European Journal of Applied Linguistics最新文献_第8页

Bosnian, Croatian, Serbian: Inherent Translanguaging in the Linguistic Landscape of Sarajevo 波斯尼亚语、克罗地亚语、塞尔维亚语:萨拉热窝语言景观中固有的译语

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2019-0041

Ana Tankosić, Jason Litzenberg

{"title":"Bosnian, Croatian, Serbian: Inherent Translanguaging in the Linguistic Landscape of Sarajevo","authors":"Ana Tankosić, Jason Litzenberg","doi":"10.1515/eujal-2019-0041","DOIUrl":"https://doi.org/10.1515/eujal-2019-0041","url":null,"abstract":"Abstract Language in the Balkan region of Southeastern Europe has a complex and turbulent history, acutely embodied in the tripartite and trilingual state of Bosnia and Herzegovina (BiH) in which Bosniaks, Croats, and Serbs all make claim to their own mutually-intelligible varieties of local “languages”. This study utilizes a linguistic landscape methodology to consider language use in Sarajevo, the capital of BiH, approximately 20 years after a brutal war that led to the establishment of the country. Data originate from three municipalities within the Sarajevo Canton – namely, Old Town, Center, and Ilidža – because of their representation of the region’s diversity and history. Signs were classified according to the three primary language varieties, i.e., Bosnian, Croatian, Serbian; BCS, representing a common core among the three varieties, as well as English, other languages, and mixed languages. The application of BCS uniquely positions the present research in comparison to other studies of language use in the region and allows for a more nuanced, less politically and ethnolinguistically fraught analysis of the communicative tendencies of users. More specifically, data indicate that actors in the linguistic landscape transcend the boundaries of their national, ethnic, and religious identities by tending towards the more neutral BCS, suggesting an orientation towards more translingual dispositions than previous variety-bound approaches have indicated. Thus, instead of the divisiveness of linguistic identity politics, the linguistic landscape of Sarajevo indicates a tendency toward inclusion and linguistic egalitarianism.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"183 - 208"},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47708828","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

Discrepancies in Teachers’ Perceptions and Reported Practices: The Case of Written Feedback in an EFL Context 教师认知和报告实践的差异:英语语境下书面反馈的案例

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2019-0033

Hooman Saeli, A. Cheng

{"title":"Discrepancies in Teachers’ Perceptions and Reported Practices: The Case of Written Feedback in an EFL Context","authors":"Hooman Saeli, A. Cheng","doi":"10.1515/eujal-2019-0033","DOIUrl":"https://doi.org/10.1515/eujal-2019-0033","url":null,"abstract":"Abstract As Ferris (2014) states, teachers have received insufficient research attention regarding their perceptions and practices of feedback. This study, therefore, was an attempt to qualitatively explore Iranian EFL teachers’ feedback-related perceptions and practices. In addition, the discrepancies between the reported perceptions and practices were examined. The data collection consisted of qualitative interviews with 14 teachers. The data analysis (i. e., data coding using the grounded theory approach) helped develop a coding scheme in which a number of thematic categories and subcategories were delineated with regard to feedback. The findings, accordingly, revealed some noteworthy discrepancies between the teachers’ perceptions and practices. For instance, although the teachers valued peer-feedback and selective correction, they reported providing teacher-generated feedback and comprehensive commentary on grammatical errors, respectively. Also, the teachers were aware of the importance of indirect methods of correction (e. g., to promote learner autonomy), but mostly gave explicit feedback on their students’ grammatical issues. Overall, we showed that these discrepancies primarily resulted from students’ expectations. We also discussed the findings in light of sociocultural considerations and the tenets of learner engagement with feedback.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"307 - 330"},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67361026","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

“I’m in contact with foreign languages every day” “我每天都在接触外语。”

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2019-0034

A. Huhtala, Anta Kursiša, Marjo Vesalainen

{"title":"“I’m in contact with foreign languages every day”","authors":"A. Huhtala, Anta Kursiša, Marjo Vesalainen","doi":"10.1515/eujal-2019-0034","DOIUrl":"https://doi.org/10.1515/eujal-2019-0034","url":null,"abstract":"Abstract The focus of this article is the multilingualism of advanced university students of languages other than English. Our research questions are the following: 1) How many foreign languages do students know and use in their everyday life? 2) In which contexts do they use their various languages? 3) How do they reflect on their multilingualism? The data were collected at the University of Helsinki by means of an electronic questionnaire, through which students were invited to answer open questions about their language use. In all, 53 students of French, German, and Swedish answered the questionnaire. The results of this qualitative study have been presented from a holistic perspective, focusing on the dynamic nature of individual multilingualism (Jessner 2008). In the paper, we also discuss how the languages in the students’ language repertoire could be interpreted as being a part of (or outside) their dominant language constellation (Aronin and Singleton 2012). The results show that students were aware of their language competence in their various L2s, although many of them did not seem to experience themselves as multilingual. Many students were strongly focused on one specific L2, but in some cases, it could be possible to talk about a more holistic multilingual identity (Henry 2017) beyond the individual language-specific identifications.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"365 - 390"},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2019-0034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528730","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

Foreign Language Didactics and Foreign Language Education since 1945 1945年以来的外语教学与外语教育

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0029

C. Fäcke

引用次数: 1

From foreign language teaching methodology to comparative glottodidactics 从外语教学法到比较外语教学法

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0026

Przemysław Gębal, M. J. Nawracka

引用次数: 0

A history of sermons and carrots but no sticks 一段说教和胡萝卜，但没有大棒的历史

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0022

J. Granfeldt

引用次数: 1

The English shark and other fish in the pond 英国鲨鱼和池塘里的其他鱼

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0030

C. Fäcke

引用次数: 1

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms 探索年轻学习者的第二语言发展和对英语混合年龄教室中混合年龄和同龄同伴互动的看法

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-02-24 DOI: 10.1515/eujal-2020-0001

Tomas Kos

{"title":"Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms","authors":"Tomas Kos","doi":"10.1515/eujal-2020-0001","DOIUrl":"https://doi.org/10.1515/eujal-2020-0001","url":null,"abstract":"Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"331 - 364"},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267509","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

Foreign language education in Spain: A historical view 西班牙外语教育的历史考察

IF 1.5

European Journal of Applied Linguistics Pub Date : 2021-01-28 DOI: 10.1515/eujal-2020-0021

María Luisa García Bermejo

引用次数: 1

Teachers negotiating multilingualism in the EFL classroom 教师在英语课堂上讨论多语使用

IF 1.5

European Journal of Applied Linguistics Pub Date : 2020-12-16 DOI: 10.1515/eujal-2018-0020

Anne Pitkänen-Huhta, Katja Mäntylä

{"title":"Teachers negotiating multilingualism in the EFL classroom","authors":"Anne Pitkänen-Huhta, Katja Mäntylä","doi":"10.1515/eujal-2018-0020","DOIUrl":"https://doi.org/10.1515/eujal-2018-0020","url":null,"abstract":"Abstract This article sets out to explore English as foreign language (EFL) teachers’ views of teaching migrant pupils with multilingual backgrounds in a regular classroom. Previous studies on multilingual pupils have mostly concentrated on second language learning contexts or on the role of pupils’ L1. In an increasingly multilingual world and due to growing migration, this study concentrates on EFL. The data were interviews with English teachers (n=7), who reflected on their experiences with migrant pupils in the foreign language classroom. The data were analysed through qualitative content analysis. The participants had not really pondered on the role of multilingualism in the EFL classroom and some underlying preconceptions could be detected. Teachers’ perception of the multilingual pupil was controversial in that they did not want to draw attention to the linguistic background of the pupil but, on the other hand, they had noticed that multilingual learners had greater language awareness than their mainstream peers. Although not fully aware of the potential of multilingualism and the pupils’ linguistic resources in EFL teaching, the teachers had used several ways of supporting their multilingual learners, reflecting the principles of translanguaging.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"9 1","pages":"283 - 306"},"PeriodicalIF":1.5,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2018-0020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42755569","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