JLLT Volume 10 (2019) Issue 1
Journal of Linguistics and Language Teaching
Volume 10 (2019) Issue 1 (PDF)
JLLT 10 (2019) Issue 1.pdfArticles
Andrew Schenck (Songdo, South Korea) & Matthew Baldwin (Daejeon, South Korea):
Journal of Linguistics and Language Teaching 10 (1), 11-28 (PDF)
Abstract
When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and writing activities (both timed) were given to a treatment group (n = 11) and control group (n = 9). While results suggest that average grammatical accuracy of the treatment group did not significantly differ from that of the control group (U = 11559.00; p = .30), input enhancement on individual morphosyntactic features yielded a significant result for the plural-s feature at (U = 122.50; p = .04). In addition to this less salient, redundant feature, input enhancement at specific proficiency levels appears to promote learner accuracy for some grammatical features. At CEFR level B1, for example, learners benefited most from input enhancement of grammatical features at intermediary stages of the Processability and Natural Orders of acquisition. Tailoring emphasis of grammatical features to learner proficiency during the communication process may foster greater accuracy.
Danijela Ikonic & Thomas Hawes (Munich, Germany):
Journal of Linguistics and Language Teaching 10 (1), 29-43 (PDF)
Abstract
Mobile apps (applications) are currently taking over as our most frequently used tools in many situations. As teachers we need to consider whether they ought to be employed in the language classroom, allowed in tests, or referred to for homework. This paper focuses on an experiment in a German vocational school to answer these questions by gauging, firstly, students’ performance in a vocabulary test, with and without access to an app named Quizlet and, secondly, their attitudes to the use of apps for English vocabulary learning via two questionnaires. Responses to the latter showed that every single pupil in the survey uses a mobile phone daily and that a clear majority in every class except one think it would make sense to use their mobile phones to help them with school subjects, primarily because these may be enjoyably employed anywhere, anytime. They feel that apps on their mobile phones motivate better than traditional paper-based classroom materials, especially when there is a game-like element. As for the test, the general improvement in results obtained with the app suggests that it could at the very least be used more extensively in schools. In the test, curiously, the youngest pupils failed to improve their results with Quizlet, but almost every other student category did benefit considerably and there is reason to believe that it would be worth exploiting such apps for vocabulary learning, testing and perhaps for other school subjects in the future.
Todd Hernández (Milwaukee (WI), USA) & Paulo Boero (Nashville (TN), USA):
Journal of Linguistics and Language Teaching 10 (1), 45-73 (PDF)
Abstract (English)
The present study investigated the combined effects of pragmatic instruction and short-term study abroad (SA) on students’ service encounter requests after a four-week program in Valladolid (Spain). During pre-departure orientation, the SA participants received 90 minutes of explicit instruction about requests. While abroad, they were given structured tasks and guided reflection assignments designed to develop their pragmatic competence and language awareness. The data were collected through a discourse completion task (DCT) containing two request scenarios. In the first scenario, the students had to order a drink, while the second required them to exchange a pair of shoes without having the receipt. Based on native speaker performance ratings of the DCT, the students increased their pragmatic appropriateness over the course of their time abroad. Further, the SA participants’ request strategies also improved in both scenarios. Findings indicated that incorporating pragmatic instruction before and during students’ SA experience is an effective method for facilitating their L2 pragmatic development.
Abstract (Spanish)
Este estudio investiga el impacto de la enseñanza explícita de la pragmática y el estudio en el extranjero sobre la producción de peticiones de servicio por parte de estudiantes que participaron en un programa de cuatro semanas en Valladolid, España. Antes del viaje, los estudiantes recibieron 90 minutos de instrucción explícita sobre peticiones. Durante su estadía en el extranjero, ellos completaron tareas de producción y de reflexión diseñadas para ayudarles a desarrollar su habilidad pragmática y a pensar con mayor agudeza sobre características del lenguaje implicadas en el acto de petición. Antes de la intervención pedagógica y del viaje a España, y al final del programa de estudio en el extranjero, los participantes completaron por escrito dos diálogos sobre diferentes situaciones de pedido de servicio. En la primera situación, los estudiantes tenían que pedir algo para beber, y en la segunda ellos tenían que devolver un par de zapatos sin tener a mano el recibo. Según la evaluación de los diálogos llevada a cabo por nativo hablantes, los estudiantes mejoraron en relación a lo apropiado de las peticiones que ellos hicieron al final de su estadía en España. Además, en los diálogos también se nota que los estudiantes mejoraron con respecto a las estrategias de petición que ellos usaron. Los resultados indican que la incorporación de una intervención pedagógica antes de y durante el programa de estudio en el extranjero es un método eficaz para facilitar el desarrollo pragmático de los estudiantes.
Sheri Dion (Exeter (NH), USA):
Journal of Linguistics and Language Teaching 10 (1), 75-86 (PDF)
Abstract
The present article draws on Kristeva's (1977) notion of the “subject in process” to consider French second language (L2) writing. In particular, Kristeva's "subject in process" is used to underline the experiential dynamism unique to each “subject.” The author argues that a heightened emphasis on linguistic, psychological, and pedagogical processes in this lens can nurture students as they learn to write in a language. Further, integrating process in language writing is connected with development in identity inherent in Kristeva's work. While there ought to be evidence of support in the L2 French writing process, an examination of the literature reveals little evidence, just two of nineteen studies, formally integrating elements that highlight writing processes. Despite this limitation, four practical considerations apparent in Kristeva’s language-philosophy theoretical linguistics are offered for language teaching.
Abstract (Français)
Cet article emploie l'idée du “sujet en procès” de Kristeva (1977) pour envisager l’évaluation écrite française comme langue étrangère. Plus précis, le “sujet en procès” s’emploie en ce qui concerne le dynamisme expérientiel propre à chaque “sujet.” L’auteur affirme que l'évaluation vue sous cet angle est une façon efficace de soutenir les élèves de façon linguistique, psychologique, et pédagogique dans le procès d’apprendre à écrire dans une langue étrangère. En intégrant le procès dans l'acquisition du langage, on répond au développement de l'identité intrinsèque dans l'œuvre de Kristeva. Bien que les mesures du procès exister sans aucun doute dans cette espèce d'évaluation, des recherches préliminaires suggèrent que la didactique des langues étrangères néglige l'apprenant comme “sujet en procès,” et que dans très peu d’études, deux sur dix-neuf, le procès est intégré. En dépit de ces limitations, des recherches actuelles offrent quatre considérations pratiques à l’enseignement des langues étrangères, qui se rapportent à la philosophie linguistique théorique de Kristeva.
Ya-Ling Chang (Yilan, Taiwan):
Journal of Linguistics and Language Teaching 10 (1), 87-118 (PDF)
Abstract
This study explores language shift by scrutinising language proficiency and habitual language use in one of the biggest aboriginal Pangch villages in Taiwan. It aims to better understand the factors attributed to the erosion of the Pangcah language and how language policy shaped its linguistic structures. In a limited perspective, data were drawn from a survey of language proficiency and language use in various settings. The domain analysis model by Fishman (1964, 1965, 1972), incorporating Multiple Analysis of Variance (MANOVA) and Logistic Regression (LR) of SPSS was adopted. The results of the sociolinguistic survey show that age is a variable which is related to language change over time. Education has its impact on language proficiency in Mandarin (Mandarin Chinese). In language use, there is a general shift towards the dominant language(s), mainly Mandarin. The language choice among children, in the family domain in particular, appears to be shifting towards Mandarin Chinese monolingualism. This shows some evidence that the heritage language is not transmitted to future generations. Language use in in-group communication in other domains as friendship, religion and shop shows male Pangcah as a better language keepers than females However, in most of the domains, whether high or low, where Han Chinese are present, there is a general shift to Mandarin, which shows little resistance towards the dominance of Mandarin. Thus, reflection on some of these findings shows that the Pancah language shift patterns are closely related to the long-term colonial hegemonic language policies and hierarchy which are integral to the sociopolitical economy of the district.