In the contexts where English is taught as a foreign language, especially to beginners, project-based learning is often perceived as complicated to implement and difficult to assess. This Indonesian research was inspired by the need to address those misgivings. First, a project-based model for practical learning activities in EFL classes was created using a research and development design. In this stage, a careful reading to the English as a Foreign Language curriculum for junior high school students was conducted in an attempt to identify the topics, basic competencies, and indicators of success. Based on the results of the curriculum analysis, a careful development of project-based learning tasks was carried out. This article first of all described how the learning materials were developed with reference to the results of curriculum analysis and characteristics of learners. The developed materials were then sent to expert judges to check for relevance, readability and quality of the materials. In the next stage, the materials were tried out in three junior high schools in Bali, Indonesia, to further check the readability and practicability of the product as a teaching and learning innovation. Finally, after a revision to the materials, a quasi-experiment involving 36 students, was conducted in a school to examine the impact of project-based learning on students’ productive skills in English as well as on their attitudes towards learning the language. The data collection method used during the quasi experiment included: classroom observation, interviews with teachers and students, and a questionnaire. The overall impact of the implementation was evaluated using a t-test formula. It was found that project-based learning caused consistent improvement in the abilities to speak (monologue and dialogue) and to write (on a topic of students’ own choice). In addition, it was observable that project-based learning has an impact on students’ positive attitudes toward learning the foreign language. This was indicated by the motivation, enthusiasm, and excitement on the part of the students during the process of planning, working on a project, as well as on the assessment procedures.
{"title":"Project based learning in EFL classes","authors":"L. Artini, N. M. Ratminingsih, N. Padmadewi","doi":"10.1075/DUJAL.17014.ART","DOIUrl":"https://doi.org/10.1075/DUJAL.17014.ART","url":null,"abstract":"\u0000 In the contexts where English is taught as a foreign language, especially to beginners, project-based learning is often perceived\u0000 as complicated to implement and difficult to assess. This Indonesian research was inspired by the need to address those\u0000 misgivings. First, a project-based model for practical learning activities in EFL classes was created using a research and\u0000 development design. In this stage, a careful reading to the English as a Foreign Language curriculum for junior high school\u0000 students was conducted in an attempt to identify the topics, basic competencies, and indicators of success. Based on the results\u0000 of the curriculum analysis, a careful development of project-based learning tasks was carried out. This article first of all\u0000 described how the learning materials were developed with reference to the results of curriculum analysis and characteristics of\u0000 learners. The developed materials were then sent to expert judges to check for relevance, readability and quality of the\u0000 materials. In the next stage, the materials were tried out in three junior high schools in Bali, Indonesia, to further check the\u0000 readability and practicability of the product as a teaching and learning innovation. Finally, after a revision to the materials, a\u0000 quasi-experiment involving 36 students, was conducted in a school to examine the impact of project-based learning on students’\u0000 productive skills in English as well as on their attitudes towards learning the language. The data collection method used during\u0000 the quasi experiment included: classroom observation, interviews with teachers and students, and a questionnaire. The overall\u0000 impact of the implementation was evaluated using a t-test formula. It was found that project-based learning caused consistent\u0000 improvement in the abilities to speak (monologue and dialogue) and to write (on a topic of students’ own choice). In addition, it\u0000 was observable that project-based learning has an impact on students’ positive attitudes toward learning the foreign language.\u0000 This was indicated by the motivation, enthusiasm, and excitement on the part of the students during the process of planning,\u0000 working on a project, as well as on the assessment procedures.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/DUJAL.17014.ART","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684809","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 presents an interdisciplinary study on the interface between young people, their language use, group belonging and urban space. Relevant literature from the fields of sociolinguistics and urban geography is reviewed and integrated, focusing on language, identity and place. The outcomes are based on on-site interviews and focus group meetings that were used to explore and explain the in-depth meanings of our assumption: language is a situated practice. Participants reported to adjust their language use to place ‘automatically’, indicating the awareness of unwritten norms. Furthermore, being in or out of place and adjustment of language use is merely a function of the presence of other people. It is concluded that the space where young people find themselves is crucial for physical and social distance between the self and others and, therefore, the way language is used.
{"title":"Youth, language and urban public space","authors":"I. Aalst, J. Nortier","doi":"10.1075/DUJAL.17001.AAL","DOIUrl":"https://doi.org/10.1075/DUJAL.17001.AAL","url":null,"abstract":"\u0000 This paper presents an interdisciplinary study on the interface between young people, their language use, group belonging and urban\u0000 space. Relevant literature from the fields of sociolinguistics and urban geography is reviewed and integrated, focusing on\u0000 language, identity and place. The outcomes are based on on-site interviews and focus group meetings that were used to explore and\u0000 explain the in-depth meanings of our assumption: language is a situated practice. Participants reported to adjust their language\u0000 use to place ‘automatically’, indicating the awareness of unwritten norms. Furthermore, being in or out of place and adjustment of\u0000 language use is merely a function of the presence of other people. It is concluded that the space where young people find\u0000 themselves is crucial for physical and social distance between the self and others and, therefore, the way language is used.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46002306","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 phoneme /h/ is absent in French and its acquisition has been described as being difficult for second language learners of Dutch, a language with /h/ in its phoneme inventory. In this study, several factors were examined that may affect the production of /h/ by Belgian-French learners of Dutch. Specifically, the factors included in this exploratory study were (1) L1-to-L2 transfer, (2) semantic contrastiveness, (3) the monitoring of one’s speech, and (4) educational grade. L1-to-L2 transfer was operationalized as the effect of liaison/elision contexts on /h/-production. The expectation was liaison contexts might transfer and would therefore hinder /h/-production. Semantic contrasts in minimal pairs including an h-initial word would elicit more /h/-productions if that word was contrasted with an empty onset than an onset (oor-hoor) filled by some other consonant (hand-tand). If a speaker pays more attention to his/her speech in an increased-monitoring task, the speaker is expected to produce /h/ more often, and finally it was expected that increased exposure to Dutch would result in more correct productions. In a cross-sectional study, students from the first, third and sixth grades of secondary education (60 in total, aged between 12 years and 19 years old) took part in two reading-aloud tasks, which were assumed to differ in the degree of speech monitoring they require. The first task was a text, with which L1-to-L2 transfer was assessed, and the second a list of minimal pairs containing h-onsets contrasting with either empty or filled onsets. Monitoring was assessed by comparing results between reading tasks. Results showed that increased monitoring positively influenced the numbers of [h]s produced, but that L1-to-L2 transfer of liaison/elision contexts did not occur. A small difference between conditions was found, but in the opposite direction. There was large between-learner variability and no performance increase with amount of exposure from first to sixth grade. Overall, performance left much room for improvement relative to native Dutch speakers and to the learners’ teacher. Further research is needed to better understand the development of French-speaker learners’ production of Dutch /h/.
{"title":"Contextuele invloeden op de productie van /h/ in het Nederlands van Belgisch-Franstalige leerders","authors":"C. Fayt, Willemijn Heeren","doi":"10.1075/DUJAL.17021.FAY","DOIUrl":"https://doi.org/10.1075/DUJAL.17021.FAY","url":null,"abstract":"\u0000 The phoneme /h/ is absent in French and its acquisition has been described as being difficult for second language learners of\u0000 Dutch, a language with /h/ in its phoneme inventory. In this study, several factors were examined that may affect the production\u0000 of /h/ by Belgian-French learners of Dutch. Specifically, the factors included in this exploratory study were (1) L1-to-L2\u0000 transfer, (2) semantic contrastiveness, (3) the monitoring of one’s speech, and (4) educational grade. L1-to-L2 transfer was\u0000 operationalized as the effect of liaison/elision contexts on /h/-production. The expectation was liaison contexts might transfer\u0000 and would therefore hinder /h/-production. Semantic contrasts in minimal pairs including an h-initial word would elicit more\u0000 /h/-productions if that word was contrasted with an empty onset than an onset (oor-hoor) filled by some other\u0000 consonant (hand-tand). If a speaker pays more attention to his/her speech in an increased-monitoring task, the\u0000 speaker is expected to produce /h/ more often, and finally it was expected that increased exposure to Dutch would result in more\u0000 correct productions.\u0000 In a cross-sectional study, students from the first, third and sixth grades of secondary education (60 in total, aged between 12\u0000 years and 19 years old) took part in two reading-aloud tasks, which were assumed to differ in the degree of speech monitoring they\u0000 require. The first task was a text, with which L1-to-L2 transfer was assessed, and the second a list of minimal pairs containing\u0000 h-onsets contrasting with either empty or filled onsets. Monitoring was assessed by comparing results between reading tasks.\u0000 Results showed that increased monitoring positively influenced the numbers of [h]s produced, but that L1-to-L2 transfer of\u0000 liaison/elision contexts did not occur. A small difference between conditions was found, but in the opposite direction. There was\u0000 large between-learner variability and no performance increase with amount of exposure from first to sixth grade. Overall,\u0000 performance left much room for improvement relative to native Dutch speakers and to the learners’ teacher. Further research is\u0000 needed to better understand the development of French-speaker learners’ production of Dutch /h/.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332937","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}
In a large corpus (2.9 million tokens) of chat conversations, we studied the impact of Flemish adolescents’ social background on non-standard writing. We found significant correlations between different aspects of social class (level of education, home language and profession of the parents) and all examined deviations from formal written standard Dutch. Clustering several social variables might not only lead to a better operationalization of the complex phenomenon of social class, it certainly allows for discriminating social groups with distinct linguistic practices: lower class teenagers used each of the non-standard features much more often and in some cases in a different way than their upper class peers. Possible explanations concern discrepancies in terms of both linguistic proficiency and linguistic attitudes. Our findings emphasize the importance of including social background as an independent variable in variationist studies on youngsters’ computer-mediated communication.
{"title":"Adolescents’ social background and non-standard writing in online communication","authors":"Lisa Hilte, R. Vandekerckhove, Walter Daelemans","doi":"10.1075/DUJAL.17018.HIL","DOIUrl":"https://doi.org/10.1075/DUJAL.17018.HIL","url":null,"abstract":"\u0000 In a large corpus (2.9 million tokens) of chat conversations, we studied the impact of Flemish adolescents’ social background on\u0000 non-standard writing. We found significant correlations between different aspects of social class (level of education, home\u0000 language and profession of the parents) and all examined deviations from formal written standard Dutch. Clustering several social\u0000 variables might not only lead to a better operationalization of the complex phenomenon of social class, it certainly allows for\u0000 discriminating social groups with distinct linguistic practices: lower class teenagers used each of the non-standard features much\u0000 more often and in some cases in a different way than their upper class peers. Possible explanations concern discrepancies in terms\u0000 of both linguistic proficiency and linguistic attitudes. Our findings emphasize the importance of including social background as\u0000 an independent variable in variationist studies on youngsters’ computer-mediated communication.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47403559","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：