Abstract The research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.
{"title":"Students’ voices about English language learning in school and beyond","authors":"M. Carreño","doi":"10.1515/eujal-2022-0008","DOIUrl":"https://doi.org/10.1515/eujal-2022-0008","url":null,"abstract":"Abstract The research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"310 - 326"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711007","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}
Abstract This paper presents one aspect of our ongoing research in the context of a doctoral thesis. We focus on the use of multimodal oral corpora to develop the interactional skills of learners of French as a foreign language (André 2018, Ravazzolo and Etienne 2019). To do so, we compiled a list of interactional difficulties through a survey of 20 researchers and French as a Foreign Language teachers. After that, we created a learner corpus to check whether the difficulties brought up in the survey were present in learners’ productions, and to narrow down our results. To better analyze this corpus, we conducted self-confrontations so that we could have input directly from the learners. The objective was to identify interactional difficulties that could be the object of data-driven learning (Johns 1991) sessions with intermediate-level learners of French as a Foreign Language. The paper is part of the AILA Europe special issue.
{"title":"How to use oral multimodal corpora and data-driven learning to teach French Talk-in-Interaction","authors":"Clara Cousinard","doi":"10.1515/eujal-2022-0032","DOIUrl":"https://doi.org/10.1515/eujal-2022-0032","url":null,"abstract":"Abstract This paper presents one aspect of our ongoing research in the context of a doctoral thesis. We focus on the use of multimodal oral corpora to develop the interactional skills of learners of French as a foreign language (André 2018, Ravazzolo and Etienne 2019). To do so, we compiled a list of interactional difficulties through a survey of 20 researchers and French as a Foreign Language teachers. After that, we created a learner corpus to check whether the difficulties brought up in the survey were present in learners’ productions, and to narrow down our results. To better analyze this corpus, we conducted self-confrontations so that we could have input directly from the learners. The objective was to identify interactional difficulties that could be the object of data-driven learning (Johns 1991) sessions with intermediate-level learners of French as a Foreign Language. The paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"245 - 256"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908919","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}
Abstract The ongoing doctoral research reported in this paper aims at defining the interlanguage developed by the students learning French at the Indonesian State University of Semarang (in the French Literature Section) through analysing a corpus made of examination papers written by these students during two consecutive academic years (2019–2021). The analyses conducted so far show a limited number of syntactic elements that are proving difficult to students. The main challenge these learners experience is the building of texts that can be read easily and are efficient at proving their point. The interlanguage characteristic of this particular population of learners points to a possible interference of the mother tongue, some informal patterns typical of spoken discourse, and a written production sometimes dependent on the course contents. This paper is part of the AILA Europe special issue.
{"title":"In what ways are the Semarang University Indonesian learners of French developing an Interlanguage?","authors":"R. Kawecki","doi":"10.1515/eujal-2022-0005","DOIUrl":"https://doi.org/10.1515/eujal-2022-0005","url":null,"abstract":"Abstract The ongoing doctoral research reported in this paper aims at defining the interlanguage developed by the students learning French at the Indonesian State University of Semarang (in the French Literature Section) through analysing a corpus made of examination papers written by these students during two consecutive academic years (2019–2021). The analyses conducted so far show a limited number of syntactic elements that are proving difficult to students. The main challenge these learners experience is the building of texts that can be read easily and are efficient at proving their point. The interlanguage characteristic of this particular population of learners points to a possible interference of the mother tongue, some informal patterns typical of spoken discourse, and a written production sometimes dependent on the course contents. This paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"227 - 235"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46675629","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}
Abstract Numerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.
{"title":"Inclusive Education in Bosnia and Herzegovina: Exploring English language teachers’ competencies","authors":"Alma Žero","doi":"10.1515/eujal-2022-0016","DOIUrl":"https://doi.org/10.1515/eujal-2022-0016","url":null,"abstract":"Abstract Numerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"284 - 309"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453018","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}
Abstract This ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.
{"title":"Prototypical associations in the production of words in English as a foreign language by L2 learners","authors":"Jaqueline Mora","doi":"10.1515/eujal-2022-0006","DOIUrl":"https://doi.org/10.1515/eujal-2022-0006","url":null,"abstract":"Abstract This ongoing study attempts to explore the role semantic prototypes play in response to the production of words of a semantic category by two groups of learners differing in age and language level. Our main objectives point to i) the identification of the number of words produced in English regarding semantic prototypes by the groups of informants; ii) the analysis and comparison of the similarities and the differences of the prototypical associations provided by learners of different ages and different language levels; iii) the evidence of the universality of prototypes through the convergences and/ or divergences collected in the sample. The data collection instruments considered for this ongoing study are a background questionnaire and a productive semantic categorization task. Findings yielded that (i) there is evidence of prototype responses, and they are exclusively associated with the basic level of categorization; (ii) children retrieved fewer prototypical and non-prototypical words than adolescents in a lexical availability test; (iii) convergences and divergences are shown in the words retrieved by the two groups differing in age and language level. This study aims to evolve the dynamics of prototypical associations in language, and their linguistic, social, and cultural implications in communication when learning a foreign language.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"10 1","pages":"257 - 271"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585962","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}
Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat
Abstract The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.
{"title":"Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study","authors":"Sybille Heinzmann, Seraina Paul, Robert Hilbe, Nicole Schallhart, Mirjam Egli Cuenat","doi":"10.1515/eujal-2021-0024","DOIUrl":"https://doi.org/10.1515/eujal-2021-0024","url":null,"abstract":"Abstract The present study examined the effect of language exchange activities on the development of productive foreign language skills of primary school pupils. The sample comprised a total of 392 pupils from German- and French-speaking Switzerland, attending 5th and 6th grade. The pupils’ speaking and writing skills were examined longitudinally using a quasi-experimental pre-test post-test design with an intervention and control group. The intervention lasted one school year and included two physical reunions with the partner class, as well as preparatory and follow-up activities. The German-speaking pupils’ productive skills were assessed at the beginning and end of the school year using communicative tasks. The data was analysed by means of multiple regression analysis. Results show that the intervention had a positive impact on the pupils’ speaking skills and their general language competence, as measured by a C-test. However, the intervention had no significant impact on their writing skills. The findings suggest that even short encounters at primary school level with beginners have the potential to spur language development if they are didactically well embedded.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"98 - 131"},"PeriodicalIF":1.5,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509538","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}
Makala hii inachunguza uhalisia wa maudhui ya usalama katika fasihi ya watoto kwa kuchanganua riwaya ya Kijana Mpelelezi (Wamitila,2007) na Usiku wa Manane (Kobia, 2010). Hadithi hizi za watoto zimejikita katika fasihi ya watoto. Madhumuni ya utafiti huu ni kubainisha masuala ya usalama yaliyodhihirishwa na waandishi wa riwaya za Usiku wa Manane (Kobia ,2010) na Kijana Mpelelezi (Wamitila,2007), kueleza jinsi wahusika watoto wanaohusishwa na maudhui ya usalama wanavyosawiriwa na kutathmini uhalisia wa maudhui yanayohusu usalama na yanayonuiwa watoto kama hadhira lengwa katika riwaya za Usiku wa Manane (Kobia,2010) na Kijana Mpelelezi (Wamitila,2007). Nadharia za uhalisia wa kijamaa na Soshiolojia ya fasihi zilitoa msingi madhubuti kuhusu mada husika. Makala hii inathibitisha kuwa masuala ya usalama yanayobainika yanafungamana na hali ilivyo katika maisha ya jamii ya karne hii ya ishirini na moja. Vita vya kikabila na ukosefu wa usalama katika jamii vinapaswa kuondolewa na kusahaulika kabisa. Hadithi za watoto za waandishi hawa zinadhihirisha uhalisia wa maudhui ya usalama. Ni dhahiri kuwa kuna haja ya kuchukua hatua za dharura kuwafahamisha watoto kuhusu umuhimu wa amani katika taifa ili wakikua wawe na uwezo wa kueneza maridhiano baina ya jamii lugha zote.
{"title":"UHALISIA wa MAUDHUI YA USALAMA KATIKA FASIHI ya WATOTO:MFANO wa RIWAYA ya KIJANA MPELELEZI,WAMITILA K.W (2003) na USIKU wa MANANE,KOBIA J. (2010)","authors":"Rose Ndanu Mboya","doi":"10.47941/ejl.999","DOIUrl":"https://doi.org/10.47941/ejl.999","url":null,"abstract":"Makala hii inachunguza uhalisia wa maudhui ya usalama katika fasihi ya watoto kwa kuchanganua riwaya ya Kijana Mpelelezi (Wamitila,2007) na Usiku wa Manane (Kobia, 2010). Hadithi hizi za watoto zimejikita katika fasihi ya watoto. Madhumuni ya utafiti huu ni kubainisha masuala ya usalama yaliyodhihirishwa na waandishi wa riwaya za Usiku wa Manane (Kobia ,2010) na Kijana Mpelelezi (Wamitila,2007), kueleza jinsi wahusika watoto wanaohusishwa na maudhui ya usalama wanavyosawiriwa na kutathmini uhalisia wa maudhui yanayohusu usalama na yanayonuiwa watoto kama hadhira lengwa katika riwaya za Usiku wa Manane (Kobia,2010) na Kijana Mpelelezi (Wamitila,2007). Nadharia za uhalisia wa kijamaa na Soshiolojia ya fasihi zilitoa msingi madhubuti kuhusu mada husika. Makala hii inathibitisha kuwa masuala ya usalama yanayobainika yanafungamana na hali ilivyo katika maisha ya jamii ya karne hii ya ishirini na moja. Vita vya kikabila na ukosefu wa usalama katika jamii vinapaswa kuondolewa na kusahaulika kabisa. Hadithi za watoto za waandishi hawa zinadhihirisha uhalisia wa maudhui ya usalama. Ni dhahiri kuwa kuna haja ya kuchukua hatua za dharura kuwafahamisha watoto kuhusu umuhimu wa amani katika taifa ili wakikua wawe na uwezo wa kueneza maridhiano baina ya jamii lugha zote.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75565927","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}
Language, as an identifying marker in a multicultural society, also constitutes a discriminatory factor in the same society. In order to prove that fact, a vast literature on the subject matter, coupled with direct observation and personal experience, resulted to a knowledge hereby interpreted in the light of the theory of constructivism. Language is an indispensable tool for communication amongst people anywhere on the face of the earth. In a society characterized by the multitude of languages spoken, language becomes an important criterion for identification of the members. How someone speaks goes a long way to provide information about their origin, ethnic group, social class, gender, etc. Though many languages coexist in such a society, there is often a dominant language which everybody speaks or ought to speak. This paper holds to the position that those who cannot speak that particular language or those who speak it with a strange accent, with a different intonation for instance, are the people at risk of facing linguistic discrimination (glottophobia). The recommendation supports the means to control or remedy glottophobia in a multicultural environment. Though it is a genuine feeling for anyone to desire his or her language to be spoken flawlessly even by strangers, we arrived at a conclusion that language discrimination is nothing but a killer.
{"title":"LANGUAGE IDENTITY AND DISCRIMINATION IN A MULTICULTURAL SOCIETY","authors":"E. Ekwere","doi":"10.47941/ejl.989","DOIUrl":"https://doi.org/10.47941/ejl.989","url":null,"abstract":"Language, as an identifying marker in a multicultural society, also constitutes a discriminatory factor in the same society. In order to prove that fact, a vast literature on the subject matter, coupled with direct observation and personal experience, resulted to a knowledge hereby interpreted in the light of the theory of constructivism. Language is an indispensable tool for communication amongst people anywhere on the face of the earth. In a society characterized by the multitude of languages spoken, language becomes an important criterion for identification of the members. How someone speaks goes a long way to provide information about their origin, ethnic group, social class, gender, etc. Though many languages coexist in such a society, there is often a dominant language which everybody speaks or ought to speak. This paper holds to the position that those who cannot speak that particular language or those who speak it with a strange accent, with a different intonation for instance, are the people at risk of facing linguistic discrimination (glottophobia). The recommendation supports the means to control or remedy glottophobia in a multicultural environment. Though it is a genuine feeling for anyone to desire his or her language to be spoken flawlessly even by strangers, we arrived at a conclusion that language discrimination is nothing but a killer.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"532 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88914514","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}
Abstract This study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.
摘要:本研究探讨了“反方向”项目中参与者对行为和人物的说服性攻击策略。特别是，该研究检查了针对行动和针对角色的攻击策略之间的差异(如果有的话)。为此，使用SPSS Base对取自30集的299个话语进行了定量分析，并采用Benoit ' s and Dorries(1996)、Legge et al.(2012)和Benoit ' s and Glantz(2017)框架对其进行了定性分析。分析表明，参与者对行为的攻击多于对角色的攻击，这些攻击是通过两种主要策略来实现的:1)增加对行为的感知责任和2)增加对行为的负面感知。前者通过使用3个子策略来增强，后者通过使用7个子策略来增强。此外，研究发现，参与者通过两种主要策略来攻击角色:1)增强对目标具有特征的感知和2)增强对该特征具有攻击性的感知。前者通过四个子策略提升，后者通过两个子策略提升。该研究为媒体和政治话语分析人士以及研究人员提供了在互动节目中如何进行说服性攻击的启示。
{"title":"Persuasive attack strategies in media discourse: A case study","authors":"Rawan Alkhalidi, Sharif Alghazo","doi":"10.1515/eujal-2021-0026","DOIUrl":"https://doi.org/10.1515/eujal-2021-0026","url":null,"abstract":"Abstract This study explores the persuasive attack strategies used by participants in the ‘Opposite Direction’ program to attack actions and characters. In particular, the study examines the differences (if any) between the attack strategies directed at actions and those at characters. To this end, 299 utterances which were taken from 30 episodes were analyzed quantitatively using SPSS Base and qualitatively by adopting Benoit’s and Dorries’ (1996), Legge et al.’s (2012), and Benoit’s and Glantz’s (2017) frameworks. The analysis shows that the participants attacked actions more than characters and that these attacks were accomplished by means of two main strategies: 1) increasing the perceived responsibility for the act and 2) increasing negative perceptions of the act. The former was enhanced by using three sub-strategies and the latter by seven sub-strategies. Furthermore, the study found that the participants attacked characters by utilizing two main strategies: 1) enhancing perception that the target possesses a trait and 2) enhancing perception that the trait is offensive. The former was enhanced by means of four sub-strategies and the latter by two sub-strategies. The study provides implications for media and political discourse analysts and researchers of how persuasive attacks are conducted in interactive programs.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"225 - 254"},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737595","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}
Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.
{"title":"The role of language attitudes and ideologies in minority language learning motivation","authors":"K. Rosiak","doi":"10.1515/eujal-2021-0018","DOIUrl":"https://doi.org/10.1515/eujal-2021-0018","url":null,"abstract":"Abstract The present article examines the importance of language attitudes and ideologies for studying motivation to learn minority languages by adults. In the contemporary globalised world, proficiency not only in English, but also in other languages, is necessary in order to communicate internationally and find employment. These may be other ‘major’ state languages, such as French or Spanish. However, in many linguistically diverse or multilingual regions, the local languages are important for increasing one’s own social and cultural capital, social cohesion and occasionally also for their economic values. Hence, it is important to study what motivates people to learn minority and minoritised languages. The L2 Motivational Self System has been developed and used for explaining the motivation to learn English in homogenous educational settings. However, this is only one context in which languages are learned. Drawing on qualitative data obtained among Polish post-2004 adult migrants in Wales, this article discusses the relevance of Dörnyei’s L2 Motivational Self System and integrativeness (Gardner & Lambert 1972) in learning minority languages and the role of more subtle, social aspects of (minority) language learning such as language ideologies. It is proposed that integrativeness and language ideologies are vital in the motivation to learn minority languages.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":"11 1","pages":"26 - 52"},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371132","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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