Although plurilingualism has been extensively researched in the area of foreign-language education and identity formation, no such effort has been equally documented outside the European context. In view of this disparity, the present article focuses on this research area in a context where the mainstream language learning experience ascribes only peripheral importance to the transformational value accentuated by pluringual pedagogies. It is accordingly believed that these alternative pedagogical initiatives, such as the awakening to languages approach, language learning is a space where youngsters undergo intellectual, affective, and attitudinal transformations. The article reports on three studies with different methodological courses, yet all subsumed under the framework of awakening 5-to 8-year-old children to foreign languages. Both quantitative and qualitative results, reported from this experimental triad, attested to the emergence and development of the plurilingual self as a form of identity that is well receptive to intercultural diversity. Aside from the empirical substance accentuating the plurilingual self as a researchable concept, the present findings would give substance to the voices for reshuffling priorities in the early foreign language learning agenda.
{"title":"Towards cultivating plurilingual selves in early-years foreign language learning","authors":"Mohamed Ridha Ben Maad","doi":"10.1075/jsls.00028.maa","DOIUrl":"https://doi.org/10.1075/jsls.00028.maa","url":null,"abstract":"\u0000 Although plurilingualism has been extensively researched in the area of foreign-language education and identity\u0000 formation, no such effort has been equally documented outside the European context. In view of this disparity, the present article\u0000 focuses on this research area in a context where the mainstream language learning experience ascribes only peripheral importance\u0000 to the transformational value accentuated by pluringual pedagogies. It is accordingly believed that these alternative pedagogical\u0000 initiatives, such as the awakening to languages approach, language learning is a space where youngsters undergo intellectual,\u0000 affective, and attitudinal transformations. The article reports on three studies with different methodological courses, yet all\u0000 subsumed under the framework of awakening 5-to 8-year-old children to foreign languages. Both quantitative and qualitative\u0000 results, reported from this experimental triad, attested to the emergence and development of the plurilingual\u0000 self as a form of identity that is well receptive to intercultural diversity. Aside from the empirical\u0000 substance accentuating the plurilingual self as a researchable concept, the present findings would give substance\u0000 to the voices for reshuffling priorities in the early foreign language learning agenda.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Durrant (2023):","authors":"Victor Adedayo, Qudus Adebayo","doi":"10.1075/jsls.00026.ade","DOIUrl":"https://doi.org/10.1075/jsls.00026.ade","url":null,"abstract":"","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties, environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.
{"title":"Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task","authors":"Qiong Wang, Shaofeng Li, Martin East","doi":"10.1075/jsls.00027.wan","DOIUrl":"https://doi.org/10.1075/jsls.00027.wan","url":null,"abstract":"\u0000 The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an\u0000 oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video\u0000 narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory\u0000 factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,\u0000 environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the\u0000 largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task\u0000 anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait\u0000 anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and\u0000 researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties, environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.
{"title":"Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task","authors":"Qiong Wang, Shaofeng Li, Martin East","doi":"10.1075/jsls.00027.wan","DOIUrl":"https://doi.org/10.1075/jsls.00027.wan","url":null,"abstract":"\u0000 The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an\u0000 oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video\u0000 narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory\u0000 factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,\u0000 environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the\u0000 largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task\u0000 anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait\u0000 anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and\u0000 researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When learning a second language, some connectives are more difficult to acquire and to master than others. While previous research has assessed different factors responsible for this difficulty by using offline tasks, little is known about the extent to which L2-readers are sensitive to different connectives while reading. In our study, we compared self-paced reading times of native and non-native speakers of French for sentences that were correctly or incorrectly marked with either the infrequent connective cependant (‘however’) or the more frequent mais (‘but’). Results showed that incorrect uses only produced longer reading times when mais was used. Yet, in a sentence-evaluation-task using the same set of sentences, L2-speakers were able to discriminate incorrectly marked sentences with cependant from correctly marked ones. We conclude that a good theoretical understanding of connectives for L2 (Experiment 2) does not always warrant a quick activation of their meaning while reading (Experiment 1).
在学习第二语言时，有些连接词比其他连接词更难获得和掌握。虽然以往的研究通过离线任务评估了造成这种困难的不同因素，但对于学习第二语言的读者在阅读时对不同连接词的敏感程度却知之甚少。在我们的研究中，我们比较了母语为法语和非母语为法语的学生对正确或错误标注了不常用的连接词 cependant（"然而"）或较常用的 mais（"但是"）的句子的自定步调阅读时间。结果显示，只有在使用 mais 时，错误使用才会导致阅读时间延长。然而，在使用同一组句子的句子评价任务中，L2-speakers 能够区分错误标注 cependant 的句子和正确标注 cependant 的句子。我们的结论是，对于 L2 来说，对连接词的良好理论理解（实验 2）并不总能保证在阅读时快速激活连接词的意义（实验 1）。
{"title":"The role of complexity in the ability to notice incoherent uses of connectives for L2","authors":"Mathis Wetzel, Sandrine Zufferey, Pascal Gygax","doi":"10.1075/jsls.00025.wet","DOIUrl":"https://doi.org/10.1075/jsls.00025.wet","url":null,"abstract":"\u0000 When learning a second language, some connectives are more difficult to acquire and to master than others. While\u0000 previous research has assessed different factors responsible for this difficulty by using offline tasks, little is known about the\u0000 extent to which L2-readers are sensitive to different connectives while reading. In our study, we compared\u0000 self-paced reading times of native and non-native speakers of French for sentences that were correctly or incorrectly marked with\u0000 either the infrequent connective cependant (‘however’) or the more frequent mais (‘but’).\u0000 Results showed that incorrect uses only produced longer reading times when mais was used. Yet, in a\u0000 sentence-evaluation-task using the same set of sentences, L2-speakers were able to discriminate incorrectly marked sentences with\u0000 cependant from correctly marked ones. We conclude that a good theoretical understanding of connectives for L2\u0000 (Experiment 2) does not always warrant a quick activation of their meaning while reading (Experiment 1).","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When learning a second language, some connectives are more difficult to acquire and to master than others. While previous research has assessed different factors responsible for this difficulty by using offline tasks, little is known about the extent to which L2-readers are sensitive to different connectives while reading. In our study, we compared self-paced reading times of native and non-native speakers of French for sentences that were correctly or incorrectly marked with either the infrequent connective cependant (‘however’) or the more frequent mais (‘but’). Results showed that incorrect uses only produced longer reading times when mais was used. Yet, in a sentence-evaluation-task using the same set of sentences, L2-speakers were able to discriminate incorrectly marked sentences with cependant from correctly marked ones. We conclude that a good theoretical understanding of connectives for L2 (Experiment 2) does not always warrant a quick activation of their meaning while reading (Experiment 1).
在学习第二语言时，有些连接词比其他连接词更难获得和掌握。虽然以往的研究通过离线任务评估了造成这种困难的不同因素，但对于学习第二语言的读者在阅读时对不同连接词的敏感程度却知之甚少。在我们的研究中，我们比较了母语为法语和非母语为法语的学生对正确或错误标注了不常用的连接词 cependant（"然而"）或较常用的 mais（"但是"）的句子的自定步调阅读时间。结果显示，只有在使用 mais 时，错误使用才会导致阅读时间延长。然而，在使用同一组句子的句子评价任务中，L2-speakers 能够区分错误标注 cependant 的句子和正确标注 cependant 的句子。我们的结论是，对于 L2 来说，对连接词的良好理论理解（实验 2）并不总能保证在阅读时快速激活连接词的意义（实验 1）。
{"title":"The role of complexity in the ability to notice incoherent uses of connectives for L2","authors":"Mathis Wetzel, Sandrine Zufferey, Pascal Gygax","doi":"10.1075/jsls.00025.wet","DOIUrl":"https://doi.org/10.1075/jsls.00025.wet","url":null,"abstract":"\u0000 When learning a second language, some connectives are more difficult to acquire and to master than others. While\u0000 previous research has assessed different factors responsible for this difficulty by using offline tasks, little is known about the\u0000 extent to which L2-readers are sensitive to different connectives while reading. In our study, we compared\u0000 self-paced reading times of native and non-native speakers of French for sentences that were correctly or incorrectly marked with\u0000 either the infrequent connective cependant (‘however’) or the more frequent mais (‘but’).\u0000 Results showed that incorrect uses only produced longer reading times when mais was used. Yet, in a\u0000 sentence-evaluation-task using the same set of sentences, L2-speakers were able to discriminate incorrectly marked sentences with\u0000 cependant from correctly marked ones. We conclude that a good theoretical understanding of connectives for L2\u0000 (Experiment 2) does not always warrant a quick activation of their meaning while reading (Experiment 1).","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrating corpus-based analyses with instructed SLA, this study explores how lexical bundles can be used to teach prepositions to EFL learners. It first identifies lexical bundles occurring most frequently with preposition errors in a learner corpus of L1-Korean high school student writing. It then uses the 10 identified bundles to compare three different types of instructional treatment: one hundred L1-Korean high school EFL students received either implicit instruction (teaching each bundle as a unit with no emphasis on embedded prepositions) or one of two types of explicit instruction (focusing on embedded prepositions with or without input enhancement). The explicit-instruction-with-input-enhancement group showed the greatest improvement, followed closely by the implicit-instruction group; the other explicit group showed the least improvement. These results suggest that textual enhancement can facilitate L2 preposition acquisition and that recurrent sequences such as lexical bundles can serve as a useful pedagogical means to teach linguistic forms.
{"title":"Using lexical bundles to teach prepositions to Korean EFL students","authors":"Sanghee Kang, Yu Kyoung Shin, I. Yoo","doi":"10.1075/jsls.00022.kan","DOIUrl":"https://doi.org/10.1075/jsls.00022.kan","url":null,"abstract":"\u0000Integrating corpus-based analyses with instructed SLA, this study explores how lexical bundles can be used to teach prepositions to EFL learners. It first identifies lexical bundles occurring most frequently with preposition errors in a learner corpus of L1-Korean high school student writing. It then uses the 10 identified bundles to compare three different types of instructional treatment: one hundred L1-Korean high school EFL students received either implicit instruction (teaching each bundle as a unit with no emphasis on embedded prepositions) or one of two types of explicit instruction (focusing on embedded prepositions with or without input enhancement). The explicit-instruction-with-input-enhancement group showed the greatest improvement, followed closely by the implicit-instruction group; the other explicit group showed the least improvement. These results suggest that textual enhancement can facilitate L2 preposition acquisition and that recurrent sequences such as lexical bundles can serve as a useful pedagogical means to teach linguistic forms.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Different models of L3 acquisition have different predictions about the cross-linguistic effects of previous learning. The ‘Cumulative Enhancement Model’ predicts that both L1 and L2 have cumulative facilitative effects on L3, but L2 the Status Factor (L2SF) claims that L2 has stronger effects on L3 acquisition. Similarly, while the Typological Primacy Model claims that among the already acquired languages, a typologically similar language transfers more properties to L3, the Linguistic Proximity Model predicts a transfer of structurally similar properties from the previously learnt languages. On the other hand, the Scalpel Model, besides considering linguistic similarity, gives importance to factors such as frequency of use and nature of the input, language dominance, and learning context. The current paper contributes to this debate by presenting data collected from two groups of Balochi learners of English in Balochistan (Pakistan) who were taught British English (BrE) aspiration contrast in plosives at the allophonic level after they had acquired Pakistani English (PakE) as adult L2 learners. Thus, Balochi was L1, PakE L2, and BrE L3 of the learners. After teaching for more than a year, the learners were tested for accuracy in VOTs for BrE plosives. The results support the L2SF and Scalpel Model.
{"title":"VOT for plosives in the indigenous languages of Balochistan","authors":"N. A. Syed, Shah Bibi","doi":"10.1075/jsls.23002.sye","DOIUrl":"https://doi.org/10.1075/jsls.23002.sye","url":null,"abstract":"\u0000 Different models of L3 acquisition have different predictions about the cross-linguistic effects of previous\u0000 learning. The ‘Cumulative Enhancement Model’ predicts that both L1 and L2 have cumulative facilitative effects on L3, but L2 the\u0000 Status Factor (L2SF) claims that L2 has stronger effects on L3 acquisition. Similarly, while the Typological Primacy Model claims\u0000 that among the already acquired languages, a typologically similar language transfers more properties to L3, the Linguistic\u0000 Proximity Model predicts a transfer of structurally similar properties from the previously learnt languages. On the other hand,\u0000 the Scalpel Model, besides considering linguistic similarity, gives importance to factors such as frequency of use and nature of\u0000 the input, language dominance, and learning context. The current paper contributes to this debate by presenting data collected\u0000 from two groups of Balochi learners of English in Balochistan (Pakistan) who were taught British English (BrE) aspiration contrast\u0000 in plosives at the allophonic level after they had acquired Pakistani English (PakE) as adult L2 learners. Thus, Balochi was L1,\u0000 PakE L2, and BrE L3 of the learners. After teaching for more than a year, the learners were tested for accuracy in VOTs for BrE\u0000 plosives. The results support the L2SF and Scalpel Model.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructed second language (L2) research has frequently addressed the effects of spacing, or, alternatively, the distribution of practice effects. The present study addresses Rogers and Cheung’s (2021) concerns about the ecological validity of such work via a natural experiment (Craig et al., 2017). Learners’ self-determined exposure and in-app behavior were examined in relation to language gains over time. Duolingo learners of Spanish or French (N = 287) completed a background questionnaire, scales measuring L2 motivation and grit, and two tests of L2 proficiency before and after a six-month period of user-controlled app usage. Total minutes of app exposure exhibited a correlation with written but not oral proficiency gains. More dependable correlates of gains were frequency- and curriculum-oriented measures. Additionally, L2 grit and motivation were weakly to moderately correlated with several in-app behaviors. We conclude with implications for how apps can best be leveraged to produce L2 gains.
指导性第二语言（L2）研究经常涉及间距的影响，或者说，实践效果的分布。本研究通过自然实验解决了Rogers和Cheung（2021）对此类工作的生态有效性的担忧（Craig et al.，2017）。随着时间的推移，研究了学习者的自主暴露和应用内行为与语言习得的关系。双语西班牙语或法语学习者（N = 287）完成了一份背景问卷、测量二语动机和毅力的量表，以及在用户控制的应用程序使用六个月前后的两次二语熟练度测试。应用程序暴露的总分钟数与书面能力的提高相关，但与口语能力的提高无关。更可靠的收益相关性是以频率和课程为导向的衡量标准。此外，第二语言的毅力和动机与一些应用内行为呈弱到中度相关。最后，我们对如何最好地利用应用程序来产生L2收益提出了建议。
{"title":"The effects of frequency, duration, and intensity on L2 learning through Duolingo","authors":"Ekaterina Sudina, Luke Plonsky","doi":"10.1075/jsls.00021.plo","DOIUrl":"https://doi.org/10.1075/jsls.00021.plo","url":null,"abstract":"\u0000 Instructed second language (L2) research has frequently addressed the effects of spacing, or, alternatively, the\u0000 distribution of practice effects. The present study addresses Rogers and Cheung’s\u0000 (2021) concerns about the ecological validity of such work via a natural experiment (Craig et al., 2017). Learners’ self-determined exposure and in-app behavior were examined in relation to\u0000 language gains over time. Duolingo learners of Spanish or French (N = 287) completed a background questionnaire,\u0000 scales measuring L2 motivation and grit, and two tests of L2 proficiency before and after a six-month period of user-controlled\u0000 app usage. Total minutes of app exposure exhibited a correlation with written but not oral proficiency gains. More dependable\u0000 correlates of gains were frequency- and curriculum-oriented measures. Additionally, L2 grit and motivation were weakly to\u0000 moderately correlated with several in-app behaviors. We conclude with implications for how apps can best be leveraged to produce\u0000 L2 gains.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43957573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson
We present three studies that investigate the effect of group-level language ability expectations on language ability judgements. Study 1 identifies expected English-language ability levels that native English speakers’ have for a number of non-native English-speaker groups. Based on the results, two text-based written-guise studies were conducted investigating the level of detriment that grammatical and lexical/typographical errors created on English-language ability ratings for different author guises (Swedish, Chinese, English) in formal (Study 2) and informal contexts (Study 3). In both contexts, grammatical errors produced by the guise representing the lower-ability non-L1 group were overlooked, while the same errors produced by the other guises significantly lowered the ability ratings. Our results coincide with the idea of the ‘sympathetic native speaker’ and expand it, suggesting that expected language level based on linguistic group membership inversely affects the level of sympathy/tolerance demonstrated. We link this to possible pedagogical implications.
{"title":"The detriment that error production creates is affected by non-L1 speakers’ linguistic group membership","authors":"Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson","doi":"10.1075/jsls.00020.kir","DOIUrl":"https://doi.org/10.1075/jsls.00020.kir","url":null,"abstract":"\u0000 We present three studies that investigate the effect of group-level language ability expectations on language\u0000 ability judgements. Study 1 identifies expected English-language ability levels that native English speakers’ have for a number of\u0000 non-native English-speaker groups. Based on the results, two text-based written-guise studies were conducted investigating the\u0000 level of detriment that grammatical and lexical/typographical errors created on English-language ability ratings for different\u0000 author guises (Swedish, Chinese, English) in formal (Study 2) and informal contexts (Study 3). In both contexts, grammatical\u0000 errors produced by the guise representing the lower-ability non-L1 group were overlooked, while the same errors produced by the\u0000 other guises significantly lowered the ability ratings. Our results coincide with the idea of the ‘sympathetic native speaker’ and\u0000 expand it, suggesting that expected language level based on linguistic group membership inversely affects the level of\u0000 sympathy/tolerance demonstrated. We link this to possible pedagogical implications.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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