Zer dakite DBHko ikasleek gramatikaz? Subjektua eta Nor/Nork eztabaidan. Kasu azterketa
This paper describes a case study carried out in a Model D (Basque immersion) secondary classroom where students are working on a teaching sequence about grammar. The article explores the way in which the students reflect on the use of the grammatical subject in Basque. Evidence from their written responses and discourse reveals the different routes they try and the difficulties they encounter during this reflection. Amongst the most relevant findings is the students’ need to know certain grammatical terminology in order to carry out this meta-linguistic reflection. Thus the study calls into question the relevance of the terminology used nowadays in teaching certain grammatical functions in Basque (nor/nork).
The Cognitive Turn of Contrastive Analysis: Empirical Evidence
L2 learners of ten notice input which is frequent, functional and perceptually salient. Frequency, functionality and salience can be induced by instruction. One possible source of salience is contrast-dependent teacher-induced salience which is defined via contrastive analysis. In an experiment conducted with 137 intermediate FL learners, Kupferberg and Olshtain (1996a) showed that contrastive metalinguistic input (CMI) facilitated the acquisition of difficult target structures. The present study partially replicates this experiment to test the effect of CMI on the acquisition of grammatical aspect in English by 57 English teachers and student teachers, advanced L2 learners, who were able to recognise the structure, but avoided production. The results of the two experiments are interpreted within a cognitive framework of L2 acquisition as an indication that the provision of CMI may enhance the production levels of difficult target structures.
Telling the American Story: A Structural and Cultural Analysis of Conversational Storytelling
This book explores the complexity of story text. Its thesis is that one can elicit the world view of a people from a close structural analysis of their narrative discourse. It is the first methodological explanation of how stories can be used as a source of cultural data and an illustration of how to do a rhetorically close analysis of a story text. A theory of narrative structure is presented which leads to a conversationally based definition of what can properly be called a story.