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    Wyświetlanie 1-5 z 5
    Tytuł:
    Euphemisms and teacher–student interactions
    Autorzy:
    Bloch-Rozmej, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/40221006.pdf
    Data publikacji:
    2023
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    euphemism
    classroom interaction
    creativity
    teacher talk
    Opis:
    The quality of teacher-student interactions appears to be one of the most significant prerequisites for effective instruction. One of the factors involved in determining this quality is definitely teacher talk that should adequately correspond both to the type of knowledge the teacher intends to transfer and students’ ability to absorb this knowledge. The latter we claim is directly related to the students’ attitude to the subject itself and the teacher. In this article we will delve into the problem of euphemisms as part of teacher and student talk with a view to determining the extent to which they might affect teacher-student interactions. The issue of euphemism use and their role in building positive relations in the language classroom will be discussed from the perspective of teachers’ experiences. To this end, we chose the research tool of an online questionnaire addressed at university teachers. The survey was administered in June 2023 and the results will be described and analyzed in the forthcoming pages. Euphemism use will also be considered as a manifestation of language creativity that should characterize good language teachers.
    Źródło:
    Linguistics Beyond and Within; 2023, 9; 6-22
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms
    Autorzy:
    Ünel, Arzu
    Mirioğlu, Meryem
    Powiązania:
    https://bibliotekanauki.pl/articles/783175.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language
    Teacher Talk
    Syntactical Modifications
    Comprehensible Input
    Opis:
    Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2015, 1, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    From EFL classroom language to classroom lexicon: Importing formulaic story language into teacher talk
    Autorzy:
    Masoni, Licia
    Powiązania:
    https://bibliotekanauki.pl/articles/911923.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL teacher talk
    formulaic language
    repetition in the EFL classroom
    classroom lexicon
    Opis:
    This paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing their experience. Comments by student teachers assessed the use of picturebook-derived formulaic language on both their learning and perceived ability to teach English, and revealed much about their pedagogical perspectives on teacher talk. Results suggest that promoting the use of authentic and meaningful language in context can help student teachers conceive of classroom communication as lexicon (a shared communicative practice the rules of which are fully known only by a restricted community of speakers) rather than mere language-based interaction
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 123-141
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    /fɑɪs/, /fes/ or /feɪs/? Teachers’ phonetic accommodation of diphthongs in an L2 classroom setting
    Akomodacja fonetyczna dyftongów przez nauczyciela w kontekście klasy języka obcego L2
    Autorzy:
    Steinbrich, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/1878776.pdf
    Data publikacji:
    2016
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    akomodacja fonetyczna
    dyskurs klasowy
    język nauczyciela
    phonetic accommodation
    classroom discourse
    teacher talk
    Opis:
    Niniejszy artykuł stawia sobie za cel zbadanie, czy i w jakim stopniu, nauczyciele native speakers stosują akomodację fonetyczną w odniesieniu do dyftongów w kontekście klasowym. W badaniu udział wzięło siedmiu nauczycieli reprezentujących różne akcenty brytyjskiej odmiany języka angielskiego. Nagrań, na podstawie których przeprowadzono analizę, dokonano w dwóch kontekstach—klasowym i naturalnym i poddano analizie akustycznej w celu zbadania potencjalnych różnic w F1 i F2 i obydwu kontekstach. Wyniki wskazują, że akomodacja fonetyczna występuje w kontekście klasowym oraz, że da się zaobserwować modyfikacje zarówno w przypadku pojedynczych segmentów jak i całych dyftongów, niezależnie od natywnego akcentu użytkownika. Zaobserwowano, że akomodacja występuje w większym stopniu u użytkowników posługujących się północnymi odmianami angielszczyzny. Kolejną istotną obserwacją było to, że niektóre dyftongi są bardziej podatne na akomodację. Na jednym końcu spektrum występuje dyftong reprezentujący kategorię leksykalną price, a na drugim kategorie goat i cure. Na podstawie badania, nie dało się jednoznacznie stwierdzić, czy modyfikacje następują w wyniku świadomych decyzji użytkownika, co mogłoby sugerować rozwiniętą wiedzę deklaratywną, czy też następują one nieświadomie, co z kolei może świadczyć o próbach wymawiania dyftongów w kontekście pedagogicznym w formie zbliżonej do standardu.
    The following paper aims to investigate whether, and if so to what extent, native speaker teachers resort to phonetic accommodation in the use of diphthongs in the classroom setting. In the course of analysis, seven native speaker teachers, each representing a different variety of British English, were recorded in two distinct contexts: classroom and natural. The recordings were used in acoustic analysis in order to gauge potential differences in F1 and F2 in each context. It was concluded that phonetic accommodation does occur in the classroom setting and the modifications of either individual segments or the whole glides can be observed, irrespective of the native accent of the user. It was found, however, that the speakers representing northern varieties of English accommodate more than those speaking with other accents. Another important observation resulting from the analysis was that some diphthongs are likely to undergo phonetic accommodation more than others. On the one end of the cline we observe the diphthong price, whereas the other end is occupied by the glides goat and cure. It is still unclear, however, whether the modifications occur consciously, thus representing a rather developed declarative knowledge of the users, or subconsciously, which would suggest an inner need to attempt to pronounce diphthongs in a standardized way.
    Źródło:
    Roczniki Humanistyczne; 2016, 64, 11; 87-114
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Power of Teachers’ Words – The Influence on Pupils’ Grades and Behaviour
    Autorzy:
    Podobińska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1182863.pdf
    Data publikacji:
    2017
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    affective
    behavior
    grades
    language
    motivation
    positive
    power
    pupils
    reinforce
    talk
    teacher
    words
    Opis:
    The main role of school is to help pupils develop and to empower them towards success in adult life. One of the major factors that play important role in this process is the way teachers talk to their students. Therefore the purpose of this study was to explore the effects of teachers positive language such as among others effective praise, redirection, reinforcement, reminding and confirmation as well as the use of appropriate humor or tone of voice on pupils‘ motivation, discipline, interest in the subject being taught and consequently school achievements. On the basis of that, the following research questions are addressed within this thesis: What is the influence of teachers’ positive talk on their students’ results and behavior? Do teachers use positive talk in schools? Additional questions were: How do Polish students and teachers tend to perceive the importance of teacher talk? And: Is there enough relevant literature to the subject of teacher talk? In order to prove the thesis, this study focuses mainly on reviewing relevant literature works and obtaining data from a quasi-experimental design with using positive language, and teacher and student surveys, as means to investigate how positive language affects pupils. My thesis illustrates that teachers words can be characterized as a powerful tool which with the combined action of encouragement, praises and humor facilitates learning, makes pupils believe in their abilities, reduces stress, reinforces their positive behaviors and helps them reach their potentials. More importantly, this is also about teaching the pupils social skills. I would like this work to be handy and inspiring for other teachers in bringing out the best in their pupils.
    Źródło:
    World Scientific News; 2017, 77, 1; 1-106
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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