Per Linguam-A Journal of Language Learning最新文献

Turn-taking in multilingual classroom interaction 多语言课堂互动中的轮替

Per Linguam-A Journal of Language Learning Pub Date : 2023-01-01 DOI: 10.5785/39-1-1027

B. Ramadiro

{"title":"Turn-taking in multilingual classroom interaction","authors":"B. Ramadiro","doi":"10.5785/39-1-1027","DOIUrl":"https://doi.org/10.5785/39-1-1027","url":null,"abstract":"This paper takes a conversational analysis (CA) or sequential approach to multilingualism to document and analyse classroom participation structures created by specific types of turn-taking and languaging practices. The setting was selected Grade 6 to 9 English language and English-medium content lessons in rural classrooms in the Eastern Cape. Three named language varieties are used in these classrooms, i.e., isiMpondo, isiXhosa and English. The study identified five turn-taking patterns, described their features, and analysed their functions. The research finds that (i) turn-taking types and the varieties through which they are implemented are valued differently in a classroom setting from the way they would be valued in an everyday setting, and (ii) that classroom turn-taking and language use are shaped by broader institutional factors, such as institutional goals and participants’ roles, rather than turn-by-turn sequential factors, as hypothesised by a CA approach to multilingual interaction. The paper concludes by presenting a summary of the study’s conclusions and findings and a discussion of the implications of the findings for a CA/sequential approach to bi- or multilingual talking in classroom interaction.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81680290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Iingxoxobunzululwazi zaseAfrika Iingxoxobunzululwazi zaseAfrika Ngokufa Kolwimi: izizathu neendlela zokukhawulelana nokufa kolwimi African scientific discussions on language death: reasons for, and methods of, dealing with language death

Per Linguam-A Journal of Language Learning Pub Date : 2023-01-01 DOI: 10.5785/39-1-1024

M. Diko

{"title":"Iingxoxobunzululwazi zaseAfrika Iingxoxobunzululwazi zaseAfrika Ngokufa Kolwimi: izizathu neendlela zokukhawulelana nokufa kolwimi African scientific discussions on language death: reasons for, and methods of, dealing with language death","authors":"M. Diko","doi":"10.5785/39-1-1024","DOIUrl":"https://doi.org/10.5785/39-1-1024","url":null,"abstract":"Eli nqaku ligxile ekugrombonceni, ngeembono zelingwistiki, malunga nezizathu ezikhokelela ekutshabalaleni kolwimi ekungaba sisiXhosa, isiZulu, Xitsonga njalo njalo – oko kukuthi, iilwimi zomthonyama. IsiThako Sokufa Kolwimi sisetyenziswa njengesithako esigqwesayo ukubonisa ukuba iingxaki zokufa kolwimi kudala zikho. Nakubeni kunjalo, inqaku eli limi kwimbono ethi ufundonzulu ngokutshaba kolwimi ngumba omtsha nakubeni, ngokweengxaki, kudala ukho njengoko kubonakala nakwibali laseBhayibhileni nefuthe lobukoloniyali kumazwe ngamazwe aseAfrika. Ukuqhuba iingxoxobunzululwazi, kuboniswa ubungozi intlalo ejongene nabo xa kungekho nzame zaneleyo ezenziwayo ukukhusela nokusindisa iilwimi, ingakumbi iilwimi zomgquba. Ebuthunjini beengxoxobunzululwazi, kuya kuvela ngakumbi nangakumbi ukuba iipolisi zolwimi ziyaqulunqwa, kanti kolo qulunqo kukho ukufa okuncathamileyo okungakhokelela ekutshabeni kolwimi. Umsantsa ophawulekileyo, njengoko kuphengululwe uncwadi, nekuthi kuzanywe ukuba uvalwe, ngowokuba ufundonzulu ngokutshaba kolwimi lunqongophele eAfrika, nto leyo ikhwinisayo. Okona kuyinqontsonqa eyingxubakaxaka kukuba uphuhliso lolwimi luthatha ixesha elide kodwa ukufa kolwimi kuthatha ixesha nje elifutshane. Ekugqibeleni, eli nqaku livala umkhusane ngelithi, umba wophuhliso nokhuliso wolwimi kudingeka ukuba uthathelwe ingqalelo kuba asinto inokusuka yenziwe ize igqitywe ngexesha elifutshane. Iingcebiso malunga neengxoxobunzululwazi ezithe zanyuswa zibekwa ngendlela exoxayo nephendlayo ngethemba lokuba iingcali zolwimi ziza kuthabathisa apho eli nqaku liphele khona.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74905342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Le jeu comme outil de motivation en classe de Français Langue Etrangere au Lesotho: Le cas de Tsakholo High School Games as a way to motivate a French as a Foreign Language classroom: the case of Tsakholo High School 游戏作为一种激励工具在莱索托的法语外语课堂:以Tsakholo高中为例，游戏作为一种激励法语作为外语课堂的方式:Tsakholo高中的案例

Per Linguam-A Journal of Language Learning Pub Date : 2023-01-01 DOI: 10.5785/39-1-1015

Malefane Victor Koele, F. Awung

{"title":"Le jeu comme outil de motivation en classe de Français Langue Etrangere au Lesotho: Le cas de Tsakholo High School Games as a way to motivate a French as a Foreign Language classroom: the case of Tsakholo High School","authors":"Malefane Victor Koele, F. Awung","doi":"10.5785/39-1-1015","DOIUrl":"https://doi.org/10.5785/39-1-1015","url":null,"abstract":"Cette étude avait pour but de déterminer l’importance d’intégrer le jeu dans la didactique du français langue étrangère (FLE) au Lesotho. L’intention majeure de cette intégration des jeux en classe de langue était de pouvoir motiver les apprenants du français dans un contexte multilinguistique où cette langue étrangère est moins attrayante pour beaucoup d’apprenants. Les adolescents âgés de 17 - 19 ans de Tšakholo High School constituaient le public de cette étude. Ils étaient 29 en classe et étaient en cinquième année du lycée. Ils parlaient tous sésotho et anglais qui sont respectivement la langue maternelle et la langue d’instruction dans tout le pays. Une approche mixte a été adoptée pour l’étude, et la méthode d’observation des participants ainsi qu’un questionnaire ont été employés pour recueillir les données. Les données ont révélé que les apprenants étaient plus motivés à participer au cours quand les activités ludiques étaient utilisées dans l’enseignement.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"26 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89095280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of a motivation for language learning questionnaire in multilingual South Africa: Context and use 多语种南非语言学习动机调查问卷的发展:语境和使用

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-1-987

P. Mhlongo, C. du Plessis, Albert Weidemann

{"title":"The development of a motivation for language learning questionnaire in multilingual South Africa: Context and use","authors":"P. Mhlongo, C. du Plessis, Albert Weidemann","doi":"10.5785/38-1-987","DOIUrl":"https://doi.org/10.5785/38-1-987","url":null,"abstract":"Survey questionnaires have over time become benchmark measuring instruments used to measure language learning motivation (LLM) in applied linguistics research related to second or additional language teaching. For researchers who wish to study the motivation phenomenon in multicultural and multilingual contexts, however, the problem is that many of the standardized questionnaires such as Gardner's Attitude/Motivation Test Battery (AMTB) were designed to measure students' motivation primarily in Western countries. Therefore, it becomes mandatory for these researchers to devise scales that are contextually more appropriate for measuring students' LLM. Accordingly, this paper aims to contribute to the limited body of knowledge concerning the design of questionnaires for measuring LLM that are applicable to African multilingual settings by proposing a renewal of perspective in this regard. By outlining the rationale for developing a reliable motivation scale that can potentially yield valid and reliable research outcomes in multilingual contexts, the paper aims to demonstrate how the design of inclusive motivation scales can be achieved. Normative procedures or methods involved in developing questionnaire scales are briefly presented, specifically the selection of suitable survey statements, as well as the piloting and refinement of the scale. It is proposed that the scale be used in conjunction with qualitative methods in order to gain a fuller picture of how motivation interacts with other factors and processes in multilingual contexts that require the learning of an additional language.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79067173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Township EFAL teachers and speaking skills: the discrepancy between the espoused and enacted 乡镇EFAL教师与口语技巧:拥护与颁布的差异

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-2-968

Bhekizitha Mthembu

{"title":"Township EFAL teachers and speaking skills: the discrepancy between the espoused and enacted","authors":"Bhekizitha Mthembu","doi":"10.5785/38-2-968","DOIUrl":"https://doi.org/10.5785/38-2-968","url":null,"abstract":"This article examines, through the prism of the sociocultural theory’s concept of mediation, the discrepancy between what South African township English Second Language teachers claim they do in their classes and what they actually do when teaching speaking skills. The study adopted a qualitative research approach and a case study design, underpinned by the interpretivist paradigm. Eight (8) EFAL teachers were drawn from two (2) township high schools that were randomly selected from two (2) separate districts. Data were generated through semi-structured interviews and semi-structured lesson observations. The semi-structured interviews facilitated the participants’ introspection from a professional perspective with a view to both questioning and ratifying the teachers’ personal views, beliefs and the philosophical underpinnings of their professional practice regarding speaking skills. The thematic approach by Lacey and Luff (2009) was used for data analysis. The study found four major problems that influenced the process of teaching speaking skills: (1) a lack of actual learner speaking, (2) teachers’ misconceptions of what a speaking lesson should entail, (3) speaking for the sake of not keeping quiet and (4) ignorance of curriculum requirements. The study found that despite township EFAL teachers claiming to develop speaking skills in line with the Curriculum and Assessment Policy Statement, their lessons indicate differently. This could be explained by the crisis currently facing the South African education system, with poor quality teachers and low levels of teacher effort often cited as major drivers thereof.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79934652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of a ‘catch-up’ reading intervention for Grade 5 learners and teachers “追赶式”阅读干预对五年级学生和教师的影响

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-1-1010

Belden Liswaniso, E. Pretorius

{"title":"The effects of a ‘catch-up’ reading intervention for Grade 5 learners and teachers","authors":"Belden Liswaniso, E. Pretorius","doi":"10.5785/38-1-1010","DOIUrl":"https://doi.org/10.5785/38-1-1010","url":null,"abstract":"This article reports on the effectiveness of a reading comprehension intervention that was implemented in Namibia. It aimed to empower teachers with knowledge and strategies for teaching reading comprehension, so as to improve the low reading comprehension of Grade 5 learners. The intervention targeted the improvement of performance in both the decoding and comprehension aspects of reading and was carried out during two school terms, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources and coaching on instructional practices. The study involved two control and two intervention schools. A modest interventionist approach was applied in which four of the six quality criteria for formative assessment of intervention programmes, as proposed by Nieveen (2007) were adopted to guide the study. Analysis of the pre- and post-intervention scores for the intervention and control groupsindicated larger effect sizes in decoding ability and reading comprehension at the intervention schools than at the control schools. The intervention teachers also seemed to have changed some of their instructional practices and some shifts in their attitudes towards teaching reading were discerned. The findings suggest that better quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. With effective reading instructional practices, learners’ decoding skills are developed, resulting in improved reading comprehension levels.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89966898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Children's agency in parent-child discourses: A study of family language policy in a Ndebele heritage language family 亲子话语中的儿童代理:恩德贝勒传统语言家庭的家庭语言政策研究

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-2-990

Busani Maseko

{"title":"Children's agency in parent-child discourses: A study of family language policy in a Ndebele heritage language family","authors":"Busani Maseko","doi":"10.5785/38-2-990","DOIUrl":"https://doi.org/10.5785/38-2-990","url":null,"abstract":"This study investigated how children assert agency in parent–child interactions. The inquiry was conducted through a linguistic ethnography of the Ndlovu family, an indigenous Ndebele heritage language family living in Bulawayo, Zimbabwe. The study shows how Suku and Thabo, the two children in the focal family influenced family language policy through contradictory practices by Suku and conformist practices by Thabo. The researcher conducted interviews with the parents of the focal family to establish their language ideologies and family language policy preferences. Parent–child conversations were recorded during eight visits to the focal family by the researcher. Analysis of the recorded conversations reveal how Suku, the older girl child in the family, participated in resistant agency by her preference for English-centred practices in parent-child interactions, defying her parents’ explicitly articulated pro-Ndebele family language policy. Thabo, the younger child, asserted conformist agency by participating in and reciprocating his parents’ Ndebele-centred practices. These practices by the children are attempts to enact their agency in family language policy, sometimes resulting in parents revising their original dispositions towards the use of the heritage Ndebele language at home. As a result, the parents did not take visible language management steps to correct their children’s choices. The study concludes that children’s contradictory practices are not innocent but instead, reproduce their language experiences in extra-familial spaces. Therefore, their agency is a combination of familial and extra-familial language ideologies and practices.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81086145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the use of writing frames to teach and assess writing in English Additional Language learning in schools 探索在学校英语附加语言学习中使用写作框架来教授和评估写作

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-2-1044

Marina Burger

{"title":"Exploring the use of writing frames to teach and assess writing in English Additional Language learning in schools","authors":"Marina Burger","doi":"10.5785/38-2-1044","DOIUrl":"https://doi.org/10.5785/38-2-1044","url":null,"abstract":"The learning of writing is complex because it requires the development of cognitive and linguistic abilities. Effective teaching and learning of writing demand guided practice. The South African National Curriculum Statement Grades R–12 includes the Curriculum and Assessment Policy Statement (CAPS) for First Additional Language (FAL) teaching and learning. It introduces the use of question-prompt writing frames to learn writing in grade 4. In the second part of the grade 5 year, process writing is introduced as a writing frame that should be used when needed. From grade 7 to grade 12 process writing is implemented as part of the writing lessons. The education department adopted assessment for learning as a teaching and learning approach where feedback provides scaffolded learning. This theoretical paper argues that the writing frames used in the South African curriculum are inadequate to scaffold the learning of writing; furthermore, that the assessment of the writing skills of learners tends to focus on closed skills. The implementation of assessment for learning as an approach to teaching and learning is yet to develop fully to ensure successful scaffolded learning. Additionally, the writing frames introduced limit the teaching of a variety of writing genres and restrict the teaching of writing to western narrative and writing styles. The paper intends to demonstrate that the use of targeted frames appropriate to the writing task and outcome would improve writing learning and assessment.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77031883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Quanti - Qualitative stakeholder analysis of rural English language learners’ essay writing errors 农村英语学习者作文写作错误的定量-定性利益相关者分析

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-1-1008

L. J. Ngoepe, Maphefo Rebecca Mailula

引用次数: 0

English language proficiency for Higher Education and professional contexts: the challenge Burundi is facing for global integration 高等教育和专业背景的英语语言能力:布隆迪在全球一体化中面临的挑战

Per Linguam-A Journal of Language Learning Pub Date : 2022-01-01 DOI: 10.5785/38-2-687

Déogratias Nizonkiza, Kris Van de Poel

引用次数: 0