Ampersand最新文献

Effects of orthography presentation and loanword frequency on L2 speech shadowing

Ampersand Pub Date : 2025-02-05 DOI: 10.1016/j.amper.2025.100218

Daiki Hashimoto, Keigo Tatsuya, Reiko Asada

{"title":"Effects of orthography presentation and loanword frequency on L2 speech shadowing","authors":"Daiki Hashimoto, Keigo Tatsuya, Reiko Asada","doi":"10.1016/j.amper.2025.100218","DOIUrl":"10.1016/j.amper.2025.100218","url":null,"abstract":"<div><div>It has been demonstrated that a speaker aligns their speech production with a model talker when shadowing model speech stimuli. The current study explores the Japanese English learners’ shadowing of the American English vowels /æ, ɑː/. Our specific interests are in the effects of orthography presentation and loanword frequency on the formant values of the two vowels Japanese English learners produce when shadowing model speech stimuli. Twenty-two Japanese English learners participated in a shadowing experiment, in which they shadowed native English speech stimuli while and without seeing written forms, and, following the shadowing experiment, they subjectively rated how often they use the English words as loanwords in daily Japanese speech. Our results suggest that the outcome of their imitation during the shadowing session is influenced by the presence of written forms. In particular, it was found that Japanese English learners produce /ɑː/ with more Japanese-like formant values when seeing written forms than without seeing written forms, and they produce /æ/ with more English-like formant values when seeing written forms than without seeing written forms. In addition, we found weak evidence that shadowed tokens are influenced by loanword frequency. These findings are discussed in terms of implications for episodic memories, category activation, spreading-activation, and production biases.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100218"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School effectiveness, equity, and multilingual learners: Examining the status of multilingual learner education through school accreditation

Ampersand Pub Date : 2025-01-13 DOI: 10.1016/j.amper.2024.100216

Leah Davis

引用次数: 0

From the American sitcom ‘Seinfeld’ to Modern Standard Arabic: Implicature translation by Arabic EFL students

Ampersand Pub Date : 2025-01-09 DOI: 10.1016/j.amper.2024.100213

Mariam Cheikh , Ghaleb Rabab'ah

{"title":"From the American sitcom ‘Seinfeld’ to Modern Standard Arabic: Implicature translation by Arabic EFL students","authors":"Mariam Cheikh , Ghaleb Rabab'ah","doi":"10.1016/j.amper.2024.100213","DOIUrl":"10.1016/j.amper.2024.100213","url":null,"abstract":"<div><div>Comprehension of conversational implicature, a crucial component of pragmatics, is vital for effective communication, specifically in translation between languages with distinct linguistic and cultural structures. This dimension of pragmatic competence, which involves understanding the implied meaning, has been largely ignored in education settings, particularly for Arabic-speaking EFL learners. This study analyzes the implicature translation of 30 senior students majoring in English Language and Literature at a university in the United Arab Emirates. The participants were asked to complete an online test administered by the researchers to translate into Modern Standard Arabic (MSA) contextualized conversational implicatures created by the characters of the American sitcom <em>Seinfeld</em>. The results indicated that the participants used different translation strategies: word-for-word translation, literal translation, idiomatic translation, faithful translation, and free translation. The translation strategy used solely depended on the participants' comprehension of implicature, which could be attributed to their level of proficiency in the language. It was particularly interesting that a positive relationship existed between the understanding of implicatures as a reflection of pragmatic competence and the quality of their translations. This suggests that identification and interpretation of conversational implicatures should be part of the training of Arabic-speaking EFL learners. Better pragmatic competence, therefore, could enhance the students’ translation accuracy. Implications of such findings indicate requisite instructional approaches that incorporate pragmatic awareness in translation training programs among Arab EFL learners.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100213"},"PeriodicalIF":0.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In-service language teachers' engagement with online learning platforms after the emergence of Covid-19

Ampersand Pub Date : 2024-12-20 DOI: 10.1016/j.amper.2024.100215

Hailay Tesfay Gebremariam , Zeritu Asfaw Mulugeta

{"title":"In-service language teachers' engagement with online learning platforms after the emergence of Covid-19","authors":"Hailay Tesfay Gebremariam , Zeritu Asfaw Mulugeta","doi":"10.1016/j.amper.2024.100215","DOIUrl":"10.1016/j.amper.2024.100215","url":null,"abstract":"<div><div>The Covid-19 pandemic has brought significant changes to the field of education, including a notable shift towards remote learning and increased usage of online learning platforms (OLPs). This study focuses on the engagements of in-service language teachers (ILTs) with OLPs during this time. ILTs from various school levels were invited to participate in an online survey to collect data. The survey included open-ended and multiple-choice questions to prompt detailed responses. Through a random selection process, 226 instructors were chosen to complete the survey, providing valuable insights into their experiences. The survey results revealed several key findings. Firstly, instructors reported facing a steep learning curve when transitioning to OLPs. Many struggled with technology and lacked experience in online teaching methods. Secondly, keeping students engaged proved to be a challenge. ILTs found it challenging to recreate the interactive and collaborative environment of traditional classrooms. Thirdly, ILTs highlighted issues related to technology access and equity. Not all students had the necessary devices or a reliable internet connection for distance learning. These findings underscore the importance of providing ILTs with additional support and tools during this challenging period. As a result, the study concludes with recommendations for enhancing language instructors' digital literacy and promoting effective online learning strategies in the post-pandemic era.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100215"},"PeriodicalIF":0.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We don’t know Romani, we speak Hungarian”: Language use among Hungarian Roma

Ampersand Pub Date : 2024-12-19 DOI: 10.1016/j.amper.2024.100214

Zuzana Bodnárová , Márton A. Baló

{"title":"“We don’t know Romani, we speak Hungarian”: Language use among Hungarian Roma","authors":"Zuzana Bodnárová , Márton A. Baló","doi":"10.1016/j.amper.2024.100214","DOIUrl":"10.1016/j.amper.2024.100214","url":null,"abstract":"<div><div>This paper is the first attempt to describe the particular way members of the so-called Romungro group in Hungary may speak Hungarian, which we call the ethnolinguistic repertoire of the Romungros (ERR). We have relied on primary and secondary sources, both published and unpublished, and unstructured sociolinguistic interviews in particular, when looking at the speakers, lexicon, use and function of this speech form. ERR is a form of colloquial Hungarian enriched by some Romani vocabulary and various other ethnolectal features. While it may have come about as a result or side effect of the language shift from Romani to Hungarian, its speakers may also speak inflected Romani. Despite what has frequently been repeated, it is not limited to Romani people whose family have worked as musicians and live in the capital, Budapest. The size of its lexicon varies between speakers and ranges from about 15 to 100 items according to the consultants. While the use of ERR may not necessarily be a conscious choice of its speakers, it can and certainly does, on many occasions, serve to flag identity and express belonging to a specific group and alignment with its values and attitudes.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100214"},"PeriodicalIF":0.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pluralistic approaches in education: Educating for diversity through ‘Awakening to Languages’

Ampersand Pub Date : 2024-12-01 DOI: 10.1016/j.amper.2024.100205

Anastasia Gkaintartzi , Olga Katsara

{"title":"Pluralistic approaches in education: Educating for diversity through ‘Awakening to Languages’","authors":"Anastasia Gkaintartzi , Olga Katsara","doi":"10.1016/j.amper.2024.100205","DOIUrl":"10.1016/j.amper.2024.100205","url":null,"abstract":"<div><div>This study refers to an empirical study that was conducted in a Greek public preschool class, implementing activities within the Awakening to Languages approach (Candelier, 2017), aiming at developing language and intercultural awareness as well as positive attitudes towards languages and cultures among preschool learners. The study, following an educational critical action research, actively engaged children in an intervention with a series of multiple plurilingual activities, including and utilizing in parallel six languages (Greek, English, German, Albanian, Chinese, and Arabic). The research data was collected with the use of qualitative tools such as observation and field notes, class discussions and students’ language portraits. After presenting part of the activities implemented, which employ creativity in working cross-linguistically with six languages, the research findings are outlined, which involve raising language, multilingual and cultural awareness as well as developing understanding of and openness to diversity. Implications are discussed in relation to the use of pluralistic approaches in education, with a focus on early childhood education.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100205"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Special issue: The role of individual differences on the effects of processing instruction and structured input practice

Ampersand Pub Date : 2024-12-01 DOI: 10.1016/j.amper.2024.100184

Alessandro Benati, James F. Lee

引用次数: 0

Why students fail to revise? Analysis of written metalinguistic feedback and cognitive effort on revision success 为什么学生不能复习？分析书面金属语言反馈和认知努力对修订成功的影响

Ampersand Pub Date : 2024-11-19 DOI: 10.1016/j.amper.2024.100211

Jan-Mikael Rybicki , Wilhelmiina Hämäläinen , Kari K. Pitkänen , Lauri Malmi

{"title":"Why students fail to revise? Analysis of written metalinguistic feedback and cognitive effort on revision success","authors":"Jan-Mikael Rybicki , Wilhelmiina Hämäläinen , Kari K. Pitkänen , Lauri Malmi","doi":"10.1016/j.amper.2024.100211","DOIUrl":"10.1016/j.amper.2024.100211","url":null,"abstract":"<div><div>Metalinguistic explanations are an important component both in supporting the <em>first</em> (L1) and <em>second language</em> (L2) writers, particularly when learning academic writing conventions, and they can be combined with both direct and indirect <em>written corrective feedback</em> (WCF). After receiving WCF, students are often expected to revise their text, and the revision success may vary due to many reasons. While much of WCF research has focused on mechanical and grammatical aspects of feedback on writing, little research has focused on the cognitive perspectives of WCF. This paper investigates the effect of estimated cognitive effort and other explanatory factors on students’ revision success in an online L2 academic writing course for university-level engineering students. The results show that the estimated cognitive load of an individual revision task and especially the student’s overall cognitive load are associated with the revision success. However, the relationship is not trivial, and the students’ background and especially error types have a significant effect. The paper proposes guidelines for detecting excessive cognitive load that increases the risk of revision failures and discusses strategies to mitigate the problem. Furthermore, practical guidelines are proposed for detecting excessive cognitive load and avoiding potential revision failures.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100211"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Verb semantics in second language French: Transitivity, unergativity and unaccusativity

Ampersand Pub Date : 2024-11-15 DOI: 10.1016/j.amper.2024.100210

Mohamed Hikal , Abdelkader Hermas

{"title":"Verb semantics in second language French: Transitivity, unergativity and unaccusativity","authors":"Mohamed Hikal , Abdelkader Hermas","doi":"10.1016/j.amper.2024.100210","DOIUrl":"10.1016/j.amper.2024.100210","url":null,"abstract":"<div><div>This study investigates the acquisition of verb semantics by L1 Arabic-L2 French learners. We examine the effect of proficiency and the L1 transfer on the interlanguage of beginning and advanced adult learners of L2 French. We used a context-based acceptability judgment task with correction to test transitivity, unergativity, pure unaccusativity and alternating unaccusativity using (un)-grammatical illustrative sentences that are similar or different in the two languages. We tested two groups of beginning and advanced learners of L2 French and a group of French native speakers. We used non-parametric tests for within- and between-group comparisons. The results confirmed the influence of the L1 transfer and proficiency on the performance of the beginner and advanced learners respectively. The L2 beginners had instances of under-causativization affecting transitive verbs and over-passivization marking unergative verbs. Further, pure unaccusative verbs were prone to over-passivization while alternating unaccusative verbs presented substantial under-causativization and over-passivization. Comparatively, the L2 advanced learners attained nativelike proficiency on transitivity and unergativity. However, under-causativization affected alternating unaccusative verbs and over-passivization pure unaccusative verbs. The study fills a gap in the empirical research on the acquisition of verb semantics in L2 French by Arabic speakers.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100210"},"PeriodicalIF":0.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of mobile messaging applications on writing skill 移动信息应用对写作技巧的影响

Ampersand Pub Date : 2024-11-12 DOI: 10.1016/j.amper.2024.100209

Shirin Shafiei Ebrahimi

{"title":"Effects of mobile messaging applications on writing skill","authors":"Shirin Shafiei Ebrahimi","doi":"10.1016/j.amper.2024.100209","DOIUrl":"10.1016/j.amper.2024.100209","url":null,"abstract":"<div><div>As technology rapidly advances, integrating new tools into teaching becomes increasingly essential. Mobile phone applications are widely used in education, yet WhatsApp remains underutilized in language instruction. This study aims to explore the impact of WhatsApp on university students' writing skills. Forty international students were selected through convenience sampling to participate in a single-group pre-test post-test design, where they responded to specific writing prompts. Their writing samples were evaluated using a standardized rubric, and the pre-test and post-test scores were analyzed with SPSS using a paired sample <em>t</em>-test. The findings indicate a significant positive correlation between students' frequency of WhatsApp use and their writing improvement. Additionally, providing examples of writing by the teacher or students in the WhatsApp group contributed to better writing outcomes. The study concludes that WhatsApp, through writing exercises and group vocabulary practice, positively influences students' writing abilities. Furthermore, the use of messaging apps enhances participation, interaction, collaboration, and overall language proficiency. These results underscore the potential of WhatsApp as an effective tool for language instruction in higher education. Ultimately, the study highlights the need for educators and curriculum designers to embrace mobile technologies like WhatsApp to foster improved writing skills and enhance student engagement in language learning contexts.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100209"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0