This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
{"title":"Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement","authors":"Amare Tesfie Birhan, Mulugeta Teka, Nibret Asrade","doi":"10.31261/TAPSLA.9993","DOIUrl":"https://doi.org/10.31261/TAPSLA.9993","url":null,"abstract":"This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44330660","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}
{"title":"Preface","authors":"Danuta Gabryś-Barker","doi":"10.31261/tapsla.11585","DOIUrl":"https://doi.org/10.31261/tapsla.11585","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48728702","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}
{"title":"Book review: Christina Gkonou, Mark Daubney, Jean-Marc Dewaele, New Insights into Language Anxiety: Theory, Research and Educational Implications","authors":"Katarzyna Ożańska-Ponikwia","doi":"10.31261/TAPSLA.9613","DOIUrl":"https://doi.org/10.31261/TAPSLA.9613","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44249711","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}
{"title":"Preface","authors":"A. Wojtaszek, Danuta Gabryś-Barker","doi":"10.31261/tapsla.11346","DOIUrl":"https://doi.org/10.31261/tapsla.11346","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45068496","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}
{"title":"Preface","authors":"Danuta Gabryś-Barker, A. Wojtaszek","doi":"10.31261/tapsla.9903","DOIUrl":"https://doi.org/10.31261/tapsla.9903","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44000631","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 addresses the issue of speech rhythm as a cue to non-native pronunciation. In natural recordings, it is impossible to disentangle rhythm from segmental, subphonemic or suprasegmental features that may influence nativeness ratings. However, two methods of speech manipulation, that is, backwards content-masked speech and vocoded speech, allow the identification of native and non-native speech in which segmental properties are masked and become inaccessible to the listeners. In the current study, we use these two methods to compare the perception of content-masked native English speech and Polish-accented speech. Both native English and Polish-accented recordings were manipulated using backwards masked speech and 4-band white-noise vocoded speech. Fourteen listeners classified the stimuli as produced by native or Polish speakers of English. Polish and English differ in their temporal organization, so, if rhythm is a significant contributor to the status of non-native accentedness, we expected an above-chance rate of recognition of native and non-native English speech. Moreover, backwards content-masked speech was predicted to yield better results than vocoded speech, because it retains some of the indexical properties of speakers. The resultsshow that listeners are unable to detect non-native accent in Polish learners of English from backwards and vocoded speech samples.
{"title":"Detection of Non-native Speaker Status from Backwards and Vocoded Contentmasked Speech","authors":"A. Rojczyk, A. Porzuczek","doi":"10.31261/tapsla.7714","DOIUrl":"https://doi.org/10.31261/tapsla.7714","url":null,"abstract":"This paper addresses the issue of speech rhythm as a cue to non-native pronunciation. In natural recordings, it is impossible to disentangle rhythm from segmental, subphonemic or suprasegmental features that may influence nativeness ratings. However, two methods of speech manipulation, that is, backwards content-masked speech and vocoded speech, allow the identification of native and non-native speech in which segmental properties are masked and become inaccessible to the listeners. In the current study, we use these two methods to compare the perception of content-masked native English speech and Polish-accented speech. Both native English and Polish-accented recordings were manipulated using backwards masked speech and 4-band white-noise vocoded speech. Fourteen listeners classified the stimuli as produced by native or Polish speakers of English. Polish and English differ in their temporal organization, so, if rhythm is a significant contributor to the status of non-native accentedness, we expected an above-chance rate of recognition of native and non-native English speech. Moreover, backwards content-masked speech was predicted to yield better results than vocoded speech, because it retains some of the indexical properties of speakers. The resultsshow that listeners are unable to detect non-native accent in Polish learners of English from backwards and vocoded speech samples.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44210097","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 article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed inthe article.
{"title":"The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English","authors":"Oleksandr (Alexander) Kapranov","doi":"10.31261/tapsla.8527","DOIUrl":"https://doi.org/10.31261/tapsla.8527","url":null,"abstract":"This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed inthe article.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44759116","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}
As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generallyhighly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
{"title":"A Study of Chinese University English Majors’ L2 Motivational Self","authors":"Meihua Liu","doi":"10.31261/tapsla.8326","DOIUrl":"https://doi.org/10.31261/tapsla.8326","url":null,"abstract":"As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generallyhighly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635583","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}
{"title":"Annick De Houwer and Lourdes Ortega (Eds.) (2019). The Cambridge Handbook of Bilingualism","authors":"Anna Ewert","doi":"10.31261/tapsla.8325","DOIUrl":"https://doi.org/10.31261/tapsla.8325","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47093421","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 study investigates the influence of living and working abroad on the identities of researchers and native speaker teachers. Following Block (2009), Hall (2012), and Pavlenko and Blackledge (2004), identity is assumed here to be dynamic and multiple, where the different identities of a person can be more or less relevant in a given context (Hall, 2012, p. 33). Moreover, identities at the time of globalization tend to be hybrid (Marotta, 2011) and, in the case of migration, they can be bicultural (Comănaru, Noels, & Dewaele, 2017), but as Comănaru et al. (2017, p. 539) observe, each bicultural person’s identity is different, depending on his or her life history, language proficiency, psychological traits, etc. Simultaneously, there is evidence that multilingualism increases cognitive empathy (Dewaele & Li, 2012) and makes people more open-minded (Włosowicz, 2019), so it could be assumed that the participants would recognize their hybrid identities as an enrichment rather than a threat to their native identities, even though identification with their native languages and cultures, with their families, etc. would remain an important part of their identity. The research tool used in the present study was a questionnaire completed by forty native speaker teachers and researchers living abroad. As the results show, the participants’ identities are indeed highly complex, hybrid, and influenced by different factors, however, the native language and the family remain very important components of identity, unlike, for example, one’s profession. Still, they also admitted that foreign language knowledge enriched them culturally, intellectually, and emotionally.
{"title":"The Influence of Living and Working Abroad on the Identities of Researchers and Native Speaker Teachers","authors":"Teresa Maria Włosowicz","doi":"10.31261/tapsla.7762","DOIUrl":"https://doi.org/10.31261/tapsla.7762","url":null,"abstract":"The study investigates the influence of living and working abroad on the identities of researchers and native speaker teachers. Following Block (2009), Hall (2012), and Pavlenko and Blackledge (2004), identity is assumed here to be dynamic and multiple, where the different identities of a person can be more or less relevant in a given context (Hall, 2012, p. 33). Moreover, identities at the time of globalization tend to be hybrid (Marotta, 2011) and, in the case of migration, they can be bicultural (Comănaru, Noels, & Dewaele, 2017), but as Comănaru et al. (2017, p. 539) observe, each bicultural person’s identity is different, depending on his or her life history, language proficiency, psychological traits, etc. Simultaneously, there is evidence that multilingualism increases cognitive empathy (Dewaele & Li, 2012) and makes people more open-minded (Włosowicz, 2019), so it could be assumed that the participants would recognize their hybrid identities as an enrichment rather than a threat to their native identities, even though identification with their native languages and cultures, with their families, etc. would remain an important part of their identity. The research tool used in the present study was a questionnaire completed by forty native speaker teachers and researchers living abroad. As the results show, the participants’ identities are indeed highly complex, hybrid, and influenced by different factors, however, the native language and the family remain very important components of identity, unlike, for example, one’s profession. Still, they also admitted that foreign language knowledge enriched them culturally, intellectually, and emotionally.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596377","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}
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