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Creoles in education [[electronic resource] ] : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens
| Creoles in education [[electronic resource] ] : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens |
| Pubbl/distr/stampa | Philadelphia, : John Benjamins, c2010 |
| Descrizione fisica | vi, 356 p |
| Disciplina | 371.829/96073 |
| Altri autori (Persone) |
MiggeBettina
LégliseIsabelle BartensAngela <1970-> |
| Collana | Creole language library |
| Soggetto topico |
Creoles - Education - Evaluation
Native language and education Creole dialects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-55850-1
9786612558504 90-272-8820-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910456744003321 |
| Philadelphia, : John Benjamins, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creoles in education [[electronic resource] ] : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens
| Creoles in education [[electronic resource] ] : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens |
| Pubbl/distr/stampa | Philadelphia, : John Benjamins, c2010 |
| Descrizione fisica | vi, 356 p |
| Disciplina | 371.829/96073 |
| Altri autori (Persone) |
MiggeBettina
LégliseIsabelle BartensAngela <1970-> |
| Collana | Creole language library |
| Soggetto topico |
Creoles - Education - Evaluation
Native language and education Creole dialects |
| ISBN |
1-282-55850-1
9786612558504 90-272-8820-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910781036803321 |
| Philadelphia, : John Benjamins, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creoles in education : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens
| Creoles in education : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Philadelphia, : John Benjamins, c2010 |
| Descrizione fisica | vi, 356 p |
| Disciplina | 371.829/96073 |
| Altri autori (Persone) |
MiggeBettina
LégliseIsabelle BartensAngela <1970-> |
| Collana | Creole language library |
| Soggetto topico |
Creoles - Education - Evaluation
Native language and education Creole dialects |
| ISBN |
1-282-55850-1
9786612558504 90-272-8820-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Creoles in Education -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Creoles in education -- 1. Introduction -- 2. An overview of historical and social issues -- 2.1 Status and function of creoles -- 2.2 Codification of P/Cs -- 2.3 Creoles in education: A brief historical overview -- 2.4 Current situation: Why is there renewed interest in integrating P/Cs into education -- 3. Overview of educational projects using P/Cs world-wide -- 4. Critical review of projects -- 4.1 Defining project aims, goals and activities -- 4.2 Assessing the sociolinguistic context -- 4.3 Setting up the educational program -- 4.4 Evaluation of projects -- 4.5 Political and financial issues -- 5. Roadmap for setting up and maintaining education projects/programs -- 6. Conclusions and outlook -- Raising critical language awareness in Hawai'i at Da Pidgin Coup -- 1. Introduction -- 2. A brief socio-historical overview of pidgin -- 3. Pidgin in educational contexts -- 4. The formation of Da Pidgin Coup -- 5. Critical language awareness -- 6. Achievements at the University of Hawai'i at Mānoa -- 7. Projects in schools -- 8. Community outreach -- 9. Future advocacy -- Chabacano for everyone? -- 1. Introduction -- 2. Some theoretical considerations -- 2.1 Language learning and education -- 2.2 The constructivist approach in the study of education and learning -- 3. The social background of the Chabacano projects -- 3.1 Language policies and bilingual education in the Philippines -- 3.2 The sociolinguistic settings and education of Chabacano communities -- 4. The Chabacano teaching projects -- 4.1 The Cavite City projects -- 4.2 Educational materials used in Cavite City -- 4.3 A critical evaluation of the Cavite City projects -- 4.4 Cotabato: Learning modules in Chabacano -- 4.5 A critical evaluation of learning modules in Chabacano.
4.6 Zamboanga: The Chavacano Language Corpus and Reader Project -- 4.7 A critical evaluation of the Chavacano Language Corpus and Reader Project -- 5. Conclusion -- The teaching of Creole in Guadeloupe -- 1. Introduction -- 2. The sociolinguistic situation of Guadeloupe -- 3. Creole and the education system in Guadeloupe -- 4. Regional languages and cultures in elementary and secondary education: The teaching of Creole in Guadeloupe -- 4.1 General characteristics of the teaching of regional languages and cultures in elementary and secondary schools -- 4.2 The teachers -- 4.2.1 Teachers with a qualification in Creole as a specialty -- 4.2.2 Approved" teachers -- 4.2.3 Certified Teachers -- 4.3 Student numbers -- 4.4 Continuity of teaching -- 4.5 Problems with the curriculum and teaching tools -- 4.6 The goals of teaching regional language and culture -- 5. Towards the future -- Appendix: Number of students attending LCR-Creole in Guadeloupe, 2007-2008 -- Integrating local languages and cultures into the education system of French Guiana -- 1. Introduction -- 2. Brief description of the French Guianese sociolinguistic context -- 3. The local languages and the education system -- 4. Langues et cultures régionales -- 5. Intervenants en Langues Maternelles -- 5.1 The aims and overall conception of the project -- 5.2 The trainees, their recruitment and their contractual situation -- 5.3 The training -- 5.4 The development of teaching materials and a curriculum -- 5.5 Schools, students, teaching and institutional support -- 5.6 Supervision and evaluation of the project -- 5.7 Conclusion and outlook -- 6. Raising awareness about language and language diversity -- 6.1 Raising awareness among teachers -- 6.2 Educational activities for raising language awareness among students -- 7. Conclusion and outlook -- Kriol in Caribbean Nicaragua schools. 1. Introduction -- 2. The sociolinguistic situation on the Caribbean Coast of Nicaragua -- 2.1 A historical overview -- 2.2 Indigenous and Afro-Caribbean peoples and languages -- 2.3 Language development and language status -- 2.4 The origins of the Creole population on the Nicaraguan Caribbean Coast -- 3. Education in the Caribbean Coast -- 3.1 Towards Intercultural Bilingual Education -- 3.2 The Regional Autonomous Education System, SEAR -- 3.3 New curriculum - new languages -- 3.4 Teacher training -- 3.5 The primary school sector -- 3.6 An orthography for Kriol -- 4. Kriol in the teacher training -- 5. Piloting Kriol in primary schools -- 5.1 Schedule of the curricular areas -- 5.2 The textbooks -- 5.3 Teacher training -- 6. Evaluating the pilot phase in primary schools -- 6.1 Positive results -- 6.2 Difficulties with implementing the new curriculum -- 6.2.1 Institutional difficulties -- 6.2.2 Heterogeneity of the student population -- 6.2.3 Attitudes towards Kriol -- 6.2.4 Teachers' problems in writing Kriol -- 6.2.5 Ancestral languages and Kriol -- 7. Conclusion -- Swimming against the tide -- 1. Background -- 1.1 The MOEYC 'Home Language' Approach -- 1.2 From problem to opportunity -- 1.3 Testing public attitudes -- 1.4 Official commitment -- 1.5 Project promises -- 2. Researching performance in BEP -- 2.1 Measuring success -- 2.2 The instruments: The English and Jamaican Language Arts Tests -- 2.3 Results: The Language Arts Diagnostic Test -- 2.4 Results - Communication task -- 3. Conclusion -- Introducing French Creole as a language of instruction in education in St. Lucia -- 1. Introduction -- 2. A brief sociohistorical and sociolinguistic background of Saint Lucia -- 3. Education policy regarding French Creole -- 4. A model for using FC/Kwéyòl in instruction in the Saint Lucian context -- 4.1 Preliminary phase - The preliminary piloting. 4.2 The materials -- 4.3 Summary of the results of the experiment -- 4.4 Other aspects of the preliminary study -- 4.5 Planning for an extended project - Phase I -- 5. Conclusions and outlook -- Appendix 1 -- Bilingual education among the Karipúna and Galibi-Marwono -- 1. Introduction -- 2. Kheuól (French Creole) in Brazil -- 3. Indigenous education in Uaçá -- 3.1 Bilingual education -- 3.2 Why transitional bilingualism -- 3.3 The role of Portuguese -- 3.4 Issues -- 3.5 Materials -- 4. Conclusion -- Language and education in Aruba, Bonaire and Curaçao -- 1. Introduction -- 2. Language use in education: A historical overview -- 2.1 Educational entities and their responsibilities -- 2.2 Before 1979: Dutch as the sole medium of instruction -- 2.3 Missed opportunities and political disintegration -- 3. Language and education in Curaçao and Bonaire -- 3.1 Experiences with Dutch in a Papiamentu context: 1979 to 2001 -- 3.2 Papiamentu as a subject in Dutch schools: 1979 to 2001 -- 3.3 Making a difference: Kolegio Erasmo -- 3.4 Steps to a better future: Foundation-based Education -- 3.4.1 Language policy in Foundation-based Education -- 3.4.2 Language and education after Foundation-based Education -- 4. Language and education in Aruba -- 4.1 Language policy in Aruba up to 1986 -- 4.2 Language policy in Aruba after 1986 -- 4.3 Optimism and disappointment in the twenty first century -- 5. Mapping the future -- Cape Verdean in education -- 1. Introduction -- 2. A brief socio-historical overview -- 3. The UNESCO plea that goes ignored -- 3.1 UNESCO's main recommendations: Tenets and learners' linguistic rights -- 3.1.1 Some basic tenets -- 3.1.2 Mother tongue instruction as a linguistic and human right -- 4. From orality to the written word -- 4.1 Outsiders' and insiders' views on Kriolu -- 4.1.1 Valkhoff's (1975) study -- 4.1.2 Baptista's 1997 and 2003 surveys. 4.1.3 Sanches (2005) -- 4.2 The linguistic and literary tradition in the Cape Verdean archipelago -- 4.3 The orthographic choices -- 5. The challenges ahead -- 5.1 The necessary measures and the reasons for resistance -- 5.2 Exploring the options -- Trilingual education -- 1. Introduction -- 2. Multilingual education model -- 3. Development of the Trilingual Education Curriculum -- 4. Development of the Islander Creole English first grade materials -- 5. Additional information on the Trilingual Education Project 2000 -- 6. Teaching oral 'Standard' English in first grade -- 7. Teaching 'Standard' English reading and writing in second grade -- 8. Contrastive analysis approach -- 9. Differences between Islander Creole English and 'Standard' English -- 10. Using the model -- 11. Is the Trilingual Education Project 2000 Working? -- 12. Additional results of the Trilingual Education Project 2000 -- 13. Conclusion -- Bibliography -- Biographical sketches of contributors -- Index -- The series Creole Language Library. |
| Record Nr. | UNINA-9910810251803321 |
| Philadelphia, : John Benjamins, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson
| Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson |
| Autore | MacPherson Seonaigh |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (307 p.) |
| Disciplina | 370.11/5 |
| Collana | Routledge research in education |
| Soggetto topico |
International education
Education and globalization Sustainable development Native language and education Multiculturalism |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-15132-4
1-136-78905-7 9786613151322 0-203-82572-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Diversity -- Ecological knowledge -- Liberation and enlightenment -- Learning to love, loving to learn -- The hidden curriculum of assimilation -- Curriculum, teaching, and learning as a sustainability challenge -- Language education as a sustainability challenge -- Consciousness as a sustainability challenge -- Identity and identification as a sustainability challenge -- Migration as a sustainability challenge -- Global ecological citizenship education -- Towards a "deep" democratic education for sustainable development. |
| Record Nr. | UNINA-9910461393203321 |
MacPherson Seonaigh
|
||
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson
| Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson |
| Autore | MacPherson Seonaigh |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (307 p.) |
| Disciplina | 370.11/5 |
| Collana | Routledge research in education |
| Soggetto topico |
International education
Education and globalization Sustainable development Native language and education Multiculturalism |
| ISBN |
1-136-78904-9
1-283-15132-4 1-136-78905-7 9786613151322 0-203-82572-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Diversity -- Ecological knowledge -- Liberation and enlightenment -- Learning to love, loving to learn -- The hidden curriculum of assimilation -- Curriculum, teaching, and learning as a sustainability challenge -- Language education as a sustainability challenge -- Consciousness as a sustainability challenge -- Identity and identification as a sustainability challenge -- Migration as a sustainability challenge -- Global ecological citizenship education -- Towards a "deep" democratic education for sustainable development. |
| Record Nr. | UNINA-9910789532703321 |
|
MacPherson Seonaigh
|
||
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson
| Education and sustainability : learning across the diaspora, indigenous, and minority divide / / Seonaigh MacPherson |
| Autore | MacPherson Seonaigh |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (307 p.) |
| Disciplina | 370.11/5 |
| Collana | Routledge research in education |
| Soggetto topico |
International education
Education and globalization Sustainable development Native language and education Multiculturalism |
| ISBN |
1-136-78904-9
1-283-15132-4 1-136-78905-7 9786613151322 0-203-82572-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Diversity -- Ecological knowledge -- Liberation and enlightenment -- Learning to love, loving to learn -- The hidden curriculum of assimilation -- Curriculum, teaching, and learning as a sustainability challenge -- Language education as a sustainability challenge -- Consciousness as a sustainability challenge -- Identity and identification as a sustainability challenge -- Migration as a sustainability challenge -- Global ecological citizenship education -- Towards a "deep" democratic education for sustainable development. |
| Record Nr. | UNINA-9910822928903321 |
|
MacPherson Seonaigh
|
||
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
L'enseignant non natif : identités et légitimité dans l'enseignement-apprentissage des langues étrangères / / sous la direction de Fred Dervin & Vasumathi Badrinathan
| L'enseignant non natif : identités et légitimité dans l'enseignement-apprentissage des langues étrangères / / sous la direction de Fred Dervin & Vasumathi Badrinathan |
| Autore | Dervin Fred <1974-> |
| Pubbl/distr/stampa | Bruxelles ; ; Fernelmont : , : E.M.E., , [2011] |
| Descrizione fisica | 1 online resource (367 p.) |
| Disciplina | 370.1175 |
| Collana | Série Didactique |
| Soggetto topico |
Teacher-student relationships
Language teachers - Social conditions Teachers, Foreign - Social conditions Language and languages - Study and teaching - Social aspects Native language and education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 2-8066-0082-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Nota di contenuto |
2. Quelles idéologies pour quels enseignements de langues ?3. Dénativiser les enseignements de langues : quelles perspectives ?; Conclusion : apprendre et se former dans et pour la diversité/pluralité/hétérogénéité; Bibliographie; Le natif comme enseignant de langue :mythes et réalités; 1. Prologue qui peut aussi être considéré comme un épilogue; 2. Les notions de « sujet moyen »; 3. Une fausse évidence : il nous faut un enseignant natif; 4. L'opposition natif / allophone à l'aune de deux paramètres; 5. L'opposition enseignant natif / enseignant non natif; 6. Conclusion; Bibliographie
Enseignants de langue étrangère et internationalisation des marchés éducatifs et linguistiques : le cas de l'anglais et du français1. La position dominante de l'anglais et des enseignants d'anglais; 2. Les enseignants « non natifs » d'anglais : entre position majoritaire et légitimité contestée; 3. Le champ de l'enseignement des langues étrangères divisé depuis le XVIème siècle; 4. Les représentations des étudiants concernant leurs enseignants de langues étrangères; 5. Les représentations des enseignants de langue étrangère envers eux-mêmes 5.3. Les enseignants « natifs » critiquent surtout la compétence linguistique des enseignants « non natifs »6. Le champ linguistique de l'enseignement : contexte d'internationalisation et nouvelles compétences à construire; Bibliographie; Les enseignants natifs dans les approches plurilingues : un atout ?; 1. Introduction; 2. Les approches plurilingues ou plurielles; 3. Qualités requises pour enseigner dans le cadre de la didactique intégrée; 4. Enseignant natif/non natif dans les approches plurilingues; 5. Conclusion; Bibliographie Enseignants d'anglais non natifs face à un public d'élèves sourds et malentendants : un avantage comparatif ?Introduction; 1. Profil des enseignants d'anglais exerçant auprès de ce public spécifique; 2. Pratiques en classe des enseignants non natifs versus enseignants natifs : pistes de réflexion; 3. Discussion; Bibliographie; Annexes; L'enseignant non natif en Malaisie, un enseignant avant d'être non natif ? Étude des représentations d'étudiants malaisiens à travers un test d'association de mots; Introduction; 1. L'identification des natifs en Malaisie 2. Les représentations habituelles du locuteur natif |
| Record Nr. | UNINA-9910466557003321 |
|
Dervin Fred <1974->
|
||
| Bruxelles ; ; Fernelmont : , : E.M.E., , [2011] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
L'enseignant non natif : identités et légitimité dans l'enseignement-apprentissage des langues étrangères / / sous la direction de Fred Dervin & Vasumathi Badrinathan
| L'enseignant non natif : identités et légitimité dans l'enseignement-apprentissage des langues étrangères / / sous la direction de Fred Dervin & Vasumathi Badrinathan |
| Autore | Dervin Fred <1974-> |
| Pubbl/distr/stampa | Bruxelles ; ; Fernelmont : , : E.M.E., , [2011] |
| Descrizione fisica | 1 online resource (367 p.) |
| Disciplina | 370.1175 |
| Collana | Série Didactique |
| Soggetto topico |
Teacher-student relationships
Language teachers - Social conditions Teachers, Foreign - Social conditions Language and languages - Study and teaching - Social aspects Native language and education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 2-8066-0082-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Nota di contenuto |
2. Quelles idéologies pour quels enseignements de langues ?3. Dénativiser les enseignements de langues : quelles perspectives ?; Conclusion : apprendre et se former dans et pour la diversité/pluralité/hétérogénéité; Bibliographie; Le natif comme enseignant de langue :mythes et réalités; 1. Prologue qui peut aussi être considéré comme un épilogue; 2. Les notions de « sujet moyen »; 3. Une fausse évidence : il nous faut un enseignant natif; 4. L'opposition natif / allophone à l'aune de deux paramètres; 5. L'opposition enseignant natif / enseignant non natif; 6. Conclusion; Bibliographie
Enseignants de langue étrangère et internationalisation des marchés éducatifs et linguistiques : le cas de l'anglais et du français1. La position dominante de l'anglais et des enseignants d'anglais; 2. Les enseignants « non natifs » d'anglais : entre position majoritaire et légitimité contestée; 3. Le champ de l'enseignement des langues étrangères divisé depuis le XVIème siècle; 4. Les représentations des étudiants concernant leurs enseignants de langues étrangères; 5. Les représentations des enseignants de langue étrangère envers eux-mêmes 5.3. Les enseignants « natifs » critiquent surtout la compétence linguistique des enseignants « non natifs »6. Le champ linguistique de l'enseignement : contexte d'internationalisation et nouvelles compétences à construire; Bibliographie; Les enseignants natifs dans les approches plurilingues : un atout ?; 1. Introduction; 2. Les approches plurilingues ou plurielles; 3. Qualités requises pour enseigner dans le cadre de la didactique intégrée; 4. Enseignant natif/non natif dans les approches plurilingues; 5. Conclusion; Bibliographie Enseignants d'anglais non natifs face à un public d'élèves sourds et malentendants : un avantage comparatif ?Introduction; 1. Profil des enseignants d'anglais exerçant auprès de ce public spécifique; 2. Pratiques en classe des enseignants non natifs versus enseignants natifs : pistes de réflexion; 3. Discussion; Bibliographie; Annexes; L'enseignant non natif en Malaisie, un enseignant avant d'être non natif ? Étude des représentations d'étudiants malaisiens à travers un test d'association de mots; Introduction; 1. L'identification des natifs en Malaisie 2. Les représentations habituelles du locuteur natif |
| Record Nr. | UNINA-9910532269903321 |
|
Dervin Fred <1974->
|
||
| Bruxelles ; ; Fernelmont : , : E.M.E., , [2011] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fluency in Native And Nonnative English Speech [[electronic resource] /] / Sandra Gotz, Justus Liebig University, Giessen
| Fluency in Native And Nonnative English Speech [[electronic resource] /] / Sandra Gotz, Justus Liebig University, Giessen |
| Autore | Gotz Sandra |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Publisher Company, 2013 |
| Descrizione fisica | 1 online resource (262 p.) |
| Disciplina | 428.0071 |
| Collana | Studies in Corpus Linguistics |
| Soggetto topico |
Fluency (Language learning)
Native language and education English language - Study and teaching - Foreign speakers |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-299-26546-4
90-272-7233-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Fluency in Native and Nonnative English Speech; Editorial page; Title page; LCC data; Dedication page; Table of contents; Acknowledgements; List of tables; List of figures; List of Abbreviations and acronyms; Chapter 1. Fluency in English speech; 1.1 Introduction; 1.2 Fluency in native and nonnative speech; 1.3 Learning English in Germany; 1.4 Investigating fluency: Fluencemes and target norms; 1.5 A theoretical approach to fluency in speech; 1.6 Fluency in native and nonnative English speech: Preview; Chapter 2. Productive fluency; 2.1 Temporal variables; 2.1.1 Speech rate
2.1.2 Mean length of runs (MLR)2.1.3 Unfilled pauses; 2.1.4 The phonation/time ratio; 2.1.5 Summary; 2.2 Formulaic sequences; 2.2.1 Characteristics of formulaic sequences; 2.2.2 Formulaic sequences and fluency; 2.2.3 Analyzing formulaic sequences; 2.2.4 Formulaic sequences in nonnative speech; 2.2.5 Summary; 2.3 Performance phenomena; 2.3.1 Performance phenomena in native speech; 2.3.2 Performance phenomena in nonnative speech; 2.3.3 Speech management strategies; 2.3.4 Discourse markers and smallwords; 2.3.5 Confluence; 2.3.6 Towards fluency enhancement strategies; 2.4 Summary Chapter 3. Perceptive fluency3.1 Perceptive fluency in native and nonnative speech; 3.2 Accuracy; 3.2.1 Accuracy in native speech; 3.2.2 Accuracy in nonnative speech; 3.3 Idiomaticity; 3.3.1 Idiomaticity in native speech; 3.3.2 Idiomaticity in nonnative speech; 3.4 Intonation; 3.4.1 Intonation in native speech; 3.4.2 Intonation in nonnative speech; 3.5 Accent; 3.5.1 Accent in native speech; 3.5.2 Accent in nonnative speech; 3.6 Pragmatic features; 3.6.1 Pragmatic features in native speech; 3.6.2 Pragmatic features in nonnative speech; 3.7 Lexical diversity 3.7.1 Lexical diversity in native speech3.7.2 Lexical diversity in nonnative speech; 3.8 Sentence structure; 3.8.1 Sentence structure in native speech; 3.8.2 Sentence structure in nonnative speech; 3.9 Summary; Chapter 4. Nonverbal fluency; 4.1 Nonverbal fluency in native speech; 4.2 Nonverbal fluency in nonnative speech; 4.3 Summary; Chapter 5. Corpus data and methodology; 5.1 A corpus-based description of fluency in native and nonnative English speech; 5.2 Learner corpus research, fluency and SLA; 5.3 Corpora and tools; 5.4 Methodology; 5.4.1 Pilot study; 5.5 A holistic approach to fluency 5.5.1 Productive fluency: Quantitative and statistical data analysis5.5.2 Perceptive fluency: Native-speaker perception of five selected learners; 5.6 Summary; Chapter 6. Data analysis of productive fluencyin LINDSEI-GE vs. LOCNEC; 6.1 Productive Fluency: Learner data vs. native-speaker data; 6.1.1 Speech rate; 6.1.2 Mean length of runs; 6.1.3 Unfilled pauses; 6.1.4 Formulaic sequences; 6.1.5 Repeats; 6.1.6 Filled pauses; 6.1.7 Discourse markers; 6.1.8 Smallwords; 6.1.9 Summary, caveats and implications; 6.2 Correlations and combinations: Bringing together the fluencemes 6.2.1 Combination of individual fluencemes in LOCNEC |
| Record Nr. | UNINA-9910465645403321 |
|
Gotz Sandra
|
||
| Amsterdam ; ; Philadelphia, : John Benjamins Publisher Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fluency in Native And Nonnative English Speech [[electronic resource] /] / Sandra Gotz, Justus Liebig University, Giessen
| Fluency in Native And Nonnative English Speech [[electronic resource] /] / Sandra Gotz, Justus Liebig University, Giessen |
| Autore | Gotz Sandra |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Publisher Company, 2013 |
| Descrizione fisica | 1 online resource (262 p.) |
| Disciplina | 428.0071 |
| Collana | Studies in Corpus Linguistics |
| Soggetto topico |
Fluency (Language learning)
Native language and education English language - Study and teaching - Foreign speakers |
| ISBN |
1-299-26546-4
90-272-7233-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Fluency in Native and Nonnative English Speech; Editorial page; Title page; LCC data; Dedication page; Table of contents; Acknowledgements; List of tables; List of figures; List of Abbreviations and acronyms; Chapter 1. Fluency in English speech; 1.1 Introduction; 1.2 Fluency in native and nonnative speech; 1.3 Learning English in Germany; 1.4 Investigating fluency: Fluencemes and target norms; 1.5 A theoretical approach to fluency in speech; 1.6 Fluency in native and nonnative English speech: Preview; Chapter 2. Productive fluency; 2.1 Temporal variables; 2.1.1 Speech rate
2.1.2 Mean length of runs (MLR)2.1.3 Unfilled pauses; 2.1.4 The phonation/time ratio; 2.1.5 Summary; 2.2 Formulaic sequences; 2.2.1 Characteristics of formulaic sequences; 2.2.2 Formulaic sequences and fluency; 2.2.3 Analyzing formulaic sequences; 2.2.4 Formulaic sequences in nonnative speech; 2.2.5 Summary; 2.3 Performance phenomena; 2.3.1 Performance phenomena in native speech; 2.3.2 Performance phenomena in nonnative speech; 2.3.3 Speech management strategies; 2.3.4 Discourse markers and smallwords; 2.3.5 Confluence; 2.3.6 Towards fluency enhancement strategies; 2.4 Summary Chapter 3. Perceptive fluency3.1 Perceptive fluency in native and nonnative speech; 3.2 Accuracy; 3.2.1 Accuracy in native speech; 3.2.2 Accuracy in nonnative speech; 3.3 Idiomaticity; 3.3.1 Idiomaticity in native speech; 3.3.2 Idiomaticity in nonnative speech; 3.4 Intonation; 3.4.1 Intonation in native speech; 3.4.2 Intonation in nonnative speech; 3.5 Accent; 3.5.1 Accent in native speech; 3.5.2 Accent in nonnative speech; 3.6 Pragmatic features; 3.6.1 Pragmatic features in native speech; 3.6.2 Pragmatic features in nonnative speech; 3.7 Lexical diversity 3.7.1 Lexical diversity in native speech3.7.2 Lexical diversity in nonnative speech; 3.8 Sentence structure; 3.8.1 Sentence structure in native speech; 3.8.2 Sentence structure in nonnative speech; 3.9 Summary; Chapter 4. Nonverbal fluency; 4.1 Nonverbal fluency in native speech; 4.2 Nonverbal fluency in nonnative speech; 4.3 Summary; Chapter 5. Corpus data and methodology; 5.1 A corpus-based description of fluency in native and nonnative English speech; 5.2 Learner corpus research, fluency and SLA; 5.3 Corpora and tools; 5.4 Methodology; 5.4.1 Pilot study; 5.5 A holistic approach to fluency 5.5.1 Productive fluency: Quantitative and statistical data analysis5.5.2 Perceptive fluency: Native-speaker perception of five selected learners; 5.6 Summary; Chapter 6. Data analysis of productive fluencyin LINDSEI-GE vs. LOCNEC; 6.1 Productive Fluency: Learner data vs. native-speaker data; 6.1.1 Speech rate; 6.1.2 Mean length of runs; 6.1.3 Unfilled pauses; 6.1.4 Formulaic sequences; 6.1.5 Repeats; 6.1.6 Filled pauses; 6.1.7 Discourse markers; 6.1.8 Smallwords; 6.1.9 Summary, caveats and implications; 6.2 Correlations and combinations: Bringing together the fluencemes 6.2.1 Combination of individual fluencemes in LOCNEC |
| Record Nr. | UNINA-9910792072303321 |
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Gotz Sandra
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| Amsterdam ; ; Philadelphia, : John Benjamins Publisher Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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