UCLan Open Journals (University of Central Lancashire)
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Linguistic Imperialism Continued. Author: Robert Phillipson. Publisher: Routledge, 2010, 288pp., £32.99. ISBN 978-0-415-87201-0.
Full text linkIMPACT OF INSTRUCTION ON THE USE OF L2 DISCOURSE MARKERS
Full text linkThe present study compares the acquisition of L2 Spanish discourse markers under explicit and implicit learning conditions. Subjects were fifth-semester Spanish students assigned to one of three groups: an explicit instruction combined with input flood group, an input flood alone group, or a control group. The explicit instruction combined with input flood group was provided with explicit information about discourse markers. The group then received a flood of written input containing the target forms. Learners were also provided with communicative practice and feedback. The input flood group did not receive explicit instruction on discourse markers. The group received the same flood of input as the other experimental group. The input flood group was presented with communicative practice although there was no feedback. Prior to instruction, a questionnaire was administered to assess learners’ previous knowledge and use of Spanish discourse markers. In addition, a speaking task was administered as a pretest, immediate posttest, and delayed posttest. Their results indicated that both experimental treatments had a positive impact on learners’ overall use of discourse markers. No significant differences were found between the two groups on the posttests. Quantitative and qualitative data, however, revealed that the explicit instruction combined with input flood group was more effective than the input flood group in employing new discourse markers to structure their narratives. Taken together, these results confirm the positive impact of instruction on the use of L2 Spanish discourse markers
Predicting effects of personality traits, self-esteem, language class risk-taking and sociability on Chinese university EFL learners\u27 performance in English
Full text linkAlthough the interactive effects of different variables in language learning have increasingly become the focus of recent research, the interaction of such variables as personality traits, self-esteem, language class risk-taking and sociability has not been much investigated. Hence, the present study explored the predicting effects of these variables on Chinese EFL learners’ performance in English at the tertiary level. A 68-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) the majority were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability but tended to be dependent and gentle; the participants were moderately satisfied with themselves and believed they were good and worthy; and the majority were moderately risk-taking and sociable in English class, (2) personality traits, self-esteem, language class risk-taking and sociability were generally significantly correlated with one another and with the students’ performance in English, and (3) overall self-esteem, language class risk-taking, language class sociability, and two personality variables – P (psychoticism) and L (lie) proved to be powerful predictors for the students’ performance in English. As such, personality traits, self-esteem, language class risk-taking and sociability are important factors affecting language learning outcomes
Enhancing Informal Language Learning With mobile Technology - Does It Work?
Full text linkThere are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. „Time on task‟ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learners‟ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning
USING ONLINE RESOURCES IN THE DEVELOPMENT OF LEARNER AUTONOMY AND ENGLISH PRONUNCIATION: THE CASE OF INDIVIDUAL LEARNERS
Full text linkThe paper presents the findings of a quasi-experimental study which sought to explore the effectiveness of online resources on the development of learner autonomy and to determine whether increased autonomy results in greater pronunciation gains as well as to compare it with the effects of traditional instruction when it comes to individual students. What is more, the study sets out to determine whether the gains in the two areas are maintained over time with respect to individual learners. The subjects were 45 Polish senior high school learners. The targeted structure was the final -ed sound of the simple past tense of regular English verbs. Three groups, two experimental and one control group, participated in the study. The intervention spanned the period of two weeks. The learners in Experimental Group 1 were provided with access to the Internet and were thus allowed to exercise more freedom in learning English pronunciation. The students in Experimental Group 2 were taught in a traditional way (i.e. controlled by the teacher) and the learners in the control group did not receive any instruction. The data were collected by means of a pronunciation autonomy questionnaire, as well as pronunciation tests administered before and after the study was concluded. The results reveal that the majority of individual students in Experimental Group 1 showed more autonomy and they outperformed their counterparts on the tests, which provides a justification for using digital technology as a tool for promoting autonomy and teaching pronunciation
THE PRACTICE OF MICROBLOGGING
Full text linkThis study reports on the use of the microblogging tool, Twitter, in an intensive English advanced grammar course in a higher educational setting. The author used the tool with 49 students over a 1-year period from September 2010-December 2011, producing more than 3500 tweets. Both quantitative and qualitative data were collected and triangulated. Results suggest that microblogging may be used to help students notice target language features by providing them with ample opportunities during input, output, and interaction, due to such factors as task structure, audience presence, mediating tools and corrective feedback exchanges with the instructor (Schmidt, 1990, 1993, 1995) . Further results suggest that microblogging may aid in the proceduralization of new grammatical constructions as well as long-term memory consolidation, particularly for visual learners.
Title of PhD thesis: ‘Interpreting Taboo: Developing and Evaluating Strategies in the Transfer of Taboo Language’
Full text linkSummary of the PhD reasearch project
Bridging the gap between Public Service and Business Interpreting:The Way Forward
Full text linkThe need for both public service interpreting (PSI) and business interpreting (BI) is increasing. Globalisation means not only do we need to communicate in order to create business, hence the need for business interpreters, but it has also opened the door for travel and immigration and to a different type of communication, hence the need for public service interpreting services. An interpreter is the link in all the above cases. In the past, the interpreters used were persons who could speak the two languages fairly well (or not, in the case of some of the rare languages). Nowadays, the issues raised in interpreting are so critical, that the need for training is ever increasing. Training needs are different in order to meet the difference in interpreting needs. To ensure appropriate and suitable training approaches, it is vital to determine the difference in training needs, if any. This paper will separate the needs for those receiving public services interpreting and those in conference and business interpreting. It will discuss who receives which type of interpreting and their expectations, and then how the training needs to be tailored to match those needs. Training in both methods include coping techniques, although the focus could be slightly higher in one rather than the other; the vocabulary used and needed would be different as PSI is localised while business interpreting is globalised. The paper will discuss how the emphasis in PSI interpreting is on ethical issues as well as certain vocabulary; eye contact is paramount and the cultural aspect plays a large role in this mix; while in conference interpreting culture does play a significant role but not as much as in PSI where the recipient may be vulnerable and the issues therefore extremely sensitive; training in this is therefore vital. The register used in PSI may be different to that in business interpreting and this is reflected in the training process. Stamina is an aspect that must not be dismissed lightly in business interpreting; the student must be seen as a whole, so stamina building is important in addition to voice training.Finally, the calibre of applicants for PSI courses is different to those going for business interpreting courses; data should be obtained to see if this affects their training requirements and therefore if training schedules need to be adjusted accordingly. Some choose to make the move from PSI to business interpreting, others already move in both domains; however, this must not be mistaken by thinking the move can be smooth in either direction