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Thai EFL learners’ use of the discourse marker like in discourse marker combinations 泰国英语学习者在语篇标记语组合中对语篇标记语的使用

Ampersand Pub Date : 2025-03-11 DOI: 10.1016/j.amper.2025.100222

Zhaoyi Pan

{"title":"Thai EFL learners’ use of the discourse marker like in discourse marker combinations","authors":"Zhaoyi Pan","doi":"10.1016/j.amper.2025.100222","DOIUrl":"10.1016/j.amper.2025.100222","url":null,"abstract":"<div><div>Although Discourse marker (DM) combinations (DMCs) used by first language (L1) speakers of English have been studied, DMCs have not been examined in the field of interlanguage pragmatics. This research examined the use of the DM <em>like</em> in DMCs produced by Thai intermediate-level and advanced-level learners of English as a foreign language (EFL) in spoken interactions. In total, 80 Thai EFL participants were involved in the collection of naturally occurring data, including 40 Thai intermediate-level and 40 Thai advanced-level EFL learners. Both the DM + <em>like</em> and the <em>like</em> + DM patterns were identified. In the DM + <em>like</em> pattern, the frequently used DMs that co-occurred with the DM <em>like</em> were <em>and</em>, <em>yeah</em>, and <em>I mean</em>, while the DMs that co-occurred with the DM <em>like</em> in the <em>like</em> + DM pattern were <em>uh</em>/<em>um</em>, <em>yeah</em>, and <em>you know</em>. The juxtaposition type was used most often by the Thai EFL learners with both English proficiency levels, followed by the composition subtype and the addition subtype. Although the Thai advanced-level EFL participants used the DM <em>like</em> more often compared to the Thai intermediate-level EFL participants, the Thai intermediate-level EFL participants used more DMCs that contained the DM <em>like</em> compared to the Thai advanced-level EFL participants.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100222"},"PeriodicalIF":0.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628517","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

Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions 跨文化英语：以文化为基础的课程，以提高语言技能和跨文化交际能力的维度

Ampersand Pub Date : 2025-03-10 DOI: 10.1016/j.amper.2025.100221

Khalid Hicham , Naji Masned AlQbailat , Islam Asim Ismail , Nizar M. Qpilat , Nisreen Naji Al-Khawaldeh , Othman Khalid Al-Shboul , Fatima Zahra Masrar

{"title":"Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions","authors":"Khalid Hicham , Naji Masned AlQbailat , Islam Asim Ismail , Nizar M. Qpilat , Nisreen Naji Al-Khawaldeh , Othman Khalid Al-Shboul , Fatima Zahra Masrar","doi":"10.1016/j.amper.2025.100221","DOIUrl":"10.1016/j.amper.2025.100221","url":null,"abstract":"<div><div>Higher institutions in Jordan and Morocco prioritize intercultural communicative competence (ICC) in their educational system. This study aimed to analyze the impact of culture-based classes on ICC dimensions and language skills learning, examine English teachers' instructional strategies regarding culture and interculturality, and explore whether current pedagogy caters to ICC dimensions and language skills among EFL undergraduate learners. Using a sequential explanatory mixed methods design, data were collected from 40 university teachers through questionnaires and interviews. The study employed qualitative content analysis and descriptive statistics, with Byram's (1997) model of ICC serving as the theoretical framework. Findings revealed that ICC dimensions and language skills developed primarily in culture-based classes, though development was uneven across components. Teachers showed limited use of these classes for teaching both language skills and ICC, mainly due to restricted content variety and teaching methodologies. This limitation highlights the need for greater concentrated efforts to enhance these components within the educational framework. The study highlights the need for more diverse materials and methods to support ICC development and language skills within the Moroccan and Jordanian EFL contexts. It calls for reforms in teaching practices, curriculum design, and policy-making to enhance linguistic and intercultural competence. Recommendations include increased focus on curriculum development, course description design, and teacher training to better integrate culture-based classes in EFL teaching, ensuring equitable attention to all language skills and ICC dimensions.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100221"},"PeriodicalIF":0.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636851","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

Multilingual communication characteristics of ethnic minorities in An Giang province, Mekong Delta Vietnam 越南湄公河三角洲安江省少数民族多语交际特征

Ampersand Pub Date : 2025-03-06 DOI: 10.1016/j.amper.2025.100220

Quoc Hoang , Khang Nguyen Van

{"title":"Multilingual communication characteristics of ethnic minorities in An Giang province, Mekong Delta Vietnam","authors":"Quoc Hoang , Khang Nguyen Van","doi":"10.1016/j.amper.2025.100220","DOIUrl":"10.1016/j.amper.2025.100220","url":null,"abstract":"<div><div>Vietnam’s rapid global integration has made significant changes in all aspects of the socioeconomic life of ethnic minorities. Among these changes, the languages of ethnic communities have been particularly affected. Consequently, the communication characteristics of these groups have undergone substantial transformations. To describe such changes, this study investigates the multilingual communication competence among people of different ethnicities in Vietnam and the characteristics of language choice they make in different intra-community and inter-community communication domains with a view to giving more insights into the characteristics of multilingual communication among ethnic minorities in Vietnam. This investigation is conducted through observations and in-depth interviews with the participation of 105 Hoa people, 100 Khmer people and 100 Cham people in An Giang province. The data collection process, over seven months, involved: immersive observations to assess their multilingual competence and language choices, followed by in-depth interviews to explore their language preferences and reasons. The findings reveal that the phenomenon of multilingual communication is common in An Giang because most investigated ethnic groups in An Giang can speak at least two languages other than their mother tongue. In terms of language choice, mother tongue is used in informal communication domains whereas Vietnamese is used in formal ones. Khmer language is used in family and community communication and is used by Hoa people in some localities. Cham language is only used within the Cham community. The Chinese dialects are only partly used in family communication domain and by Hoa people of the same local groups.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100220"},"PeriodicalIF":0.0,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682930","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

Partial intralingual subtitling as a means of understanding varieties of the same language: A case study of Syrian vernacular and modern standard Arabic 部分语内字幕作为一种理解同一语言变体的手段：叙利亚白话和现代标准阿拉伯语的个案研究

Ampersand Pub Date : 2025-02-20 DOI: 10.1016/j.amper.2025.100219

Hadeel Ghassan, Ahmad S. Haider

{"title":"Partial intralingual subtitling as a means of understanding varieties of the same language: A case study of Syrian vernacular and modern standard Arabic","authors":"Hadeel Ghassan, Ahmad S. Haider","doi":"10.1016/j.amper.2025.100219","DOIUrl":"10.1016/j.amper.2025.100219","url":null,"abstract":"<div><div>This study examines the partial intralingual subtitles of the vernacular Syrian Arabic series \"<em>De'ah Dai'ah</em>\" into Modern Standard Arabic (MSA). It investigates how the audience reacted to the partial intralingual subtitling of the series and probes into how vernacular words are rendered in MSA. The current study utilizes a hybrid method, integrating both quantitative and qualitative approaches. In the quantitative part, the responses of 202 participants to an 18-item questionnaire were statistically analyzed, while in the qualitative part, the researchers watched all 57 episodes in the two seasons of the series and classified the subtitled words and expressions according to their themes, linguistic processes, and rendering strategies. The questionnaire analysis revealed that intralingual subtitling helped the audiences learn new words and dialects. The findings also showed that the technical issues related to the subtitles' length, position, font, size, and synchrony have positively impacted the attitudes of the audiences. The qualitative analysis showed that translation strategies like euphemism, hyponymy, calque, and explicitation were used to render Syrian vernaculars. In addition, some linguistic processes, such as clipping, loan, and affixation, were identified. Metathesis and sound change were frequently used, mainly to elicit humor.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100219"},"PeriodicalIF":0.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464482","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 orthography presentation and loanword frequency on L2 speech shadowing 正字法表达和外来词频率对二语语音阴影的影响

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

Grammatical gender in adolescent German learners of Spanish as a foreign language: Evidence from production and online perception 青少年德语学习者学习西班牙语的语法性别：来自生产和在线感知的证据

Ampersand Pub Date : 2025-02-02 DOI: 10.1016/j.amper.2025.100217

Johanna Wolf, Clara Terlaak, Sarah Schimke

引用次数: 0

School effectiveness, equity, and multilingual learners: Examining the status of multilingual learner education through school accreditation 学校效能、公平与多语学习者：透过学校认证检视多语学习者教育的现况

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 从美国情景喜剧《宋飞正传》到现代标准阿拉伯语：阿拉伯英语学生的含意翻译

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 新冠肺炎疫情发生后在职语言教师参与在线学习平台的情况

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 “我们不懂罗姆语，我们说匈牙利语”：匈牙利罗姆人使用的语言

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