Abstract To date, scholarship on the multilingual workplace has largely focused on professional and corporate settings, ignoring the small scale, often self-employed, immigrant businesses in many British towns and cities. This paper explores what goes unnoticed in such spaces of extended service encounters and focuses on two themes: translanguaging and cooperative disposition, and co-learning practices and identity practices; also introducing the term participatory investment to explain these phenomena. The participants made strategic decisions involving ample use of extensive signs in their semiotic repertoires, going beyond the linguistic resources in order to negotiate, co-construct and aid the meaning. Based on the findings, this paper argues that multilingualism is not a necessary tenet of cooperative disposition, but rather, exposure to contact zones with regular translanguaging activities is what hones it. Many instances also point towards an environment of co-learning, which opened up a space for the parties involved to construct and negotiate various identities and worldviews. Although examined often in pedagogical contexts, this paper argues that co-learning taking place outside of the classroom plays a considerable role in multilingual communication and should be examined thoroughly to create a better understanding of communication and identity practices at contact zones.
{"title":"Translanguaging, co-learning, and participatory investment in multilingual workplaces","authors":"Betül Seda Battilani","doi":"10.1515/eujal-2022-0015","DOIUrl":"https://doi.org/10.1515/eujal-2022-0015","url":null,"abstract":"Abstract To date, scholarship on the multilingual workplace has largely focused on professional and corporate settings, ignoring the small scale, often self-employed, immigrant businesses in many British towns and cities. This paper explores what goes unnoticed in such spaces of extended service encounters and focuses on two themes: translanguaging and cooperative disposition, and co-learning practices and identity practices; also introducing the term participatory investment to explain these phenomena. The participants made strategic decisions involving ample use of extensive signs in their semiotic repertoires, going beyond the linguistic resources in order to negotiate, co-construct and aid the meaning. Based on the findings, this paper argues that multilingualism is not a necessary tenet of cooperative disposition, but rather, exposure to contact zones with regular translanguaging activities is what hones it. Many instances also point towards an environment of co-learning, which opened up a space for the parties involved to construct and negotiate various identities and worldviews. Although examined often in pedagogical contexts, this paper argues that co-learning taking place outside of the classroom plays a considerable role in multilingual communication and should be examined thoroughly to create a better understanding of communication and identity practices at contact zones.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363477","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 paper describes continuing doctoral research which examines the development of oral language during an online French course in terms of complexity, accuracy and fluency (CAF), and reflects on the possible influence of the online intervention on this development. The research is designed as a multiple-case study with 11 university students as participants of the research, each student forming a single case of the study. The pre-test post-test design was chosen in order to analyse students’ spoken performance before and after the intervention, and thus to assess its development. The paper outlines the results of accuracy analysis, which indicate that language performance cannot be judged solely by one aspect of CAF: many errors identified in this research seem to be a sign of the use of more complex language; and precise and accurate language without errors does not seem to be complex or fluent. The number of phonetic errors and some replies in the interviews suggest that the online course did not place enough importance on the teaching of pronunciation. These suppositions will be tested in the next stages of the research. The paper is part of the AILA Europe special issue.
{"title":"Development of students’ spoken language in an online French course: Presentation of continuing doctoral research","authors":"Terezie Nerušilová","doi":"10.1515/eujal-2022-0017","DOIUrl":"https://doi.org/10.1515/eujal-2022-0017","url":null,"abstract":"Abstract The present paper describes continuing doctoral research which examines the development of oral language during an online French course in terms of complexity, accuracy and fluency (CAF), and reflects on the possible influence of the online intervention on this development. The research is designed as a multiple-case study with 11 university students as participants of the research, each student forming a single case of the study. The pre-test post-test design was chosen in order to analyse students’ spoken performance before and after the intervention, and thus to assess its development. The paper outlines the results of accuracy analysis, which indicate that language performance cannot be judged solely by one aspect of CAF: many errors identified in this research seem to be a sign of the use of more complex language; and precise and accurate language without errors does not seem to be complex or fluent. The number of phonetic errors and some replies in the interviews suggest that the online course did not place enough importance on the teaching of pronunciation. These suppositions will be tested in the next stages of the research. The paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980010","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 Parental engagement is a multidimensional construct closely linked to pupils’ success at school. Despite this relevance, multilingual families often face challenges in the process of engaging with their children’s learning, since they might deal with barriers and constraints in the school space due to prevailing structures and dominant ideologies. In order to support their children in their learning process, however, multilingual parents seek to invest in practices and negotiate identities to gain membership in the school community. Considering this context, this ongoing research aims to analyze how multilingual migrant adults with kindergarten and school-aged children construct their identity while engaging with their children’s education. To achieve this goal, case studies have been conducted with multilingual parents in Austria, collecting data from diary entries, narrative interviews and observations of parent-school meetings. This triangulation of methods intends to provide an emic and etic overview of the data, which will be analyzed according to steps proposed by the Discourse Historical Approach and the ethnographic framework. Within this scope, this study aims to contribute to enhance parental engagement by multilingual families in the context of migration, by suggesting a shift from a dominant point of view to a more comprehensive understanding of parental engagement. Besides that, this research also contributes to broaden discussions in the research areas of Educational Linguistics, Applied Linguistics, as well as Teacher Education. This paper is part of the AILA Europe Special Issue in the modality short paper for Junior Researchers, which intends to give a slight overview of an ongoing research.
{"title":"Identity construction of multilingual parents in the context of parental engagement","authors":"Valéria Schörghofer-Queiroz","doi":"10.1515/eujal-2022-0011","DOIUrl":"https://doi.org/10.1515/eujal-2022-0011","url":null,"abstract":"Abstract Parental engagement is a multidimensional construct closely linked to pupils’ success at school. Despite this relevance, multilingual families often face challenges in the process of engaging with their children’s learning, since they might deal with barriers and constraints in the school space due to prevailing structures and dominant ideologies. In order to support their children in their learning process, however, multilingual parents seek to invest in practices and negotiate identities to gain membership in the school community. Considering this context, this ongoing research aims to analyze how multilingual migrant adults with kindergarten and school-aged children construct their identity while engaging with their children’s education. To achieve this goal, case studies have been conducted with multilingual parents in Austria, collecting data from diary entries, narrative interviews and observations of parent-school meetings. This triangulation of methods intends to provide an emic and etic overview of the data, which will be analyzed according to steps proposed by the Discourse Historical Approach and the ethnographic framework. Within this scope, this study aims to contribute to enhance parental engagement by multilingual families in the context of migration, by suggesting a shift from a dominant point of view to a more comprehensive understanding of parental engagement. Besides that, this research also contributes to broaden discussions in the research areas of Educational Linguistics, Applied Linguistics, as well as Teacher Education. This paper is part of the AILA Europe Special Issue in the modality short paper for Junior Researchers, which intends to give a slight overview of an ongoing research.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49054413","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 Multilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.
{"title":"Multilevel courses and blended learning – tools for pedagogical differentiation and promoting student automony","authors":"Paul Pouzergues","doi":"10.1515/eujal-2022-0007","DOIUrl":"https://doi.org/10.1515/eujal-2022-0007","url":null,"abstract":"Abstract Multilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47600160","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 In this epilogue, the issues raised in the editorial are taken up and a possible framework for future research in the field of applied linguistics in and for Europe is outlined. It sketches in an essayist manner how and where important impulses of approaches from the 1970 s can be (re)discovered with a “look back ahead”, a “back to the roots”. In addition to a brief assessment of the current status of Applied Linguistics, the questions posed by the young researchers at AILA will be used to indicate the extent to which theoretical models of multilingualism and institutional communication can be taken up and possibly analytically expanded. The approach of “southern multilingualisms” seems to be just as fruitful here as the concept of “inclusive multilingualism”. Moreover, the epilogue is to be understood as a plea to take the epithet “European” of the journal EuJAL seriously.
{"title":"From bud to fruit and back to the roots of the European Journal of Applied Linguistics","authors":"Stephanie Risse","doi":"10.1515/eujal-2022-0037","DOIUrl":"https://doi.org/10.1515/eujal-2022-0037","url":null,"abstract":"Abstract In this epilogue, the issues raised in the editorial are taken up and a possible framework for future research in the field of applied linguistics in and for Europe is outlined. It sketches in an essayist manner how and where important impulses of approaches from the 1970 s can be (re)discovered with a “look back ahead”, a “back to the roots”. In addition to a brief assessment of the current status of Applied Linguistics, the questions posed by the young researchers at AILA will be used to indicate the extent to which theoretical models of multilingualism and institutional communication can be taken up and possibly analytically expanded. The approach of “southern multilingualisms” seems to be just as fruitful here as the concept of “inclusive multilingualism”. Moreover, the epilogue is to be understood as a plea to take the epithet “European” of the journal EuJAL seriously.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43653752","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 examines the local syntax in 65 articles from the British mid-market tabloids, the Daily Mail and the Daily Express, covering the pre-Brexit vote period (February-June 2016). The paper focuses on the passive constructions in the chosen corpus and the main objective is to examine their role and function in a traditionally conservative and anti-EU discourse through an analysis of the sampled data set within the qualitative theoretical and methodological framework of CDA. The results point at an intricate network of both agentless and passives with agents contributing to both positive self-presentation and negative other-presentation as the dominant strategies of manipulation in the examined discourse. This paper is part of the AILA Europe special issue.
{"title":"The Brexit campaign in British tabloids: The role of passives in the process of positive self- and negative other-presentation","authors":"Dajana Zečić","doi":"10.1515/eujal-2022-0013","DOIUrl":"https://doi.org/10.1515/eujal-2022-0013","url":null,"abstract":"Abstract This paper examines the local syntax in 65 articles from the British mid-market tabloids, the Daily Mail and the Daily Express, covering the pre-Brexit vote period (February-June 2016). The paper focuses on the passive constructions in the chosen corpus and the main objective is to examine their role and function in a traditionally conservative and anti-EU discourse through an analysis of the sampled data set within the qualitative theoretical and methodological framework of CDA. The results point at an intricate network of both agentless and passives with agents contributing to both positive self-presentation and negative other-presentation as the dominant strategies of manipulation in the examined discourse. This paper is part of the AILA Europe special issue.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41366527","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 There is no punctuation in English endowed with attenuating qualities which could function as the contrary of “!”, and in a language with no speech levels, such paucity of expression can come at a cost, especially online. This paper on the non-standard 1sg in English — i — aims to demonstrate that the use of this novel form is both conscious and meaningful, indeed it is a variation carrying its own linguistic mechanisms. Using linguistics and statistics we will see: a) how the use of the lowercase variant, which in English is an aberration, can have prosodic effects on the utterance, and thus signify a feeling. And, b) how textometry allows us to reveal the use of this non-standard 1sg in a contrastive corpus of tweets addressed directly to (@) Boris Johnson and Jeremy Corbyn, over four days of the UK general elections, by testing its frequency with several collocations, among others: slurs and hate speech, hapax, and conjunctions. The results obtained tend towards the confirmation that the non-standard 1sg is used not only to signal youth, but also as a precautionary implement deployed when weighing in on divisive topics, amounting to publishing a statement with a caveat.
{"title":"Offsetting love and hate: The prosodic effects of the non-standard 1sg in tweets to Boris Johnson and Jeremy Corbyn over four days of the UK general election","authors":"Sophia Burnett","doi":"10.1515/eujal-2022-0012","DOIUrl":"https://doi.org/10.1515/eujal-2022-0012","url":null,"abstract":"Abstract There is no punctuation in English endowed with attenuating qualities which could function as the contrary of “!”, and in a language with no speech levels, such paucity of expression can come at a cost, especially online. This paper on the non-standard 1sg in English — i — aims to demonstrate that the use of this novel form is both conscious and meaningful, indeed it is a variation carrying its own linguistic mechanisms. Using linguistics and statistics we will see: a) how the use of the lowercase variant, which in English is an aberration, can have prosodic effects on the utterance, and thus signify a feeling. And, b) how textometry allows us to reveal the use of this non-standard 1sg in a contrastive corpus of tweets addressed directly to (@) Boris Johnson and Jeremy Corbyn, over four days of the UK general elections, by testing its frequency with several collocations, among others: slurs and hate speech, hapax, and conjunctions. The results obtained tend towards the confirmation that the non-standard 1sg is used not only to signal youth, but also as a precautionary implement deployed when weighing in on divisive topics, amounting to publishing a statement with a caveat.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677041","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 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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