Papers by Jeanine Mysliwiec
Although most Dutch learners of English generally achieve good levels in pronunciation, there are... more Although most Dutch learners of English generally achieve good levels in pronunciation, there are certain aspects of the English phonetic system that can be particularly challenging. This paper discusses the performance of two Dutch speakers reading a short dialogue in English and will detail the main areas that cause problems for Dutch learners. Firstly, the position of English in the Netherlands will be explained and the learning context of the students explored. This will be followed by an analysis of the learners’ speech, focussing on segmental and suprasegmental aspects in comparison to Received Pronunciation. Lastly the paper will analyse the implications for teaching pronunciation to Dutch learners.
The last hundred years has seen a variety of approaches to the study of language and gender and f... more The last hundred years has seen a variety of approaches to the study of language and gender and focus has been mainly on binary gender differences, in other words male – female differences. However, it has been argued that the ‘problematization of women’ in past research has created a stereotypical picture of men which has ‘left us knowing little about men and masculinity’ (Johnson & Meinhof, 1997, p. 13).
The aim of this paper is not to explain gender differences but to focus on the conversational style of young men in order to understand how language and gender interact. It will commence with a literature review of past research and then discuss the terms gender, sex and masculinity. The final sections will review and evaluate research into gendered language and apply the claims to an analysis of young men’s talk.
University of Leicester
MA Applied Linguistics and TESOL
Dissertation
The use of the first langu... more University of Leicester
MA Applied Linguistics and TESOL
Dissertation
The use of the first language in the Dutch EFL classroom:
An analysis of teachers’ beliefs and practices
Jeanine Mysliwiec
Abstract
Language acquisition theories have long emphasised the importance of the use of the target language and the negative effects of using the first language. Nonetheless first language use is a common occurrence, particularly in the foreign language classroom where various challenges have to be faced when using the target language. A number of scholars and researchers now question the exclusion of the L1, particularly when teachers and pupils share the same language and many now advocate a principled use.
This study examines teachers attitudes and beliefs on the role of L1 in their teaching in the Netherlands. Thirty seven teachers of English at Dutch secondary schools completed a questionnaire exploring their beliefs about the use of the first language, the results of which were compared to the classroom practices of five non-native speaker secondary school teachers. Two teachers were subsequently interviewed to gain insight into factors influencing their classroom practices. The findings show that teachers beliefs and attitudes on the first language are not always reflected in their language classroom. In addition an inconsistency in use of the first language indicated its use is not always principle based. Furthermore, several factors influenced language choices, such as learners’ ability, pupils’ attitudes and the realities of the classroom in general. Future recommendations would be that teachers are made aware of their own language use and are guided in developing a judicious and principled employment of the first language in order to maximise the use of the target language.
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Papers by Jeanine Mysliwiec
The aim of this paper is not to explain gender differences but to focus on the conversational style of young men in order to understand how language and gender interact. It will commence with a literature review of past research and then discuss the terms gender, sex and masculinity. The final sections will review and evaluate research into gendered language and apply the claims to an analysis of young men’s talk.
MA Applied Linguistics and TESOL
Dissertation
The use of the first language in the Dutch EFL classroom:
An analysis of teachers’ beliefs and practices
Jeanine Mysliwiec
Abstract
Language acquisition theories have long emphasised the importance of the use of the target language and the negative effects of using the first language. Nonetheless first language use is a common occurrence, particularly in the foreign language classroom where various challenges have to be faced when using the target language. A number of scholars and researchers now question the exclusion of the L1, particularly when teachers and pupils share the same language and many now advocate a principled use.
This study examines teachers attitudes and beliefs on the role of L1 in their teaching in the Netherlands. Thirty seven teachers of English at Dutch secondary schools completed a questionnaire exploring their beliefs about the use of the first language, the results of which were compared to the classroom practices of five non-native speaker secondary school teachers. Two teachers were subsequently interviewed to gain insight into factors influencing their classroom practices. The findings show that teachers beliefs and attitudes on the first language are not always reflected in their language classroom. In addition an inconsistency in use of the first language indicated its use is not always principle based. Furthermore, several factors influenced language choices, such as learners’ ability, pupils’ attitudes and the realities of the classroom in general. Future recommendations would be that teachers are made aware of their own language use and are guided in developing a judicious and principled employment of the first language in order to maximise the use of the target language.
The aim of this paper is not to explain gender differences but to focus on the conversational style of young men in order to understand how language and gender interact. It will commence with a literature review of past research and then discuss the terms gender, sex and masculinity. The final sections will review and evaluate research into gendered language and apply the claims to an analysis of young men’s talk.
MA Applied Linguistics and TESOL
Dissertation
The use of the first language in the Dutch EFL classroom:
An analysis of teachers’ beliefs and practices
Jeanine Mysliwiec
Abstract
Language acquisition theories have long emphasised the importance of the use of the target language and the negative effects of using the first language. Nonetheless first language use is a common occurrence, particularly in the foreign language classroom where various challenges have to be faced when using the target language. A number of scholars and researchers now question the exclusion of the L1, particularly when teachers and pupils share the same language and many now advocate a principled use.
This study examines teachers attitudes and beliefs on the role of L1 in their teaching in the Netherlands. Thirty seven teachers of English at Dutch secondary schools completed a questionnaire exploring their beliefs about the use of the first language, the results of which were compared to the classroom practices of five non-native speaker secondary school teachers. Two teachers were subsequently interviewed to gain insight into factors influencing their classroom practices. The findings show that teachers beliefs and attitudes on the first language are not always reflected in their language classroom. In addition an inconsistency in use of the first language indicated its use is not always principle based. Furthermore, several factors influenced language choices, such as learners’ ability, pupils’ attitudes and the realities of the classroom in general. Future recommendations would be that teachers are made aware of their own language use and are guided in developing a judicious and principled employment of the first language in order to maximise the use of the target language.