The Common European Framework of Reference for Languages (CEFR) is a major international benchmarking resource used for curriculum development and assessment. The elaboration of the concept of multilingual mediation in the 2018 Companion Volume of the CEFR is a timely addition to the original publication in 2001. Amongst other things, it acknowledges an important aspect of contemporary language communication. In this article we examine the ways in which multilingual mediation is characterized and operationalized in the rating scales and the associated descriptors. We argue that some significant dimensions of mediation, such as emotional intelligence, can only be understood in context and they cannot be easily rated on any exonormative scale. Drawing on data from English as a Lingua Franca research, we show that the tendency to portray mediation as largely concerned with cross-lingual information transfer is a partial capture; it misses the agentive richness in multilingual communication that can dynamically open up semantic spaces and generate fluid discourse interactions. We suggest that there is room for more flexible reckoning of mediation to allow for situated language sensibilities and practices in discourse interaction.
{"title":"Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference for Languages","authors":"C. Leung, J. Jenkins","doi":"10.29140/ajal.v3n1.285","DOIUrl":"https://doi.org/10.29140/ajal.v3n1.285","url":null,"abstract":"The Common European Framework of Reference for Languages (CEFR) is a major international benchmarking resource used for curriculum development and assessment. The elaboration of the concept of multilingual mediation in the 2018 Companion Volume of the CEFR is a timely addition to the original publication in 2001. Amongst other things, it acknowledges an important aspect of contemporary language communication. In this article we examine the ways in which multilingual mediation is characterized and operationalized in the rating scales and the associated descriptors. We argue that some significant dimensions of mediation, such as emotional intelligence, can only be understood in context and they cannot be easily rated on any exonormative scale. Drawing on data from English as a Lingua Franca research, we show that the tendency to portray mediation as largely concerned with cross-lingual information transfer is a partial capture; it misses the agentive richness in multilingual communication that can dynamically open up semantic spaces and generate fluid discourse interactions. We suggest that there is room for more flexible reckoning of mediation to allow for situated language sensibilities and practices in discourse interaction.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124465197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students’ language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students’ linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged “translanguaging instinct” and created “translanguaging spaces” (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacherand studentinitiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.
{"title":"Translanguaging for and as learning with youth from refugee backgrounds","authors":"Saskia Van Viegen","doi":"10.29140/ajal.v3n1.300","DOIUrl":"https://doi.org/10.29140/ajal.v3n1.300","url":null,"abstract":"Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students’ language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students’ linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged “translanguaging instinct” and created “translanguaging spaces” (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacherand studentinitiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115503755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to the worldwide spread and diversification of English, there is far more variety in English accents than ever before. Nonetheless, most Japanese English language learners have continuously been only exposed to “native†English accents, particularly Received Pronunciation (RP) and General American (GA), in their English language classrooms. As the number of “non-native†English speakers exceeds the number of “native†English speakers in the world, it has been recently questioned whether exposing English language learners to only “native†English accents in English language classrooms is appropriate in this globalised world. The present study attempts to investigate 78 Japanese EFL learners’ perceptions of different accents in spoken English. More specifically, the study examines the influence of “native†and “non-native†English accents on Japanese EFL learners’ perceptions of grammaticality. Four “native†English speakers (i.e., the UK, the US, and Australia) and four “non-native†English speakers (i.e., Vietnam, Japan, Zimbabwe, and Russia) provided the speech samples used in the study. To measure the Japanese EFL learners’ perceptions of grammaticality, they were asked to listen to thirty-two grammatical and ungrammatical sentences read out by the eight speakers and judge each sentence using binary categories (i.e., grammatical/ungrammatical). Moreover, they were asked to identify the place of origins of each speaker and label them as either “native†speaker or “non-native†speaker. The potential underlying factors influencing their judgements and evaluations are discussed, and the implications for research and teaching are also suggested.
{"title":"Japanese EFL learners' perceptions of different accents in spoken English","authors":"Yurika Ito","doi":"10.29140/ajal.v2n2.160","DOIUrl":"https://doi.org/10.29140/ajal.v2n2.160","url":null,"abstract":"Due to the worldwide spread and diversification of English, there is far more variety in English accents than ever before. Nonetheless, most Japanese English language learners have continuously been only exposed to “native†English accents, particularly Received Pronunciation (RP) and General American (GA), in their English language classrooms. As the number of “non-native†English speakers exceeds the number of “native†English speakers in the world, it has been recently questioned whether exposing English language learners to only “native†English accents in English language classrooms is appropriate in this globalised world. The present study attempts to investigate 78 Japanese EFL learners’ perceptions of different accents in spoken English. More specifically, the study examines the influence of “native†and “non-native†English accents on Japanese EFL learners’ perceptions of grammaticality. Four “native†English speakers (i.e., the UK, the US, and Australia) and four “non-native†English speakers (i.e., Vietnam, Japan, Zimbabwe, and Russia) provided the speech samples used in the study. To measure the Japanese EFL learners’ perceptions of grammaticality, they were asked to listen to thirty-two grammatical and ungrammatical sentences read out by the eight speakers and judge each sentence using binary categories (i.e., grammatical/ungrammatical). Moreover, they were asked to identify the place of origins of each speaker and label them as either “native†speaker or “non-native†speaker. The potential underlying factors influencing their judgements and evaluations are discussed, and the implications for research and teaching are also suggested.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115424334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is increasing interest in how educational technologies can be used to promote and create meaningful learning opportunities, and more specifically, how social media tools can be harnessed to encourage language learning through online interactions. Educational social media tools, however, thrust student learning from a private space to a public one and raise ethical concerns regarding digital surveillance. Drawing from Norton’s (2013) conceptualisation of language investment and identity and Bourdieu’s thinking tools of habitus and field, this paper explores the attitudes and experiences of 30 Japanese exchange students, studying at a high school in Australia, as they engage with the educational social media platform, Edmodo. This action research study aimed to encourage language investment by providing an online space for students to develop their English language identities in and amongt their Japanese peers. However, this study found that many of the participating students resisted and/or disliked using Edmodo due to feeling restricted by the platform, highlighting the need for students to have a sense of autonomy in the midst of teacher control and surveillance. Additionally, this study reveals that the students who engaged regularly, and without the prompting of the teacher, were students who were academically stronger, suggesting that students’ self-efficacy is closely linked to language investment and the willingness to develop their language identity.
{"title":"Educational social media tools: Promoting student investment and language identity in the midst of digital surveillance","authors":"M. Barnes","doi":"10.29140/ajal.v2n2.159","DOIUrl":"https://doi.org/10.29140/ajal.v2n2.159","url":null,"abstract":"There is increasing interest in how educational technologies can be used to promote and create meaningful learning opportunities, and more specifically, how social media tools can be harnessed to encourage language learning through online interactions. Educational social media tools, however, thrust student learning from a private space to a public one and raise ethical concerns regarding digital surveillance. Drawing from Norton’s (2013) conceptualisation of language investment and identity and Bourdieu’s thinking tools of habitus and field, this paper explores the attitudes and experiences of 30 Japanese exchange students, studying at a high school in Australia, as they engage with the educational social media platform, Edmodo. This action research study aimed to encourage language investment by providing an online space for students to develop their English language identities in and amongt their Japanese peers. However, this study found that many of the participating students resisted and/or disliked using Edmodo due to feeling restricted by the platform, highlighting the need for students to have a sense of autonomy in the midst of teacher control and surveillance. Additionally, this study reveals that the students who engaged regularly, and without the prompting of the teacher, were students who were academically stronger, suggesting that students’ self-efficacy is closely linked to language investment and the willingness to develop their language identity.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"271 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115597017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematical holistic/multimodal approach. However, a multimodal learning environment for fostering EFL learners’ presentation development remains virtually unexplored. This study employed multimodal strategies adopted from the VARK model (visual, aural, reading/writing, and kinesthetic/gestural) with the support of digital audio, video, and speech visualization technologies in an English presentation course at a university in Taiwan. Two EFL classes served respectively as the experimental group with a technology-mediated multimodal approach and the control group with a traditional oral approach. Specifically, this research evaluated the experimental participants’ oral performance and explored their perceptions of this technology-mediated multimodal approach and its advantages and disadvantages as identified by the participants. Results from independent t-tests showed marginal significant progress of presentation performance in the experimental group. Descriptive statistics from the perception survey and content analysis of students’ reflective responses indicated that the participants were overwhelmingly positive about technology-supported multimodal activities implemented in the oral training course but encountered psychological and technological challenges when producing multimodal assignments. Theoretically, the results support the extension of multimodal theory to EFL oral presentation education. Practically the study informs EFL presentation instructors of the validity of technological-enhanced VARK strategies for learning and teaching EFL presentation. The research results also bear significant implications for the necessity of learner training on technology practices when pedagogy with the integration of multimodal technologies into EFL speech education is implemented.
{"title":"Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process","authors":"Yow-jyy Joyce Lee","doi":"10.29140/AJAL.V2N1.118","DOIUrl":"https://doi.org/10.29140/AJAL.V2N1.118","url":null,"abstract":"Successful oral presentation effectually involves multi-faceted training of listening, writing, and nonverbal delivery besides speaking orally, which calls for a systematical holistic/multimodal approach. However, a multimodal learning environment for fostering EFL learners’ presentation development remains virtually unexplored. This study employed multimodal strategies adopted from the VARK model (visual, aural, reading/writing, and kinesthetic/gestural) with the support of digital audio, video, and speech visualization technologies in an English presentation course at a university in Taiwan. Two EFL classes served respectively as the experimental group with a technology-mediated multimodal approach and the control group with a traditional oral approach. Specifically, this research evaluated the experimental participants’ oral performance and explored their perceptions of this technology-mediated multimodal approach and its advantages and disadvantages as identified by the participants. Results from independent t-tests showed marginal significant progress of presentation performance in the experimental group. Descriptive statistics from the perception survey and content analysis of students’ reflective responses indicated that the participants were overwhelmingly positive about technology-supported multimodal activities implemented in the oral training course but encountered psychological and technological challenges when producing multimodal assignments. Theoretically, the results support the extension of multimodal theory to EFL oral presentation education. Practically the study informs EFL presentation instructors of the validity of technological-enhanced VARK strategies for learning and teaching EFL presentation. The research results also bear significant implications for the necessity of learner training on technology practices when pedagogy with the integration of multimodal technologies into EFL speech education is implemented.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"286 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133431701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners’ needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dornyei’s (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners’ motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants’ L2 achievements, either positively or negatively. Keywords: L2 motivational self system; Ideal L2 self; Ought-to L2 self; ESP; EGP; Saudi university students
{"title":"L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia","authors":"A. Altalib","doi":"10.29140/AJAL.V2N1.113","DOIUrl":"https://doi.org/10.29140/AJAL.V2N1.113","url":null,"abstract":"This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners’ needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dornyei’s (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners’ motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants’ L2 achievements, either positively or negatively. \u0000Keywords: L2 motivational self system; Ideal L2 self; Ought-to L2 self; ESP; EGP; Saudi university students","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121126975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
CAN and COULD have multiple uses and multiple interpretations which can be difficult for learners of English to understand. For example, the difference of Can you help me? and Could you help me? may go unnoticed to an English language learner, but a native speaker of English would recognise a difference in politeness. The current paper reports on an investigation of learners’ use of the modal auxiliaries CAN and COULD, including their negative counterparts (cannot/can’t and could not/couldn’t), in an English Proficiency Program (EPP) classroom at a New Zealand University. Through first examining the learners’ use of CAN and COULD in spoken and written contexts, comparisons are made to their use in the British National Corpus, which results in the identification of areas in which learners’ use could be strengthened.
CAN和COULD有多种用法和多种解释，这对英语学习者来说很难理解。例如，Can you help me?你能帮我吗?英语学习者可能不会注意到这一点，但以英语为母语的人会意识到礼貌的区别。本文报告了在新西兰大学英语水平课程(EPP)课堂上对学习者使用情态助动词CAN和COULD及其否定助动词CAN / CAN ' t和COULD ' t/couldn ' t的调查。通过首先检查学习者在口语和书面语境中使用CAN和COULD的情况，与他们在英国国家语料库中的使用进行比较，从而确定学习者可以加强使用的领域。
{"title":"An investigation of learners' use of CAN and COULD","authors":"Lauren Whitty","doi":"10.29140/AJAL.V2N1.116","DOIUrl":"https://doi.org/10.29140/AJAL.V2N1.116","url":null,"abstract":"CAN and COULD have multiple uses and multiple interpretations which can be difficult for learners of English to understand. For example, the difference of Can you help me? and Could you help me? may go unnoticed to an English language learner, but a native speaker of English would recognise a difference in politeness. The current paper reports on an investigation of learners’ use of the modal auxiliaries CAN and COULD, including their negative counterparts (cannot/can’t and could not/couldn’t), in an English Proficiency Program (EPP) classroom at a New Zealand University. Through first examining the learners’ use of CAN and COULD in spoken and written contexts, comparisons are made to their use in the British National Corpus, which results in the identification of areas in which learners’ use could be strengthened.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"34 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125719998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language (L2) writer’s development of an appropriate authorial voice, and how voice research might inform second language writing pedagogy. However, while voice research addresses a range of concerns in second language writing, there are a limited number of methods available for analysing authorial voice in texts. The following article investigates Ivanic and Camp’s (2001) typology, which indexes voice as a series of ideational, interpersonal, and textual voice types, as a possible method for measuring voice. The typology was applied to two long argument essays written by postgraduate international students studying at an Australian university. The results of the application of the typology underscored a range of both normative and non-normative voices in the students’ texts. The article concludes that Ivanic and Camp’s (2001) typology has the potential to contribute to present understandings apropos of the language resources that correlate to normative and non-normative voice types. The article also provides some recommendations for future research.
{"title":"Voicing the academy","authors":"D. Allison","doi":"10.29140/AJAL.V1N3.79","DOIUrl":"https://doi.org/10.29140/AJAL.V1N3.79","url":null,"abstract":"The development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language (L2) writer’s development of an appropriate authorial voice, and how voice research might inform second language writing pedagogy. However, while voice research addresses a range of concerns in second language writing, there are a limited number of methods available for analysing authorial voice in texts. The following article investigates Ivanic and Camp’s (2001) typology, which indexes voice as a series of ideational, interpersonal, and textual voice types, as a possible method for measuring voice. The typology was applied to two long argument essays written by postgraduate international students studying at an Australian university. The results of the application of the typology underscored a range of both normative and non-normative voices in the students’ texts. The article concludes that Ivanic and Camp’s (2001) typology has the potential to contribute to present understandings apropos of the language resources that correlate to normative and non-normative voice types. The article also provides some recommendations for future research.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114897457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. The revolution in digital and information technology has dramatically transformed the landscape of resources available to language students. Learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students' ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost their rate of vocabulary acquisition.
{"title":"Incidental vocabulary learning through watching movies","authors":"R. Ashcroft, J. Garner, Oliver Hadingham","doi":"10.29140/AJAL.V1N3.89","DOIUrl":"https://doi.org/10.29140/AJAL.V1N3.89","url":null,"abstract":"It is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. The revolution in digital and information technology has dramatically transformed the landscape of resources available to language students. Learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students' ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost their rate of vocabulary acquisition.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126375222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to study the development of Theory of Mind capacities in one individual´s narrative writing from year 1 in elementary school through high school and onwards. To this end this longitudinal study focuses on evaluative expressions while drawing on the Appraisal theoretical frame work, developed by Martin (2000) and Martin and White (2005). Both quantitative and qualitative methods are applied. The findings illustrate clear developmental trends in the evaluative choices regarding Appraisal categories, as well as the amount and types of evaluations, and the linguistic realizations of the evaluations in the texts. The findings also display how the individual´s Theory of Mind capacities are inextricably linked to the level of advancement in linguistic repertoire and an increased complexity and sophistication in the organization of narrative structure. The paper concludes with a discussion of some pedagogical implications of the study.
本文的目的是研究一个人从小学一年级到高中及以后的叙事写作中心理理论能力的发展。为此，这项纵向研究将重点放在评价表达上，同时借鉴了Martin(2000)和Martin and White(2005)开发的评价理论框架。定量方法和定性方法相结合。研究结果表明，在评价类别、评价的数量和类型以及评价在文本中的语言实现方面，评价选择有明显的发展趋势。研究结果还表明，个人的心智理论能力与语言水平的进步以及叙事结构组织的复杂性和复杂性的增加有着密不可分的联系。文章最后讨论了本研究的一些教学意义。
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