Journal of Linguistics and Language Teaching - Volume 7 (2016) Issue 1

JLLT Volume 7 (2016) Issue 1 I. Articles Attapol Khamkhien (Bangkok, Thailand):Structural Patterns and Linguistic Features of Research Articles on Applied Linguistics: Evidence from Introduction Sections to Methods SectionsJournal of Linguistics and Language Teaching 7 (2016) 1, 11-37 AbstractWriting and publishing research articles (RAs) in English is crucial as an RA is considered one of the primary channels for communication among researchers and scholars worldwide. This paper focuses on the rhetorical structures and linguistic features commonly used in the Introduction and Methods sections of the RA genre. Inspired by Swales’ analytical framework (1990; 2004) and the contributions of Connor, Upton, and Kanoksilapatham (2007), who suggest steps for conducting a move-based genre analysis, this study examined 50 RA Introduction and Methods sections in the field of applied linguistics. These RAs were analyzed through genre analysis into 'moves' and 'steps'. A comprehensive analysis of 50 systematically selected RAs published in journals listed in the Thai Citation Index (TCI) database revealed that each section displayed a generic pattern, comprising a series of moves and steps. Lexico-grammatical features associated with communicative functions were also identified. The structural patterns and linguistic features found to functionally interact with one another may facilitate the understanding of novice writers and graduates of published RAs in these sections. Pedagogically, the findings could be useful for teaching students how to write scholarly publications in EAP classrooms. The structural patterns identified may also aid teachers in designing relevant reading and writing materials for advanced learners to improve their writing skills and effectively disseminate discoveries in their fields. ________________________________________________________________________________________   Adriano Utenga (Dodoma, Tanzania), Hashim Issa Mohamed (Morogoro, Tanzania), Onesmo Simon Nyinondi (Morogoro, Tanzania) & Abdulkarim Shaban Mhandeni (Morogoro, Tanzania):The Role of Input Simplification and Interactional Modification Strategies in the Tanzanian English-Language ClassroomJournal of Linguistics and Language Teaching 7 (2016) 1, 39-64 Abstract (English)This paper presents a classroom-based study on input simplification and interactional modification strategies used by English language teachers to make their oral input comprehensible to their learners. The main objective was to examine the input simplification and interactional modification strategies used by English language teachers in EFL classrooms, focusing on lexical and syntactical aspects of the language. Data were collected from four English language teachers and 183 students from four selected classrooms, as well as a review of English language syllabi in Tanzania. The study was carried out using audio recordings, classroom observations, and interviews. The findings show that teachers employ different linguistic simplifications and interactional modification strategies in EFL classrooms to enhance students’ comprehension and interlanguage development. The findings further revealed that the use of input simplification and interactional modification strategies is crucial for students’ comprehension and language development. A combination of factors—personal teaching style, lesson content, methodology, students’ proficiency level, and linguistic background—was found to influence foreigner talk (FT) strategies. It is recommended that linguistic simplifications and interactional modification strategies in EFL classrooms be systematically incorporated into the teaching methodology. The authors also recommend further exploration of native speakers' (NS) and non-native speakers' (NNS) discourse across various contexts, tasks, and addressees to identify triggers of FT and to discover which discourse modifications, if any, actually facilitate foreign language learning. ________________________________________________________________________________________   Biljana Ivanovska (Štip, Republic of Macedonia), Marija Kusevska (Štip, Republic of Macedonia) & Nina Daskalovska (Štip, Republic of Macedonia):Zur Bewertung der pragmatischen Kompetenz mazedonischer FremdsprachenstudierenderJournal of Linguistics and Language Teaching 7 (2016) 1, 65-88 Abstract (English)The objective of this article is to present an ongoing research project on the pragmatic competence (and its components) of L2-language students who are studying English and German at the Faculty of Philology, University “Goce Delchev” in Stip, R. Macedonia. When it comes to L2 students' pragmatic skills,  two main issues need to be addressed: the components of their interlanguage that should be measured, and how these components should be assessed. This study explores the components that L2 students need to acquire to develop their pragmatic abilities. The different views in communicative and linguistic competencies include linguistic, sociolinguistic, and pragmatic competences. Pragmatic competence involves students' knowledge of the principles by which information is organized, structured, and arranged (discourse competence), information that can be used to meet various communicative functions (functional competence), as well as the delivery of information according to interactional and transactional schemata (design skills). Abstract (German)Ziel des vorliegenden Beitrags ist es, die Erforschung der pragmatischen Kompetenz und ihre Bestandteile bei Fremdsprachenstudierenden darzustellen und zu analysieren. Die Beschreibung der Entwicklung der pragmatischen Kompetenz von Fremd- und Zweitsprachenstudierenden wurde in vielen Arbeiten und Veröffentlichungen, die die interkulturelle und interimssprachliche Pragmatik behandeln, erforscht und analysiert (z. B. Bardovi-Harlig 1999, Barron 2003, Blum-Kulka House & Kasper 1989, Cohen & Ishihara 2005, Ishihara & Cohen 2010, Kasper & Blum-Kulka 1993, McConachy & Hata 2013, Trosborg 2010, Wigglesworth & Yates 2007). In dieser Arbeit definieren wir zunächst die interimssprachliche Pragmatik. Dann beziehen wir uns auf die Probleme bezüglich der pragmatischen Kompetenzen und Komponenten, die für ihre Entwicklung relevant sind. Zum Schluss diskutieren wir die Instrumente und Methoden des Testens der interimssprachlichen pragmatischen Kompetenzen. ________________________________________________________________________________________   Shing-lung Chen 陳欣蓉 (Kaohsiung, Taiwan (R.O.C.)):Modell zur Entwicklung eines Aufsatzmodifizierungssystems am Beispiel des DeutschenJournal of Linguistics and Language Teaching 7 (2016) 1, 89-108 Abstract (English)Currently, when marking students' essays, teachers evaluate each one individually. Recurring errors must be detected and corrected repeatedly. In this article, an essay modification system with an Internet platform is designed, on which native speakers correct the foreign learners’ essays. The learners' original essays and their corrected versions are saved, so a correction system is set up. An individual error and its correction model are connected to form a relationship group. If an error is detected in a new essay, the corresponding relationship group is activated, and the error is corrected by the corresponding correction model. This facilitates the correction process. Abstract (German)Zurzeit korrigieren Deutschlehrer die Aufsätze ihrer Studierenden einzeln. Wiederholt auftretende Fehler müssen immer wieder erkannt und korrigiert werden. In diesem Artikel wird ein Aufsatzmodifizierungssystem mittels einer Internetplattform entwickelt, auf der Muttersprachler die Aufsätze ausländischer Lernender korrigieren können. Die Originalaufsätze der Lernenden sowie die Korrekturversionen werden vom System gespeichert, sodass nach und nach ein Korrektursystem aufgebaut werden kann. Einzelne Fehler und deren Korrekturmodelle werden zu einer Verhältnisgruppe zusammengeführt. Sobald ein Fehler in einem neuen Aufsatz erkannt wird, wird die entsprechende Verhältnisgruppe aktiviert und der Fehler durch das entsprechende Korrekturmodell korrigiert. Dadurch wird die Korrekturarbeit erleichtert. ________________________________________________________________________________________   Karl-Heinz Eggensperger (Potsdam, Germany):Analyse d'une épreuve de droit civil proposée aux étudiants d'un cours de français sur objectif universitaire (FOU)Journal of Linguistics and Language Teaching 7 (2016) 1, 109-126 Abstract (English)This paper discusses the study skills required for success in French language courses for specific purposes at UNIcert® III level. The aim is to equip students with the linguistic tools necessary to handle typical academic situations encountered in higher education courses for law students in France, known as travaux dirigés. In order to  work as lawyers in the future, students must be able to solve legal problems. A selected family law case illustrates the foreign language and professional requirements, while annotated excerpts from students' examinations demonstrate the need for foreign language courses specific to the discipline. Abstract (German)Im Mittelpunkt dieses Beitrags stehen die Anforderungen im fachbezogenen Französischunterricht auf der Niveaustufe UNIcert® III. Studierende sollen befähigt werden, hochschulbezogene Situationen während ihres rechtswissenschaftlichen Studiums in Frankreich in den sogenannten travaux dirigés zu bewältigen. Als künftige Rechtsanwälte müssen sie in der Lage sein, Rechtsprobleme zu lösen. Ein Fall aus dem französischen Familienrecht illustriert die fremdsprachlichen und fachlichen Anforderungen. Auszüge aus korrigierten Klausuren belegen die Notwendigkeit eines fachbezogenen Fremdsprachenunterrichts. ________________________________________________________________________________________   II. Book Reviews Veronica Smith (Klagenfurt, Austria):Baralt, Melissa / Roger Gilabert / Peter Robinson (eds.): Task Sequencing and Instructed Second Language Learning. London: Bloomsbury 2014 (ix +237 pp.).Journal of Linguistics and Language Teaching 7 (2016) 1, 129-137 Ulrich Schmitz (Duisburg-Essen, Germany):English, Fiona / Tim Marr (2015): Why Do Linguistics? Reflective Linguistics and the Study of Language. London, New Delhi, New York, Sydney: Bloomsbury (292 pages).Journal of Linguistics and Language Teaching 7 (2016) 1, 139-141