ºÝºÝߣshows by User: NataliaReillyPhD / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: NataliaReillyPhD / Tue, 15 Apr 2014 16:26:45 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: NataliaReillyPhD Introductory Text as a Motivational Tool in Teaching Grammar /slideshow/reilly-introductory-textmotivationaltool/33571497 reillyintroductorytextmotivationaltool-140415162645-phpapp01
In the process of teaching grammar it is difficult to motivate students. A well-designed introductory text used in terms of the inductive method, theory of creativity, and Vygotsky’s socio-cultural theory can be a useful technique of enhancing students’ motivation. To motivate students, the introductory text must possess certain qualities: to be grammatically structured, vivid, humorous, and connected to some cultural issues. While reading the text students are urged to notice new syntax units, guess their meaning in the context, and discover the grammar patterns. Thus, students are immersed into a carefully guided learning process of scaffolded interactive communication. The article is based on a detailed analysis of the introductory text (a dialogue between two friends) from Dr. Keith Folse’ textbook (2012) Clear Grammar 2. (2nd Ed.). In this textbook the introduction of the new syntax material in the dialogue takes place gradually: as the dialogue develops, it presents new grammatical complexities. Also, the dialogue contains some devices such as a celebrity name (Brad Pitt), colloquial expressions, and humor to catch and keep students’ attention. Only after students’ attention has been stimulated, the new syntax structures appear in the dialogue for the first time. As the result, the students’ understanding of the deep and surface structures of a new syntax form (past progressive tense in this case) may come at this stage of learning.]]>
In the process of teaching grammar it is difficult to motivate students. A well-designed introductory text used in terms of the inductive method, theory of creativity, and Vygotsky’s socio-cultural theory can be a useful technique of enhancing students’ motivation. To motivate students, the introductory text must possess certain qualities: to be grammatically structured, vivid, humorous, and connected to some cultural issues. While reading the text students are urged to notice new syntax units, guess their meaning in the context, and discover the grammar patterns. Thus, students are immersed into a carefully guided learning process of scaffolded interactive communication. The article is based on a detailed analysis of the introductory text (a dialogue between two friends) from Dr. Keith Folse’ textbook (2012) Clear Grammar 2. (2nd Ed.). In this textbook the introduction of the new syntax material in the dialogue takes place gradually: as the dialogue develops, it presents new grammatical complexities. Also, the dialogue contains some devices such as a celebrity name (Brad Pitt), colloquial expressions, and humor to catch and keep students’ attention. Only after students’ attention has been stimulated, the new syntax structures appear in the dialogue for the first time. As the result, the students’ understanding of the deep and surface structures of a new syntax form (past progressive tense in this case) may come at this stage of learning.]]> Tue, 15 Apr 2014 16:26:45 GMT /slideshow/reilly-introductory-textmotivationaltool/33571497 NataliaReillyPhD@slideshare.net(NataliaReillyPhD) Introductory Text as a Motivational Tool in Teaching Grammar NataliaReillyPhD In the process of teaching grammar it is difficult to motivate students. A well-designed introductory text used in terms of the inductive method, theory of creativity, and Vygotsky’s socio-cultural theory can be a useful technique of enhancing students’ motivation. To motivate students, the introductory text must possess certain qualities: to be grammatically structured, vivid, humorous, and connected to some cultural issues. While reading the text students are urged to notice new syntax units, guess their meaning in the context, and discover the grammar patterns. Thus, students are immersed into a carefully guided learning process of scaffolded interactive communication. The article is based on a detailed analysis of the introductory text (a dialogue between two friends) from Dr. Keith Folse’ textbook (2012) Clear Grammar 2. (2nd Ed.). In this textbook the introduction of the new syntax material in the dialogue takes place gradually: as the dialogue develops, it presents new grammatical complexities. Also, the dialogue contains some devices such as a celebrity name (Brad Pitt), colloquial expressions, and humor to catch and keep students’ attention. Only after students’ attention has been stimulated, the new syntax structures appear in the dialogue for the first time. As the result, the students’ understanding of the deep and surface structures of a new syntax form (past progressive tense in this case) may come at this stage of learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reillyintroductorytextmotivationaltool-140415162645-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In the process of teaching grammar it is difficult to motivate students. A well-designed introductory text used in terms of the inductive method, theory of creativity, and Vygotsky’s socio-cultural theory can be a useful technique of enhancing students’ motivation. To motivate students, the introductory text must possess certain qualities: to be grammatically structured, vivid, humorous, and connected to some cultural issues. While reading the text students are urged to notice new syntax units, guess their meaning in the context, and discover the grammar patterns. Thus, students are immersed into a carefully guided learning process of scaffolded interactive communication. The article is based on a detailed analysis of the introductory text (a dialogue between two friends) from Dr. Keith Folse’ textbook (2012) Clear Grammar 2. (2nd Ed.). In this textbook the introduction of the new syntax material in the dialogue takes place gradually: as the dialogue develops, it presents new grammatical complexities. Also, the dialogue contains some devices such as a celebrity name (Brad Pitt), colloquial expressions, and humor to catch and keep students’ attention. Only after students’ attention has been stimulated, the new syntax structures appear in the dialogue for the first time. As the result, the students’ understanding of the deep and surface structures of a new syntax form (past progressive tense in this case) may come at this stage of learning.
Introductory Text as a Motivational Tool in Teaching Grammar from Natalia Reilly, Ph.D.
]]> 712 6 https://cdn.slidesharecdn.com/ss_thumbnails/reillyintroductorytextmotivationaltool-140415162645-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Role of Poetry in Teaching Second Language. /slideshow/reilly-poetry-in-sla/33458008 reillypoetryinsla-140413003611-phpapp02
The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded.]]>
The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded.]]> Sun, 13 Apr 2014 00:36:11 GMT /slideshow/reilly-poetry-in-sla/33458008 NataliaReillyPhD@slideshare.net(NataliaReillyPhD) The Role of Poetry in Teaching Second Language. NataliaReillyPhD The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reillypoetryinsla-140413003611-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded.
The Role of Poetry in Teaching Second Language. from Natalia Reilly, Ph.D.
]]> 11966 13 https://cdn.slidesharecdn.com/ss_thumbnails/reillypoetryinsla-140413003611-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A Comparative Analysis of Present and Past Participial Adjectives and their Collocations in the Corpus of Contemporary American English (COCA) /NataliaReillyPhD/reilly-natalia-v201312ma reillynataliav201312ma-140413002324-phpapp02
This present study used the Corpus of Contemporary American English http://corpus.byu.edu/coca/ (COCA) to investigate the overall frequency of participial adjectives in use as well as their frequency within certain varieties of contexts. The results have shown that among most frequently used participial adjectives there are not only the participial adjectives derived from transitive verbs of psychological state, such as interesting/interested, but also the participial adjectives derived from transitive verbs of action with their intransitive equivalents, such as increasing/increased. The data also revealed that many participial adjectives lack corresponding counterparts and thus cannot be presented in –ing/-ed or -en pairs (e. g., existing, ongoing, concerned, supposed). Finally, a majority of the differences between participial adjectives, including the differences between present (-ing) and past (-ed or -en) participial adjectives, are reflected in their collocations. This study suggests that a new approach of teaching participial adjectives along with their collocations in relation to their frequencies in particular contexts can help second language learners develop awareness of how and when these participial adjectives should be used to convey an individual’s intended meaning in a native-like manner. ]]>
This present study used the Corpus of Contemporary American English http://corpus.byu.edu/coca/ (COCA) to investigate the overall frequency of participial adjectives in use as well as their frequency within certain varieties of contexts. The results have shown that among most frequently used participial adjectives there are not only the participial adjectives derived from transitive verbs of psychological state, such as interesting/interested, but also the participial adjectives derived from transitive verbs of action with their intransitive equivalents, such as increasing/increased. The data also revealed that many participial adjectives lack corresponding counterparts and thus cannot be presented in –ing/-ed or -en pairs (e. g., existing, ongoing, concerned, supposed). Finally, a majority of the differences between participial adjectives, including the differences between present (-ing) and past (-ed or -en) participial adjectives, are reflected in their collocations. This study suggests that a new approach of teaching participial adjectives along with their collocations in relation to their frequencies in particular contexts can help second language learners develop awareness of how and when these participial adjectives should be used to convey an individual’s intended meaning in a native-like manner. ]]> Sun, 13 Apr 2014 00:23:24 GMT /NataliaReillyPhD/reilly-natalia-v201312ma NataliaReillyPhD@slideshare.net(NataliaReillyPhD) A Comparative Analysis of Present and Past Participial Adjectives and their Collocations in the Corpus of Contemporary American English (COCA) NataliaReillyPhD This present study used the Corpus of Contemporary American English http://corpus.byu.edu/coca/ (COCA) to investigate the overall frequency of participial adjectives in use as well as their frequency within certain varieties of contexts. The results have shown that among most frequently used participial adjectives there are not only the participial adjectives derived from transitive verbs of psychological state, such as interesting/interested, but also the participial adjectives derived from transitive verbs of action with their intransitive equivalents, such as increasing/increased. The data also revealed that many participial adjectives lack corresponding counterparts and thus cannot be presented in –ing/-ed or -en pairs (e. g., existing, ongoing, concerned, supposed). Finally, a majority of the differences between participial adjectives, including the differences between present (-ing) and past (-ed or -en) participial adjectives, are reflected in their collocations. This study suggests that a new approach of teaching participial adjectives along with their collocations in relation to their frequencies in particular contexts can help second language learners develop awareness of how and when these participial adjectives should be used to convey an individual’s intended meaning in a native-like manner. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reillynataliav201312ma-140413002324-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This present study used the Corpus of Contemporary American English http://corpus.byu.edu/coca/ (COCA) to investigate the overall frequency of participial adjectives in use as well as their frequency within certain varieties of contexts. The results have shown that among most frequently used participial adjectives there are not only the participial adjectives derived from transitive verbs of psychological state, such as interesting/interested, but also the participial adjectives derived from transitive verbs of action with their intransitive equivalents, such as increasing/increased. The data also revealed that many participial adjectives lack corresponding counterparts and thus cannot be presented in –ing/-ed or -en pairs (e. g., existing, ongoing, concerned, supposed). Finally, a majority of the differences between participial adjectives, including the differences between present (-ing) and past (-ed or -en) participial adjectives, are reflected in their collocations. This study suggests that a new approach of teaching participial adjectives along with their collocations in relation to their frequencies in particular contexts can help second language learners develop awareness of how and when these participial adjectives should be used to convey an individual’s intended meaning in a native-like manner.
A Comparative Analysis of Present and Past Participial Adjectives and their Collocations in the Corpus of Contemporary American English (COCA) from Natalia Reilly, Ph.D.
]]> 1935 7 https://cdn.slidesharecdn.com/ss_thumbnails/reillynataliav201312ma-140413002324-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language Acquisition /slideshow/reilly-vygotsky-slaapplication/26481213 reillyvygotskyslaapplication-130923214934-phpapp02
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]]> Mon, 23 Sep 2013 21:49:34 GMT /slideshow/reilly-vygotsky-slaapplication/26481213 NataliaReillyPhD@slideshare.net(NataliaReillyPhD) Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language Acquisition NataliaReillyPhD <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reillyvygotskyslaapplication-130923214934-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language Acquisition from Natalia Reilly, Ph.D.
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Ing ed_sstesol_2013 from Natalia Reilly, Ph.D.
]]> 622 3 https://cdn.slidesharecdn.com/ss_thumbnails/ingedsstesol2013-130811202103-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Poetry in sla_sstesol2013 /slideshow/poetry-in-slasstesol2013/25149880 poetryinslasstesol2013-130811200632-phpapp01
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Poetry in sla_sstesol2013 from Natalia Reilly, Ph.D.
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Reilly sstesol2012 prez from Natalia Reilly, Ph.D.
]]> 5014 6 https://cdn.slidesharecdn.com/ss_thumbnails/reillysstesol2012prez-130811195558-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Introductory text as a motivational tool in teaching grammar /slideshow/introductory-text-as-a-motivational-tool-in-teaching-grammar/25149596 introductorytextasamotivationaltoolinteachinggrammar-130811194648-phpapp02
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]]> Sun, 11 Aug 2013 19:46:48 GMT /slideshow/introductory-text-as-a-motivational-tool-in-teaching-grammar/25149596 NataliaReillyPhD@slideshare.net(NataliaReillyPhD) Introductory text as a motivational tool in teaching grammar NataliaReillyPhD <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/introductorytextasamotivationaltoolinteachinggrammar-130811194648-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Introductory text as a motivational tool in teaching grammar from Natalia Reilly, Ph.D.
]]> 178 2 https://cdn.slidesharecdn.com/ss_thumbnails/introductorytextasamotivationaltoolinteachinggrammar-130811194648-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-NataliaReillyPhD-48x48.jpg?cb=1475070642 https://cdn.slidesharecdn.com/ss_thumbnails/reillyintroductorytextmotivationaltool-140415162645-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/reilly-introductory-textmotivationaltool/33571497 Introductory Text as a... https://cdn.slidesharecdn.com/ss_thumbnails/reillypoetryinsla-140413003611-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/reilly-poetry-in-sla/33458008 The Role of Poetry in ... https://cdn.slidesharecdn.com/ss_thumbnails/reillynataliav201312ma-140413002324-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds NataliaReillyPhD/reilly-natalia-v201312ma A Comparative Analysis...