Teaching particular languages English

Abstract

This study reports the results of two experiments involving a focus on the rhetorical functions of generalisation and classification in the teaching of the writing skill to EFL learners in Iran. The main research question is whether the teaching of language functions is relevant in the development of writing ability in university EFL learners. The results suggest that teaching language functions has a positive effect on the development of this ability. some of the articulatory, theoretical, instrumental, and psycholinguistic evi-dence concerning the validity of the notion of ambisyllabicity in English. Applications of the concept, including the notion of syllables being 'half-closed' by ambisyllabic consonants, are then considered in TESL and in teaching foreign languages to native speakers of English as well as in studies of syllable structure transference between first and second languages. In addition to being an important aspect of correct pronunciation at the allophonic level, native-like syllabification with ambisyllabic consonants is seen as a crucial element in imitating correct word-stress, which in turn is required for native-like rhythm and accent as-signment in intonation patterns at the phrase level. Basic information on the variability of English syllabification and ambisyllabification is compared to popular misconceptions about English syllabification, as revealed in hyphenation practices and dictionary pronunciation guides. A set of rules are presented for obligatory and optional ambisyllabification along with suggestions for their use with ESL and English foreign language students. The present study, conducted within the context of French language education in a minority setting, examined the impact of full-time kindergarten on the development of specific aspects of language competence in French. The language variables measured were prereading ability, receptive vocabulary and decontextualised use of oral language. Secondly, the effect of full-day kindergarten on language development was assessed by comparing grade one subjects who had attended full-day kindergarten with those who had attended half-day kindergarten. Sixty-four full-day and sixty-five half-day subjects from four linguistic groups were selected: (1) native speakers of French from middle-income homes, (2) Francophones considered to be at risk, (3) English-dominant speakers and (4) ethnic minority children. The full-day subjects (64) were tested in mid-year of kindergarten and then one year later in grade one. The half-day subjects (65) were assessed once in grade one. In the results, vocabulary development was significantly inter-correlated with certain prereading skills, and with specific measures of oral language. Then, for full-day kindergarten subjects, significant differences on all language measures were found between the first session and the second session one year later. No significant differences on language measures were found between groups in full-day and half-day programmes; however, a further analysis revealed sociolinguistic differences on measures of prereading ability and on receptive vocabulary. These findings are discussed in relation to socio-economic and sociocultural differences in a language minority setting. Six recently published first-year Italian textbooks were examined and the way pronunciation was treated was analysed: amount of information; type of information; exercises suggested; explanations provided; and location, e.g. introduction, appendix or in the text - this last being judged the most pedagogically effective. in the they accorded to pronunciation, all focused on articulatory explanations, perceptual information, sound-to-letter correspondences and Italian-English contrastive analysis. It is concluded that it is to rethink how pronunciation be presented. In particular, more attention needs to be given to intonation in order to help learners to achieve oral proficiency.