Pub Date : 2021-01-18DOI: 10.35869/VIAL.V0I18.3368
Ruth Milla, M. Mayo
espanolEstudios previos han hallado que la retroalimentacion correctiva oral (RCO) puede variar dependiendo de factores tales como la edad y el nivel de conocimiento de lengua de los aprendices o los tipos de RCO que facilita el profesor. Sin embargo, existe escasa investigacion sobre la variable del contexto de aprendizaje, aunque la RCO y la respuesta de los aprendices difiere en cantidad y tipo en contextos de segunda lengua y contextos de lengua extranjera (LE). Ademas, la RCO apenas ha sido investigada en aulas que siguen un enfoque de aprendizaje integrado de contenido y lengua extranjera (AICLE). Debido a que los programas de AICLE se estan implementando ampliamente en contextos europeos y que las diferencias entre los contextos sugieren posibles variaciones en cuanto a la RCO y la respuesta de los aprendices, este trabajo tiene como objetivo comparar la interaccion oral grabada (22 horas 43 minutos) en un aula intacta (N=26) de segundo curso de bachillerato (edad=17-18) en las clases de ingles como LE con otra de estudios empresariales (AICLE). Los resultados muestran diferencias significativas en cuanto a los tipos de RCO utilizados y la respuesta de los aprendices ante las reformulaciones. Se presentan implicaciones pedagogicas relativas a como obtener el maximo beneficio de la RCO en aulas de LE EnglishOral corrective feedback (OCF) has been reported to be affected by several factors such as learners’ age, level of proficiency or the OCF types provided by the teacher. However, little research has been carried out on the variable learning context, even though OCF and uptake vary in rates and types in second language (SL) and foreign language (FL) settings. Moreover, OCF has been clearly under-researched in classrooms that follow a content and language integrated learning (CLIL) approach. As CLIL programs are being widely implemented mainly in European settings and differences in context characteristics suggest variations in OCF and learners’ uptake, the present study aimed to compare the recorded classroom interaction data (22 hours 43 minutes) from an intact class of learners (N=26) in their last year of secondary education (age 17-18), attending the lessons of an English as a FL (EFL) teacher and a Business Studies (CLIL) teacher. Findings show significant differences as to the proportion and OCF types used, as well as different learners’ behavior regarding the rates of uptake and repair and the uptake after the use of recasts. Pedagogical implications are offered as to how to maximize the potential benefits of OCF in FL classrooms
以前的研究发现，口头纠正反馈(RCO)可能会因年龄、学习者的语言知识水平或教师提供的RCO类型等因素而有所不同。然而，关于学习环境变量的研究很少，尽管在第二语言和外语环境中，学习者的RCO和反应在数量和类型上有所不同。此外，在采用内容和外语综合学习(clil)方法的教室中，对RCO的研究很少。由于AICLE方案正在实施广泛的背景、欧洲人和环境之间的差异说明潜在至于RCO变化和反应学徒,这项工作旨在比较interaccion口头记录(22小时43分钟)在一个教室,完好无损(N = 26)大二(年龄= 17-18)英语类中他与另一个(AICLE工商管理学院)。结果表明，在使用的RCO类型和学习者对重新配方的反应方面存在显著差异。本文提出了如何从英语纠正反馈(OCF)课堂中获得最大效益的教学意义。据报道，OCF受到学习者年龄、熟练程度或教师提供的OCF类型等几个因素的影响。然而，关于可变学习环境的研究很少，尽管在第二语言(SL)和外语(FL)设置中OCF和接受不同的比率和类型。此外，在采用内容和语言综合学习(CLIL)方法的课堂中，OCF的研究明显不足。As CLIL programs are being宣传实行mainly in European settings and差异in context分离器suggest variations in the吸收OCF和一项‘目前研究旨在to compare the recorded教室interaction data(22个小时43 minutes) from an intact class of项(N = 26)名单教育(age 17-18), attending the lessons of an English As a前线成就人生(teacher and a Business Studies (CLIL) teacher。研究结果显示，在使用的比例和OCF类型方面，以及不同学习者在接受和修复率以及使用后接受方面的行为存在显著差异。提供了教学意义，以最大限度地发挥OCF在FL课堂的潜在效益
{"title":"Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms","authors":"Ruth Milla, M. Mayo","doi":"10.35869/VIAL.V0I18.3368","DOIUrl":"https://doi.org/10.35869/VIAL.V0I18.3368","url":null,"abstract":"espanolEstudios previos han hallado que la retroalimentacion correctiva oral (RCO) puede variar dependiendo de factores tales como la edad y el nivel de conocimiento de lengua de los aprendices o los tipos de RCO que facilita el profesor. Sin embargo, existe escasa investigacion sobre la variable del contexto de aprendizaje, aunque la RCO y la respuesta de los aprendices difiere en cantidad y tipo en contextos de segunda lengua y contextos de lengua extranjera (LE). Ademas, la RCO apenas ha sido investigada en aulas que siguen un enfoque de aprendizaje integrado de contenido y lengua extranjera (AICLE). Debido a que los programas de AICLE se estan implementando ampliamente en contextos europeos y que las diferencias entre los contextos sugieren posibles variaciones en cuanto a la RCO y la respuesta de los aprendices, este trabajo tiene como objetivo comparar la interaccion oral grabada (22 horas 43 minutos) en un aula intacta (N=26) de segundo curso de bachillerato (edad=17-18) en las clases de ingles como LE con otra de estudios empresariales (AICLE). Los resultados muestran diferencias significativas en cuanto a los tipos de RCO utilizados y la respuesta de los aprendices ante las reformulaciones. Se presentan implicaciones pedagogicas relativas a como obtener el maximo beneficio de la RCO en aulas de LE EnglishOral corrective feedback (OCF) has been reported to be affected by several factors such as learners’ age, level of proficiency or the OCF types provided by the teacher. However, little research has been carried out on the variable learning context, even though OCF and uptake vary in rates and types in second language (SL) and foreign language (FL) settings. Moreover, OCF has been clearly under-researched in classrooms that follow a content and language integrated learning (CLIL) approach. As CLIL programs are being widely implemented mainly in European settings and differences in context characteristics suggest variations in OCF and learners’ uptake, the present study aimed to compare the recorded classroom interaction data (22 hours 43 minutes) from an intact class of learners (N=26) in their last year of secondary education (age 17-18), attending the lessons of an English as a FL (EFL) teacher and a Business Studies (CLIL) teacher. Findings show significant differences as to the proportion and OCF types used, as well as different learners’ behavior regarding the rates of uptake and repair and the uptake after the use of recasts. Pedagogical implications are offered as to how to maximize the potential benefits of OCF in FL classrooms","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73949142","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 : 2020-01-20DOI: 10.35869/vial.v0i17.1467
Sarah Sok, ZhaoHong Han
Vocabulary development is indisputably a vital aspect of second language acquisition. In spite of the abundant attention it has garnered over the past few decades, it remains unclear how adult learners fare with intentional and incidental ways of learning. The current study investigated the effects of intentional learning (via studying a word list), incidental learning (via reading), and combined intentional-andincidental learning (via studying a word list followed by reading) conditions on 30 adult learners’ second language vocabulary acquisition. Vocabulary acquisition was measured in terms of percentage gains as well as changes in the depth of vocabulary knowledge. Results showed that while both the intentional and incidental modes of learning led to vocabulary gains, the combined intentional-and-incidental condition resulted in significantly greater gains than either the intentional-only or the incidentalonly condition. No significant differences were found between the incidental-only and intentional-only conditions.
{"title":"A study of L2 vocabulary acquisition under incidental and intentional conditions","authors":"Sarah Sok, ZhaoHong Han","doi":"10.35869/vial.v0i17.1467","DOIUrl":"https://doi.org/10.35869/vial.v0i17.1467","url":null,"abstract":"Vocabulary development is indisputably a vital aspect of second language acquisition. In spite of the abundant attention it has garnered over the past few decades, it remains unclear how adult learners fare with intentional and incidental ways of learning. The current study investigated the effects of intentional learning (via studying a word list), incidental learning (via reading), and combined intentional-andincidental learning (via studying a word list followed by reading) conditions on 30 adult learners’ second language vocabulary acquisition. Vocabulary acquisition was measured in terms of percentage gains as well as changes in the depth of vocabulary knowledge. Results showed that while both the intentional and incidental modes of learning led to vocabulary gains, the combined intentional-and-incidental condition resulted in significantly greater gains than either the intentional-only or the incidentalonly condition. No significant differences were found between the incidental-only and intentional-only conditions.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88459894","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 : 2020-01-20DOI: 10.35869/vial.v0i17.1463
Griet Boone, June Eyckmans
This article reports on a classroom-based (quasi)-experiment with a pre-test post-test design that explored the effect of two types of activities on the productive recall of German formulaic sequences (FS): 1) attention-directing activities and 2) retrieval practice. Two intact classes of Dutch-speaking university students of German participated in the study. One class was randomly assigned to the attention-directing condition (n=18), the other one to the retrieval condition (n=11). Twenty-two target FS were selected as learning items. Each group processed the FS in a different condition. In the attention-directing condition, students had to 1) re-read a video transcript with the FS in bold typeface and 2) translate the targets into Dutch. In the retrieval condition, students had to 1) complete a transcript in which the FS were deleted and 2) translate the targets into German. Results indicate that the retrieval condition led to better productive phrase learning than the attention-directing condition.
{"title":"Attention-direction versus retrieval practice: which fosters the productive recall of German formulaic sequences best?","authors":"Griet Boone, June Eyckmans","doi":"10.35869/vial.v0i17.1463","DOIUrl":"https://doi.org/10.35869/vial.v0i17.1463","url":null,"abstract":"This article reports on a classroom-based (quasi)-experiment with a pre-test post-test design that explored the effect of two types of activities on the productive recall of German formulaic sequences (FS): 1) attention-directing activities and 2) retrieval practice. Two intact classes of Dutch-speaking university students of German participated in the study. One class was randomly assigned to the attention-directing condition (n=18), the other one to the retrieval condition (n=11). Twenty-two target FS were selected as learning items. Each group processed the FS in a different condition. In the attention-directing condition, students had to 1) re-read a video transcript with the FS in bold typeface and 2) translate the targets into Dutch. In the retrieval condition, students had to 1) complete a transcript in which the FS were deleted and 2) translate the targets into German. Results indicate that the retrieval condition led to better productive phrase learning than the attention-directing condition.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81500697","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 : 2020-01-20DOI: 10.35869/vial.v0i17.1464
Judith Borràs, Ángels Llanes
This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.
{"title":"L2 reading and vocabulary development after a short Study Abroad experience","authors":"Judith Borràs, Ángels Llanes","doi":"10.35869/vial.v0i17.1464","DOIUrl":"https://doi.org/10.35869/vial.v0i17.1464","url":null,"abstract":"This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80747463","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 : 2020-01-20DOI: 10.35869/vial.v0i17.1468
R. A. V. Compernolle, Nuria Ballesteros Soria
In this article, we report on the implementation of Dynamic Strategic Interaction Scenario tasks as one approach to developing L2 learners’ interactional repertoires. The tasks involve pre-task planning, a performance, and immediate feedback during a whole-class debriefing discussion. We focus specifically on the appropriation of turn allocation devices within a single class meeting in which three small groups performed the same scenario. We show how the first group’s performance prompted a focus on turn allocation during their debriefing, and how the subsequent groups were able to build on the feedback in their own performances. We discuss our findings and their implications for research and pedagogy along three dimensions: 1) the role of feedback as mediation in the debriefing discussions; 2) the contribution of task repetition from a group-as-collective perspective; and 3) the documentation of interactional repertoire development over time.
{"title":"Developing interactional repertoires in the classroom through dynamic strategic interactio scenarios","authors":"R. A. V. Compernolle, Nuria Ballesteros Soria","doi":"10.35869/vial.v0i17.1468","DOIUrl":"https://doi.org/10.35869/vial.v0i17.1468","url":null,"abstract":"In this article, we report on the implementation of Dynamic Strategic Interaction Scenario tasks as one approach to developing L2 learners’ interactional repertoires. The tasks involve pre-task planning, a performance, and immediate feedback during a whole-class debriefing discussion. We focus specifically on the appropriation of turn allocation devices within a single class meeting in which three small groups performed the same scenario. We show how the first group’s performance prompted a focus on turn allocation during their debriefing, and how the subsequent groups were able to build on the feedback in their own performances. We discuss our findings and their implications for research and pedagogy along three dimensions: 1) the role of feedback as mediation in the debriefing discussions; 2) the contribution of task repetition from a group-as-collective perspective; and 3) the documentation of interactional repertoire development over time.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73965750","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 : 2020-01-20DOI: 10.35869/vial.v0i17.1465
Teresa Cadierno, Mikkel Hansen, J. Lauridsen, S. Eskildsen, K. Fenyvesi, S. Jensen, Maria Vanessa aus der Wieschen
espanolEste trabajo presenta los resultados de un estudio semi-longitudinal que investigo el papel de la edad en el aprendizaje del ingles como lengua extranjera. Se compararon dos grupos de ninos daneses (N = 276) que, siguiendo una reforma educativa del ano 2014, diferian con respecto a la edad en la que comenzaron a recibir ensenanza en ingles. Un grupo comenzo en el primer grado (a la edad de 7-8 anos) mientras que el otro grupo empezo en el tercer grado (a la edad de 9-10 anos). Se utilizaron tres tests receptivos, uno de vocabulario, otro de gramatica y otro que media habilidades de discriminacion fonetica. Estos tests se administraron anualmente permitiendo comparar la rapidez de aprendizaje y el grado de aprendizaje de los dos grupos de ninos despues de uno y dos anos de instruccion. Los resultados del estudio mostraron que los ninos que empezaron mas tarde realizaron la mayor parte de los tests mejor que los ninos que empezaron mas temprano. En relacion a la velocidad de aprendizaje, los tests mostraron que los ninos que empezaron mas tarde tenian una ventaja con respecto al test gramatical mientras que el test de habilidad de discriminacion fonetica mostro un resultado mas difuso con un paron en el desarrollo para los ninos que empezaron mas tarde y un mayor avance de los ninos que empezaron mas temprano. Finalmente, el estudio mostro que los ninos alcanzaron un mayor nivel de dominio linguistico y una mayor velocidad de aprendizaje que las ninas. EnglishThis paper reports the results of a semi-longitudinal study investigating the role of age of onset in early foreign language (English) learning. We compared two groups of Danish school children (N = 276) who, following an educational reform in 2014, started their first English classes the same year but at different ages. One group (the early starters) was introduced to English in the 1st grade (age 7-8) and the other group (the late starters) in the 3rd grade (age 9-10). Children’s receptive vocabulary, receptive grammar, and phonetic discrimination skills were followed for three years, allowing comparisons across groups and time and tracking learning rate and shortterm proficiency (after one and two years of instruction). Results showed that the late starters outperformed the early starters in most tests. With respect to learning rate, the tests also revealed that the late starters had an advantage in the receptive grammar test, whereas the phonetic discrimination test showed a more diffuse picture with the late starters seemingly halting in development and the early starters advancing. The results also showed gender differences with boys achieving a higher level of proficiency and exhibiting a faster learning rate than girls. The pedagogical implications of the results are discussed.
{"title":"Does younger mean better? Age of onset, learning rate and shortterm L2 proficiency in young Danish learners of English","authors":"Teresa Cadierno, Mikkel Hansen, J. Lauridsen, S. Eskildsen, K. Fenyvesi, S. Jensen, Maria Vanessa aus der Wieschen","doi":"10.35869/vial.v0i17.1465","DOIUrl":"https://doi.org/10.35869/vial.v0i17.1465","url":null,"abstract":"espanolEste trabajo presenta los resultados de un estudio semi-longitudinal que investigo el papel de la edad en el aprendizaje del ingles como lengua extranjera. Se compararon dos grupos de ninos daneses (N = 276) que, siguiendo una reforma educativa del ano 2014, diferian con respecto a la edad en la que comenzaron a recibir ensenanza en ingles. Un grupo comenzo en el primer grado (a la edad de 7-8 anos) mientras que el otro grupo empezo en el tercer grado (a la edad de 9-10 anos). Se utilizaron tres tests receptivos, uno de vocabulario, otro de gramatica y otro que media habilidades de discriminacion fonetica. Estos tests se administraron anualmente permitiendo comparar la rapidez de aprendizaje y el grado de aprendizaje de los dos grupos de ninos despues de uno y dos anos de instruccion. Los resultados del estudio mostraron que los ninos que empezaron mas tarde realizaron la mayor parte de los tests mejor que los ninos que empezaron mas temprano. En relacion a la velocidad de aprendizaje, los tests mostraron que los ninos que empezaron mas tarde tenian una ventaja con respecto al test gramatical mientras que el test de habilidad de discriminacion fonetica mostro un resultado mas difuso con un paron en el desarrollo para los ninos que empezaron mas tarde y un mayor avance de los ninos que empezaron mas temprano. Finalmente, el estudio mostro que los ninos alcanzaron un mayor nivel de dominio linguistico y una mayor velocidad de aprendizaje que las ninas. EnglishThis paper reports the results of a semi-longitudinal study investigating the role of age of onset in early foreign language (English) learning. We compared two groups of Danish school children (N = 276) who, following an educational reform in 2014, started their first English classes the same year but at different ages. One group (the early starters) was introduced to English in the 1st grade (age 7-8) and the other group (the late starters) in the 3rd grade (age 9-10). Children’s receptive vocabulary, receptive grammar, and phonetic discrimination skills were followed for three years, allowing comparisons across groups and time and tracking learning rate and shortterm proficiency (after one and two years of instruction). Results showed that the late starters outperformed the early starters in most tests. With respect to learning rate, the tests also revealed that the late starters had an advantage in the receptive grammar test, whereas the phonetic discrimination test showed a more diffuse picture with the late starters seemingly halting in development and the early starters advancing. The results also showed gender differences with boys achieving a higher level of proficiency and exhibiting a faster learning rate than girls. The pedagogical implications of the results are discussed.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76444025","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}
Based on the theoretical framework of Talmy (1985 et passim) and Slobin (1987 et passim) the present study analyses the influence of L1 patterns on the description of motion events with boundary crossings. Arab speakers avoid the use of manner of motion verbs in the description of these events and use simple path verbs (e.g. enter, go etc.), whereas speakers of English mostly use manner verbs (run, crawl etc.). These deeply engrained differences between L1 and L2 are a learning challenge in SLA. We analyse the use of manner verbs by an intermediate and an advanced group of Arab EFL learners, who live in the UK. Most learners either avoid the description or use path verbs as in Arabic. As the learners do not produce ungrammatical sentences, they will not receive negative feedback (e.g. from a teacher) and rely entirely on incidental learning from the input. However, despite the high frequency of these manner verbs in the daily input of the learners, they do not acquire the patterns of the target language even at a high proficiency level. Implicit learning in this context is hardly possible and explicit teaching and learning is needed to overcome the influence of the first language.
基于Talmy（1985 et passim）和Slobin（1987 et passim。讲阿拉伯语言的人在描述这些事件时避免使用动作方式动词，而是使用简单的路径动词（如enter、go等），而讲英语的人大多使用方式动词（run、crawl等）。L1和L2之间这些根深蒂固的差异是SLA的学习挑战。我们分析了居住在英国的一组中级和高级阿拉伯英语学习者对方式动词的使用。大多数学习者要么避免描述，要么像阿拉伯语一样使用路径动词。由于学习者不会产生不符合语法的句子，他们不会收到负面反馈（例如来自老师），并且完全依赖于从输入中附带学习。然而，尽管这些方式动词在学习者的日常输入中频率很高，但即使在高水平的熟练程度下，他们也无法获得目标语言的模式。在这种情况下，内隐学习是不可能的，需要外显教学来克服第一语言的影响。
{"title":"The Persistence of L1 Patterns in SLA: the Boundary Crossing Constraint and Incidental Learning","authors":"Amani S. Alghamdi, M. Daller, James Milton","doi":"10.35869/VIAL.V0I16.94","DOIUrl":"https://doi.org/10.35869/VIAL.V0I16.94","url":null,"abstract":"Based on the theoretical framework of Talmy (1985 et passim) and Slobin (1987 et passim) the present study analyses the influence of L1 patterns on the description of motion events with boundary crossings. Arab speakers avoid the use of manner of motion verbs in the description of these events and use simple path verbs (e.g. enter, go etc.), whereas speakers of English mostly use manner verbs (run, crawl etc.). These deeply engrained differences between L1 and L2 are a learning challenge in SLA. We analyse the use of manner verbs by an intermediate and an advanced group of Arab EFL learners, who live in the UK. Most learners either avoid the description or use path verbs as in Arabic. As the learners do not produce ungrammatical sentences, they will not receive negative feedback (e.g. from a teacher) and rely entirely on incidental learning from the input. However, despite the high frequency of these manner verbs in the daily input of the learners, they do not acquire the patterns of the target language even at a high proficiency level. Implicit learning in this context is hardly possible and explicit teaching and learning is needed to overcome the influence of the first language.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252241","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}
This article explores the conveyance of attitudinal content through intonation in dubbed dialogue and presents the findings from an empirical corpus-based analysis. Research-wise, intonation is hitherto an understudied topic in Audiovisual Translation and has generally taken a back seat in dubbing literature. However, its communicative value and attitudinal function in oral discourse cannot be overlooked when interpreting and producing dubbed speech. The possibility of associating a particular tonal pattern with specific attitudes has enabled the comparison between a number of English original and Spanish dubbed intonation phrases via a speech analysis software. The results obtained provide empirical data on the dubbing of the attitudinal content under analysis and account for the main trends that could negatively affect both the quality of the final outcome and the way the dubbed text is received by the target audience.
{"title":"Dubbing attitudes through tonal patterns: when tones speak louder than words","authors":"Sofía Sánchez Mompeán","doi":"10.35869/VIAL.V0I16.96","DOIUrl":"https://doi.org/10.35869/VIAL.V0I16.96","url":null,"abstract":"This article explores the conveyance of attitudinal content through intonation in dubbed dialogue and presents the findings from an empirical corpus-based analysis. Research-wise, intonation is hitherto an understudied topic in Audiovisual Translation and has generally taken a back seat in dubbing literature. However, its communicative value and attitudinal function in oral discourse cannot be overlooked when interpreting and producing dubbed speech. The possibility of associating a particular tonal pattern with specific attitudes has enabled the comparison between a number of English original and Spanish dubbed intonation phrases via a speech analysis software. The results obtained provide empirical data on the dubbing of the attitudinal content under analysis and account for the main trends that could negatively affect both the quality of the final outcome and the way the dubbed text is received by the target audience.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42860951","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}
This article focuses on the analysis of schoolchildren’s writing (throughout the whole primary school period) using sets of morphological labels (n-grams). We analyzed the sets of bigrams and trigrams from a group of literary texts written by Catalan schoolchildren in order to identify which bigrams and trigrams can help discriminate between texts from the three cycles into which the Spanish primary education system is divided: lower cycle (6- and 7-year-olds), middle cycle (8- and 9-year- olds) and upper cycle (10- and 11-year-olds). The results obtained are close to 70% of correct classifications (77.5% bigrams and 68.6% trigrams), making this technique useful for automatic document classification by age.
{"title":"An n-gram based approach to the automatic classification of schoolchildren’s writing","authors":"Jordi Cicres, Sheila Queralt","doi":"10.35869/VIAL.V0I16.93","DOIUrl":"https://doi.org/10.35869/VIAL.V0I16.93","url":null,"abstract":"This article focuses on the analysis of schoolchildren’s writing (throughout the whole primary school period) using sets of morphological labels (n-grams). We analyzed the sets of bigrams and trigrams from a group of literary texts written by Catalan schoolchildren in order to identify which bigrams and trigrams can help discriminate between texts from the three cycles into which the Spanish primary education system is divided: lower cycle (6- and 7-year-olds), middle cycle (8- and 9-year- olds) and upper cycle (10- and 11-year-olds). The results obtained are close to 70% of correct classifications (77.5% bigrams and 68.6% trigrams), making this technique useful for automatic document classification by age.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43139761","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}
Readability indices have been widely used in order to measure textual difficulty. They can be useful for the automatic classification of texts, especially in language teaching. Among other applications, they allow for the previous determination of the difficulty level of texts without the need of reading them through. The aim of this research is twofold: first, to examine the degree of accuracy of the six most commonly used readability indices, and second, to present a new optimized measure. The main problem is that these readability indices may offer disparity, and this is precisely what has motivated our attempt to unite their potential. A discriminant analysis of all the variables under examination has enabled the creation of a much more precise model, improving the previous best results by 15%. Furthermore, errors and disparities in the difficulty level of the analyzed texts have been detected.
{"title":"Readability indices for the assessment of textbooks: a feasibility study in the context of EFL","authors":"Pascual Cantos Gómez, Ángela Almela Sánchez Lafuente","doi":"10.35869/VIAL.V0I16.92","DOIUrl":"https://doi.org/10.35869/VIAL.V0I16.92","url":null,"abstract":"Readability indices have been widely used in order to measure textual difficulty. They can be useful for the automatic classification of texts, especially in language teaching. Among other applications, they allow for the previous determination of the difficulty level of texts without the need of reading them through. The aim of this research is twofold: first, to examine the degree of accuracy of the six most commonly used readability indices, and second, to present a new optimized measure. The main problem is that these readability indices may offer disparity, and this is precisely what has motivated our attempt to unite their potential. A discriminant analysis of all the variables under examination has enabled the creation of a much more precise model, improving the previous best results by 15%. Furthermore, errors and disparities in the difficulty level of the analyzed texts have been detected.","PeriodicalId":42598,"journal":{"name":"Vial-Vigo International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746537","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}
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