Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England hardly any problems to identify texts written by non-native speakers of English. However, this study also suggests that phraseological mistakes and a wrong choice of register give away the identity of the writer even more clearly than grammatical errors do. Furthermore, L1 teachers of English tend to be more tolerant in their evaluation than non-native speakers are; especially with phrases, which are quite close to their own mother tongue in wording and structure. On the other hand non-native speakers without an EFL background are more easily mislead by a very confident, non-learnerstereotypical style. These findings support two suggestions, namely, once more the assertion that there is in fact such a thing as a learner group specific phraseology and that native like phraseology within a text does not only trigger a corresponding evaluation of the authors background but also that these factors are partly more influencing than for example grammar. Hence the use of native-like phraseology within a text seems to be a rather influential factor, which should be taken into consideration in the assessment of linguistic competence as well as foreign language teaching and teacher training. References Sylvie de Cock (1999) Repetitive phrasal chunkiness and advanced EFL speech and writing. In Christian Mair and Marianne Hundt (eds.) Corpus Linguistics and Linguistic Theory. Papers from the Twentieth International Conference on English Language Research on Computerized Corpora (ICAME 20), Radopi: Amsterdam & Atlanta. Franz Josef Hausmann (1984). Wortschatzlernen ist Kollokationslernen. Zum Lehren und Lernen französischer Wortverbindungen. In Praxis des neusprachlichen Unterrichts, 31 (4), 1984, pp395-406. Thomas Herbst (1992). Pro-Nunciation: Zur Bedeutung einer guten Aussprache in der Fremdsprache. In Die Neueren Sprachen, 91 (1), 1992, pp2-18. Brigitta Mittmann (2004). Mehrwort-Cluster in der englischen Alltagskonversation. Unterschiede zwischen britischem und amerikanischem gesprochenen Englisch als Indikatoren für den präfabrizierten Charakter der Sprache. Gunter Narr: Tübingen, Germany. John Sinclair (1991). Corpus, concordance, collocation. Oxford University Press: Oxford, UK. Birgit Waibel (2008). Phrasal verbs – German and Italian Learners of English Compared. Vdm Verlag: Saarbrücken, Germany. Allison Wray (2000). Formulaic Sequences in Second Language Teaching: Principle and Practice. In Applied Linguistics, 21 (4), 2000, pp463-489. 78
15 Phonics or fun? Helen Horton University of Sunderland 79 Phonics or fun? Helen Horton Is our preoccupation with decoding and analysis in the teaching of reading killing our children’s sheer enjoyment of engaging with books? The announcement of Michael Grove in November 2010 that there will be ‘a light –touch phonics-based test for all year 1 pupils in England’ is predicated on the premise that failure to achieve in reading is directly correlated to phonemic awareness. This initiative follows as a direct result of the recommendations of the Rose Report (2008) that the Searchlights approach to the teaching of reading should be replaced by programmes designed to teach purely synthetic phonics. In direct contradiction, however, are the findings of the recently published Tickell Review of the Early Years Foundation Stage (EYFS) recommending that such testing of 5 year olds should be scrapped. The findings of the review acknowledge that, whilst recent early years strategies for the teaching of phonics had been successful this has not led to an increase in standards of reading. ‘There is ... evidence to show that if children are to develop reading skills, they continue to need a balanced range of experiences which support their social and emotional needs’. Whitehead 2009 as cited in the Tickell Review In order to be fluent readers children do need to learn basic decoding skills, however, due to the phonemic variation within the English language, children develop their reading skills through a multi faceted approach. By the rigid application of a rule based system, there is a danger that children will become frustrated by their own efforts, thus put off she sheer enjoyment that books can bring and become part of a world where written words seem to be enemies rather than friends. Furthermore the Tickell review recommends that play is the best vehicle for developing learning. Through such, in line with Vygotsky’s Social Learning Theory (1934) children gain social and communication skills. By engaging with books as a naturally occurring part of the learning
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