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JLLT | Multilingual, Peer-Reviewed | ISSN 2190-4677 | Established 2010
edited by Thomas Tinnefeld
edited by Thomas Tinnefeld
DOI - JLLT 16 (20254) 1 10.5281/zenodo.16746138
Articles
Articles
Joanna Dornbierer-Stuart (Birmingham City University, UK)
Journal of Linguistics and Language Teaching 16 (2025) 1, 11-35 (PDF)
Abstract
Received Pronunciation (RP) is the accent traditionally regarded as the model for correct pronunciation in Great Britain. Largely based on the transcriptions set out in Jones’ English Pronouncing Dictionary of 1917, it appears in most current learners’ dictionaries of British English and thus continues to influence EFL teaching. However, RP is not simply a codified standard found in dictionaries but a living variety that exhibits variation and change. A few recent studies have suggested significant changes in the accent, which begs the question of whether the model accent in our dictionaries represents the speech of modern educated British society, or whether it needs updating. This article presents a detailed case study of vocalic and consonantal variation in the speech of two native RP speakers (King Charles and Prince William) from two generations of the same family over a number of years and in a variety of speech situations. Using both real-time and apparent-time constructs within the variationist framework, data is analysed to determine whether variation signals changes that are complete or in progress. The study confirms patterns of change in RP usage identified in other studies, with a distinct shift towards non-standard features found in regional Southern British English. A discussion concludes that dictionaries should reflect this trend but that any updating should be based on descriptive data rather than prescriptive social ideals. The study should help EFL teachers to acknowledge that norms for British English are evolving and that teaching practices should be adapted to reflect contemporary language use.
Jason Chan (MCI Management Center Innsbruck, Austria)
Journal of Linguistics and Language Teaching 16 (2025) 1, 37-51 (PDF)
Abstract
Before acquiring a foreign language, a person must first master their native tongue. The strategies that are associated with this process are highly influential in subsequent foreign language learning efforts. First language acquisition (FLA) is a complex process influenced by a combination of biological, cognitive, and environmental factors. This article explores the role of input in developing lexical and syntactic knowledge during FLA, examining four primary theoretical frameworks: behaviorism, nativism, cognitivism, and interactionism. Behaviorism emphasises imitation and reinforcement as key mechanisms for language learning, while nativism posits an innate language faculty, or universal grammar, that guides acquisition. Cognitivism focuses on the role of cognitive development, suggesting that language acquisition is intertwined with broader cognitive abilities such as memory and problem-solving. Interactionism, on the other hand, highlights the importance of social interaction and the dynamic relationship between a child’s innate abilities and their linguistic environment. The article explores the question of how these theories inform our understanding of vocabulary (lexicon) and syntax development. Lexical knowledge begins with the recognition of sounds and progresses to the acquisition of words, with children rapidly expanding their vocabulary through strategies like fast mapping. Syntactic development involves mastering sentence structures, verb inflection, and complex grammatical rules, often through exposure to varied linguistic input. The interaction between lexicon and syntax is crucial, as children use their growing vocabulary to infer syntactic rules and vice versa. Practical implications for language education are also discussed, emphasising the need for rich, varied linguistic input to support both first and second language learners. The article concludes that while innate predispositions and cognitive abilities are essential, the quality and nature of environmental input play a critical role in shaping a child’s linguistic competence. These insights stress the importance of creating supportive, interactive, and linguistically diverse environments to foster robust language development.
Emine Altıntaş (Karlsruhe University of Education, Germany) & Nalan Kızıltan (Ondokuz Mayıs University, Turkey)
Journal of Linguistics and Language Teaching 16 (2025) 1, 53-68 (PDF)
Abstract
This article explores the relationship between bilingualism and critical thinking. To investigate this, monolingual and bilingual participants from various public secondary schools in Germany were invited to take part in the experiment through purposive sampling. Data for this quantitative study were gathered using the Critical Thinking Disposition Scale (Semerci, 2016), a 49-statement, five-point Likert-type scale. This multidimensional scale assessed the extent to which participants could use metacognition, flexibility, systematicity, tenacity and patience, and open-mindedness to reflect their critical thinking dispositions. When analysing the correlation between bilingualism and the critical thinking dispositions of the participants, these five subscales were used as a basis. The data were analysed using the SPSS software and an Independent Two Samples t-test. The critical thinking dispositions of bilingual children were also compared in terms of gender and age. The study's findings showed that bilingual children seem to have performed better in all five of these critical thinking disposition subscales. According to these findings, it can be concluded that there is a correlation between bilingualism and critical thinking dispositions.
Minjie Xing (The University of Manchester, UK) & Amily Guenier (Lancaster University, UK)
Minjie Xing (The University of Manchester, UK) & Amily Guenier (Lancaster University, UK)
Journal of Linguistics and Language Teaching 16 (2025) 1, 69-90 (PDF)
Abstract
This study investigates the efficacy of digital storytelling, inspired by social media celebrity practices, as a pedagogical approach for language acquisition and intercultural engagement. Language learners developed and disseminated digital stories on social media platforms, resulting in a reach of over 60,000 viewers and facilitating substantial intercultural exchange. Through classroom observations and in-depth interviews, the study identified that the strategic incorporation of linguistic features such as wordplay, accents, dialects, idioms, and double meanings across diverse contexts significantly enhanced student motivation. Furthermore, multimodality emerged as a potent instrument for both language practice and fostering intercultural communication. Students characterised this learning experience as highly autonomous and enriching, attributing these benefits to the practical insights gained into everyday language use and the cultivation of heightened cultural awareness. These findings underline the considerable potential of social media-based digital storytelling as an effective and enjoyable methodology for language learning and intercultural communication, yielding meaningful and impactful outcomes.
摘要 (中文)：
随着社交媒体在全球范围内的普及，语言学习者开始借鉴社交媒体达人常用的数字叙事方式，尝试通过短视频创作进行语言实践与跨文化交流。本研究旨在探讨短视频创作在语言学习过程中的实际成效，并分析其在促进学习者跨文化意识方面的潜力。本研究采用混合方法，结合课堂观察、学生访谈与视频平台数据分析，对一组高校语言学习者的短视频项目进行追踪研究。结果显示，学生所发布的短视频在社交平台上的总浏览量超过六万次，显示出较高的传播性与受众参与度，客观上增强了学习者与不同文化背景观众之间的互动机会。进一步的课堂观察与访谈数据显示，学生在视频创作过程中，主动运用了双关语、口音、方言、习语及语义双关等语言现象，并能够在不同语境下灵活调整语言策略。这种对语言形式的积极探索显著提升了学习者的表达兴趣与自我效能感，体现出多模态表达对语言能力发展的正向促进作用。学生普遍认为，短视频创作过程提供了高度的自主性与真实性语言应用情境，使其能够在实践中深化对目标语日常用法与文化差异的理解。此外，视频创作所激发的反思性表达，也促使学习者进一步建构起对语言与文化关系的更深层次认知。综上所述，本研究显示，社交媒体短视频不仅是一种富有创意的语言学习方式，也是一种能够有效促进跨文化交际能力形成的教育媒介。其多模态特征与开放传播机制为当代语言教育提供了新的路径与可能。
Johanna Lea Korell, Maximilian Irion & Roland Ißler (Goethe-Universität Frankfurt, Deutschland)
Journal of Linguistics and Language Teaching 16 (2025) 1, 91-117 (PDF)
Abstract (Deutsch)
Der Einsatz von KI-Anwendungen im Rahmen von Sprachmittlungsaktivitäten im Fremdsprachenunterricht ist mit neuen Chancen und Herausforderungen verbunden, die die Notwendigkeit von KI-spezifischen Kompetenzen auf Seiten der Lernenden hervorheben. Inwieweit Lernende KI-Anwendungen zur Bewältigung von Sprachmittlungsaufgaben einsetzen, ist bislang jedoch mehr oder minder unerforscht. Ziel des vorliegenden Beitrags ist es, anhand empirischen Datenmaterials konkrete Bearbeitungs- und Reflexionsprozesse von Spanischlernenden im Rahmen schriftlicher Sprachmittlungsaktivitäten zu analysieren und diesbezügliche Einsatzmöglichkeiten von KI-Anwendungen abzuleiten. Hierzu wurden videographische Unterrichtsbeobachtungen durchgeführt, in Verbindung mit Bildschirmaufnahmen und unterrichtsbezogenen Produkten aufbereitet und inhaltsanalytisch ausgewertet. Die Befunde verdeutlichen, dass der Einsatz von KI-Anwendungen mehr Herausforderungen als Chancen mit sich bringen kann, wenn Lernende nicht in der Lage sind, zielgerichtete Prompts einzugeben. Dies betrifft vor allem die Berücksichtigung von Kriterien einer schriftlichen Sprachmittlung. Implikationen für die Unterrichtspraxis sowie für weiterführende fremdsprachendidaktische Untersuchungen werden diskutiert.
Resumen (Español)
El uso de aplicaciones de IA en el contexto de la mediación lingüística en la enseñanza de lenguas extranjeras ofrece tanto nuevas oportunidades como desafíos, lo que subraya la necesidad de que el alumnado desarrolle competencias específicas en IA. Sin embargo, aún no se ha investigado en qué medida, en mayor o menor grado, los estudiantes utilizan estas aplicaciones para completar tareas de mediación lingüística. El objetivo de este artículo es analizar los procesos de tratamiento y reflexión de los aprendices de español en actividades de mediación lingüística escrita, a partir de datos empíricos, y deducir posibles usos de aplicaciones de IA en este ámbito. Para ello, se llevaron a cabo observaciones videográficas en el aula, que se complementaron con grabaciones de pantalla y productos generados en clase. Los datos fueron analizados basado en el análisis de contenido. Los resultados ponen de manifiesto que el uso de aplicaciones de IA puede presentar más desafíos que beneficios si el alumnado no es capaz de introducir indicaciones precisas. Esto es especialmente relevante en relación con los criterios de mediación en la lengua escrita. Finalmente, se discuten las implicaciones para la práctica docente y para futuras investigaciones en didáctica de lenguas extranjeras.
Abstract (English)
The integration of AI applications into written mediation activities in foreign language education presents both new opportunities and challenges, underlining the need for AI-specific competences among learners. However, the extent to which learners employ AI tools to complete mediation tasks remains more or less unexplored. This article aims to analyse the concrete processing and reflection practices of secondary-level learners of Spanish in the context of written mediation tasks, drawing on empirical data to identify potential applications of AI in this domain. To this end, classroom video observations were conducted, complemented by screen recordings and learner-generated instructional materials, and analysed using qualitative content analysis. The findings indicate that the use of AI applications may pose more challenges than benefits if learners are not capable of formulating effective, goal-oriented prompts. This is particularly evident with regard to criteria relevant to written mediation. Implications for teaching practice and further research in foreign language methodology are discussed.
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