In academic discourse, hedging is a crucial rhetorical strategy mainly used by writers to mitigate the argumentative force of knowledge claims in order to reduce the potential threat that new claims make on other researchers, and thus minimise possible criticism from peers (Myers, 1989). In the social interactions between writers and readers, hedges also represent a useful linguistic device used by writers to gain community acceptance for a contribution to disciplinary knowledge (Hyland, 1996, 1998). In this paper, I review the concept of hedge since its origins, and attempt to explore its main pragmatic functions in academic discourse. I finally. provide a taxonomy of the most frequent linguistic strategies which writers use in English research articles with the function of hedging, namely indetermination, camouflage, subjectivisation and depersonalisation.
{"title":"The Pragmatic Rhetorical Strategy of Hedging in Academic Writing","authors":"P. Martín","doi":"10.35869/vial.v0i0.3867","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3867","url":null,"abstract":"In academic discourse, hedging is a crucial rhetorical strategy mainly used by writers to mitigate the argumentative force of knowledge claims in order to reduce the potential threat that new claims make on other researchers, and thus minimise possible criticism from peers (Myers, 1989). In the social interactions between writers and readers, hedges also represent a useful linguistic device used by writers to gain community acceptance for a contribution to disciplinary knowledge (Hyland, 1996, 1998). In this paper, I review the concept of hedge since its origins, and attempt to explore its main pragmatic functions in academic discourse. I finally. provide a taxonomy of the most frequent linguistic strategies which writers use in English research articles with the function of hedging, namely indetermination, camouflage, subjectivisation and depersonalisation.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction","authors":"E. Tarone","doi":"10.35869/vial.v0i0.3863","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3863","url":null,"abstract":"","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47278853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The articles contained in this volume of the African Law Study Library were prepared fol‐ lowing the eleventh seminar on the rule of law in the Democratic Republic of Congo (DRC) organized by Konrad Adenauer Foundation (KAS) for PhD students from the Uni‐ versity of Kinshasa and other legal researchers and practitioners. They deal with various le‐ gal issues relating to judicial organization, electoral disputes, police intervention, salary as‐ pects, environmental protection and intervention of the Catholic Church in protecting the freedom to demonstrate. All of these articles provide a glimpse of progress made and pend‐ ing challenges to be addressed with regard to consolidation of the rule of law in DRC. The first five articles deal with matters concerning judicial administrative organization through the General Inspectorate of Judicial Services, structure and functioning of the Na‐ tional Judicial Training Institute, the manner in which judicial officers exercise their profes‐ sion independently, right of appeal in commercial disputes as well as right of appeal per‐ taining to election related disputes for provincial Governors and Vice-Governors. Article by Clément Shamashanga Minga entitled "General Inspectorate of Judicial Services: Is judicial service operating within the Congolese Constitution of 18 Februa‐ ry 2006?” examines the General Inspectorate of Judicial Services instituted under the Sec‐ ond Republic by Order of 23 June 1987 in a context marked by lack of judicial indepen‐ dence. There was a certain opinion that the creation of this public entity, which falls under the Ministry of Justice (executive power), was an expression of erosion of the judicial inde‐ pendence which would subsequently undermine the principle of separation of powers, a feature in the rule of law as enshrined in the Constitution of 18 February 2006. However, the author argues that the existence of Inspectorate-General of Judicial Services does not violate the principle of separation of powers. In his view, the existence of a public entity with the mandate to monitor operations of judicial institutions and ensuring proper adminis‐ tration of justice by courts and tribunals and directorate of public prosecution is indeed a mechanism for strengthening the Judiciary. He recommends that this Order should be re‐ vised to repeal all powers that are unconstitutional. Article by Moïse Abdou Muhima on "Organization and Operation of the Profession of Judicial Officers in the Democratic Republic of Congo: Current Status and Current Issues" interrogates the expediency to deregulate the judicial officers’ profession in DRC and the role played by them in the administration of justice. The author notes that before the organic law governing the judicial officers’ profession in 2016, they did not benefit appro‐ priately from the necessary safeguards allowing them to play their role as independent and intermediary justice officers for the development of local justice. With the e
{"title":"Foreword","authors":"R. Alonso, Marta Dahlgren","doi":"10.35869/vial.v0i0.3862","DOIUrl":"https://doi.org/10.35869/vial.v0i0.3862","url":null,"abstract":"The articles contained in this volume of the African Law Study Library were prepared fol‐ lowing the eleventh seminar on the rule of law in the Democratic Republic of Congo (DRC) organized by Konrad Adenauer Foundation (KAS) for PhD students from the Uni‐ versity of Kinshasa and other legal researchers and practitioners. They deal with various le‐ gal issues relating to judicial organization, electoral disputes, police intervention, salary as‐ pects, environmental protection and intervention of the Catholic Church in protecting the freedom to demonstrate. All of these articles provide a glimpse of progress made and pend‐ ing challenges to be addressed with regard to consolidation of the rule of law in DRC. The first five articles deal with matters concerning judicial administrative organization through the General Inspectorate of Judicial Services, structure and functioning of the Na‐ tional Judicial Training Institute, the manner in which judicial officers exercise their profes‐ sion independently, right of appeal in commercial disputes as well as right of appeal per‐ taining to election related disputes for provincial Governors and Vice-Governors. Article by Clément Shamashanga Minga entitled \"General Inspectorate of Judicial Services: Is judicial service operating within the Congolese Constitution of 18 Februa‐ ry 2006?” examines the General Inspectorate of Judicial Services instituted under the Sec‐ ond Republic by Order of 23 June 1987 in a context marked by lack of judicial indepen‐ dence. There was a certain opinion that the creation of this public entity, which falls under the Ministry of Justice (executive power), was an expression of erosion of the judicial inde‐ pendence which would subsequently undermine the principle of separation of powers, a feature in the rule of law as enshrined in the Constitution of 18 February 2006. However, the author argues that the existence of Inspectorate-General of Judicial Services does not violate the principle of separation of powers. In his view, the existence of a public entity with the mandate to monitor operations of judicial institutions and ensuring proper adminis‐ tration of justice by courts and tribunals and directorate of public prosecution is indeed a mechanism for strengthening the Judiciary. He recommends that this Order should be re‐ vised to repeal all powers that are unconstitutional. Article by Moïse Abdou Muhima on \"Organization and Operation of the Profession of Judicial Officers in the Democratic Republic of Congo: Current Status and Current Issues\" interrogates the expediency to deregulate the judicial officers’ profession in DRC and the role played by them in the administration of justice. The author notes that before the organic law governing the judicial officers’ profession in 2016, they did not benefit appro‐ priately from the necessary safeguards allowing them to play their role as independent and intermediary justice officers for the development of local justice. With the e","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3759
Marco Cancino, Jonathan Iturrieta
The Lexical Approach (LA) is a pedagogical method that emphasizes authentic language and learner exposure to co-occurring lexical units. The approach has garnered renewed interest over the last years due to its focus on the frequency of multi-word form-meaning distributions, which is in line with usage-based (UB) approaches to language acquisition. Thus, the present study sought to assess the impact of the LA on perceived oral proficiency and formulaic sequence use. To this end, 38 English as a Foreign Language adult learners at a language institute were divided into two groups, one of which was exposed to 38 teaching hours of instruction based on LA principles. Both groups were asked to perform two oral tasks that were evaluated by three judges in terms of oral proficiency and number of formulaic sequences used. Results revealed that the LA group outperformed the control group in perceived overall oral proficiency scores and in the number of formulaic sequences used, and that there were positive moderate correlations between these measures. Pedagogical implications emphasizing the importance of exposing learners to lexical chunks by means of authentic materials are discussed, as well as their relevance in EFL contexts that focus on the short-term achievement of grammatical accuracy.
{"title":"Assessing the impact of the Lexical Approach on EFL perceived oral proficiency: What is the role of formulaic sequences?","authors":"Marco Cancino, Jonathan Iturrieta","doi":"10.35869/vial.v0i19.3759","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3759","url":null,"abstract":"The Lexical Approach (LA) is a pedagogical method that emphasizes authentic language and learner exposure to co-occurring lexical units. The approach has garnered renewed interest over the last years due to its focus on the frequency of multi-word form-meaning distributions, which is in line with usage-based (UB) approaches to language acquisition. Thus, the present study sought to assess the impact of the LA on perceived oral proficiency and formulaic sequence use. To this end, 38 English as a Foreign Language adult learners at a language institute were divided into two groups, one of which was exposed to 38 teaching hours of instruction based on LA principles. Both groups were asked to perform two oral tasks that were evaluated by three judges in terms of oral proficiency and number of formulaic sequences used. Results revealed that the LA group outperformed the control group in perceived overall oral proficiency scores and in the number of formulaic sequences used, and that there were positive moderate correlations between these measures. Pedagogical implications emphasizing the importance of exposing learners to lexical chunks by means of authentic materials are discussed, as well as their relevance in EFL contexts that focus on the short-term achievement of grammatical accuracy.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44953895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Findings from task-supported interaction with adult populations have often been transferred to children with little to no modification. When (considerable) differences have been identified, adult and children interactions were analysed while performing different tasks or at different proficiency levels. This article attempts to provide a more reliable comparison by analysing level-matched adults and children performing the exact same task. This study examines the negotiation for meaning (NoM) strategies and their communicative functions in 20 young (age 8-9) children and 14 adults performing an information-gap narrative task with an adult proficient speaker. All participants had Spanish as their L1 and were beginner learners of English as a foreign language (EFL). The results revealed that the adult group produced significantly higher rates in all NoM strategies, with the exception of comprehension checks. However, both populations displayed commonalities in their interactional patterns, with a similar proportional use and functions of the NoM strategies and a clear tendency to imitate elements of their more proficient interlocutor’s output via other-repetitions. These findings provide evidence that the age factor at this level of proficiency may have a greater impact on the amount of NoM generated than on the type and function of the NoM strategies used.
{"title":"A matter of age: Negotiation in child and adult interactions","authors":"Raúl Azpilicueta-Martínez, Amparo L´azaro-Ibarrola","doi":"10.35869/vial.v0i19.3758","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3758","url":null,"abstract":"Findings from task-supported interaction with adult populations have often been transferred to children with little to no modification. When (considerable) differences have been identified, adult and children interactions were analysed while performing different tasks or at different proficiency levels. This article attempts to provide a more reliable comparison by analysing level-matched adults and children performing the exact same task. This study examines the negotiation for meaning (NoM) strategies and their communicative functions in 20 young (age 8-9) children and 14 adults performing an information-gap narrative task with an adult proficient speaker. All participants had Spanish as their L1 and were beginner learners of English as a foreign language (EFL). The results revealed that the adult group produced significantly higher rates in all NoM strategies, with the exception of comprehension checks. However, both populations displayed commonalities in their interactional patterns, with a similar proportional use and functions of the NoM strategies and a clear tendency to imitate elements of their more proficient interlocutor’s output via other-repetitions. These findings provide evidence that the age factor at this level of proficiency may have a greater impact on the amount of NoM generated than on the type and function of the NoM strategies used.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3764
Stefan Williams, P. Guijarro-Fuentes, M. Vulchanova
This study explores U-shaped behaviour in the acquisition of irregular verb morphology across three groups of Norwegian L2 learners of English. This phenomenon is especially interesting due to its significance for the organization and division between the mental lexicon and grammar. We hypothesized that if U-shaped behaviour was observable, then we would find significant differences in participants’ performance accuracy levels in conjunction with overregularization errors. We report results on the acquisition of irregular verb morphology, in addition to mean reaction times on different types of responses (accurate responses and overregularized ones). The final analysis includes data from participants from the 8 th grade (N=17), 9 th grade (N=19), and 10 th grade (N=15). We report results of the acquisition of irregular verbs, in addition to reaction latencies. Participants responded to an elicitation task to test performance on 40 items. The results are consistent with the later stages of U-shaped learning. We found an increase in overall accuracy co-occurring with a decrease in overregularization errors. We propose that the existence of U-shaped behaviour in the L2 is indicative of a general underlying input-driven learning pattern, and that this process is an integral part of acquiring knowledge upon exposure to irregularities in a productive paradigm.
{"title":"U-shaped trajectories in an L2 context: Evidence from the acquisition of verb morphology","authors":"Stefan Williams, P. Guijarro-Fuentes, M. Vulchanova","doi":"10.35869/vial.v0i19.3764","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3764","url":null,"abstract":"This study explores U-shaped behaviour in the acquisition of irregular verb morphology across three groups of Norwegian L2 learners of English. This phenomenon is especially interesting due to its significance for the organization and division between the mental lexicon and grammar. We hypothesized that if U-shaped behaviour was observable, then we would find significant differences in participants’ performance accuracy levels in conjunction with overregularization errors. We report results on the acquisition of irregular verb morphology, in addition to mean reaction times on different types of responses (accurate responses and overregularized ones). The final analysis includes data from participants from the 8 th grade (N=17), 9 th grade (N=19), and 10 th grade (N=15). We report results of the acquisition of irregular verbs, in addition to reaction latencies. Participants responded to an elicitation task to test performance on 40 items. The results are consistent with the later stages of U-shaped learning. We found an increase in overall accuracy co-occurring with a decrease in overregularization errors. We propose that the existence of U-shaped behaviour in the L2 is indicative of a general underlying input-driven learning pattern, and that this process is an integral part of acquiring knowledge upon exposure to irregularities in a productive paradigm.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45676473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3763
Ellen Simon, Chloé Lybaert, Koen Plevoets
This study investigates the role of the listener in the perception of non-native speakers and their speech. Our goal is to examine the impact of listener characteristics on their attitudes towards non-native speakers and their speech. In addition, we aim to explore the relationship between listeners’ attitudes and the intelligibility, comprehensibility and perceived foreign accentedness of non-native speech. 126 participants living in Flanders, Belgium, completed a questionnaire probing their attitudes towards non-native speakers of Dutch. An analysis of background variables of these listeners revealed that their age, educational level, extent of contact with non-native speakers and especially political preference could predict their responses to questionnaire items. In a subsequent session, participants performed (a) a speaker/speech evaluation task, (b) a transcription task measuring intelligibility, and (c) a comprehensibility and accentedness rating task. This latter session required participants to transcribe and evaluate speech samples of Dutch produced by speakers of Mandarin Chinese. We found a significant correlation between comprehensibility and accentedness and a number of attitudinal dimensions, such as the perceived status of, and solidarity with, the speaker. The study has implications for language testing, as it demonstrates the impact of listeners’ social attitudes on the assessment of non-native speech.
{"title":"Social attitudes, intelligibility and comprehensibility: The role of the listener in the perception of non-native speech","authors":"Ellen Simon, Chloé Lybaert, Koen Plevoets","doi":"10.35869/vial.v0i19.3763","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3763","url":null,"abstract":"This study investigates the role of the listener in the perception of non-native speakers and their speech. Our goal is to examine the impact of listener characteristics on their attitudes towards non-native speakers and their speech. In addition, we aim to explore the relationship between listeners’ attitudes and the intelligibility, comprehensibility and perceived foreign accentedness of non-native speech. 126 participants living in Flanders, Belgium, completed a questionnaire probing their attitudes towards non-native speakers of Dutch. An analysis of background variables of these listeners revealed that their age, educational level, extent of contact with non-native speakers and especially political preference could predict their responses to questionnaire items. In a subsequent session, participants performed (a) a speaker/speech evaluation task, (b) a transcription task measuring intelligibility, and (c) a comprehensibility and accentedness rating task. This latter session required participants to transcribe and evaluate speech samples of Dutch produced by speakers of Mandarin Chinese. We found a significant correlation between comprehensibility and accentedness and a number of attitudinal dimensions, such as the perceived status of, and solidarity with, the speaker. The study has implications for language testing, as it demonstrates the impact of listeners’ social attitudes on the assessment of non-native speech.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3762
Peizhu Shang, Wendy Elvira-García
Despite the increasing number of studies in L2 prosody, little research has been carried out on the Chinese-Spanish language pair. This article sets out to examine the L2 acquisition of nuclear contours and pitch implementation details of Spanish spoken by Chinese speakers. To this end, 555 utterances (produced by 37 informants) were analyzed within an autosegmental-metrical framework, and pitch values were evaluated using long-term distributional (LTD) and pitch dynamism quotient (PDQ) measures. The results suggest a hierarchy of difficulties in acquiring the prosodic features of different sentence types. The most salient intonational error made by the Chinese learners was the tendency to replace low nuclear accents with high/rising tones. Furthermore, the higher pitch level, narrower span, and lower F0 variance found for Chinese speakers lend support to previous hypotheses which proposed a general pitch compression pattern for L2 speech. Nevertheless, with increasing proficiency in Spanish, learners appear to develop more target-like intonation contours and pitch profiles. Finally, gender and stress effects as well as other interactions prove that L2 prosody learning is more complex than previously stated, and is influenced not only by the L1 system and oral competence but is also correlated with some psychological and sociocultural factors.
{"title":"Second language acquisition of Spanish prosody by Chinese speakers: Nuclear contours and pitch characteristics","authors":"Peizhu Shang, Wendy Elvira-García","doi":"10.35869/vial.v0i19.3762","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3762","url":null,"abstract":"Despite the increasing number of studies in L2 prosody, little research has been carried out on the Chinese-Spanish language pair. This article sets out to examine the L2 acquisition of nuclear contours and pitch implementation details of Spanish spoken by Chinese speakers. To this end, 555 utterances (produced by 37 informants) were analyzed within an autosegmental-metrical framework, and pitch values were evaluated using long-term distributional (LTD) and pitch dynamism quotient (PDQ) measures. The results suggest a hierarchy of difficulties in acquiring the prosodic features of different sentence types. The most salient intonational error made by the Chinese learners was the tendency to replace low nuclear accents with high/rising tones. Furthermore, the higher pitch level, narrower span, and lower F0 variance found for Chinese speakers lend support to previous hypotheses which proposed a general pitch compression pattern for L2 speech. Nevertheless, with increasing proficiency in Spanish, learners appear to develop more target-like intonation contours and pitch profiles. Finally, gender and stress effects as well as other interactions prove that L2 prosody learning is more complex than previously stated, and is influenced not only by the L1 system and oral competence but is also correlated with some psychological and sociocultural factors.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42734187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3761
María Martínez-Adrián, M. J. Gutierrez-Mangado
Few studies have tackled gender differences in second language (L2) interaction, and particularly, the effect of gender pairings on learning opportunities operationalized as Language Related Episodes (LREs) has been scarcely looked into (see Azkarai, 2015b; Azkarai & García-Mayo, 2012; Ross-Feldman, 2005, 2007). Additionally, these studies have targeted adult L2 learners and to our knowledge, no studies so far have been conducted with children. This paper will try to fill these gaps by analysing the effect of gender pairings on the occurrence, nature and resolution of LREs in a storytelling task performed by 10-12-year-old children. More specifically, it explores whether there are any differences between same-gender and gender-mismatched dyads, and between same-gender dyads (male-male vs female-female). Results show that type of pairing affects LRE production and resolution as more LREs were initiated and resolved in matched-gender dyads than in mixed-gender dyads. However, gender-pairing did not influence the outcome of the resolution, as a still low rate of targetlikeness was obtained in mixed- and matched-gender dyads. Additionally, no statistically significant differences were obtained between same-gender dyads, but female-female dyads were found to be more concerned with getting the message across and oriented to higher accuracy in the resolutions of meaning-related episodes.
{"title":"Gender pairings in EFL child task-based interaction","authors":"María Martínez-Adrián, M. J. Gutierrez-Mangado","doi":"10.35869/vial.v0i19.3761","DOIUrl":"https://doi.org/10.35869/vial.v0i19.3761","url":null,"abstract":"Few studies have tackled gender differences in second language (L2) interaction, and particularly, the effect of gender pairings on learning opportunities operationalized as Language Related Episodes (LREs) has been scarcely looked into (see Azkarai, 2015b; Azkarai & García-Mayo, 2012; Ross-Feldman, 2005, 2007). Additionally, these studies have targeted adult L2 learners and to our knowledge, no studies so far have been conducted with children. This paper will try to fill these gaps by analysing the effect of gender pairings on the occurrence, nature and resolution of LREs in a storytelling task performed by 10-12-year-old children. More specifically, it explores whether there are any differences between same-gender and gender-mismatched dyads, and between same-gender dyads (male-male vs female-female). Results show that type of pairing affects LRE production and resolution as more LREs were initiated and resolved in matched-gender dyads than in mixed-gender dyads. However, gender-pairing did not influence the outcome of the resolution, as a still low rate of targetlikeness was obtained in mixed- and matched-gender dyads. Additionally, no statistically significant differences were obtained between same-gender dyads, but female-female dyads were found to be more concerned with getting the message across and oriented to higher accuracy in the resolutions of meaning-related episodes.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.35869/vial.v0i19.3760
Leila Gholami
A substantial number of studies have investigated the efficacy of incidental focus on form (FonF) measured through (successful) uptake rate in teacher-learner interactions in communicative contexts and have established a link between learners’ (successful) uptake of linguistic forms and their second language learning. In this line of research, the analysis of uptake and FonF characteristics mediating learners’ (successful) uptake has been limited to linguistic forms of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). However, formulaic sequences, including idioms, collocations, lexical bundles, and compounds (formulaic forms), have received scant attention in FonF research. This study examined incidental FonF characteristics that best predicted learners’ (successful) uptake of formulaic forms and compared the findings with the variables that mediate the (successful) uptake of non-formulaic forms targeted in focus-on-form episodes (FFEs). To this end, 30 hours of audio-recorded teacher-learner interactions in primarily communicative activities from English as a foreign language classes were examined. The findings showed that learners’ attention was drawn to non-formulaic forms more frequently than formulaic forms in FFEs. Nonetheless, learners produced (successful) uptake more often when formulaic forms were targeted in FFEs than non-formulaic forms. Logistic regression analyses showed that FonF characteristics that predicted learners’ production of (successful) uptake were different for formulaic vs. non-formulaic forms targeted in FFEs.
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