چکیده:
Due to the special (procedural) nature of the language (verbal communication) ‘knowledge’, the dominant trends in applied linguistics research in the last few decades have been advocating ‘acquisition’ rather than ‘learning’ activities where the main focus in SL & FL education should be on ‘meaning’ while some ‘focus-on-form’ being justified. But the ‘form’ to be ‘focused-on’ is mostly misconceived to be ‘grammaticality’ of sentences. This misconception is driven by the traditional outlook on language which considers it as a set of sentences carrying THE meaning deposited upon them, disregarding the true nature of verbal transactions where meanings are discursively constructed by the participants in interaction , and the text (enabled by its textuality) rather than sentences (supported by their grammatical accuracy) mediates this discursive process. The present paper argues that textuality representing an underlying discourse should be the ‘form’ to be focused on in SLA facilitation tasks. It is the textuality and its ‘impulse-creating and impulse-reiterating agencies which, upon their perception, help the receiver to grasp the hierarchical integrity of the linearly organized text. Each text can be seen as containing a set of units which are psycho-socio-linguistically determined packages facilitating the linear presentation of the textual hierarchy. These units, labeled as T-units in written text, can be defined as stretches of text occurring between two full-stops. These T-units are the epicenters for ‘impulse-creation’ while carrying some ‘impulse-reiterating’ elements as well. Variations in the overall configuration of the T-units including what is chosen as their main verb (epicenter), the number of impulse-reiterating elements revolving around it and their mode of realization will be discussed. It will be argued that the SLA ‘focus-on-form’ activities designed to raise the language learners’ consciousness should be along these textuality dimensions; and examples of such activities (mainly oriented towards reading/writing skills) will be discussed.
خلاصه ماشینی:
Plenary Speech The 2nd National Conference on English Language Studies: Applied Linguistics Perspectives on EFL 29-30 April 2018, Azarbaijan Shahid Madani University, Tabriz, Iran Textuality: The µform¶ to Be Focused on in SLA Kazem Lotfipour-Saedi Professor Emeritus from University of Tabriz, Ottawa Language Assessment Center, Canada Email:klsaedi@hotmail.
This misconception is driven by the traditional outlook on language which considers it as a set of sentences carrying THE meaning deposited upon them, disregarding the true nature of verbal transactions where meanings are discursively constructed by the participants in interaction , and the text (enabled by its textuality) rather than sentences (supported by their grammatical accuracy) mediates this discursive process.
Each text can be seen as containing a set of units which are psycho-socio-linguistically determined packages facilitating the linear presentation of the textual hierarchy.
Keywords: Textuality, SLA, Focus on form, T-units, Facilitation tasks The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.
I have customized this approach for the specific audience who are post-secondary students µdoing¶ and reading academic discourse, and I¶ll be looking at the concept of textuality as opposed to grammaticality.
So it was bringing opposing views together: They talk about second language acquisition which sounds to be impossible, and they talk about why not trying to create such a situation where 8 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.
For examples of meta-language activities on verb forms used as the main verb of the T-units, see my book on Towards the Textuality of the Text.