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Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices 探索语言少数民族学生对日常翻译实践的复杂性和态度
IF 1.2 Q2 LINGUISTICS Pub Date : 2023-02-17 DOI: 10.1075/aral.22012.fan
F. Fang, Yating Huang
This article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and the wider community. The findings indicate the various translanguaging practices but also reveal a decline and marginalization in Teochew across different generations. This paper argues for the need to preserve Teochew and other heritage languages and home dialects for inclusiveness of language practice. Moreover, translanguaging practices should also be viewed as key in readdressing issues such as power and identity in daily language use, and their importance must be recognized for educational purposes.
本文以讲潮州语的英语学习者为例,考察了语言少数民族学生对日常翻译实践的使用和态度。本质性研究透过一系列半结构化访谈,特别探讨学生在家庭、学校及社会等不同环境下,以母语潮州语、普通话及其他语言/方言进行跨语言转换的过程。这些发现不仅表明了多种跨代的跨语言实践,也揭示了潮州语的衰落和边缘化。本文认为,为了语言实践的包容性,有必要保护潮州和其他遗产语言和家庭方言。此外,译语实践也应被视为解决日常语言使用中的权力和身份等问题的关键,必须认识到它们在教育目的中的重要性。
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引用次数: 2
Review of Werner & Tegge (2020): Pop culture in language education: Theory, research, practice 沃纳和泰格(2020):语言教育中的流行文化:理论、研究与实践
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-12-08 DOI: 10.1075/aral.21063.rot
Anastasia Rothoni
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引用次数: 1
Emotions of Japanese language learners in and out of class 日语学习者课堂内外的情绪
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-11-17 DOI: 10.1075/aral.21098.yos
Reiko Yoshida
There is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.
越来越多的人认识到有必要调查第二语言/外语学习者与语言学习相关的情绪,因为积极和消极情绪都会影响学习者的动机和表现。然而,对于英语和其他欧洲语言以外的语言学习者的情绪,以及与语言课堂之外的学习经历相关的情绪,研究还没有充分的探索。本研究调查了12名中级日语学习者在13周的课堂内外的情绪及其原因。课堂外积极情绪的比例高于课堂上。积极情绪和消极情绪最常见的成因与学生的第二语言认同有关。研究结果与大学的语言学习环境有关。研究表明,学习者的情绪与他们的学习环境密切相关,包括课程内容,有必要对不同环境下的学习者情绪进行更多的研究,特别是在语言课程之外。
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引用次数: 0
Review of Hawkins (2021): Transmodal communications: Transpositioning semiotics and relations 霍金斯评论(2021):跨模态传播:符号学和关系的换位
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-11-10 DOI: 10.1075/aral.22015.wu
Keyun Wu, F. Fang
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引用次数: 2
Intimacy in online classrooms 网络课堂中的亲密关系
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-11-03 DOI: 10.1075/aral.21050.dob
Toni Dobinson
In this article I describe the transition of a group of university students in Australia into an online learning environment during COVID-19 pandemic disruptions. I reflect upon my intersubjective experiences as the lecturer in an unexpected situation of urgency and physical distancing. Research has acknowledged synchronous virtual learning contexts as less psychologically distancing than previously thought. I argue that these contexts can foster profound intimacy between participants through linguistic and multimodal means. I use an auto-ethnographic narrative inquiry approach to share observations gained retrospectively through multimodal, critically reflexive, social semiotic discourse analysis of audio-visual recordings of synchronous workshops conducted in 2020. I attempt to fill the gap in research on intimacy in online educational settings by suggesting that intimacy can be created by linguaplay, personal testimonies, and contrived chaotic material ecologies. I advocate moving away from an obsession with standardising and generating student knowledge in formal online learning to a stance that values intimacy, connection, and spontaneity.
在这篇文章中,我描述了在新冠肺炎疫情中断期间,澳大利亚一群大学生向在线学习环境的转变。作为一名讲师,我在一种意想不到的紧迫感和身体距离的情况下反思自己的主体间体验。研究已经承认,同步虚拟学习环境在心理上的距离比以前想象的要小。我认为,这些语境可以通过语言和多模式的方式促进参与者之间的深刻亲密关系。我使用自动民族志叙事探究方法,分享通过对2020年同步研讨会的视听记录进行多模态、批判性反射性、社会符号学话语分析而获得的回顾性观察。我试图填补在线教育环境中亲密关系研究的空白,提出亲密关系可以通过语言游戏、个人证词和人为混乱的物质生态来创造。我主张从痴迷于在正式的在线学习中标准化和生成学生知识转变为重视亲密、联系和自发性的立场。
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引用次数: 0
Putting it into context 把它放在上下文中
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-10-14 DOI: 10.1075/aral.21058.mis
Bianca Mister, Honglin Chen, Amanda Baker
Developing L2 learners’ productive mastery of vocabulary is a challenging task. Recent research has called for greater attention to understanding how receptive vocabulary may be transformed for productive use (Schmitt, 2019). Using a design-based research methodology, this study investigated adult ESL learners’ productive oral vocabulary development through engaging them in a series of classroom workshops where they were exposed to nine target words in five different contexts. Findings suggest that such exposure to words combined with phonological form-focused elaboration facilitates the development of metalinguistic awareness, specifically the associations between grammatical patterns and word meaning, leading to subsequent productive use of target words. The paper contributes to the understanding that vocabulary training combining a focus on meaning with a focus on phonological and grammatical form may enhance form-meaning mapping, leading to productive oral vocabulary development.
培养二语学习者对词汇的有效掌握是一项具有挑战性的任务。最近的研究呼吁更多地关注理解接受性词汇如何转化为生产性使用(Schmitt,2019)。本研究采用基于设计的研究方法,通过让成年ESL学习者参加一系列课堂研讨会,在五种不同的背景下接触九个目标词,来调查他们的口语词汇发展情况。研究结果表明,这种对单词的接触与以语音形式为重点的阐述相结合,有助于元语言学意识的发展,特别是语法模式和词义之间的联系,从而导致目标词的后续生产性使用。本文有助于理解,将对意义的关注与对语音和语法形式的关注相结合的词汇训练可以增强形式-意义映射,从而促进口语词汇的发展。
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引用次数: 0
Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English 二语冠词外显和内隐知识的潜在母语迁移效应
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-10-07 DOI: 10.1075/aral.21010.kim
Myeong Hyeon Kim, T. Ionin
This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying the, but very frequently overused a in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.
本研究考察了l2 -韩国l2 -英语学习者在外显任务和内隐任务中冠词的表现。本文还探讨了韩语指示语向英语定义语的l1迁移在L2文章生成中的作用。21名英语母语者和27名成人中级l1 -韩国l2 -英语学习者进行了测试。参与者完成了诱导模仿任务(EIT,内隐)和强迫选择任务(FCT,外显)。在EIT中,参与者重复有冠词和没有冠词的句子,同时说明句子是否与图片相符。在FCT中,参与者为每个项目选择正确的文章。在两个任务中使用了相同的句子。结果表明,在FCT中,学习者在回指语境中表现为目标型,提供了“a”,但在非回指(桥接)语境中却经常过度使用“a”,这表明他们将确定性等同于前文提及。在EIT测试中,学习者比母语人士更不像目标,但两组的模式相似。我们考虑了在两个任务中获得不同结果的可能解释。
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引用次数: 0
Sentence initial lexical bundles in Chinese and New Zealand PhD theses in the discipline of General and Applied Linguistics 中国和新西兰普通语言学与应用语言学博士论文中的句首词丛
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-09-21 DOI: 10.1075/aral.21018.li
Liang-qi Li, M. Franken, Shaoqun Wu
Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students’ writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of PhD thesis and investigated the bundle productions of the same genre within the same level and discipline. This paper compares sentence initial lexical bundles in the corpora of English theses written by Chinese and New Zealand PhD students in the discipline of General and Applied Linguistics. Forty-six bundles from a Chinese corpus and forty-two bundles from a New Zealand corpus were generated. Among them, 94% of sentence initial bundles were identified as metadiscursive bundles. Chinese and New Zealand doctoral students showed considerably different preferences in their bundle selection. The paper examines the possible impact of these preferences and suggests there is a need to extend the metadiscourse knowledge of doctoral students in terms of lexical bundles.
词汇束是反复出现的多词组合,通常起到话语构建块的作用。对大学生写作中的词汇束进行了分析,以发现语言错误,衡量写作能力,并调查一、二语写作之间的差异。然而,很少有研究关注高风险的博士论文类型,并调查同一水平和学科内同一类型的捆绑作品。本文比较了中国和新西兰普通语言学与应用语言学博士生英语论文语料库中的句首词束。从一个中文语料库中生成了四十六个束,从一个新西兰语料库中生成四十二个束。其中,94%的句子起始语束被确定为元话语束。中国和新西兰的博士生在选择捆绑包时表现出明显不同的偏好。本文考察了这些偏好可能产生的影响,并认为有必要从词汇束的角度扩展博士生的元话语知识。
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引用次数: 0
Multiple perspectives on group work in a multilingual context 多语言背景下小组工作的多重视角
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-08-17 DOI: 10.1075/aral.21040.sto
N. Storch, Helen Zhao, J. Morton
Group assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students’ and teachers’ perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas – group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.
由于各种教育原因,小组作业在高等教育中被广泛使用。尽管有大量关于小组工作的优点和可能有助于小组工作成功的因素的研究,但对学生和教师的观点知之甚少,尤其是当小组由来自不同语言背景的学生组成时。目前的定性研究调查了澳大利亚一所顶尖研究型大学提供的应用语言学硕士课程中学生和教师对小组作业的看法。该项目主要有英语作为附加语言(EAL)的学生。四门涉及小组作业的研究生科目的教师和学生接受了采访,了解他们的观点和思考。对访谈数据的分析显示,在五个主要领域——小组工作的好处和挑战、小组的组建和评估,以及实施前培训的必要性——观点上存在异同。研究结果强调,教师需要促进对小组工作的目的和优点的公开讨论,包括教学和社会方面的讨论。
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引用次数: 0
1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity 1.5代韩裔新西兰人对双语、传统语言能力和身份的看法
IF 1.2 Q2 LINGUISTICS Pub Date : 2022-07-28 DOI: 10.1075/aral.21091.par
Mi Yung Park
This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, socializing with other Korean speakers at church and in peer groups aided their learning of a wide range of registers in context, while providing culturally sensitive places for the participants to explore their identities. Nevertheless, the study also found that the participants encountered racial and linguistic hierarchical structures from which they were marginalized, which delayed their construction of positive bilingual identities. The findings enable a deeper understanding of how family-internal and family-external factors shape immigrant children’s identities, and suggest that substantial institutional and societal support are needed to foster immigrant children’s bilingualism and biculturalism.
本研究探讨了四位1.5代韩裔新西兰人对双语、传统语言(HL)能力和身份的看法。根据访谈数据,该研究表明,参与者与他们的种族有着密切的联系,并通过突出他们的双语和双文化能力,努力接受和加强他们的韩裔新西兰人身份。除了在家里使用韩语外,在教堂和同龄人群体中与其他说韩语的人进行社交,有助于他们在上下文中学习各种语域,同时为参与者探索自己的身份提供了文化敏感的场所。尽管如此,研究还发现,参与者遇到了被边缘化的种族和语言等级结构,这推迟了他们积极的双语身份的构建。研究结果使我们能够更深入地了解家庭内部和外部因素如何塑造移民儿童的身份,并表明需要大量的制度和社会支持来培养移民儿童的双语和双文化能力。
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引用次数: 3
期刊
Australian Review of Applied Linguistics
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