1,720,966 research outputs found
“English is a language that almost everybody will know or should know:” : Children's perceptions of global English
No full textHerværende artikel undersøger børns personlige oplevelser med og mening om engelsk i deres liv i en kontekst, Danmark, hvor engelsk traditionelt set regnes som et fremmedsprog. Enogtyve danske børn i alderen 8- 12 deltog i studiet som benyttede en multimodal emisk metode ved at inddrage sprogportrætter og interviews. Engelsk var som det eneste sprog udover dansk repræsenteret i alle portrætter, hvilket viser at også børn finder engelsk særdeles vigtigt og forstår den globale betydning sproget har. Studiet viser dog, at de deltagende børn havde meget forskellige syn på engelsk. Nogle var frusterede over engelsk og syntes det var svært at lære mens andre kunne betegnes som tosprogede, som brugte engelsk lige så meget som dansk. Resultaterne bekræftede, at engelsk stadig er et fremmed- snarere end andetsprog i den specifikke traditionalle fremmedsprogskontekst (Danmark) Studiet har implikationer i klasseværelset, hvor det synes vigtigt, at undervisere bliver bekendte med s elevernes extramurale engelske interesser og deres læring heraf, så de kan differentiere undervisningen (Sylvén, 2022). Derudover har vi brug for flere længdestudier til at belyse børns hodling til og oplevelser med global engelsk.The present study explores young children’s experiences with and perceptions of English in their personal lives in a traditional EFL context. Twenty-one Danish children (between the age of 8-12) participated in the study. A multimodal emic approach was employed using language portraits and interviews. As the only language besides Danish (L1), English figured in all portraits thus illustrating the great importance placed on English by all children, recognizing its status as a global language. However, the participating children experienced and viewed English very differently. Findings of the present study ranged from perspectives where learning and using English was found to be frustrating and difficult, to bilingual perspectives where English was engaged with more or just as much as the first language (Danish). This confirmed arguments that to some English is still a foreign language in traditional EFL contexts. Some implications were connected to this. It seems key that teachers become familiar with the extramural English interest of their students as well as their learning trajectories. This way they will be better able to differentiate their teaching (Sylvén, 2022). Moreover, more longitudinal research is needed to provide insights into children's perceptions of global English and the factors that affect this
Extramural English:What is it and how does it affect young learners' proficiency?
No full textI investigate the quality and quantity of extramural contact with English for young Danish learners of English. The focus is on whether proficiency is affected by extramural use and whether this is consistent across age groups (1st thru 5th grade). I also investigate whether some extramural activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity that seems to have the most impact on children’s English learning is gaming.I investigate the quality and quantity of extramural contact with English for young Danish learners of English. The focus is on whether proficiency is affected by extramural use and whether this is consistent across age groups (1st thru 5th grade). I also investigate whether some extramural activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity that seems to have the most impact on children’s English learning is gaming
An ethnographic study of children's talk about gaming
No full textThis paper describes and discusses three young Danish children’s (11 year olds) language-use while playing and talking about playing English-language games. The study employs ethnographic descriptive interviewing (Spradley: 1979): the children are asked to take the interviewer on a “guided tour” through videogames they play on a regular basis. Spradley notes that: “ [d]escriptive questions aim to elicit a large sample of utterances in the informants native language” (1979, p. 49) and can provide “…a large sample of native terms” (p.50). The study describes the “native language/native terms” to see how the English-language input provided by the games is being noticed and employed by the children. The study rests on the assumption that incidental language acquisition is possible and suggests that language-use by children may reflect this. The children were asked to play their favorite game(s) and were asked to describe what they did in the game and why. During gameplay the researcher asked a number of what and why and how questions in order to elicit as many details as possible. The informants are part of a large-scale project funded by the Danish council for independent research and have been chosen on the basis of their gaming habits (+4 hours weekly). Recording of the guided tour was done at school after the school day was over with parental consent. The recording took approximately 2 hours. The children brought their own iPads and decided which games they wanted to show the researcher. When the informants used English to describe a scene/object, the term(s) were employed by the researcher subsequently so to not re-phrase the “native language” of the children
Obtaining reliable and valid data on extramural English (EE) use among early Danish learners: a methodological challenge
No full textThe presentation is part of a PhD project on Danish children’s use of English outside the classroom via different media such as music, television and gaming. Looking at children ages 7-11, the project, among other things, focuses on the possible effect of English language exposure in terms of amount of exposure; will children using English language media extensively know more English than children who do not? Data on EE use will be obtained via questionnaires and language diaries. The present presentation will discuss the results and possible implications of a language diary pilot study conducted with young Danish learners of English: 1st graders and 3rd graders. Two different diaries have been piloted and it must be decided which diary to use in the actual study. The language diary will be used in the main study with 420 Danish children the coming fall in order to track their EE use for a week. Questionnaire data has already been obtained on EE use but with a very low return rate (155 children), thus making the language diary data vital for the study. Apart from presenting the findings of the pilot, the presentation will discuss challenges in obtaining data on EE
An ethnographic study of children's talk about gaming
No full textThis paper describes and discusses three young Danish children’s (11 year olds) language-use while playing and talking about playing English-language games. The study employs ethnographic descriptive interviewing (Spradley: 1979): the children are asked to take the interviewer on a “guided tour” through videogames they play on a regular basis. Spradley notes that: “ [d]escriptive questions aim to elicit a large sample of utterances in the informants native language” (1979, p. 49) and can provide “…a large sample of native terms” (p.50). The study describes the “native language/native terms” to see how the English-language input provided by the games is being noticed and employed by the children. The study rests on the assumption that incidental language acquisition is possible and suggests that language-use by children may reflect this. The children were asked to play their favorite game(s) and were asked to describe what they did in the game and why. During gameplay the researcher asked a number of what and why and how questions in order to elicit as many details as possible. The informants are part of a large-scale project funded by the Danish council for independent research and have been chosen on the basis of their gaming habits (+4 hours weekly). Recording of the guided tour was done at school after the school day was over with parental consent. The recording took approximately 2 hours. The children brought their own iPads and decided which games they wanted to show the researcher. When the informants used English to describe a scene/object, the term(s) were employed by the researcher subsequently so to not re-phrase the “native language” of the children
Extramural English:What is it and how does it affect young learners' proficiency?
No full textI investigate the quality and quantity of extramural contact with English for young Danish learners of English. The focus is on whether proficiency is affected by extramural use and whether this is consistent across age groups (1st thru 5th grade). I also investigate whether some extramural activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity that seems to have the most impact on children’s English learning is gaming.I investigate the quality and quantity of extramural contact with English for young Danish learners of English. The focus is on whether proficiency is affected by extramural use and whether this is consistent across age groups (1st thru 5th grade). I also investigate whether some extramural activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity that seems to have the most impact on children’s English learning is gaming
What is a pickaxe in Danish? Danish children’s engagement in English-language media
No full textIn an increasingly globalized and mediatized world, children’s spare time engagement in media may not be mediated in Danish; rather with English as the leading lingua franca, many children engage in activities mediated in English. The present paper investigates the English-language media habits of seven Danish children between the ages of 7 and 10: four girls and three boys. The children were interviewed in groups while showing the researcher which English-language media activities they engage in in their spare time. One child was interviewed on her own. The main focus of the interviews, and the present study, was getting a sense of WHAT types of English-language media the children engage in and very importantly on HOW they engage in these activities, i.e. how do they perceive of and engage with the English input. The children thus engaged in the activities during the interview. The children were chosen on the basis of their engagement in English mediated spare time activities as attested through a one week language diary (LD) where the children filled out for everyday their engagement in, among others, the following activities mediated in English: listening to music, watching YouTube/Netflix, etc. and gaming in English. The children are all part of a large ongoing research project on the importance of starting age for learning English funded by the Independent Research Council. The 7th child (aged 7) was chosen on the basis of her participation in a pilot on the LD. As data has been collected recently, it has not yet been coded an analyzed. However, results from the LDs show that many Danish children engage in English language mediated activities, that there are significant gender differences and that gaming and YouTube are related to language learning
Doing Being on Social Media:“pls like, comment, and subscribe!”
No full textThe present study set in Denmark explores how social media use may help to facilitate English as a second language (L2) development by means of social media literacy socialization. The data consisted of English language Ariana Grande (AG) fan TikToks made over the course of a year by a Danish girl, aged 11–12, and semi-structured interviews. Findings show that through the participant’s focus on creating a popular fan persona, she was socialized into the fan community and thereby encountered affordances for language learning and opportunities to develop her critical and digital social media skills. She communicated in English daily with fellow fans, sought English language information related to content and editing, developed a growing awareness of the language conventions in the space, and was very invested in her engagement (Norton, 2013). The study also showed that while the focus on obtaining a popular identity guided much of the participant’s engagement and thereby provided language learning affordances, it eventually resulted in a decrease in her postings and, by extension, in fewer learning opportunities. Implications for the L2 classroom are suggested.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
