European Journal of Applied Linguistics最新文献

{"title":"Role-Playing Games and the Improvement of Francophone Learners’ Communicative Competence in English in Cameroon","authors":"Zemsi Tounmbou Merveille Laure, A. Evelyne, Stephen A. Mforteh","doi":"10.47941/ejl.1358","DOIUrl":"https://doi.org/10.47941/ejl.1358","url":null,"abstract":"Purpose: The objective of this study is to provide an answer to the following question: how does role-playing game improve francophone learners’ communicative competence in English? According to Bruner’s scaffolding theory, learners benefit more when tutors accompany them in carrying out a task, and then withdraw as soon as they are in position to carry it alone. \u0000Methodology: The sample has been chosen randomly: 63 learners in year 1 in Technical high school, Charles Atangana in Cameroon took part in the study and   they were divided at random as follows: 32 for the experimental group and 31 for the control group.  The collected data has been analyzed with the students’ T test, a statistical instrument. \u0000Results: From the difference from the mean: The research hypothesis which stipulates that role playing game fosters francophone learners’ communicative competence is confirmed with a value of 1.83, a confidence interval of 95% and a P<0.00 which is significant.   \u0000Unique Contribution to Theory, Policy and Practice: Therefore, Role-playing games has contributed to boost the less confident learners to freely express themselves in English language thus, improving communicative competence in English. \u0000Keywords: Role-playing games, Improvement, Communicative Competence. \u0000  \u0000Résumé \u0000But: Notre objectif est de répondre à la question suivante : quelle est l’impact du jeu de rôle sur les compétences communicatives en anglais des apprenants francophones ? pour ce faire, nous formulons l’hypothèse suivante : le jeu de rôle améliore les compétences communicatives en anglais des apprenants du sous-système francophone. Selon la théorie de l'échafaudage de Bruner, les apprenants bénéficient davantage lorsque les tuteurs les accompagnent dans la réalisation d'une tâche, puis se retirent dès qu'ils sont en mesure de la réaliser seuls. \u0000Méthodologie: L'échantillon a été choisi au hasard : 63 apprenants en 1ère année du Lycée technique, Charles Atangana au Cameroun ont participé à l'étude et ils ont été répartis au hasard comme suit : 32 pour le groupe expérimental et 31 pour le groupe témoin. Les données recueillies ont été analysées avec le test T des élèves, un instrument statistique. \u0000Résultats: L’hypothèse selon laquelle le jeu de rôle améliore les compétences communicatives en anglais des apprenants du sous-système francophone est confirmée, car la différence entre les deux moyennes est de 1.83, avec un degré de confiance de 95% et un P<0.00, ce qui est significatif. \u0000Contribution unique à la théorie, aux politiques et à la pratique: Ainsi, le jeu de rôle a permis aux apprenants peu confiants au départ de pouvoir s’exprimer librement en anglais.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"200 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80117964","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}

{"title":"School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation","authors":"Emmanuelle Le Pichon, S. Baauw, Sohee Kang, J. Vorstman","doi":"10.1515/eujal-2022-0053","DOIUrl":"https://doi.org/10.1515/eujal-2022-0053","url":null,"abstract":"Abstract The increase in the number of newcomer students in countries across the world has underscored the importance of effective transition strategies in education. Many students encounter difficulties in acquiring academic knowledge due to initial limited language skills in the school language. Implementing appropriate strategies to facilitate this transition has shown positive outcomes. However, some obstacles remain to be addressed for newcomer students. In the Netherlands, standardized tests are utilised to monitor the academic progress of all students and determine the appropriate educational pathway. Our study, based on longitudinal assessment data from 51 newcomer elementary school students and 74 of their classmates, sheds light on how this system interacts with the transitions of newcomers. While newcomer students made greater progress compared to their peers, we found that their results were influenced by the application of test norms designed for younger age groups. The insights from this study provide valuable perspectives on educational pathways for newcomer students and prompt us to reconsider the implications of norm accommodation for these students. It highlights the needs to implement practices that enable newcomer students to effectively pursue their academic aspirations.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43156393","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}

{"title":"Investigating the Effectiveness of Call for the English Language Learner","authors":"Zafreen Ali Mirza, Samreen Humayun, Quratullain Zohaib","doi":"10.47941/ejl.1342","DOIUrl":"https://doi.org/10.47941/ejl.1342","url":null,"abstract":"Purpose: The prime motive of this research is to investigate the affectivity of computer/technology-based learning that advances the future of digital world. \u0000Methodology: This research investigated the effects of CALL as a developmental tool for English language learners; the standard learning of CALL has been examined through the criteria of the mixed method. The data was gathered from survey closed-ended questionnaire by following the primary basis of data which is further analyzed through SPSS. Thus, 106 responses were gathered through questionnaire where it has estimated that 85% undergraduate students agreed CALL helps them to improve their L2 proficiency.   In addition, the data is also collected through open-ended interviews from the English language instructor which analyzed through the content analysis that resulted in their positive responses of encouraging CALL based classes for learning English as L2. \u0000Findings: The gathered data depicted the 80% positive reliance over CALL based learning. However, the study accomplished the advent of CALL with effective proficiency. \u0000Unique Contribution to Theory, Policy and Practice: This research has also investigated the belief of students and teachers regarding the advance advent of CALL-in terms of language learning. Likely, the contribution of this study integrates the advancement in terms of language learning; that could bring the world closer to the technology. Institutes should promote the CALL based learning in order strengthen the learner’s language competence. Teacher should be fully aware of CALL based teaching which helps to brings effectively in instructing the learners.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84023891","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}

{"title":"How I live [participate] now: Re-negotiating social belonging and linguistic participation in book-group discussions","authors":"Angelica Granqvist","doi":"10.1515/eujal-2023-0003","DOIUrl":"https://doi.org/10.1515/eujal-2023-0003","url":null,"abstract":"Abstract This paper focuses on how Gabriella, an upper-secondary student in Sweden, re-negotiated social belonging and linguistic participation in book-group discussions involving students in the school subjects Swedish and Swedish as a second language. Gabriella immigrated to Sweden due to forced migration. As a Swedish language learner, she worried that her language proficiency was regarded as insufficient by her peers. Within the frame of linguistic ethnography, and with the aim of identifying Gabriella’s trajectory of participation in book-group discussions over time, audio-recorded group discussions about the novel How I live now, interview data, and observational fieldnotes were analyzed by means of an epistemic stance analysis. Building on learning as participation, it was possible to unfold how Gabriella went from a passing participant to a driving force. Her trajectory of participation was spurred by the content of the novel and a sense of epistemic responsibility to share her first-hand experience of war, while her classmates responded with silence. From an educational perspective, this paper emphasizes the importance of classrooms as contact zones where students are not only provided with rich opportunities to gather around literature that stirs up questions of what it means to be human, but more importantly, it accentuates the need for literary education to include responsive practices to help students accommodate each other as co-learners.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49212797","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}

{"title":"A lexical-cognitive approach to the consequences of the coronavirus crisis for the emotions and perceptions of the Spanish population aged 65 and over","authors":"Antonio M. Ávila-Muñoz","doi":"10.1515/eujal-2021-0006","DOIUrl":"https://doi.org/10.1515/eujal-2021-0006","url":null,"abstract":"Abstract The COVID-19 pandemic has devastated health systems, economies, and societies. Considered a high-risk group, the elderly have been amongst the most affected. Using word association tests, we access the perceptions held by a group of individuals aged 65 and over, pre-stratified by gender and level of education, regarding certain aspects of the situation we now face. We interpret the vocabulary provided during the tests as a network of connections. Thus, we can create the metastructure of the mental lexicon and consider it the reflection of the collective perceptions associated with five cognitive categories: pandemic, old age, society, future, and politics. For this, we use a model that allows us to construct cognitive prototypes based on the theory of fuzzy sets. Previous results warn of the emotional consequences that have affected the entire population. However, we are now also able to prove that the older generation is experiencing unprecedented feelings of loneliness and neglect due to the circumstances. This could exacerbate the worry, fear, and uncertainty imposed on this group by the new normal. Finally, we suggest concrete actions for both health workers in contact with groups of elderly individuals and the research community that generally uses attitudinal surveys.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904108","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}

{"title":"Étude Psycho-Réaliste de Quelques Romancières Africaines.","authors":"O. Siwoku-Awi","doi":"10.47941/ejl.1314","DOIUrl":"https://doi.org/10.47941/ejl.1314","url":null,"abstract":"Introduction : L’œuvre féministe se présente tout d’abord comme réaliste du fait qu’elle dispute et représente le vraisemblable. Qu’elle soit occidentale ou américaine ou africaine, l’œuvre des femmes s’avère comme un cri du cœur revendicatif des droits des femmes. Le sort pitoyable des femmes vulnérables fait souvent le sujet de telle œuvre. Elle est érigée contre des origines de discrimination sexuelle, l’hégémonie des hommes et de la phallocratie par laquelle la gent féminine est considérée comme inférieure et façonnée pour être subordonnée à l’homme. \u0000Objectif : Cet article est une recherche qui fait la mise au point du réalisme qui est un élément de base pour l’étude psychologique des femmes africaines et des perspectifs des écrivaines dans leurs observations de la vie féminine, et de la précarité de leur existence et leur calvaire au jour le jour non seulement en Afrique, mais partout dans le monde. \u0000Méthodologie : C’est pour cette raison que cet article propose pour la critique des œuvres des femmes africaines, l’approche psycho réaliste. C’est une théorie développée par la chercheuse pour fournir une mise au point des motivations des auteures, les cogitations de leurs cœurs et le contexte réel de leur combat. C’est une approche critique qui privilégie l’analyse de la psychologie de l’auteure aussi bien que celle des personnages féminins afin de faire sortir leurs troubles et des raisons pour leurs choix de vie. \u0000Découverte : Pour les femmes africaines les antécédents historiques de la colonisation que les leaders ne parviennent pas à se débarrasser pour assurer une nouvelle vie, la lutte des sexes, des enfants sans avenir et la discrimination incessante jouent sur leur psychologie personnelle et collective des Africains. Leur psychologie est reflétée dans leurs personnages ainsi rendant valable leur cri du cœur pour le respect de leurs droits. \u0000Recommandation : Que les femmes soient impliquées dans la transformation sociale et économique de l’Afrique.  Les aléas historiques ont fait des victimes de tous les Africains, des hommes aussi bien que des femmes, alors, il faudrait une lutte concerte pour développer le continent.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81602706","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}

{"title":"A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions","authors":"Hülya Sönmez","doi":"10.1515/eujal-2022-0025","DOIUrl":"https://doi.org/10.1515/eujal-2022-0025","url":null,"abstract":"Abstract In the research, the effect of adverse teaching conditions on the Turkish listening comprehension, speaking, written expression, and reading comprehension skills of bilingual students was investigated. In the study, some indicators of the basic language skills of bilingual children were examined according to the multi-grade classroom and COVID-19 factors. The universe of the study is bilingual children studying in multi-grade classrooms of primary education in Muş province. The population is made up of sixty-nine third and fourth-year students from four different primary schools. Three questions were analyzed: (1) What is the level of students’ listening comprehension, speaking, written expression, and reading comprehension skills? (2) How is the effect of independent variables (gender, age of acquisition of Turkish, school level, parents’ education, and school) on students’ language skills? (3) How is the relationship between students’ listening comprehension, speaking, written expression, and reading comprehension skills? The study adopted a multiple-case study design. The data were collected using two rubrics and two achievement tests. Data were analyzed using descriptive statistics, multiple group comparisons, nonparametric tests, and correlation. The results revealed findings regarding participants’ listening comprehension, speaking, written expression, and reading comprehension skills. It was observed that the independent variables did not significantly affect the language skills of the participants. According to the findings, students’ language indicators of written expression are weak and relatively inadequate. Alike students’ language indicators of reading comprehension are partially inadequate. On the other hand, the indicators in speaking and listening comprehension skills were observed to be good but partially insufficient. The results show that the performance of bilingual students in multi-grade classrooms on Turkish language indicators observed during the COVID-19 outbreak is not at an adequate level completely.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43803082","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}

{"title":"Figurative language and ‘doing interculturality’ in a lingua franca","authors":"Esko Johnson","doi":"10.1515/eujal-2022-0001","DOIUrl":"https://doi.org/10.1515/eujal-2022-0001","url":null,"abstract":"Abstract Research has shown how, in a narrative event, people give meanings to and conceptualise their experience in figurative language. The aim of this case study was to explore the figurative language which emerged in the flow of mobile students’ narrative accounts of interculturality. Pragmatic features of talk, including those specific to the lingua franca, were analysed in the participants’ use of figurative language. The data of the exploratory study derived from mobility project interviews conducted with South Korean student teachers at the beginning and end of their short-term stays in Finland. The results revealed, among other things, that metaphors of movement and force were used for ‘doing interculturality’, when the interviewees constructed themselves, others and events in figurative language in the context of the mobility project interview. Using oppositional metaphor (e.g., free-strict) as well as metonymy and hyperbole, the participants presented their views on school education, society and people in the two contexts. By exploring the narrators’ strategies for telling and their discursive construction of roles and positions, it was possible to analyse in more detail the interplay of figurative language and the narrative construction of interculturality.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061732","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}

{"title":"L2 Polish developmental sequences in an intercomprehension context","authors":"J. Saturno","doi":"10.1515/eujal-2021-0027","DOIUrl":"https://doi.org/10.1515/eujal-2021-0027","url":null,"abstract":"Abstract This paper describes the results of a research project aiming to document the acquisition sequence of a set of L2 Polish morphosyntactic structures. In order to verify the hypothesis that acquisition sequences are largely independent of the learner’s L1, data were collected among two groups of learners, i.e. speakers of typologically and genetically distant languages relative to Polish, on the one hand, and speakers of East Slavic languages (Belarusian, Russian, Ukrainian), on the other hand, all of which are lexically and grammatically very close to the target language. Data were obtained through a survey and an Elicited Imitation Task.While Slavic learners systematically achieved higher performance than their non-Slavic counterparts, the acquisition sequences of the two groups proved to a large extent comparable. These results suggest an interaction between a general processing advantage deriving from a close relation between the L2 and one’s L1, on the one hand, and universal acquisition constraints, on the other hand.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"0 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42865399","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}

{"title":"Family language policy in Swedish-English families: Rhizomatic conceptualisations","authors":"T. Roberts","doi":"10.1515/eujal-2022-0042","DOIUrl":"https://doi.org/10.1515/eujal-2022-0042","url":null,"abstract":"Abstract Although past research has established that family language policies are composed of numerous complex, entangled, heterogenous elements, as of yet, most works grounded within this research paradigm do not attempt to fully embrace this complexity. This article argues that the complexity can be more fully engaged with by conceptualising a family language policy as a rhizomatic system which consists of a multiplicity of temporary assemblages. Drawing on video recordings, interviews, and stimulated recall protocols from a project on the dimensions of language in Swedish-English families, this article aims to consider how interactional episodes within these families can be viewed as an assemblage of material elements, experiences, agential forces, and conceptual discourses. It is argued that through the analysis of multiple assemblages, and through the consideration of the connectivity between such assemblages, that a holistic picture of the rhizomatic structure that is a family language policy begins to be built.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963654","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}