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Journal of Linguistics and Language Teaching (JLLT)

JLLT Volume 7 (2016) Issue 1

Journal of Linguistics and Language Teaching

Volume 7 (2016) Issue 1 (PDF)

DOI - JLLT 7 (2016) 1 https://doi.org/10.5281/zenodo.14827083

JLLT 7 Volume (2016) Issue 1

Foreword to the Issue

I. Articles

Attapol Khamkhien (Bangkok, Thailand):

Structural Patterns and Linguistic Features of Research Articles on Applied Linguistics: Evidence from Introduction Sections to Methods Sections

Journal of Linguistics and Language Teaching 7 (2016) 1, 11-37 (PDF)

Abstract

Writing and publishing research articles (RAs) in English is crucial because an RA is considered as one of the channels to communicate among researchers and scholars worldwide. This paper centres on the rhetorical structures and linguistic features commonly used in the Introduction and Methods sections of the RA genre. Inspired by Swales’ analytical framework (1990; 2004) and the contributions of Connor, Upton and Kanoksilapatham (2007) who suggest steps of conducting a move-based genre analysis, this study examined 50 RA Introduction and Methods sections in the field of applied linguistics. These RAs were analysed by genre analysis into ‘moves’ and ‘steps’. Through a comprehensive analysis of 50 systematically selected RAs published in journals listed in the Thai Citation Index (TCI) database, the results revealed that each section displayed a generic pattern, comprising a series of moves and steps. Lexico-grammatical features associated with a communicative function were also identified. The structural patterns and linguistic features found to functionally interact with one another may facilitate the understanding of novice writers and graduates of published RAs in these sections. Pedagogically, the findings generated by this study could be useful for teaching students how to write scholarly publications in EAP classrooms. The structural patterns identified might also be meaningful for teachers in designing relevant reading and writing materials for advanced learners to improve their writing skills to effectively disseminate discoveries in their fields.

Adriano Utenga (Dodoma, Tanzania), Hashim Issa Mohamed (Morogoro, Tanzania), Onesmo Simon Nyinondi (Morogoro, Tanzania) & Abdulkarim Shaban Mhandeni (Morogoro, Tanzania):

The Role of Input Simplification and Interactional Modification Strategies in the Tanzanian English-Language Classroom

Journal of Linguistics and Language Teaching 7 (2016) 1, 39-64 (PDF)

Abstract (English)

This paper presents a classroom-based study on input simplification and interactional modification strategies used by English language teachers to make their oral input comprehensible to their learners. The main objective was to examine the input simplification and interactional modification strategies used by English language teachers in EFL classrooms, focusing on lexical and syntactical aspects of the language. Data were collected from four English language teachers and 183 students from four selected classrooms and a review of English language syllabi in Tanzania. The study was carried out by means of audio recordings, classroom observations and interviews. The findings show that teachers employ different linguistic simplifications and interactional modification strategies in EFL classrooms to enhance students’ comprehension and interlanguage development. The findings further revealed that the use of input simplification and interactional modification strategies is crucial for students’ comprehension and language development. A combination of factors - personal style of teaching, lesson content, methodology, students’ proficiency level and linguistic background - was found to influence foreigner talk (FT) strategies. In the present paper, it is recommended that linguistic simplifications and interactional modification strategies in EFL classrooms be systematically used and streamlined in the methodology of teaching EFL. The authors also recommend that the knowledge of native speakers' (NS) / non native Speakers' (NNS) discourse for various contexts, tasks and addressees need to be explored to establish triggers of FT, and then discover which discourse modifications, if any, actually facilitate foreign language learning.

Biljana Ivanovska (Štip, Republik Mazedonien), Marija Kusevska (Štip, Republik Makedonien) & Nina Daskalovska (Štip, Republik Makedonien):

Zur Bewertung der pragmatischen Kompetenz mazedonischer Fremdsprachenstudierender

Journal of Linguistics and Language Teaching 7 (2016) 1, 65-88 (PDF)

Abstract (English)

The objective of this article is to present an ongoing research project on the pragmatic competence (and its components) of L2-language students who are studying English and German at the Faculty of Philology, University „Goce Delchev“ in Stip, R. Macedonia. When it comes to L2 students' pragmatic skills, there are two main problems which have to be taken into consideration: the components of their interlanguage that should be measured, and the way that these components should be measured. The purpose of this study is to explore the components that L2 students need to acquire in order to develop their pragmatic abilities. The different views in the communicative and linguistic competencies also include linguistic, sociolinguistic and pragmatic competences. Pragmatic competence involves the students' knowledge about the principles according to which information is organized, structured and arranged (discourse competence), information that can be used to meet various communicative functions (functional competence) as well as the delivery of information according to interactional and transactional schemata (design skills).

Abstract (Deutsch)

Ziel des vorliegenden Beitrags ist es, die Erforschung der pragmatischen Kompetenz und ihre Bestandteile bei Fremdsprachenstudierenden darzustellen und zu analysieren. Die Beschreibung der Entwicklung der pragmatischen Kompetenz von Fremd- und Zweitsprachenstudierenden wurde in vielen Arbeiten und Veröffentlichungen, die die interkulturelle und interimssprachliche Pragmatik behandeln, erforscht und analysiert (z. B. Bardovi-Harlig 1999, Barron 2003, Blum-Kulka House & Kasper 1989, Cohen & Ishihara 2005, Ishihara & Cohen 2010, Kasper & Blum-Kulka 1993, McConachy & Hata 2013, Trosborg 2010, Wigglesworth & Yates 2007). In dieser Arbeit definieren wir zunächst die interimssprachliche Pragmatik. Dann beziehen wir uns auf die Probleme bezüglich der pagmatischen Kompetenzen und Komponenten, die für ihre Entwicklung relevant sind. Zum Schluss diskutieren wir die Instrumente und Methoden des Testens der interimssprachlichen pragmatischen Kompetenzen.

Shing-lung Chen 陳欣蓉 (Kaohsiung, Taiwan (R.O.C.)):

Modell zur Entwicklung eines Aufsatzmodifizierungssystems am Beispiel des Deutschen

Journal of Linguistics and Language Teaching 7 (2016) 1, 89-108 (PDF)

Abstract (English)

Currently, when marking their students' essays, teachers mark each of them individually. Occurring errors must be detected and corrected repeatedly. In the present article, an essay modification system with an Internet platform is designed, on which the native speaker corrects the foreign learners’ essays. The learners’ original essays and their corrected versions are saved so that a correction system is set up. An individual error and its correction model are connected to form a relationship group. If an error is detected in a new article, the corresponding relationship group will be activated and the error will be corrected by the corresponding correction model. The correction work of the essays is thus facilitated.

Abstract (Deutsch)

Zur Zeit korrigieren Deutschlehrer einen Aufsatz ihrer Studierenden separat. Wiederholt vorkommende Fehler müssen jedes Mal erneut erkannt und korrigiert werden. Im vorliegenden Artikel wird ein Aufsatzmodifizierungssystem mittels einer Internetplattform entwickelt, auf der Muttersprachler Aufsätze ausländischer Lerner korrigieren können. Die Originalaufsätze der Lerner sowie die Korrekturversionen werden vom System gespeichert, so dass nach und nach ein Korrektursystem aufgebaut werden kann. Einzelne Fehler und deren Korrekturmodell werden jeweils zu einer Verhältnisgruppe vereinigt. Sobald ein Fehler in einem neuen Aufsatz erkannt wird, wird die entsprechende Verhältnisgruppe aktiviert und der Fehler durch das entsprechende Korrekturmodell korrigiert. Dadurch wird die Korrekturarbeit erleichtert.

Karl-Heinz Eggensperger (Potsdam, Allemagne):

Analyse d'une épreuve de droit civil proposée aux étudiants d'un cours de français sur objectif universitaire (FOU)

Journal of Linguistics and Language Teaching 7 (2016) 1, 109-126 (PDF)

Abstract (anglais)

In the present paper, the study skills that are required for succeeding at French language courses for specific purposes at UNIcert® III level are discussed. The aim is to equip students with the linguistic tools they need so as to deal with typical academic situations as encountered in higher education courses for law students in France, the so-called travaux dirigés. In order to be qualified to work as lawyers in the future, students have to be able to solve legal problems. A selected family law case illustrates the necessary foreign language and professional requirements; annotated excerpts from students' examinations demonstrate the need for teaching foreign languages for specific purposes.

Abstract (allemand)

Im Mittelpunkt des vorliegenden Beitrags stehen die Anforderungen im fachbezogenen Französischunterricht auf der Niveaustufe UNIcert® III. Studierende sollen befähigt werden, hochschulbezogene Situationen während ihres rechtswissenschaftlichen Studiums in Frankreich in den sogenannten travaux dirigés zu bewältigen. Als künftige Rechtsanwälte müssen sie imstande sein, Rechtsprobleme zu lösen. Ein Fall aus dem französischen Familienrecht illustriert die fremdsprachlichen und fachlichen Anforderungen; Auszüge aus korrigierten Klausuren belegen die Notwendigkeit fachbezogenen Fremdsprachenunterrichts.