دورية أكاديمية
Bridging Australian Indigenous Language Learner's Guides with SLA Materials Development Frameworks
| العنوان: | Bridging Australian Indigenous Language Learner's Guides with SLA Materials Development Frameworks |
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| اللغة: | English |
| المؤلفون: | Chiang, Yu-Ting (ORCID |
| المصدر: | Language and Education. 2022 36(6):487-508. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Indigenous Populations, Instructional Materials, Language Maintenance, Languages, Guidelines, Second Language Learning, Second Language Instruction, Teaching Methods, Foreign Countries, Grammar, Material Development, Communicative Competence (Languages), Educational Resources, Needs Assessment, Linguistic Theory, Guides |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/09500782.2021.1970179 |
| تدمد: | 0950-0782 1747-7581 |
| مستخلص: | The learner's guide (LG) is a genre of pedagogical materials for Australian Indigenous languages, but LGs developed by field linguists are often questioned regarding their capacity to effectively facilitate language learning and, eventually, language revitalisation. This reflects a gap in the literature where applied linguistics perspectives are limited in Indigenous language studies, and vice versa. This study aims to address this gap by examining nine existing LGs published over the past four decades using a modified framework based on Tomlinson's guidelines for second language acquisition (SLA) materials development. Findings show that the LGs are designed based on one of the three model types: (1) Type 1: non-communicative grammar-based, (2) Type 2: practice-integrated grammar-based, and (3) Type 3: text-driven meaning-based, among which the text-driven model has, theoretically speaking, the best potential to achieve pedagogical purposes. Yet, in general, existing LGs likely fail to equip learners with communicative competence. Other issues of greater complexity are also raised, including material comprehensibility and limited resources. A critical implication for the field is the necessity of empirical needs analyses for future LG development. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1370122 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0950-0782 1747-7581 |
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| DOI: | 10.1080/09500782.2021.1970179 |