Arts Research & Publications
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Browsing Arts Research & Publications by Department "Linguistics, Languages & Cultures"
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- ItemOpen AccessLos años de formación de Wilhelm Meister: Tiempo, narración y Bildung(Inter Litteras, 2020-01) Prado, Dante S.Es un error no considerar la relación que tiene el Bildungsroman con el tiempo, en tanto que este presenta, en su estructura narrativa-temporal, una representación del tiempo distintiva, específica a este subgénero novelístico. Las elipsis temporales y la dimensión del olvido; el acto de enfatizar, de volver visible, cierto tiempo presente e ideal; y la figura del joven como individuo temporal, sujeto a un determinado período vital; son variables que expresan la especificidad y autoconciencia de la representación temporal del Bildungsroman, como se ve en Los años de aprendizaje de Wilhelm Meister de J. W. Goethe, novela que pone en contacto, de un modo paradigmático, la dimensión temporal y la formativa. A su vez, la temporalidad permite reflexionar acerca de la variación histórica del subgénero, en una línea que llega a su punto culminante en el siglo XX, con Thomas Mann y La montaña mágica.
- ItemOpen AccessPractice-Relevant Research in the Canadian L2 Classroom: A Summary(2019-01) Peltekov, Peter; Bhatia, Neha; Cancino, Berenice; Carron, Samantha; Daigle, M. Caroline; Das, Joty; Kang, Shuo; Li, Qing; O'Brien, MaryIn direct response to questions raised by classroom language teachers, eight students enrolled in a second language pedagogy course reviewed recent literature on a range of topics. These include the Common European Framework of Referencer (CEFR) and the action-oriented approach, approachesrto grammar teaching, the effectiveness of dictation, the role of images and types of dictionaries in vocabulary learning, language learning by students with autism spectrum disorder as well as by adults who are not fully literate, and attrition in immersion programs. The results of the reviewed research have the potential to affect classroom practice.
- ItemOpen AccessRecent Developments in Second Language Instruction: A Literature Review on Explicit Phonetic Instruction(Second Language and Intercultural Council (Alberta Teachers' Association), 2021-05) Li, Qiuchen; Ma, Yue; O'Brien, MaryRecent years have witnessed dramatic change in the area of second language teaching and a growing demand for effective language programs (Burns and Richards 2012). Second language teachers face many challenges, and their effectiveness is related to their knowledge base (Head and Taylor 1997). Although teachers often explicitly teach certain aspects of the second language (L2), such as grammar rules and vocabulary, they tend to provide only incidental instruction when teaching speaking and writing, both critical aspects of effective communication in the L2 (Hirvela 1999; Sturm 2019). Without explanations and directed attention, students develop their own hypotheses about how language works (Ellis 2015). This article attempts to connect classroom second language teachers and researchers in applied linguistics by directly responding to two questions posed by teachers in a public school district: • What is the role of explicit phonetic instruction in speech perception and production? • What is the effect of L2 collaborative writing? These questions both relate to instruction in language output, which is a critical aspect of language learning.