1,721,056 research outputs found
Second language teachers as second language classroom researchers
No full textThis article takes the case for the importance of teacher involvement in research as theoretically proven. It does so whilst acknowledging that it will be quite some time before we can claim that empirical data points to a link between teachers' contribution to research and improvement in the UK's majority cultural group's capacity to speak languages other than English. It attempts to propose and define classroom-based research as an integrated part of the teaching process, one which should not, if the conceptual leap can be made successfully, result in an increased workload for the practitioner. After some advice on how to go about reading articles in international second language acquisition journals, the author proposes some simple techniques for carrying out research in the four language skills, in vocabulary learning and in other aspects of language acquisition
Can speech stream segmentation instruction improve listening comprehension and listening self-efficacy in lower intermediate learners?
Full text linkThis study investigated the effects on listening comprehension and self-efficacy of teaching speech stream segmentation to a group of Grade 11 learners of French over a period of 15 weeks. Participants (N=45) came from two intact groups of French as a second language at a school in the south east of England. In the experimental group (n=24), learners undertook a variety of listening exercises aimed at improving their ability to segment the speech stream. The comparison group (n=21), taught by the same teacher in the previous academic year, followed a syllabus which included the same amount of listening work, but with no specific work on speech stream segmentation. Listening proficiency was measured at the beginning and the end, and in addition the experimental group completed a self-efficacy questionnaire. As hypothesised, the experimental group outperformed the comparison group on the final control measure (p<0.5) for comprehension. The hypothesis that confidence levels would increase was also verified. Ten participants in the intervention group were interviewed and data from the transcripts provided evidence as to why speech stream segmentation work appeared to be a successful intervention to boost the listening skills and self-efficacy of this group of lower intermediate learners of French
An investigation of Korean learners' difficulties in using English intonation to express emotion: perception and production
Full text linkThe present study investigated whether Korean English as a Foreign Language learners experience difficulties in using English intonation particularly to perceive and express emotion. The difficulties are examined in both perception and production of emotional intonations by comparing the differences in the emotional responses of Korean English as Foreign Language learners and native speakers to the presented emotional declarative sentences. Based on Core Affect theory, the construct of emotion was operationalised on a two-dimensional matrix: valence (positive vs. negative) and intensity (strong vs. weak). A combination of the Autosegmental Matrix Model and Hallidayâs tone models were adapted to analyse intonation patterns. The study conducted a three-phase data collection process: (a) Phase 1: conducting an emotion word rating survey, (b) Phase 2: conducting a production task, a brief stimulated interview, and a perception task for American undergraduate participants (c) Phase 3: conducting the same production task, stimulated recall task, and perception task for Korean students. The results of the current study provided empirical evidence that Korean English as Foreign language learners experience difficulties in using English intonation to express emotions. The results of this study showed that on the word perception level, Korean participants experienced a lesser degree of emotional valence when reading emotion words compared to the American group. Korean students also were less likely to recognise English prosodic cues as semantic components when they listen to emotional utterances. On the production level, Koreans also used a different parsing pattern and utilised a narrower range of pitch variations, which can contribute to diminishing the pragmatic force of their spoken messages. Korean students also tended to recall contexts that were less personal and specific when producing emotional utterances. All these aspects led to Korean students' pragmatic difficulties in communicating emotion in English.
The study, therefore, calls attention to the need for the teaching of intonation patterns to express emotions, which in turn may help learners to take more ownership of using English for internal and emotional use. </p
A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context
Full text linkThis thesis reports on a longitudinal, mixed-methods study of the relationships between informal (i.e. out-of-class) second language (L2) contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The study addressed three main gaps in knowledge that arose from analysis of the literature: (1) the evidence of informal L2 contact was largely unreliable, ungeneralisable, or both; (2) the evidence of vocabulary-related strategic behaviour in informal L2 contact was neither context nor task specific; and (3) there was no evidence of the interplay between informal L2 contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The sample (n=241) were adults undertaking a study abroad experience (SAE) in England, who comprised a range of nationalities and first language backgrounds and for whom the majority of the SAE was spent outside of the classroom. A vocabulary test was administered at the beginning and end of the SAE. A questionnaire was administered during the SAE to determine the most highly identified with informal L2 contact scenarios and out-of-class vocabulary-related strategies. Subsequently, an innovative research tool comprising computer-based simulations of the most identified with scenarios was developed and used as the stimulus in semi-structured interviews to capture task and/or context-specific vocabulary-related strategic behaviour. Analysis grouped participants by length of stay and location. The most highly identified with informal L2 contact scenarios involved participants seeking information from external sources, such as interlocutors, posters or websites. The vocabulary-related strategies most highly identified with by the sample pertained to the use of a newly encountered lexical item; that is, they were strategies in which the learner used or prepared to use a lexical item that they had decided to engage with strategically. The strategic behaviour manifested in response to the simulation tool (the 'OWLS') provided strong evidence in support of the fundamental considerations of task, context and intention in strategy-based research. Regression analysis revealed that informal L2 contact scenarios that were less strategically prohibitive and strategies that were less context-dependent were predictors of vocabulary gain. The pedagogical implications of these findings are far- reaching in terms of preparing L2 learners for informal contact on a SAE and guiding their manipulation of that contact for maximum linguistic gain
Investigating and developing beginner learners' decoding proficiency in second language French: an evaluation of two programmes of instruction
Full text linkSecond language (L2) decoding – the sub-lexical process of mapping the graphemes of an alphabetic writing system onto the phonemes they represent – is argued to underpin various aspects of L2 learning, particularly vocabulary acquisition. Recently, second language acquisition research has shown increased interest in decoding, consistently finding evidence for L1-to-L2 transfer effects on learners’ processing mechanisms and outcomes. Correspondingly, studies conducted in Modern Foreign Language (MFL) classrooms in English secondary schools – an under-researched context – have found that beginner learners of French tend to (a) pronounce L2 words according to English decoding conventions and (b) make poor progress in this aspect of L2 learning. Recent official guidance for MFL teachers has addressed this problem by advocating an explicit focus on decoding, but there is a lack of convincing evidence (both in the MFL context and more widely) that explicit L2 decoding instruction can be effective. The current study therefore trialled two programmes of French decoding instruction for beginner MFL learners, delivered in ten- to fifteen-minute segments over around thirty lessons. Three intact secondary school classes followed a phonics-based approach; three classes from another school followed a programme in which learners were encouraged to derive the pronunciations of French graphemes from ‘source words’ in a memorized poem; and six classes in two other schools received no explicit decoding instruction. Participants (N=186) completed pre- and post-tests of French decoding; a sub-sample (N=15) also completed task-based self-report interviews. The two intervention groups made significantly more progress than the comparison group in terms of the number of graphemes pronounced ‘acceptably’, although the magnitude of the difference between the groups was small. Compared to the comparison group, the two intervention groups also appeared to show different and more extensive patterns of change in their realizations of individual graphemes, even where their pronunciations were still not ‘acceptable’. Finally, self-report data generally revealed little change in participants’ strategic reasoning, either in the intervention or comparison group. Together, these findings suggest that explicit instruction can improve beginner learners’ proficiency in decoding L2 French, but that their progress may follow a longer and more complex trajectory than simply moving directly from ‘incorrect’ to ‘correct’ forms. Further research is required to assess the effects (if any) of a given improvement in decoding proficiency on other language-learning outcomes; and to design and evaluate alternative programmes of instruction
Comprehension strategies when listening to the teacher in the ESL classroom
Full text linkListening comprehension strategies have been explored almost exclusively in uni-directional listening when learners are listening to audio recording. The lack of research on students' strategy use in understanding the teacher in the classroom is surprising, given how pervasive it is for students to listen to the teacher. In order to fill this research gap, this study explored the listening strategies adopted by learners in comprehending the teacher’s input in the English as a Second Language (ESL) classroom in Hong Kong (HK). A Likert-scale questionnaire was developed and administered to 867 HK Secondary 3 students, 646 of whom also completed two tests of linguistic knowledge (LK) – a receptive Vocabulary Levels Test (VLT) and a grammaticality judgement task (GJT). A sub-sample of 59 students then took part in an innovative computer tracking programme which simulated classroom learning and incorporated different types of teacher input while eliciting learners' strategy use targeted at these inputs. Lesson observation and stimulated recall interviews were also conducted to give insight into learners’ strategy use in an authentic lesson from a more qualitative point of view. Findings suggested that there were some strategies which were specific to the context of listening to the teacher in the ESL classroom. Furthermore, while learners with low and high LK demonstrated some differences in their strategy use, there existed a sub-group of learners with low LK who were at least comparably strategic with learners with higher LK, providing some evidence that strategy use is not wholly dependent on levels of LK. Finally, findings also pointed to the importance of the type and difficulty of teacher input on learners’ strategy use. Implications for further research and pedagogy are discussed
Models of bilingual education in majority language contexts: an exploratory study of bilingual programmes in qatari primary schools
Full text linkThe purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes.
The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes.
The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools.
In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling
Stakeholdersâ attitudes towards English Medium of Instruction for academic subjects in the Japanese higher education context
No full textUniversities around the globe are increasingly implementing English Medium of Instruction (EMI) language policies to teach degree programmes (at both Undergraduate and Graduate level) such as Business Administration, Law, Engineering, and Economics. Ostensibly this is to attract international students, to raise the universityâs global profile, and to increase the employability of their graduates. Research on whether such policies are perceived as effective by key stakeholders (professors and students) is vast, however, few studies have conducted a large-scale in-depth analysis in the Japanese context. This study therefore aims to fill this gap by examining key Japanese stakeholdersâ attitudes towards EMI. In doing this, this study makes three original contributions to knowledge: firstly, it is based in a highly under-researched context (Japan). Secondly, it aims to highlight the complexity of attitudes and the numerous dimensions affecting them, rather than pigeon holing attitudes as either positive or negative. Finally, this study makes a methodological contribution by developing an original, robustly validated research instrument to measure attitudes towards EMI in Higher Education (HE). The version developed here is named the Japanese English Medium of Instruction Attitude Scale (JEMIAS). Although developed in Japan, this instrument can be adapted and used in various countries across the globe. Additionally, this instrument could be repeatedly deployed at various time points in order to measure change in attitudes over time.
The JEMIAS was developed in two phases: exploratory interviews were conducted with 24 students and 19 professors in order to elicit aspects of focus with regards to attitudes towards EMI. Emerging themes were categorised to create draft items for the pilot questionnaire (Phase 1). This questionnaire was piloted qualitatively with 19 professors and quantitatively with 189 students (Phase 2). Exploratory factor analysis was conducted to select items to form the final version of a valid, reliable attitude scale. This questionnaire was used to collect data for the main study (Phase 3) from 485 students and 57 professors. Follow-up semi-structured interviews were conducted with 6 professors and 12 students.
This mixed-methods inquiry focused on stakeholders in 6 Japanese universities that were participating in the âGlobal 30 (G30) Projectâ. Concluded in 2014 and replaced with the âTop Global University Projectâ, this project was launched in 2009 to attract 300,000 international students to Japan by 2020. These universities offer courses and a portion of their degree programmes in English.
Key findings were that participantsâ attitudes fluctuate depending on the topic being discussed and from whose perspective (e.g. professors discussing advantages for students versus professors discussing advantages for themselves). It was clear that for every advantage of EMI there was a disadvantage; resulting in a conundrum with which stakeholders are grappling. A unifying theme that arose was the need for EMI to be directed by studentsâ wants and needs rather than by university/government policy alone. The four main predictor variables (i.e. Gender, Academic Subject, University Type, and Location) were not found to be main predictors of attitude. Instead, Self-Rated English Proficiency was found to be the strongest predictor of attitudes for both professors and students. A complex picture emerges when examining the details of how each predictor predicts each aspect of attitude; one which belies the sometimes simplistic solutions or positions taken by theorists and commentators.</p
Investigating the impact of learner codeswitching on L2 oral fluency in task-based activities: The case of EFL primary school classrooms in Cyprus.
Full text linkThe potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this framework, the present study investigates whether codeswitching can be used as a tool within task-based learning settings for the development of second language (L2) oral fluency. It is hypothesised that by allowing learners to codeswitch during task completion, their willingness to communicate (WTC) is enhanced because the function of that switching is likely to be mainly the metalanguage needed to complete the task. Previous research has also suggested that task repetition might lead to greater fluency. However, both teachers and learners may be sceptical of the value of repetition without some form of feedback on the first task attempt. This study sought to explore therefore the value of task repetition with feedback (TR+). By repeating the task with feedback that recycles metalanguage into the L2, it is hypothesised that learners will learn to move to a state of less reliance on their L1, while simultaneously achieving the overall aim of tasks, which is effective L2 communication. With increased WTC and L2 metalanguage, extensive L2 oral practice will facilitate the proceduralisation processes needed for fluency development. In short, the pedagogical package of TR+ on recycled language is tested in the present study as a potential contributor to oral fluency. The thesis begins by relating these themes with the context of Cyprus through teacher interviews. It becomes evident through these interviews that the activities taking place in this context are not tasks in the sense researchers intended. Following the setting of the context, the interactions of 75 primary school learners of English (11-12-year-olds) practising TR+ are analysed qualitatively. This analysis determines whether the package can lead to enriched output on the second attempt. In addition, there is a quasi-experimental aspect to the study. The students were allocated in three groups, each testing a different package. The codeswitching group was allowed to switch to Greek while completing the tasks and had their L1 metalanguage recycled into the L2 when they repeated the tasks. The English-only group completed the tasks strictly under L2 conditions and repeated them with feedback on accuracy. The comparison group completed the tasks once with no language instructions. Oral production tests, used as pre- and post-tests, partly support the hypothesis by suggesting that WTC is enhanced with the incorporation of codeswitching, but no evidence supports fluency development. Nevertheless, when comparing TR+ with no task repetition, the data indicate that TR+ leads to greater fluency. It is suggested that a larger and longer intervention would have allowed more time for fluency to be developed when codeswitching was incorporated. As for task-based learning, it is suggested that TR+ is a more viable way to move forward in real classroom contexts, particularly those with young learners. Furthermore, the results of the present study indicate that this package works better with learners of a certain proficiency level
The effects of interlocutor backchannels and L1 backchannel norms on the speech of L2 English learners
Full text linkVerbal backchannels – short responses such as 'uh-huh' and 'mhm' given by an interlocutor to the main speaker – have been studied extensively for several decades. The great majority of the research has been descriptive or based on backchannel uses. In contrast, little has been reported of their effects on spoken interaction and almost no research has examined their effects on second language (L2) speech. Given that first language (L1) backchannel norms vary, L2 speakers unaccustomed to different norms could be affected when exposed to such variation. This thesis investigated such effects through the use a quasi-experimental repeated measures design that compared the effects of two backchannel frequencies – one approximately a third of the other – on L2 English speech. The 37 L1 Japanese and 34 L1 Mandarin Chinese participants spoke in English to an interlocutor who varied the frequency of backchannels that they were given in different dyadic interactions. The resultant audio recordings were transcribed and analysed using common measures of speech complexity, accuracy and fluency. Multivariate analyses of variance and t-tests helped show that the fluency of each group was increased when the higher of the two frequencies was given and that, while the accuracy of the Japanese group did not alter, the Chinese group was less accurate in one set of interactions when receiving the higher frequency of backchannels. Effect sizes for these changes (d = 0.19–0.87) were comparable with other studies that used the same measures of fluency and accuracy. There were no statistically significant differences for measures of complexity. The findings show that the contribution of L1 norms to the effects of backchannels on L2 interactions is not as clear-cut as assumed by previous research. The implications of the findings extend into language testing, teaching, theory and research methods
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