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RISS 인기검색어
- 검색키워드
- 저자 : Rolf I. Naidoo (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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Take a Chance on Me: Applied Cognitive Linguistics and SLT
Rolf I. Naidoo,Sungchool Im 한국영미어문학회 2014 영미어문학 Vol.- No.113
This paper situates the research on cognitive linguistics and language teaching in context by blending the interdisciplinary nature of cognitive linguistics and its application to English as a foreign language. This paper focuses on cognitive linguistics, intelligibility, and interdisciplinary support for applied cognitive linguistics; together they provide a clear picture of the research landscape and the orientation of this complex phenomenon to SL T. 106 learners participated in a posttreatment student self assesment questionnaire (SSAQ) that measured awareness and production of target phonemes in this study. The results show a significant difference among the different instruction groups, i.e, the treatment group that received the figure - ground treatment displayed the most progress for the variables measured. This highlights the value of applying cognitive linguistic concepts to second language teaching.
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Say “What” One More Time!: Instructor Attitudes to Pronunciation and Intelligibility
Rolf I. Naidoo,임성출 언어과학회 2015 언어과학연구 Vol.0 No.72
ntelligibility is important to any conversation whether it is between native speakers or non-native speakers. This research is based on an aspect of a larger study that investigated the application of figure and ground to the teaching of pronunciation and intelligibility to learners of English (Naidoo & Im 2014). Twenty instructors teaching Korean EFL learners completed a questionnaire to assess attitudes and beliefs about intelligibility and pronunciation. This paper reports on the attitudes and beliefs of instructors in the field on the teaching of pronunciation and intelligibility of learners. Several important findings emerged from this study: Instruction in intelligibility/pronunciation is necessary and beneficial. Although instructors believe pronunciation is important and helpful, it is not taught in class. Instructors are inadequately trained and have no access to support for instruction. Teacher training programs are inadequate and need to revisit their pronunciation component and provide more support to trainees. Teacher degree granting institutions should tailor curricula to match the intended field of application rather than considering fiscal gain as the predominant criteria in curriculum design.
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Take A Chance On Me: Applied Cognitive Linguistics and SLT
Rolf I. Naidoo,Im Sungchool 한국영미어문학회 2014 한국영미어문학회 학술대회 발표논문집 Vol.2014 No.-
In conclusion, the evidence provided for applied cognitive linguistics is convincing. The future of ELT is now the main question on most researchers’ agenda. The generative approach has failed and now we need to look to other perspectives for the future directions. While it provides a theoretical description, it does not provide any practical solutions for ELT.
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Cognitive Linguistics and Pronunciation
Rolf I Naidoo,Sung Chool Im 언어과학회 2014 언어과학연구 Vol.0 No.68
Pronunciation is a central component to intelligibility and yet it is omitted from curriculums in South Korean university EFL courses. Research in this area shows that benefits may be had from direct instruction Saalfield (2011: 144). This study explores the use of the cognitive linguistics concepts figure and ground in pronunciation instruction to aid segmental improvement in learner production and awareness by refocusing their attention and awareness of the target problem phonemes. 100 Korean freshmen participated in the study. 60 learners received the Figure-Ground treatment administered over a semester. 20 learners in a suprasegemntal group receiving a commercially available curriculum and 20 learners form the control group receiving the standard curriculum that contains no pronunciation instruction. Pre- and post-test measures were conducted to ascertain differences in performance between groups. Learners participated in 3 forms of assessment, controlled sentence production (CSP), spontaneous task production (STP) and a student self assessment questionnaire (SSAQ). A 2 level treatment grounded in the cognitive concepts attention, awareness and noticing form the basis for activities consisting of cognitive reconceptualization, phonemic articulatory description, sentence drills, communicative conversation activities and the use of drama for deeper cognitive processing. The results show an increase in learner awareness and production in both the CSP and STP. A student self- assessment questionnaire depicts attitudes and beliefs of participants to further provide a more holistic view of awareness and production and/ or any changes in attitudes or other phenomenon that the quantitative methods may have missed.
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