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Exploring student primary teachers’ linguistic knowledge of Irish
The Language Learning Journal Pub Date : 2021-02-17 , DOI: 10.1080/09571736.2021.1879907
Aisling Ní Dhiorbháin 1 , Pádraig Ó Duibhir 1
Affiliation  

ABSTRACT

In order to teach a language effectively, teachers need to be both proficient users of the target language, and have an explicit understanding of its linguistic structures. This study reports on the linguistic knowledge of Irish of a group of student primary teachers (SPTs) (N = 75) preparing to teach in primary schools in the Republic of Ireland. A C-test was administered as a measure of students’ general language proficiency in Irish, and a written grammar test was designed to assess their explicit knowledge of four target forms. Results from the study highlighted a wide variance in student proficiency in Irish and significant gaps in students’ explicit knowledge of the language. There was a clear difference between students’ procedural and declarative knowledge of the target language forms, with declarative knowledge posing the greatest challenge. SPTs were found to lack knowledge of common metalinguistic terms and to have particular difficulty with the verbal noun clause, a structure which does not map directly from English to Irish. Implications arise for teacher education for generalist language teachers, and for teachers of minority languages in particular.



中文翻译:

探索学生小学教师的爱尔兰语语言知识

摘要

为了有效地教授一门语言,教师既要精通目标语言,又要对其语言结构有清晰的理解。本研究报告了一组学生小学教师(SPT)的爱尔兰语语言知识(N = 75) 准备在爱尔兰共和国的小学任教。进行 C 测试以衡量学生的爱尔兰语一般语言能力,并设计了书面语法测试来评估他们对四种目标形式的明确知识。该研究的结果强调了学生在爱尔兰语的熟练程度方面存在很大差异,并且在学生对该语言的明确知识方面存在显着差距。学生对目标语言形式的程序性知识和陈述性知识之间存在明显差异,陈述性知识是最大的挑战。发现 SPT 缺乏对常见元语言术语的了解,并且对动词名词从句特别困难,这种结构不直接从英语映射到爱尔兰语。对通才语言教师的教师教育产生了影响,

更新日期:2021-02-17
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