ORCID Profile
0000-0003-2489-7484
Current Organisations
Deakin University
,
Universidad Andrés Bello Facultad de Humanidades y Ciencias Sociales
,
Excelsia College
,
University of New England
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Publisher: Modestum Publishing Ltd
Date: 03-01-2019
Publisher: Australian International Academic Centre
Date: 15-12-2017
DOI: 10.7575/AIAC.IJALEL.V.7N.1P.211
Abstract: This paper discusses some implications and applications of the field of Cognitive linguistics (CL) to the teaching of English as a second, foreign or additional language (ESL, EFL or EAL). Some of the areas to which CL has immensely contributed are the teaching and learning of grammar, including modality and prepositions (e.g. Langacker, 1991 Langacker, 2008), the teaching and learning of lexis, especially metaphorically-used words and expressions (e.g. Boers, 2004 Deignan, Gabrys, & Solska, 1997 Kalyuga & Kalyuga, 2008 Kövecses, 1996), and the teaching and development of literacy skills, in particular the skills to better understand texts with metaphors embedded (e.g. Boers, 2000). A discussion of all these areas is certainly beyond the scope of this paper. The area to which some attention is drawn in this article is that of teaching metaphorical lexis, with a particular focus on the teaching of polysemous words. General suggestions and teaching recommendations are made in an attempt to bring this field closer to language practitioners.
Publisher: Deakin University
Date: 22-03-2023
DOI: 10.21153/TESOL2022VOL31NO1ART1673
Abstract: An EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect. Harper, H. & Feez, S. PETAA, 2020
Publisher: Universidad Nacional de Colombia
Date: 07-2019
DOI: 10.15446/PROFILE.V21N2.75172
Abstract: Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7649-6.CH007
Abstract: The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.
Publisher: Universidad de Concepcion
Date: 06-2019
Publisher: Informa UK Limited
Date: 24-03-2018
Publisher: Universidad Catolica Silva Henriquez
Date: 2008
Publisher: Springer International Publishing
Date: 2020
Publisher: Academy Publication
Date: 09-2017
Abstract: The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly ided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.
Publisher: Informa UK Limited
Date: 03-07-2019
Publisher: Universidad Catolica Silva Henriquez
Date: 2007
Publisher: Universidad Catolica Silva Henriquez
Date: 14-08-2018
DOI: 10.29344/0717621X.19.1587
Abstract: In this paper I attempt to analyse and survey the role of corrective feedback –more specifically recasts– in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses.Intermediate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermediate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to "˜read between lines' and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advancedand, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes. The results as well as the tests on the whole, clearly demonstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermediate students, though the difference is not striking.
Publisher: Universidad Distrital Francisco Jose de Caldas
Date: 09-07-2021
Abstract: This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor (ii) the teachability of metaphorically used language and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.
Publisher: Universitas Ahmad Dahlan
Date: 31-12-2021
Abstract: The present study reports on the challenges of implementing an approach to critical thinking and critical reading in English language teaching (ELT) in Chile. Participants in this research are in-service teachers of English enrolled in a Master’s course in Teaching English as a Foreign Language (TEFL) in Chile. In order to develop and construct a thorough understanding of the participants’ past and present academic literacy experiences, they were invited for one-to-one meetings (semi-structured interviews) where, rather than reminiscing about past literacy experiences, they were encouraged to engage in narratives about their experiences with and challenges of developing a socially critical awareness of literacy at university, and in their current teaching practices. Analysis of the participants’ accounts revealed, first and foremost, the pervasive presence of literacy practices that reflect and favor a strong culture of compliance over critical reflection, and, secondly, great concerns about the lack of systematic preparation in English teacher education (ETE) programs to develop and implement a more critical stance toward critical thinking and critical reading. The paper concludes by interrogating and challenging current university practices that, based on the participants’ views, seem to replicate a culture that reproduces both social and cultural inequalities.
Location: Chile
No related grants have been discovered for Leonardo Veliz.