capture the multitude of factors influencing foreign language acquisition and contribute to the discussion on multilingual advantages or effects. The results reveal that most variables are statistically significant, but the models function comparably across the three language groups with only minor contrasts regarding effect sizes. We submit that the three language groups are more similar than different and that the heritage languages Russian and Turkish add comparatively little to predicting English language proficiency.
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Grammar and variation in the classroom
Author(s): Vít Dovalil and Adriana HanulíkováAvailable online: 12 January 2022More LessAbstractGrammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers’ linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus.
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Teaching linguistics through language construction
Author(s): Yılmaz KöylüAvailable online: 21 October 2021More LessAbstractThis article details how introductory linguistics courses can increase student engagement and learning through a project-based approach, whereby the students first study the subfields of linguistics with a view to complete the main project of the course, namely to construct a novel language. I provide information from a semester-long course with specific project-based activities teachers could utilize in their classes. I also thoroughly examine the constructed language projects based on 33 student submissions in an introductory linguistics course in the US. The analysis indicates a high level of engagement and creativity by the students in creating a distinct orthography, phonetic, morphological, and syntactic rules and semantic properties for their constructed languages. The results from a 20-item questionnaire and student exit interviews indicate that the project-based approach adopted in the completion of their constructed languages proved effective in (a) improving student motivation and engagement; (b) helping students apply the knowledge of the material to carry out linguistic analysis; (c) enhancing students’ language learning skills; (d) encouraging them to study additional foreign languages; and finally (e) promoting linguistic diversity. Hence, as an innovative and effective method still in its infancy, project-based learning should be more widely implemented in linguistics instruction.
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Children’s text comprehension
Author(s): Jane OakhillAvailable online: 14 September 2021More LessAbstractThis paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.
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Is ‘more’ really more?
Author(s): Björn Rothstein, Katharina Staubach, Saskia Ripp, Julia Waldeyer and Julian RoelleAvailable online: 04 August 2021More LessAbstractStarting from general problems of teaching grammar in the subject of German language as well as from basic assumptions of so-called ‘more-is-more’ didactics, we discuss demands to continue teaching grammar after the eighth grade (in Germany, that is the eighth year of school). We then present a quasi-experimental study which was carried out in grades 8 to 12 with the same participants for the purpose of finding out whether providing additional and repeated grammar teaching in the subject of German language even after the eighth grade results in improved and explicit long-term German grammar knowledge. At least at one measurement time point during the study, N = 821 students from six different schools were participating. As a crucial result it turned out that additional and repeated grammar teaching resulted in an improvement in explicit grammar knowledge both during individual grades and across grades. These study results support the demands of ‘more-is-more’ didactics, they however require long-term assessment concerning a number of problems, which are discussed.
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Teaching English to Arab learners
Author(s): Ferid ChekiliAvailable online: 25 May 2021More LessAbstractBoth ‘Educational Linguistics’ and ‘Pedagogical Linguistics’ have demonstrated the importance of linguistic knowledge in teaching/learning second/foreign languages. More recently, there have been concrete proposals that insights from formal linguistics and theoretical acquisition research may also play a role in pedagogy. Indeed, many observed difficulties in L2 can be traced back to lack of knowledge, on the part of teachers, of certain abstract linguistic concepts. In this paper, two English constructions (constructions with Object pronouns and DP-internal concord) claimed to be problematic for the learner/teacher in the absence of any linguistic knowledge will be investigated in terms of their abstract properties. The implication is that such linguistic knowledge will speed up the process of learning. This will be supported by previous findings on aspectual contrasts in English and Arabic where such knowledge clearly obtains, causing the learning process to be relatively rapid. Evidence for the presence of this knowledge in the learners comes from observation of the transitional stages in the learning process which indicate that the learner is on the right track to learning. The research hypothesis will be argued to have significant implications for teaching, and thus, if correct, will corroborate some recent findings.
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Towards a pedagogical linguistics
Author(s): Richard Hudson
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Pedagogical linguistics
Author(s): Kathleen Bardovi-Harlig
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Editorial
Author(s): Andreas Trotzke and Tom Rankin
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