Ampersand最新文献

{"title":"Salgo de casa? Salgo a casa? Salgo la casa? Analysis of the crosslinguistic influence on preposition use in motion verb constructions by multilingual German learners of Spanish","authors":"Eleni Kanli","doi":"10.1016/j.amper.2024.100186","DOIUrl":"10.1016/j.amper.2024.100186","url":null,"abstract":"<div><p>The use of prepositions is one of the most difficult grammar topics for Spanish learners. The high frequency prepositions ‘<em>a’</em> (‘to, at, on’)<em>, ‘de’</em> (‘from, of’) and ‘<em>en’</em> (‘in, on, into’) are often confused or omitted, especially in motion verb constructions (e.g., Campillos Llanos, 2014). This can be due to their polysemous character and the low salience. In addition, crosslinguistic influence (Jarvis and Pavlenko, 2008) from the first language as well as additional acquired foreign language(s) play a significant role.</p><p>In order to analyse the complexity of interlanguage phenomena in the construction <em>[motion verb + a/de/en + noun]</em> to improve acquisition in Spanish classes, it is necessary to study authentic learner data. In this paper, I will discuss the results of an explorative pilot study on crosslinguistic influence carried out at a German grammar school in the federal state Baden-Württemberg in order to find out after which verbs of motion these prepositions are omitted or confused, how often this occurs, and which languages might influence it. The results of two groups of pupils at beginner level with the mean age of 14,03 are compared: The first group (n = 21) learns Spanish as the third foreign language, in addition to English and French, while the second group (n = 16) learns Spanish as the second foreign language after English. Both groups learn the named foreign languages in an instructed setting at school.</p><p>The pilot study reveals that the prepositions ‘<em>a’</em> and ‘<em>de’</em> are much more often confused or omitted in the construction types <em>[llegar/volver/venir + a + noun]</em> (‘arrive/come back/come + to/in + noun’) and <em>[salir/ir + de + noun]</em> (‘leave/go + noun’) compared to <em>[ir + a + noun]</em> (‘go to + noun’). A possible explanation is positive and negative intra- and interlingual transfer of equivalent constructions from different languages. These results form a hypothesis basis that a systematic application of Pedagogical Construction Grammar (Boas, 2022; De Knop and Gilquin, 2016) and multilingual didactics (Fäcke and Meiβner, 2019; García et al., 2020) in Spanish classes to teach these polysemous prepositions could probably be helpful to avoid errors.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100186"},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000249/pdfft?md5=5ae1366f721f8c373a343e7d8ddf7d38&pid=1-s2.0-S2215039024000249-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998367","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}

{"title":"Thirty years of studying lexical aspect in L2 acquisition: Moving towards an expansive research agenda","authors":"M. Rafael Salaberry","doi":"10.1016/j.amper.2024.100185","DOIUrl":"10.1016/j.amper.2024.100185","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100185"},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000237/pdfft?md5=d60274b38fdd062b77ea715f1b448709&pid=1-s2.0-S2215039024000237-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963928","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}

{"title":"Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes","authors":"Thanh Thao Le ,&nbsp;Trut Thuy Pham","doi":"10.1016/j.amper.2024.100183","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100183","url":null,"abstract":"<div><p>This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100183"},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000213/pdfft?md5=469620a53a5149d21d24fc091fc5e663&pid=1-s2.0-S2215039024000213-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607667","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}

{"title":"A linguistic analysis of English nativised lexes and their perception by online gamers in Jordan","authors":"Suleiman Daradkeh ,&nbsp;Aseel Zibin ,&nbsp;Mohammed Al-Badawi","doi":"10.1016/j.amper.2024.100182","DOIUrl":"10.1016/j.amper.2024.100182","url":null,"abstract":"<div><p>The occurrence of loanwords that have been Arabicized or nativised in the gaming genre necessitates an investigation into the nature and implications of this phenomenon. The objective of this research is to examine the systematic and rule-governed process of nativisation, as well as its impact on language adaptation within the gaming community in Jordan, where English is spoken as a foreign language. Additionally, it seeks to explore gamers' perceptions of these words and determine whether these nativised English words are used together with their Arabic equivalents in the gaming genre, or if they are replacing their equivalents based on Communication Accommodation Theory (Giles and Ogay, 2007). The sample consisted of 100 participants [aged 12–16] enrolled at the Islamic Educational College in Amman. Based on watching video clips taken from various live streams containing the target words in context, participants were asked to complete a multiple-choice task focusing on the meaning and origin of these words. The results indicate that nativisation in the gaming genre in Jordan follows a systematic and rule-governed pattern. The majority of participants demonstrated awareness of the meaning and origin of most words, suggesting a conscious effort to adapt them to Arabic linguistic patterns. Our argument is that by using these nativised words in online gaming, gamers aim to establish rapport, strengthen connections, gain approval, earn rewards (such as points), and align themselves with professional gamers. Furthermore, gamers distance themselves from the language style of newcomers who employ Arabic words instead of nativised words, and are considered vulnerable in gaming.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"13 ","pages":"Article 100182"},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000201/pdfft?md5=e325bf15d253408a1696c93a76cf3715&pid=1-s2.0-S2215039024000201-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638961","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}

{"title":"Recruiters’ beliefs regarding the employability of native and non-native English-speaking tertiary-level teachers: The case of public universities in Thailand","authors":"Pariwat Thararuedee,&nbsp;Sita Musigrungsi","doi":"10.1016/j.amper.2024.100172","DOIUrl":"10.1016/j.amper.2024.100172","url":null,"abstract":"<div><p>This mixed-method study explores the criteria that recruiters in Thai public universities consider important when hiring English language teachers and the importance they attach to the native speaker criterion. The data were collected through an online questionnaire with ninety-four recruiters and semi-structured interviews with ten recruiters. The questionnaire data revealed that the participants considered ten criteria important, including English language proficiency, performance in an interview, teaching demonstration, educational background, teaching qualification, area of academic expertise, application documents, pronunciation, teaching experience, and visa status. Moreover, the participants viewed the native speaker criterion as somewhat important. The interview data yielded rich data about the thinking behind the use of the criteria. Particularly, it showed different positions towards the native speaker criterion, ranging from the strong preference towards native English-speaking candidates to the rejection of the native/non-native dichotomy which favors the competent bi-/multilingual speaker of English as a target and pedagogical model.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100172"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000109/pdfft?md5=70cf8b3d2369a346e5b53733993dbde2&pid=1-s2.0-S2215039024000109-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757997","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}

{"title":"Using corpora from Natural Language Processing for investigating crosslinguistic influence","authors":"Yitao Liu ,&nbsp;Mark Dras","doi":"10.1016/j.amper.2024.100174","DOIUrl":"10.1016/j.amper.2024.100174","url":null,"abstract":"<div><p>Language transfer or crosslinguistic influence (CLI), referring to the influence of an L1 on the learning of an L2, is a significant aspect of Second Language Acquisition (SLA). Much work in this area is data-driven, and consequently, large L2 corpora have been constructed for use in CLI analyses. The field of Natural Language Processing, and in particular the specific task of Grammatical Error Correction (GEC), also has corpora that can be of use in these kinds of analyses. In this paper, we take the FCE corpus, a popular dataset of English as a Second Language (ESL) learner texts used for Grammatical Error Correction model training, and use it to analyse the relationship between the distributions of errors and the first languages of the ESL learners. We carry out a detailed analysis of three error types, and demonstrate that the errors made by ESL learners have a statistically significant relationship with linguistic characteristics of their first languages, suggesting the existence of both positive and negative transfer. The analysis aligns with results from the SLA literature, and validates the use of GEC corpora for use in CLI analysis.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100174"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000122/pdfft?md5=76c8c965fe713f8fb88e5d44c793c113&pid=1-s2.0-S2215039024000122-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141144114","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}

{"title":"Comparison between two phonological awareness tasks in Arabic","authors":"Khalid G. Al-Shdifat ,&nbsp;Tha'er T. Al-Kadi ,&nbsp;Mohammadnour A. Quran ,&nbsp;Safa Mohammad Alqudah ,&nbsp;Mohammad Rfifan Alhanada","doi":"10.1016/j.amper.2024.100177","DOIUrl":"https://doi.org/10.1016/j.amper.2024.100177","url":null,"abstract":"<div><p>Phonological Awareness (PA) in deep orthographies like English can be used to predict reading abilities in later grades. PA is a sensitive measure in identifying Arabic speaking children who struggle to read. The main objective of the present study was to compare two matched versions of a sound blending task to determine whether any of the two created versions (i.e., one with short vowels and the other without short vowels) of this task could yield a more accurate measure of PA in children speaking Jordanian Arabic. Data was collected from 20 randomly selected schools in Jordan. A randomly selected sample of 200 participants in grade 4 who were randomly divided into two groups (100 students each) and were tested on word blending, elision, word recognition, and oral reading fluency. Each group of participants was tested using a different version of the word blending task, while the other tasks used to test the two groups were the same. The major finding of the study revealed a significant difference between the two versions of the blending task in favor of the assumption that using a task without short vowels can produce inflated scores (i.e., the blending task without short vowels yielded higher scores); such scores demonstrated weak correlation with the reading measures. The implications of the current study support the presentation of blending tasks with all the constituent segments of the word including short vowels (i.e., presenting the word with consonants, long vowels, and short vowels), which can better contribute to gauging children's PA abilities.</p></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100177"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000158/pdfft?md5=2d6495c41cb5701dbaab42d2aecbdd23&pid=1-s2.0-S2215039024000158-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250259","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}

{"title":"Corrigendum to “English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh” [Ampersand 10 (2023) 100107]","authors":"Mili Saha","doi":"10.1016/j.amper.2023.100159","DOIUrl":"10.1016/j.amper.2023.100159","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100159"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000528/pdfft?md5=2021be5c893ca9514e05cc4cf8fdb920&pid=1-s2.0-S2215039023000528-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304426","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}

{"title":"Introduction to the special Ampersand issue on Empirical Translation Process Research","authors":"Masaru Yamada,&nbsp;Michael Carl,&nbsp;Moritz J. Schaeffer","doi":"10.1016/j.amper.2024.100179","DOIUrl":"10.1016/j.amper.2024.100179","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100179"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039024000171/pdfft?md5=393c405cad285c1a7e90f836c1b5f655&pid=1-s2.0-S2215039024000171-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141396801","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}

{"title":"Erratum to “Effects of indigenous language conversation skills enhancement program among Bukidnon and Talaandig youths in the Philippines” [Ampersand 8 (2021) 100076]","authors":"Rene M. Bonifacio ,&nbsp;Diana Jane Mari R. Zaman ,&nbsp;Mayflor D. Prantilla-Arambala ,&nbsp;Marlene S. Zarate","doi":"10.1016/j.amper.2023.100152","DOIUrl":"10.1016/j.amper.2023.100152","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"12 ","pages":"Article 100152"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2215039023000450/pdfft?md5=192ad4498df50a4ce0484abd0391dfe9&pid=1-s2.0-S2215039023000450-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139329240","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}