Making sense of a new language: authenticity and semiotics in additional language learning

Ningyang Chen, Chunxia Zhou
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Abstract

The concept of authenticity has received much discussion in applied linguistics and educational studies. Valuable insights have been gained into how authenticity is problematised in language teaching and how to improve the situation by engaging learners with better-designed materials and activities. These achievements notwithstanding, empirical evidence remains insufficient to understand learners’ meaning-making endeavours in real-life learning scenarios. The current study attempts to examine authenticity in additional language learning from a semiotic perspective, which may shed new light on the complex cognitive process of beginner learners’ first encounter with a new language and how this process could be motivated and facilitated by teachers in a classroom setting. Evidence of semiotic articulation and production of authenticity from a low-pressure Spanish classroom is analysed focussing on cultural authenticity, interactive authenticity and authenticity of behaviour and engagement. The evidence is discussed to find how semiotic resources in combination with lived experiences may help learners’ comprehension and appreciation of the target language and its culture. These findings reveal the relevance and value of semiotic approaches to language teaching research and provide practical implications for exposing pre-tertiary young learners to languages other than English for more diverse and extensive learning experiences.
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新语言的意义:额外语言学习中的真实性和符号学
真实性的概念在应用语言学和教育研究中得到了广泛的讨论。在语言教学中,真实性如何成为问题,以及如何通过设计更好的材料和活动让学习者参与其中来改善这种状况,人们已经获得了宝贵的见解。尽管取得了这些成就,但经验证据仍然不足以了解学习者在真实学习场景中的意义建构努力。本研究试图从符号学的角度来考察额外语言学习中的真实性,从而为初学者初次接触新语言的复杂认知过程,以及教师如何在课堂环境中激励和促进这一过程提供新的启示。我们分析了低压西班牙语课堂中符号学衔接和真实性产生的证据,重点是文化真实性、互动真实性以及行为和参与的真实性。通过对证据的讨论,发现符号资源与生活经验的结合如何有助于学习者理解和欣赏目标语言及其文化。这些发现揭示了符号学方法在语言教学研究中的相关性和价值,并为高等教育前的年轻学习者接触英语以外的语言,获得更多样、更广泛的学习体验提供了实际意义。
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