PRINCIPLES of LANGUAGE LEARNING AND TEACHING (2025)

Principles_of_language_learning

Languages Department M01ENL Theories and Methods of Language Learning and Teaching (CW1

ALSAYED MAHMOUD, 2019

To teach grammar or not. To focus on form, meaning or combine them together. To immerse learners in the environment of the target language in order to acquire it, or they should learn first and then communicate to acquire other language components. And so on.According to (DeKeyser 1997, Ellis 1997, MacWinning 2004, Rutherford and Sharwood 1988), there is a non-stop research and arguments amongst scholars of(FL) on a variety of differences between language acquisition and learning, knowledge should be presented explicitly or implicitly, focus on form or meaning and the function of skills and knowledge. All these and many others are controversial issues in the field of language teaching and learning that have been under research for decades and perhaps some for centuries. These issues have undergone and still under research by large number of pedagogical experts.Those scholars have been trailing and searching these issues for such a long time in order to support methodologists and teachers with ideal theoretical background beyond different methods of teaching. They have also been trying to find models and approaches that are effective for the teaching of (FL). To find such practical effective approaches of teaching, theoreticians; in addition to the psychological and linguistic features, need to account for personal, contextual and environmental factors affecting the learning of FL. With regard to what has been mentioned previously about the factors, that need to be considered when choosing or inventing a suitable teaching approach, specifically the environmental and internal ones, this essay focuses on some of the concepts of the cognitive linguistics (Johnson, 2008:98). The essay discusses whether teaching should be form-orientated, meaning-orientated or both of them combined with reference to an article by Montgomery and Eisnestien (1985) discussed in Johnson (2008:107). The discussion is heldwith regard to the cognitive linguistics by (Skehan, 1998, Johnson, 1996, and McLaughlin, 1987). Johnson (2008:98) suggests that cognitive linguistics sees language and its learning linked to psychological or cognitive operations. The approaches of form-orientated and focus-orientated can be discussed under the concepts of declarative and procedural knowledge. They are also affected by other concepts like automaisation, and the negligence of any of these concepts could lead to fossilisation. All these concepts are discussed later in some detail with linkage to different teaching methods andthen their teaching implications will be illustrated at some point at the end of the paper.

Teaching and Learning in the Language

Second Language Learning and Language Teaching. 4th ed. by COOK, VIVIAN

The Modern Language Journal, 2009

Language Acquisition and Language Pedagogy

The Bloomsbury Companion to Cognitive Linguistics

Languages and Language Learners. DIMENSION 2005. Selected Proceedings of the 2005 Joint Conference of the Southern Conference on Language Teaching and the Foreign Language Association of North Carolina

Southern Conference on Language Teaching, 2005

Teaching and Learning Languages. Theory and Practice

"Teaching and Learning Languages. Theory and Practice" includes interviews in which theorists, in their own words, describe the various methods that the teaching and learning community has embraced. These interviews by Danesi, Savignon, Gardner, Krashen and Bernardini, appear for the first time in book form, and represent the basis on which further current research has been developed. In short, they serve as fundamental readings to help understand where language learning theories have begun and the direction they are taking. These chapters have become indispensable, required readings for both the seasoned and young future language teachers. "Teaching and Learning Languages. Theory and Practice" is meant to provide a quick overview of language contribution of the late Seventies, Eighties and Early Nineties. As such, it can be considered an historical overview of research by North American authors – some, unfortunately, no longer with us – who have left an indelible mark on the language teaching profession. The lengthy bibliographical references at the end of each “reader friendly” contribution will be long remembered and is most useful for further research in the field.

Diane Larsen-Freeman. 2000. Techniques and principles in language teaching AND Jack Richards and Theodore Rogers. 2001. 2nd edition. Approaches and methods in language teaching

Per Linguam, 2011

Journal of Linguistics and Language Teaching Volume 14 (2023) Issue 1

Journal of Linguistics and Language Teaching, 2023

JLLT Volume 14 (2023) Issue 1 https://www.journaloflinguisticsandlanguageteaching.com/published-issues/volume-14-2023-issue-1 edited by Thomas Tinnefeld I. Articles Gerald Delahunty (Fort Collins (CO), USA): Words, Pictures, and Arguments: A Relevance-Theoretic Synthesis Journal of Linguistics and Language Teaching 14 (1), 11-22 Abstract: Whether visual representation can function in arguments is a controversial issue. Those who claim they cannot, claim that only propositions may function thus and that as visuals cannot represent propositions, they cannot function in arguments. The current paper, invoking recent developments in Relevance Theory, demonstrates that visuals, specifically photographs, can represent propositions and can therefore function as and in arguments. The paper demonstrates that visuals also communicate more than propositions in that they provide evidence for a range of ‘impressions’ that support a ‘credal attitude’ toward the document in which they occur. Liam D. Wilson (Hong Kong S.A.R.): Key Stage 3 ELT Coursebook Speech Acts Journal of Linguistics and Language Teaching 14 (1), 35-57 Abstract: The area of pragmatics is an important aspect of the languages that we use in our everyday lives. Speech acts are central to this, and they are often initially presented to language learners in the coursebooks (or textbooks) they read and use during their schooling. This investigation analysed which speech acts were targeted for instruction in junior secondary 3 English language coursebooks used in Hong Kong as learners complete Key Stage 3. The pragmalinguistic and sociopragmatic information presented in these coursebooks was also examined. It was found that certain speech acts (such as advice) were featured far more frequently than others (such as requests). There is also potential for improvement for future coursebooks when it comes to the pragmalinguistic (such as presenting speech acts as part of model dialogues) and sociopragmatic information (such as presenting speech acts being used in situations involving power distance or level of imposition). Therefore, this research contributes valuable findings regarding the speech acts in ELT coursebooks to the field of second language pragmatics. Esa M. Penttinen (Helsinki, Finland) & Heiner Böttger (Eichstätt-Ingolstadt, Germany): Cross-Linguistic Influences of Learning German in Finnish and German Upper Secondary Schools Journal of Linguistics and Language Teaching 14 (1), 59-77 Abstract: The aim of this study is to find out what importance upper secondary school learners of German attach to the cross-linguistic influence (CLI) regarding specific aspects of German language learning in Finland and Germany. Cross-linguistic learning gives learners additional skills to learn and understand structures and words in their mother tongue, a second language or a foreign language. The Finnish students (n=100) participating in our survey spoke Finnish as their mother tongue and studied German as a foreign language. German students spoke German either as their mother tongue (n=40) or as a second language (n=60), but they studied German as a native language. The survey data consisted of students' answers to one identical question that they were asked in the school years 2017-2020: 'How does the knowledge of the languages studied at school (Swedish, English, French, Spanish, Latin – cross-linguistic learning) affect their learning of German?' Our research methods were both quantitative and qualitative. The main results showed that the positive transfer on learning German was based on the perceived (objective) similarity of languages while the negative transfer was based on assumed (subjective) similarities which were in conflict with actual (objective) differences in German language learning processes and experiences of language learning. Skills in other languages contributed to learning German, but they also interacted positively and negatively with each other's learning. Learning to learn was found to be a unifying factor in language learning. Christine Ericsdotter Nordgren & Jorunn Nilsson (Stockholm, Sweden): Meeting each other or Meeting Learning Goals –Student and Teacher Values in an Intercultural Tandem Exchange Journal of Linguistics and Language Teaching 14 (1), 79-105 Abstract: In this paper, the findings from a qualitative analysis of student and teacher interviews following an online Japanese-Swedish tandem exchange in 2020 will be discussed. The main aim was to explore what students and teachers had valued in the exchange and to connect these values to the theoretical principles of reciprocity and autonomy in the tandem learning model (Little & Brammerts 1996). The results show that students valued reciprocal aspects, focusing on personal peer-to-peer experiences and the opportunity for natural language use, while teachers valued linguistic development, and seemed to implicitly assume a high degree of autonomy to be in place from the start, rather than it being developed or expanded underway. The findings are viewed in the light of the students’ rather different cultural-educational frames and add to building a more global perspective on tandem exchange, which has hitherto been dominated by data from European and American contexts (Lewis & O’Dowd 2016). Philip Oghenesuowho Ekiugbo (Aba, Nigeria) & Cecilia Amaoge Eme (Awka, Nigeria): Urhobo-English Loanwords Coda Adaptation: A Constraint-Based Account Journal of Linguistics and Language Teaching 14 (1), 107-120 (PDF) Abstract: This study examines how codas of Urhobo-English loanwords are adapted and shows that the strategies adopted in repairing loanword coda in Urhobo are driven by syllabification constraints and universal conventions. Syllabification conditions in languages that forbid filled coda will require that all the consonant sounds in a phonological word that are to be found in the phonetic string are parsed as onsets. Assuming this is true, it has implications for loanword adaptation. Urhobo exclusively permits the open syllable type. Implicitly, all the coda elements of loanwords are likely to be licensed as onsets, which may result in a possible ‘illicit’ onset cluster given the onset condition requirement of the language. Accordingly, this study examines the attested patterns of adaptation of English coda in Urhobo loanwords and their motivations as well as implications. The discussion is built around the theory of constraints and repair strategies. II. Book Review Bernd Klewitz (Osnabrück, Germany): Inez De Florio: From Assessment to Feedback. Applications in the Second / Foreign Language Classroom. New York et al.: Cambridge University Press, 2023 (X + 267 pages) (ISBN 978-1-109-21893-1) Journal of Linguistics and Language Teaching 14 (1), 123-128

Encyclopedia of Language and Education-Introduction to Volume 4 (3rd edition, 2017)