|
Dòng
|
Nội dung
|
|
1
|
|
|
2
|
|
|
3
|
|
|
4
|
Một số vấn đề về ngôn ngữ SMS của giới trẻ. / Trần Văn Phước, Võ Thị Liên Hương.
// Ngôn ngữ và đời sống. 2014, Số 6 (224). 2014tr. 1-5. This study looks into Vietnamese young users’ language in their SMS texts, and their habits, purposes and awareness of using SMS language from pragmatic standpoint. Data for the study are both corpus-based and empirical. A corpus of 50 SMS texts is analyzed to identify linguistic features of the SMS language in Vietnamese. Questionnaires are then used to survey young users habits, purposes and their awareness of SMS language uses. The findings indicate that Vietnamese SMS language, albeit distinctively formed, is consonant with the Thurlow’s (2003) principle of sociality and its maxims, so it should be viewed as a stylistic variant; and that raising language awareness for young users for the sake of Vietnamese purity.
|
|
5
|
Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education / Mónica Lourenço, Ana Isabel Andrade, Susana Sa.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p.113-127 This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of the two projects, we analyse teachers’ discourses regarding the learning outcomes of the activities, their beliefs and knowledge about language awareness and the possibilities for including this approach in the curriculum. Results suggest that teachers acknowledge the relevance of language awareness in the education of more engaged and respectful citizens; however, they feel insecure and unprepared to include it in their teaching practice and in their professional knowledge. Implications of these findings for pre-service and in-service teacher education are discussed.
|
|
|
|
|