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English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
a)Non-use of third person present simple tense -s (She look very sad).
b)Interchangeable use of the relative pronouns who and which (a book who, a boy which).
c)Use of an all-purpose tag question such as “isn’t it” (They should arrive soon, isn’t it?).
d)Increasing of redundancy by adding “inexistent” prepositions {We have to study about…, The article treats of…).
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English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
a)Non-use of third person present simple tense -s (She look very sad).
b)Interchangeable use of the relative pronouns who and which (a book who, a boy which).
c)Use of an all-purpose tag question such as “isn’t it” (They should arrive soon, isn’t it?).
d)Increasing of redundancy by adding “inexistent” prepositions {We have to study about…, The article treats of…).
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Leia as duas charges a seguir para responder à questão:
(https://culturalconflict.wordpress.com/)
(https://archive.shine.cn/)
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Leia as duas charges a seguir para responder à questão:
(https://culturalconflict.wordpress.com/)
(https://archive.shine.cn/)
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Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
Read the two excerpts from the text:
“Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue”.
“Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach.”
In the two excerpts, the bolded modal verbs carry the idea of
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Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
Para sua aula de leitura, determinado professor escolhe trabalhar com contos populares originários de países de língua inglesa.
Uma proposta de atividade, segundo as perspectivas apresentadas no texto, incluiria:
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Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
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So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
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So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
Provas
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