Abstract This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students’ linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text quality. We revise DAW previous implementations that delved into lexical, syntactic-discursive, and structural aspects of analytical essays as indexes for developing writing proficiency. We focus thereafter on a current application of DAW to assess content-related dimensions: explicitness of a central standpoint, flexibility of writers’ positioning, and expression of reflective thinking. Analyses revealed that the probability of explicitness and reflexiveness increases from elementary to higher levels of schooling, while the probability of flexible positioning appeared conditioned by text topic and pedagogical input. The three dimensions showed stronger effect of instruction on high schoolers’ than on elementary and university students’ texts. Regression analyses support a foundational role of development and a significant contribution of the assessed dimensions to an appraisal of text quality. DAW facilitates distinguishing analytical text features that improve in the course of development from those sensitive to pedagogical scaffolding.
{"title":"Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement","authors":"L. Tolchinsky, E. Rosado, M. Aparici","doi":"10.1515/iral-2023-0012","DOIUrl":"https://doi.org/10.1515/iral-2023-0012","url":null,"abstract":"Abstract This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students’ linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text quality. We revise DAW previous implementations that delved into lexical, syntactic-discursive, and structural aspects of analytical essays as indexes for developing writing proficiency. We focus thereafter on a current application of DAW to assess content-related dimensions: explicitness of a central standpoint, flexibility of writers’ positioning, and expression of reflective thinking. Analyses revealed that the probability of explicitness and reflexiveness increases from elementary to higher levels of schooling, while the probability of flexible positioning appeared conditioned by text topic and pedagogical input. The three dimensions showed stronger effect of instruction on high schoolers’ than on elementary and university students’ texts. Regression analyses support a foundational role of development and a significant contribution of the assessed dimensions to an appraisal of text quality. DAW facilitates distinguishing analytical text features that improve in the course of development from those sensitive to pedagogical scaffolding.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48924965","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}
Abstract Late-life language learning has gained considerable attention in recent years. Strikingly, additional language (AL) proficiency development is underinvestigated, despite it potentially being one of the main drivers for older adults to learn an AL. Our study investigates whether Dutch older adults learning English for three months significantly improve their AL skills, and if explicit or implicit language instruction is more beneficial. Sixteen learners participated in online weekly group lessons, five days of 60-min homework, and pre-post-retention tests. Half were randomly assigned to the mostly explicit condition and half to the mostly implicit condition. Data includes language proficiency measures and 201 dense-data spoken homework samples. Results show improvements in several areas for both conditions. For structural errors in homework, we found implicitly taught participants to make significantly more mistakes. Our exploratory data show that older adults significantly develop AL proficiency after a short language training, and, as we only found differences between conditions on one construct, that teaching pedagogies do not play a substantial role.
{"title":"Language pedagogies and late-life language learning proficiency","authors":"Mara van der Ploeg, Merel Keijzer, W. Lowie","doi":"10.1515/iral-2023-0079","DOIUrl":"https://doi.org/10.1515/iral-2023-0079","url":null,"abstract":"Abstract Late-life language learning has gained considerable attention in recent years. Strikingly, additional language (AL) proficiency development is underinvestigated, despite it potentially being one of the main drivers for older adults to learn an AL. Our study investigates whether Dutch older adults learning English for three months significantly improve their AL skills, and if explicit or implicit language instruction is more beneficial. Sixteen learners participated in online weekly group lessons, five days of 60-min homework, and pre-post-retention tests. Half were randomly assigned to the mostly explicit condition and half to the mostly implicit condition. Data includes language proficiency measures and 201 dense-data spoken homework samples. Results show improvements in several areas for both conditions. For structural errors in homework, we found implicitly taught participants to make significantly more mistakes. Our exploratory data show that older adults significantly develop AL proficiency after a short language training, and, as we only found differences between conditions on one construct, that teaching pedagogies do not play a substantial role.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45349983","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}
Abstract Conceptual mediation is one of the competences described by the Common European Framework of Reference (CEFR) during the acquisition of foreign languages. When practicing mediation, learners collaborate in the construction of knowledge to conduct activities that require higher-level cognitive skills, such as teamwork. This study analyzes the communicative functions and L1 use in peer interaction during a conceptual mediation activity in a group of students following Content Language Integrated Learning (CLIL) instruction and another receiving traditional language tuition. The sample was made up of 60 L1 Spanish, L2 German speakers enrolled in a A2.2 German course (age 18–20). For the analysis, the oral interaction of the groups was recorded through an online videoconference platform. The type of mediation used as well as the presence or absence of speakers’ L1 (Spanish) were assessed. The analysis demonstrates that groups following a CLIL approach resorted to regulative discourse for work organization purposes (relational mediation) more frequently than those students following a more traditional approach. Regarding the use of the L1, non-CLIL groups used their first language to a greater degree in regulative discourse and during communicative mediation, that is, when they had to resort to translation to ensure comprehension among peers.
{"title":"Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction","authors":"Laura Nadal Sanchis, Iria Bello Viruega","doi":"10.1515/iral-2022-0170","DOIUrl":"https://doi.org/10.1515/iral-2022-0170","url":null,"abstract":"Abstract Conceptual mediation is one of the competences described by the Common European Framework of Reference (CEFR) during the acquisition of foreign languages. When practicing mediation, learners collaborate in the construction of knowledge to conduct activities that require higher-level cognitive skills, such as teamwork. This study analyzes the communicative functions and L1 use in peer interaction during a conceptual mediation activity in a group of students following Content Language Integrated Learning (CLIL) instruction and another receiving traditional language tuition. The sample was made up of 60 L1 Spanish, L2 German speakers enrolled in a A2.2 German course (age 18–20). For the analysis, the oral interaction of the groups was recorded through an online videoconference platform. The type of mediation used as well as the presence or absence of speakers’ L1 (Spanish) were assessed. The analysis demonstrates that groups following a CLIL approach resorted to regulative discourse for work organization purposes (relational mediation) more frequently than those students following a more traditional approach. Regarding the use of the L1, non-CLIL groups used their first language to a greater degree in regulative discourse and during communicative mediation, that is, when they had to resort to translation to ensure comprehension among peers.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45299898","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}
Abstract This study aims to uncover the combined effects of a higher-level verb distribution (i.e., the distribution of one-construction only verbs and alternating verbs across English) and verb semantics on Chinese EFL learners’ restriction of generalization of English prenominal past participles (PPPs). Three groups were formed: a lexicalist group, a generalist group, and a mixed group. During the treatment, the lexicalist group were exposed to input involving one-construction only verbs exclusively; the generalist group, alternating verbs only; the mixed group, both one-construction only and alternating verbs. An acceptability judgment task was employed to assess L2 learners’ construction generalization. The study found that, (1) the Lexicalist group exhibited significantly less generalization with the known state-change verbs than either the Generalist or the Mixed group, and significantly less generalization with the known non-state-change verbs than the Generalist group; (2) the Lexicalist group showed less generalization with extensive exposure one-construction only new verbs than the mixed group whereas the generalist and the mixed group did not differ significantly regarding construction preference of extensive exposure alternating new verbs; (3) the Lexicalist group were significantly less likely to generalize the PPP-only minimal exposure new verb than either the Generalist or Mixed group, and significantly less liable to generalize the relative clause (RC)-only minimal exposure new verb as opposed to the Generalist group; (4) moreover, the three groups differed significantly in regularization (operationalized as the number of participants who tended to accept each verb in only one of two competing constructions) of no exposure new verbs, with the lexicalist group producing more regularization than the other two groups.
{"title":"The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization","authors":"Xiaoyan Zhang","doi":"10.1515/iral-2023-0022","DOIUrl":"https://doi.org/10.1515/iral-2023-0022","url":null,"abstract":"Abstract This study aims to uncover the combined effects of a higher-level verb distribution (i.e., the distribution of one-construction only verbs and alternating verbs across English) and verb semantics on Chinese EFL learners’ restriction of generalization of English prenominal past participles (PPPs). Three groups were formed: a lexicalist group, a generalist group, and a mixed group. During the treatment, the lexicalist group were exposed to input involving one-construction only verbs exclusively; the generalist group, alternating verbs only; the mixed group, both one-construction only and alternating verbs. An acceptability judgment task was employed to assess L2 learners’ construction generalization. The study found that, (1) the Lexicalist group exhibited significantly less generalization with the known state-change verbs than either the Generalist or the Mixed group, and significantly less generalization with the known non-state-change verbs than the Generalist group; (2) the Lexicalist group showed less generalization with extensive exposure one-construction only new verbs than the mixed group whereas the generalist and the mixed group did not differ significantly regarding construction preference of extensive exposure alternating new verbs; (3) the Lexicalist group were significantly less likely to generalize the PPP-only minimal exposure new verb than either the Generalist or Mixed group, and significantly less liable to generalize the relative clause (RC)-only minimal exposure new verb as opposed to the Generalist group; (4) moreover, the three groups differed significantly in regularization (operationalized as the number of participants who tended to accept each verb in only one of two competing constructions) of no exposure new verbs, with the lexicalist group producing more regularization than the other two groups.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41758047","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}
Abstract Since teacher work engagement is argued to substantially affect education quality and learners’ performance, unveiling the factors affecting teacher engagement is of high significance. As an attempt to explore the antecedents of this construct in English-as-a-foreign-language (EFL) teachers, we tested a structural model of work engagement based on teachers’ professional identity, grit, and foreign language teaching enjoyment. A sample of 476 EFL teachers in Iran was requested to complete an online survey constituting the valid scales of the four constructs. Structural equation modeling (SEM) results indicated that the model fitted the data sufficiently. The model revealed that teachers’ grit, professional identity, and foreign language teaching enjoyment were the direct correlates of work engagement. Additionally, professional identity affected work engagement indirectly via foreign language teaching enjoyment and grit. Also, foreign language teaching enjoyment influenced work engagement through the mediation of grit. We conclude our study with a discussion on the implications of the findings.
{"title":"Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment","authors":"J. Fathi, L. Zhang, Mohammad Hossein Arefian","doi":"10.1515/iral-2023-0024","DOIUrl":"https://doi.org/10.1515/iral-2023-0024","url":null,"abstract":"Abstract Since teacher work engagement is argued to substantially affect education quality and learners’ performance, unveiling the factors affecting teacher engagement is of high significance. As an attempt to explore the antecedents of this construct in English-as-a-foreign-language (EFL) teachers, we tested a structural model of work engagement based on teachers’ professional identity, grit, and foreign language teaching enjoyment. A sample of 476 EFL teachers in Iran was requested to complete an online survey constituting the valid scales of the four constructs. Structural equation modeling (SEM) results indicated that the model fitted the data sufficiently. The model revealed that teachers’ grit, professional identity, and foreign language teaching enjoyment were the direct correlates of work engagement. Additionally, professional identity affected work engagement indirectly via foreign language teaching enjoyment and grit. Also, foreign language teaching enjoyment influenced work engagement through the mediation of grit. We conclude our study with a discussion on the implications of the findings.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47077438","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}
Abstract This study investigated the effect of using the Accelerative Integrated Method (AIM), with or without additional revision and video-guided practice, on junior primary students’ spoken recall accuracy in French. The same beginner AIM French activities were taught by a language specialist to 12 classes in four junior primary levels. Three different conditions of instruction were used each week: (1) one session of AIM instruction, (2) one session of AIM instruction plus one session of revision, and (3) one session of AIM instruction, plus one session of revision, and three sessions of video input. The instruction and revision sessions were facilitated by a language teacher, whereas the video sessions were played by the main class teacher. A two-way ANOVA revealed that Year 1 students benefited from a revision session with the language teacher, but Prep and Year 1 did not benefit from further video exposure. Conversely, the Years 2 and 3 students did not benefit from extra revision with the language teacher, but they did benefit from additional video exposure. Direct observation of the student response to the AIM suggested that the pace of the program needed to be slower for the younger learners.
{"title":"Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French","authors":"M. Carey, O. Rugins, P. Grainger","doi":"10.1515/iral-2023-0001","DOIUrl":"https://doi.org/10.1515/iral-2023-0001","url":null,"abstract":"Abstract This study investigated the effect of using the Accelerative Integrated Method (AIM), with or without additional revision and video-guided practice, on junior primary students’ spoken recall accuracy in French. The same beginner AIM French activities were taught by a language specialist to 12 classes in four junior primary levels. Three different conditions of instruction were used each week: (1) one session of AIM instruction, (2) one session of AIM instruction plus one session of revision, and (3) one session of AIM instruction, plus one session of revision, and three sessions of video input. The instruction and revision sessions were facilitated by a language teacher, whereas the video sessions were played by the main class teacher. A two-way ANOVA revealed that Year 1 students benefited from a revision session with the language teacher, but Prep and Year 1 did not benefit from further video exposure. Conversely, the Years 2 and 3 students did not benefit from extra revision with the language teacher, but they did benefit from additional video exposure. Direct observation of the student response to the AIM suggested that the pace of the program needed to be slower for the younger learners.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938539","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}
Abstract This study explored the benefits of collaborative writing in L2 Chinese by (a) comparing the texts written collaboratively versus individually and (b) investigating the effects of collaborative writing on subsequent individual writing. Forty-four English-speaking students enrolled in an intermediate Chinese course were assigned to a collaborative writing group and an individual writing group. All participants completed a timed in-class writing task at the beginning and end of the semester, working as pre-and post-tests. The participants in the collaborative writing group completed two out-of-class writing assignments in pairs through online written chats, while those in the individual writing group completed the same tasks individually. The texts were analyzed for content, organization, character and lexical accuracy, and non-parametric tests (Mann-Whitney U tests and Wilcoxon signed ranks tests) were performed on the data for statistical analyses. The online chats were segmented into different episodes (e.g., language- and content-related episodes) to provide in-depth explanation for the findings. The effect of collaboration was examined from two aspects. The comparison between the texts written collaboratively versus individually showed that the collaborative texts were significantly better than those composed individually in organization and lexical accuracy. The pre-post comparison between collaborative and individual writing groups observed that collaboration contributed positively to subsequent individual writing quality by significantly impacting its content and lexical accuracy.
{"title":"Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective","authors":"Li Yang, Lini Ge Polin","doi":"10.1515/iral-2023-0034","DOIUrl":"https://doi.org/10.1515/iral-2023-0034","url":null,"abstract":"Abstract This study explored the benefits of collaborative writing in L2 Chinese by (a) comparing the texts written collaboratively versus individually and (b) investigating the effects of collaborative writing on subsequent individual writing. Forty-four English-speaking students enrolled in an intermediate Chinese course were assigned to a collaborative writing group and an individual writing group. All participants completed a timed in-class writing task at the beginning and end of the semester, working as pre-and post-tests. The participants in the collaborative writing group completed two out-of-class writing assignments in pairs through online written chats, while those in the individual writing group completed the same tasks individually. The texts were analyzed for content, organization, character and lexical accuracy, and non-parametric tests (Mann-Whitney U tests and Wilcoxon signed ranks tests) were performed on the data for statistical analyses. The online chats were segmented into different episodes (e.g., language- and content-related episodes) to provide in-depth explanation for the findings. The effect of collaboration was examined from two aspects. The comparison between the texts written collaboratively versus individually showed that the collaborative texts were significantly better than those composed individually in organization and lexical accuracy. The pre-post comparison between collaborative and individual writing groups observed that collaboration contributed positively to subsequent individual writing quality by significantly impacting its content and lexical accuracy.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814859","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}
Assigning stress to the appropriate syllable is consequential for being understood. Despite the importance, second language (L2) learners' stress assignment is often incorrect, being affected by their first language (L1). Beyond the L1, learners' lexical stress assignment may depend on analogy with other words in their lexicon. The current study investigates the respective roles of the L1 (English, French) and analogy in L2 German lexical stress assignment. Because English, like German, has variable stress assignment and French does not, participants included English- and French-speaking German L2 learners who assigned stress to German nonsense words in a perceptual preference and a production task. Results suggest a role of the L1, with English-speaking German L2 learners performing more like L1 German speakers. While French-speaking German L2 learners' performance could not be predicted by other factors, L2 German proficiency and the ability to produce analogous words were predictive of English-speaking German L2 learners' production performance.
{"title":"Lexical stress assignment preferences in L2 German.","authors":"Mary Grantham O'Brien, Ross Sundberg","doi":"10.1515/iral-2020-0104","DOIUrl":"https://doi.org/10.1515/iral-2020-0104","url":null,"abstract":"<p><p>Assigning stress to the appropriate syllable is consequential for being understood. Despite the importance, second language (L2) learners' stress assignment is often incorrect, being affected by their first language (L1). Beyond the L1, learners' lexical stress assignment may depend on analogy with other words in their lexicon. The current study investigates the respective roles of the L1 (English, French) and analogy in L2 German lexical stress assignment. Because English, like German, has variable stress assignment and French does not, participants included English- and French-speaking German L2 learners who assigned stress to German nonsense words in a perceptual preference and a production task. Results suggest a role of the L1, with English-speaking German L2 learners performing more like L1 German speakers. While French-speaking German L2 learners' performance could not be predicted by other factors, L2 German proficiency and the ability to produce analogous words were predictive of English-speaking German L2 learners' production performance.</p>","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/iral-2020-0104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9571923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article highlight and discuss the complex situation when deaf adults who are emergent readers learn Swedish Sign Language (STS) and Swedish in parallel. As Swedish appears primarily in its written form, they also have to develop reading and writing skills. Study data comes from ethnographically created video recordings of classroom interaction and interviews with teachers and participants. The analysis reveals that while the migrants successively learn basic STS for interacting with other deaf people, learning Swedish takes a different path. The migrants struggle with learning basic reading and writing skills, vocabulary, and grammar. Furthermore, the instruction is highly repetitive, but unstructured and sprawled, using STS to explain and connect signs with written equivalents. The teachers testify in interviews that it seems very difficult for the emergent readers to learn Swedish on a level good enough to cope in Swedish society, which, in turn, puts them in a vulnerable position.
{"title":"“They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy","authors":"Ingela Holmström, Krister Schönström","doi":"10.1515/iral-2022-0241","DOIUrl":"https://doi.org/10.1515/iral-2022-0241","url":null,"abstract":"Abstract This article highlight and discuss the complex situation when deaf adults who are emergent readers learn Swedish Sign Language (STS) and Swedish in parallel. As Swedish appears primarily in its written form, they also have to develop reading and writing skills. Study data comes from ethnographically created video recordings of classroom interaction and interviews with teachers and participants. The analysis reveals that while the migrants successively learn basic STS for interacting with other deaf people, learning Swedish takes a different path. The migrants struggle with learning basic reading and writing skills, vocabulary, and grammar. Furthermore, the instruction is highly repetitive, but unstructured and sprawled, using STS to explain and connect signs with written equivalents. The teachers testify in interviews that it seems very difficult for the emergent readers to learn Swedish on a level good enough to cope in Swedish society, which, in turn, puts them in a vulnerable position.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43355616","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}
Ali Derakhshan, Ali Malmir, M. Pawlak, Yongliang Wang
Abstract Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the effects of selected individual differences (IDs), including age, gender, language learning experience (LLE), and L2 proficiency, on the use of interlanguage pragmatic learning strategies (IPLS) in a sample of 160 English as a foreign language (EFL) learners. The data were collected utilizing a six-point IPLS inventory which contained 58 6-point Likert scale items that were divided into six subcategories. Data analysis using independent samples t-tests revealed that young learners used significantly more IPLS compared to their adult counterparts; nonetheless, there were no significant differences in the use of the IPLS between the female and male learners. At the same time, two one-way ANOVAs indicated that LLE and L2 proficiency played a significant role in the use of IPLS, that is, learners with longer LLE and higher proficiency levels used more IPLS. These findings have some pedagogical implications for L2 learners and teachers.
{"title":"The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels","authors":"Ali Derakhshan, Ali Malmir, M. Pawlak, Yongliang Wang","doi":"10.1515/iral-2022-0132","DOIUrl":"https://doi.org/10.1515/iral-2022-0132","url":null,"abstract":"Abstract Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the effects of selected individual differences (IDs), including age, gender, language learning experience (LLE), and L2 proficiency, on the use of interlanguage pragmatic learning strategies (IPLS) in a sample of 160 English as a foreign language (EFL) learners. The data were collected utilizing a six-point IPLS inventory which contained 58 6-point Likert scale items that were divided into six subcategories. Data analysis using independent samples t-tests revealed that young learners used significantly more IPLS compared to their adult counterparts; nonetheless, there were no significant differences in the use of the IPLS between the female and male learners. At the same time, two one-way ANOVAs indicated that LLE and L2 proficiency played a significant role in the use of IPLS, that is, learners with longer LLE and higher proficiency levels used more IPLS. These findings have some pedagogical implications for L2 learners and teachers.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44444739","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}
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