European Journal of Applied Linguistics最新文献_第5页

Students’ voices about English language learning in school and beyond 学生对学校内外英语学习的看法

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-09-01 DOI: 10.1515/eujal-2022-0008

M. Carreño

{"title":"Students’ voices about English language learning in school and beyond","authors":"M. Carreño","doi":"10.1515/eujal-2022-0008","DOIUrl":"https://doi.org/10.1515/eujal-2022-0008","url":null,"abstract":"Abstract The research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"310 - 326"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711007","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

How to use oral multimodal corpora and data-driven learning to teach French Talk-in-Interaction 如何使用口语多模态语料库和数据驱动学习来教授法语对话式互动

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-09-01 DOI: 10.1515/eujal-2022-0032

Clara Cousinard

引用次数: 0

In what ways are the Semarang University Indonesian learners of French developing an Interlanguage? 三宝垄大学学习法语的印尼语学生是如何发展中间语言的?

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-09-01 DOI: 10.1515/eujal-2022-0005

R. Kawecki

引用次数: 0

Inclusive Education in Bosnia and Herzegovina: Exploring English language teachers’ competencies 波斯尼亚和黑塞哥维那的包容性教育：探索英语教师的能力

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-09-01 DOI: 10.1515/eujal-2022-0016

Alma Žero

引用次数: 1

Prototypical associations in the production of words in English as a foreign language by L2 learners 二语学习者在作为外语的英语词汇产生中的原型联想

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-09-01 DOI: 10.1515/eujal-2022-0006

Jaqueline Mora

{"title":"Prototypical associations in the production of words in English as a foreign language by L2 learners","authors":"Jaqueline Mora","doi":"10.1515/eujal-2022-0006","DOIUrl":"https://doi.org/10.1515/eujal-2022-0006","url":null,"abstract":"Abstract This ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"257 - 271"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585962","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

Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study 瑞士小学通过语言交换培养生产性语言技能——一项探索性干预研究

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-08-27 DOI: 10.1515/eujal-2021-0024

Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat

{"title":"Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study","authors":"Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat","doi":"10.1515/eujal-2021-0024","DOIUrl":"https://doi.org/10.1515/eujal-2021-0024","url":null,"abstract":"Abstract The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"98 - 131"},"PeriodicalIF":1.5,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509538","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

UHALISIA wa MAUDHUI YA USALAMA KATIKA FASIHI ya WATOTO:MFANO wa RIWAYA ya KIJANA MPELELEZI,WAMITILA K.W (2003) na USIKU wa MANANE,KOBIA J. (2010)

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-08-24 DOI: 10.47941/ejl.999

Rose Ndanu Mboya

{"title":"UHALISIA wa MAUDHUI YA USALAMA KATIKA FASIHI ya WATOTO:MFANO wa RIWAYA ya KIJANA MPELELEZI,WAMITILA K.W (2003) na USIKU wa MANANE,KOBIA J. (2010)","authors":"Rose Ndanu Mboya","doi":"10.47941/ejl.999","DOIUrl":"https://doi.org/10.47941/ejl.999","url":null,"abstract":"Makala hii inachunguza uhalisia wa maudhui ya usalama katika fasihi ya watoto kwa kuchanganua riwaya ya Kijana Mpelelezi (Wamitila,2007) na Usiku wa Manane (Kobia, 2010). Hadithi hizi za watoto zimejikita katika fasihi ya watoto. Madhumuni ya utafiti huu ni kubainisha masuala ya usalama yaliyodhihirishwa na waandishi wa riwaya za Usiku wa Manane (Kobia ,2010) na Kijana Mpelelezi (Wamitila,2007), kueleza jinsi wahusika watoto wanaohusishwa na maudhui ya usalama wanavyosawiriwa na kutathmini uhalisia wa maudhui yanayohusu usalama na yanayonuiwa watoto kama hadhira lengwa katika riwaya za Usiku wa Manane (Kobia,2010) na Kijana Mpelelezi (Wamitila,2007). Nadharia za uhalisia wa kijamaa na Soshiolojia ya fasihi zilitoa msingi madhubuti kuhusu mada husika. Makala hii inathibitisha kuwa masuala ya usalama yanayobainika yanafungamana na hali ilivyo katika maisha ya jamii ya karne hii ya ishirini na moja. Vita vya kikabila na ukosefu wa usalama katika jamii vinapaswa kuondolewa na kusahaulika kabisa. Hadithi za watoto za waandishi hawa zinadhihirisha uhalisia wa maudhui ya usalama. Ni dhahiri kuwa kuna haja ya kuchukua hatua za dharura kuwafahamisha watoto kuhusu umuhimu wa amani katika taifa ili wakikua wawe na uwezo wa kueneza maridhiano baina ya jamii lugha zote.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75565927","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

LANGUAGE IDENTITY AND DISCRIMINATION IN A MULTICULTURAL SOCIETY 多元文化社会中的语言认同与歧视

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-08-15 DOI: 10.47941/ejl.989

E. Ekwere

{"title":"LANGUAGE IDENTITY AND DISCRIMINATION IN A MULTICULTURAL SOCIETY","authors":"E. Ekwere","doi":"10.47941/ejl.989","DOIUrl":"https://doi.org/10.47941/ejl.989","url":null,"abstract":"Language, as an identifying marker in a multicultural society, also constitutes a discriminatory factor in the same society. In order to prove that fact, a vast literature on the subject matter, coupled with direct observation and personal experience, resulted to a knowledge hereby interpreted in the light of the theory of constructivism. Language is an indispensable tool for communication amongst people anywhere on the face of the earth. In a society characterized by the multitude of languages spoken, language becomes an important criterion for identification of the members. How someone speaks goes a long way to provide information about their origin, ethnic group, social class, gender, etc. Though many languages coexist in such a society, there is often a dominant language which everybody speaks or ought to speak. This paper holds to the position that those who cannot speak that particular language or those who speak it with a strange accent, with a different intonation for instance, are the people at risk of facing linguistic discrimination (glottophobia). The recommendation supports the means to control or remedy glottophobia in a multicultural environment. Though it is a genuine feeling for anyone to desire his or her language to be spoken flawlessly even by strangers, we arrived at a conclusion that language discrimination is nothing but a killer.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"532 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88914514","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

Persuasive attack strategies in media discourse: A case study 媒体话语中的说服性攻击策略:个案研究

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-08-10 DOI: 10.1515/eujal-2021-0026

Rawan Alkhalidi, Sharif Alghazo

{"title":"Persuasive attack strategies in media discourse: A case study","authors":"Rawan Alkhalidi, Sharif Alghazo","doi":"10.1515/eujal-2021-0026","DOIUrl":"https://doi.org/10.1515/eujal-2021-0026","url":null,"abstract":"Abstract This study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"225 - 254"},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737595","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

The role of language attitudes and ideologies in minority language learning motivation 语言态度和意识形态在少数民族语言学习动机中的作用

IF 1.5

European Journal of Applied Linguistics Pub Date : 2022-08-10 DOI: 10.1515/eujal-2021-0018

K. Rosiak

{"title":"The role of language attitudes and ideologies in minority language learning motivation","authors":"K. Rosiak","doi":"10.1515/eujal-2021-0018","DOIUrl":"https://doi.org/10.1515/eujal-2021-0018","url":null,"abstract":"Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"26 - 52"},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371132","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: 5