Pub Date : 2022-07-18DOI: 10.1080/09658416.2022.2093888
Teresa Kieseier, Dieter Thoma, M. Vogelbacher, Hopp Holger
Abstract Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications. Plain language summary In this paper, we studied how primary-school-age children’s knowledge about language helps them learning a foreign language. Specifically, we examined two aspects of what has been termed ‘metalinguistic awareness’. Theory assumes that metalinguistic awareness consists of (a) knowledge of how languages work and how they are similar or different (metalinguistic analysis) and (b) skills to manipulate or rearrange elements of language and play with them (metalinguistic control). For instance, speakers know how words are ordered in a sentence and how to add endings to make words rhyme. We were interested in how these two aspects of awareness are connected and how they help learners in different areas of foreign language learning. To answer these questions, we collected data from 200 4th-graders in Germany with different linguistic and social backgrounds learning English as a foreign language. We were particularly interested in the early stages of learning a foreign language, where proficiency is still limited. Results show that metalinguistic awareness indeed consists of an analysis and a control component affecting different parts of foreign language learning. Whereas the ability to compare linguistic structures (metalinguistic analysis) is important for English vocabulary learning, the manipulation of language elements (metalinguistic control) helps learning English grammar. Since different types of metalinguistic awareness are important factors during the learning process, teachers should incorporate activities that foster both in the classroom. Overall, comparing and reflecting on language(s) on a metalinguistic level can be a fruitful approach even at the beginning stages of foreign language learning.
{"title":"Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar","authors":"Teresa Kieseier, Dieter Thoma, M. Vogelbacher, Hopp Holger","doi":"10.1080/09658416.2022.2093888","DOIUrl":"https://doi.org/10.1080/09658416.2022.2093888","url":null,"abstract":"Abstract Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications. Plain language summary In this paper, we studied how primary-school-age children’s knowledge about language helps them learning a foreign language. Specifically, we examined two aspects of what has been termed ‘metalinguistic awareness’. Theory assumes that metalinguistic awareness consists of (a) knowledge of how languages work and how they are similar or different (metalinguistic analysis) and (b) skills to manipulate or rearrange elements of language and play with them (metalinguistic control). For instance, speakers know how words are ordered in a sentence and how to add endings to make words rhyme. We were interested in how these two aspects of awareness are connected and how they help learners in different areas of foreign language learning. To answer these questions, we collected data from 200 4th-graders in Germany with different linguistic and social backgrounds learning English as a foreign language. We were particularly interested in the early stages of learning a foreign language, where proficiency is still limited. Results show that metalinguistic awareness indeed consists of an analysis and a control component affecting different parts of foreign language learning. Whereas the ability to compare linguistic structures (metalinguistic analysis) is important for English vocabulary learning, the manipulation of language elements (metalinguistic control) helps learning English grammar. Since different types of metalinguistic awareness are important factors during the learning process, teachers should incorporate activities that foster both in the classroom. Overall, comparing and reflecting on language(s) on a metalinguistic level can be a fruitful approach even at the beginning stages of foreign language learning.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"495 - 514"},"PeriodicalIF":2.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46911062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-08DOI: 10.1080/09658416.2022.2094389
Ignacio Martinez-Buffa, Pilar Safont
Abstract Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students’ oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners’ performance, pragmatic-related episodes were identified by considering Brown and Levinson’s politeness features (1987) and Leech’s (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work. ABSTRACT Las investigaciones llevadas a cabo en torno a la conciencia pragmática de los estudiantes de lenguas se han centrado principalmente en la lengua meta. Tal y como exponen algunos académicos, se debería también adoptar una perspectiva multilingüe en el análisis de la conciencia pragmática. De hecho, las pruebas existentes nos señalan las peculiaridades que caracterizan la comprensión y la conciencia pragmática multilingüe. Teniendo en cuenta estos aspectos, este artículo se centra en la conciencia pragmática de estudiantes multilingües al momento de realizar una tarea colaborativa en tres lenguas diferentes, concretamente catalán, castellano e inglés. El corpus analizado consiste en las grabaciones orales de 30 estudiantes universitarios que, en parejas, redactaron conjuntamente tres correos electrónicos donde se formula una petición. Los episodios pragmáticos fueron identificados siguiendo las características de cortesía propuestas por Brown y Levinson (1987) al igual que el enfoque adoptado por Leech (1983) hacia la competencia pragmática en un intento de dotar de una visión más holística y ecológica al estudio. Los resultados coinciden con investigaciones previas que abordan estudiantes multilingües de inglés y nos proveen de un nuevo entendimiento sobre los mecanismos que dichos estudiantes activan al momento de planificar y realizar tareas con un componente pragmático y colaborativo. PLAIN LANGUAGE SUMMARY Multilingual speakers can find similarities and differences between the languages they know. This is of great help when they are learning words or sentences in a new language. But to learn a language means more than just grammar and vocabulary. In everyday life, we make decisions about what, when and how to say things dep
{"title":"Multilingual pragmatic awareness in collaborative writing","authors":"Ignacio Martinez-Buffa, Pilar Safont","doi":"10.1080/09658416.2022.2094389","DOIUrl":"https://doi.org/10.1080/09658416.2022.2094389","url":null,"abstract":"Abstract Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students’ oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners’ performance, pragmatic-related episodes were identified by considering Brown and Levinson’s politeness features (1987) and Leech’s (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work. ABSTRACT Las investigaciones llevadas a cabo en torno a la conciencia pragmática de los estudiantes de lenguas se han centrado principalmente en la lengua meta. Tal y como exponen algunos académicos, se debería también adoptar una perspectiva multilingüe en el análisis de la conciencia pragmática. De hecho, las pruebas existentes nos señalan las peculiaridades que caracterizan la comprensión y la conciencia pragmática multilingüe. Teniendo en cuenta estos aspectos, este artículo se centra en la conciencia pragmática de estudiantes multilingües al momento de realizar una tarea colaborativa en tres lenguas diferentes, concretamente catalán, castellano e inglés. El corpus analizado consiste en las grabaciones orales de 30 estudiantes universitarios que, en parejas, redactaron conjuntamente tres correos electrónicos donde se formula una petición. Los episodios pragmáticos fueron identificados siguiendo las características de cortesía propuestas por Brown y Levinson (1987) al igual que el enfoque adoptado por Leech (1983) hacia la competencia pragmática en un intento de dotar de una visión más holística y ecológica al estudio. Los resultados coinciden con investigaciones previas que abordan estudiantes multilingües de inglés y nos proveen de un nuevo entendimiento sobre los mecanismos que dichos estudiantes activan al momento de planificar y realizar tareas con un componente pragmático y colaborativo. PLAIN LANGUAGE SUMMARY Multilingual speakers can find similarities and differences between the languages they know. This is of great help when they are learning words or sentences in a new language. But to learn a language means more than just grammar and vocabulary. In everyday life, we make decisions about what, when and how to say things dep","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"421 - 442"},"PeriodicalIF":2.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/09658416.2022.2091583
M. Karimi, Parisa Ashkani
Abstract In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers’ mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief consistency effect). This study extends earlier research on the effect to L2 reading contexts and examines whether L2 readers’ prior beliefs affect their situation-model representations of documents that present opposing standpoints on an established controversy in language education: inductive vs. deductive approaches. Additionally, we examined whether the readers’ strength of situation-model representations is affected by their proficiency level and whether proficiency moderates the effect. Fifty-eight readers read texts that presented conflicting perspectives on the controversy. A recognition task was used to assess the strength of their situation-model representations. The results revealed that readers’ mental representations of the documents were biased towards the perspectives that aligned with their pre-existing beliefs on the controversy. The results further revealed a strong significant effect for L2 proficiency on the strength of the situation-model representations of the texts. However, proficiency failed to moderate the text-belief consistency effect that readers displayed when reading the controversial textual information.
{"title":"Situation-model representations of conflicting textual information in L2 readers: the effects of prior beliefs and L2 proficiency","authors":"M. Karimi, Parisa Ashkani","doi":"10.1080/09658416.2022.2091583","DOIUrl":"https://doi.org/10.1080/09658416.2022.2091583","url":null,"abstract":"Abstract In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers’ mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief consistency effect). This study extends earlier research on the effect to L2 reading contexts and examines whether L2 readers’ prior beliefs affect their situation-model representations of documents that present opposing standpoints on an established controversy in language education: inductive vs. deductive approaches. Additionally, we examined whether the readers’ strength of situation-model representations is affected by their proficiency level and whether proficiency moderates the effect. Fifty-eight readers read texts that presented conflicting perspectives on the controversy. A recognition task was used to assess the strength of their situation-model representations. The results revealed that readers’ mental representations of the documents were biased towards the perspectives that aligned with their pre-existing beliefs on the controversy. The results further revealed a strong significant effect for L2 proficiency on the strength of the situation-model representations of the texts. However, proficiency failed to moderate the text-belief consistency effect that readers displayed when reading the controversial textual information.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"323 - 341"},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/09658416.2022.2091143
Bradford J. Lee, Justin L. Bailey
Abstract While listeners tend to downgrade speakers’ accent and comprehensibility when they perceive them to be from a different language community—a process known as reverse linguistic stereotyping (RLS)—research has generally relied solely on quantitative data such as Likert scale ratings. The current study sought to extend the analysis further by investigating the reasons which informed raters’ decisions. A sample of 210 Japanese university students (six groups of n = 35) were asked to listen to recorded speeches by native Japanese speakers. In a matched-guise design, the groups were either shown photos of a Japanese, Caucasian, or Southeast Asian male, and asked to provide ratings of accentedness, comprehensibility, and intelligibility. They were then asked to report what factors influenced their comprehensibility ratings. In line with previous research, listeners rated non-Japanese guises as significantly more accented than the Japanese one, though differences in intelligibility were non-significant. A key finding was that while comprehensibility ratings were statistically comparable, the rationales given were qualitatively different. Groups who viewed the Caucasian or Southeast Asian photographs cited pronunciation issues significantly more than the Japanese group which reported grammatical and lexical factors as the reasons behind their downgraded ratings.
{"title":"Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility","authors":"Bradford J. Lee, Justin L. Bailey","doi":"10.1080/09658416.2022.2091143","DOIUrl":"https://doi.org/10.1080/09658416.2022.2091143","url":null,"abstract":"Abstract While listeners tend to downgrade speakers’ accent and comprehensibility when they perceive them to be from a different language community—a process known as reverse linguistic stereotyping (RLS)—research has generally relied solely on quantitative data such as Likert scale ratings. The current study sought to extend the analysis further by investigating the reasons which informed raters’ decisions. A sample of 210 Japanese university students (six groups of n = 35) were asked to listen to recorded speeches by native Japanese speakers. In a matched-guise design, the groups were either shown photos of a Japanese, Caucasian, or Southeast Asian male, and asked to provide ratings of accentedness, comprehensibility, and intelligibility. They were then asked to report what factors influenced their comprehensibility ratings. In line with previous research, listeners rated non-Japanese guises as significantly more accented than the Japanese one, though differences in intelligibility were non-significant. A key finding was that while comprehensibility ratings were statistically comparable, the rationales given were qualitatively different. Groups who viewed the Caucasian or Southeast Asian photographs cited pronunciation issues significantly more than the Japanese group which reported grammatical and lexical factors as the reasons behind their downgraded ratings.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"301 - 322"},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-26DOI: 10.1080/09658416.2022.2092122
Brett Healey, Paul Gardner
Abstract The abstract nature of grammar makes metalinguistic thinking a challenge for both teachers and students. However, it is suggested writing conferences in which students are encouraged to reflect on grammatical choices and their impact on meaning may be an effective means to develop metalinguistic awareness. This paper draws on cognitive linguistics and mentor texts to investigate what impact a concept-led, dialogic approach to grammar teaching has in the context of student-teacher discussions. By means of writing conferences between a teacher and three Year Five students, the paper explores how students made effective grammatical choices, as a result of metalinguistic dialogue with their teacher. Six concepts, scope, action chains, deixis, attentional windowing, fictive motion, and figure and ground, provided the explicit foci for imagining narrative scenes and appropriate grammatical choices. The findings suggest these concepts may have an enduring effect on students’ ability to make independent and creative choices in their writing.
{"title":"Explicit embodiment of narrative worlds: a case study of student-teacher concept-led grammar conferencing for writing","authors":"Brett Healey, Paul Gardner","doi":"10.1080/09658416.2022.2092122","DOIUrl":"https://doi.org/10.1080/09658416.2022.2092122","url":null,"abstract":"Abstract The abstract nature of grammar makes metalinguistic thinking a challenge for both teachers and students. However, it is suggested writing conferences in which students are encouraged to reflect on grammatical choices and their impact on meaning may be an effective means to develop metalinguistic awareness. This paper draws on cognitive linguistics and mentor texts to investigate what impact a concept-led, dialogic approach to grammar teaching has in the context of student-teacher discussions. By means of writing conferences between a teacher and three Year Five students, the paper explores how students made effective grammatical choices, as a result of metalinguistic dialogue with their teacher. Six concepts, scope, action chains, deixis, attentional windowing, fictive motion, and figure and ground, provided the explicit foci for imagining narrative scenes and appropriate grammatical choices. The findings suggest these concepts may have an enduring effect on students’ ability to make independent and creative choices in their writing.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"342 - 362"},"PeriodicalIF":2.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48730686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/09658416.2021.2023557
Eiko Gyogi, V. Lee
Abstract There has been an increased interest in multimodality in the field of both language pedagogy and translation studies. To our knowledge, however, only a few empirical studies have investigated students’ perceptions and learning through translation classrooms focusing on multimodality. This paper reports on multimodal translation tasks implemented in two different classrooms: a Korean-to-English translation classroom in Korea (English as a foreign language (EFL) classroom) and a Japanese-English translation classroom in Japan (Japanese as a second language (JSL) classroom). In both classrooms, the students were assigned a task translating comics. In addition to the text itself, students also discussed other semiotics that appear in the comics, including images, font size, and colour, and made translation decisions accordingly. Based on the analysis of students’ learning journals, this paper discusses a number of pedagogical benefits and challenges derived from a multimodal translation classroom. In doing so, it highlights the importance of raising students’ awareness of different semiotics that construct text.
{"title":"Multimodality in translation: a look into EFL and JSL classrooms","authors":"Eiko Gyogi, V. Lee","doi":"10.1080/09658416.2021.2023557","DOIUrl":"https://doi.org/10.1080/09658416.2021.2023557","url":null,"abstract":"Abstract There has been an increased interest in multimodality in the field of both language pedagogy and translation studies. To our knowledge, however, only a few empirical studies have investigated students’ perceptions and learning through translation classrooms focusing on multimodality. This paper reports on multimodal translation tasks implemented in two different classrooms: a Korean-to-English translation classroom in Korea (English as a foreign language (EFL) classroom) and a Japanese-English translation classroom in Japan (Japanese as a second language (JSL) classroom). In both classrooms, the students were assigned a task translating comics. In addition to the text itself, students also discussed other semiotics that appear in the comics, including images, font size, and colour, and made translation decisions accordingly. Based on the analysis of students’ learning journals, this paper discusses a number of pedagogical benefits and challenges derived from a multimodal translation classroom. In doing so, it highlights the importance of raising students’ awareness of different semiotics that construct text.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"232 - 249"},"PeriodicalIF":2.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45810969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/09658416.2022.2069251
Jookyoung Jung, Minjin Lee
Abstract This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.
{"title":"Second language reading and recall processes under different reading purposes: an eye-tracking, keystroke-logging, and stimulated recall study","authors":"Jookyoung Jung, Minjin Lee","doi":"10.1080/09658416.2022.2069251","DOIUrl":"https://doi.org/10.1080/09658416.2022.2069251","url":null,"abstract":"Abstract This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"278 - 300"},"PeriodicalIF":2.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43955322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/09658416.2022.2067556
Mats Deutschmann, Eric Borgström, Daroon Yassin Falk, Anders Steinvall, J. Svensson
Abstract The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish, or L2 accented Swedish. Both guises were based on the same recording, but the L2 accented version had been digitally manipulated using cut-and-paste techniques in order to replicate certain vowel sounds (the [u:]-sound in particular) associated with low-prestige Swedish L2 accentedness. The findings from this experiment were then used as starting point for language awareness raising activities. Our overall results show that the L2 accented manipulated recording was evaluated more favourably than the original L1 accented recording on all investigated variables. One proposed explanation is that respondents were inadvertently influenced by so-called shifting standards effects, i.e. lower standards/expectations are being used as reference points when evaluating the L2 accented recording. This tendency, however, seemed to be less apparent among respondents with bi/multilingual linguistic identities. Following debriefing discussions based on the experiment findings, there were clear indications that respondents did become more aware of inadvertent linguistic stereotyping by participating in the activities.
{"title":"“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers","authors":"Mats Deutschmann, Eric Borgström, Daroon Yassin Falk, Anders Steinvall, J. Svensson","doi":"10.1080/09658416.2022.2067556","DOIUrl":"https://doi.org/10.1080/09658416.2022.2067556","url":null,"abstract":"Abstract The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish, or L2 accented Swedish. Both guises were based on the same recording, but the L2 accented version had been digitally manipulated using cut-and-paste techniques in order to replicate certain vowel sounds (the [u:]-sound in particular) associated with low-prestige Swedish L2 accentedness. The findings from this experiment were then used as starting point for language awareness raising activities. Our overall results show that the L2 accented manipulated recording was evaluated more favourably than the original L1 accented recording on all investigated variables. One proposed explanation is that respondents were inadvertently influenced by so-called shifting standards effects, i.e. lower standards/expectations are being used as reference points when evaluating the L2 accented recording. This tendency, however, seemed to be less apparent among respondents with bi/multilingual linguistic identities. Following debriefing discussions based on the experiment findings, there were clear indications that respondents did become more aware of inadvertent linguistic stereotyping by participating in the activities.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"255 - 277"},"PeriodicalIF":2.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44136353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/09658416.2022.2042008
Pedro Antonio Férez Mora, Yvette Coyle, Ángela Dorado Otero
Abstract This study reports on the journal entries written by undergraduate students (N = 42) after participating in Spanish as a foreign language classes with a critical pedagogy orientation which unfolded from the exploration of homophobia in a poem by Luis Cernuda. Students were requested to express their views on how the lessons had impacted their FL competence and critical literacies. The teaching proposal was held to successfully activate an increased awareness of the issue of social justice, empathy towards marginalized groups, and a desire to take social action. As for perceived benefits in FL literacy, while learners confirmed that lessons were useful for enhancing language skills and linguistic competence, they also highlighted issues which to date had remained uninformed in critical pedagogy (CP) research: a demand for more explicit instruction of grammatical forms, and the role in critical FL pedagogy of specific FL methodological principles such as the dynamism or the student-centredness of the lessons.
{"title":"Foreign language students’ views on FL and critical literacies","authors":"Pedro Antonio Férez Mora, Yvette Coyle, Ángela Dorado Otero","doi":"10.1080/09658416.2022.2042008","DOIUrl":"https://doi.org/10.1080/09658416.2022.2042008","url":null,"abstract":"Abstract This study reports on the journal entries written by undergraduate students (N = 42) after participating in Spanish as a foreign language classes with a critical pedagogy orientation which unfolded from the exploration of homophobia in a poem by Luis Cernuda. Students were requested to express their views on how the lessons had impacted their FL competence and critical literacies. The teaching proposal was held to successfully activate an increased awareness of the issue of social justice, empathy towards marginalized groups, and a desire to take social action. As for perceived benefits in FL literacy, while learners confirmed that lessons were useful for enhancing language skills and linguistic competence, they also highlighted issues which to date had remained uninformed in critical pedagogy (CP) research: a demand for more explicit instruction of grammatical forms, and the role in critical FL pedagogy of specific FL methodological principles such as the dynamism or the student-centredness of the lessons.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"250 - 269"},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1080/09658416.2022.2033757
B. Sharma, Mikayla Sievers
Abstract Researchers have made pedagogical suggestions regarding how to incorporate international varieties of English in teacher education, but the amount of research on how novice teachers develop such knowledge and pedagogies and put them into practice is noticeably inadequate. This study presents a two-part case study in order to address this concern. In the first part, the study reports how four pre-service teachers in a teacher education program developed their knowledge and awareness informed by an English-as-an-international language perspective in their curricula, materials, and classroom instruction. The second part reports how one of the four teachers implemented a pedagogical project with an aim to transform her students’ attitudes and knowledge toward various Englishes. The data were drawn from semi-structured interviews, teaching philosophy statements, written assignments, and reflective journals. The findings overall provide important insights into understanding the emergence of transformative pedagogical awareness, philosophies, and praxis in addressing the diversity of Englishes by pre-service teachers in teacher education programs.
{"title":"Developing teacher awareness and action plans for teaching English as an international language","authors":"B. Sharma, Mikayla Sievers","doi":"10.1080/09658416.2022.2033757","DOIUrl":"https://doi.org/10.1080/09658416.2022.2033757","url":null,"abstract":"Abstract Researchers have made pedagogical suggestions regarding how to incorporate international varieties of English in teacher education, but the amount of research on how novice teachers develop such knowledge and pedagogies and put them into practice is noticeably inadequate. This study presents a two-part case study in order to address this concern. In the first part, the study reports how four pre-service teachers in a teacher education program developed their knowledge and awareness informed by an English-as-an-international language perspective in their curricula, materials, and classroom instruction. The second part reports how one of the four teachers implemented a pedagogical project with an aim to transform her students’ attitudes and knowledge toward various Englishes. The data were drawn from semi-structured interviews, teaching philosophy statements, written assignments, and reflective journals. The findings overall provide important insights into understanding the emergence of transformative pedagogical awareness, philosophies, and praxis in addressing the diversity of Englishes by pre-service teachers in teacher education programs.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"153 - 168"},"PeriodicalIF":2.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：