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Language Use Among Malaysian Tamil Youth 马来西亚泰米尔青年的语言使用
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0014
Pawathy Nalliannan, Thanalachime Perumal, S. Pillai
Summary Most studies on the language use of Malaysian Tamils focus on the upkeep of the Tamil language. There is, however, a dearth of investigations into language use in a multilingual context among the younger generation of speakers. The present study aims to fill this gap by using Fishman’s (1972) domain model to examine the language used by Tamil youth in intra-group communication in seven domains. Data were collected from 109 questionnaires, 42 audio-recordings of natural conversations and 40 interviews. The findings revealed that in four domains, which were the family, friendship, religion, and neighbourhood, Tamil is used more frequently. The highest usage of the language is predominantly among friends. However, there was a decreasing use of Tamil in the family domain among the younger generations with many married participants claiming to use English rather than Tamil as the home language. This does not bode well for the maintenance of Tamil as a first language in the future. The findings show how participants’ use of Tamil, English and Malay is linked to concepts of identity, solidarity, and their perceptions of these languages. The findings also point to the development of a localised variety of Tamil reflective of the Malaysian cultural landscape.
大多数关于马来西亚泰米尔人语言使用的研究都集中在维护泰米尔语上。然而,对年轻一代讲多种语言的人在多语言环境下的语言使用情况缺乏调查。本研究旨在通过使用Fishman(1972)的领域模型来检验泰米尔青年在七个领域的群体内交流中使用的语言来填补这一空白。数据来自109份问卷、42份自然对话录音和40次访谈。研究结果显示,在家庭、友谊、宗教和邻里四个领域,泰米尔语的使用频率更高。这种语言的最高使用率主要是在朋友之间。然而,年轻一代在家庭领域使用泰米尔语的情况有所减少,许多已婚参与者声称使用英语而不是泰米尔语作为母语。这对未来保持泰米尔语作为第一语言来说不是一个好兆头。研究结果表明,参与者对泰米尔语、英语和马来语的使用与身份、团结以及他们对这些语言的看法有关。研究结果还指出,反映马来西亚文化景观的泰米尔语在当地的发展。
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引用次数: 0
Deconstruction of the Discourse of Femininity: A Case of Thai Girls’ Schools 女性话语的解构——以泰国女子学校为例
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0013
Natakorn Satienchayakorn, P. Jimarkon
Summary The study investigates the construction of femininity ideologies of girls-only school websites in Thailand and deconstructs them for analysis at the lexical level. Ideological beliefs underlying the custom of upbringing of young women in Thai cultural contexts are the focus of investigation. We pay a particular attention to how the schools communicate their key messages of vision, mission, core values, and about us on their websites and conduct a corpus-driven discourse analysis on the data. Findings from running tests of frequency and collocation reveal the traits of femininity constructed in the discourse, built the praising of obedience, submissiveness and lady-like features. We conclude that benevolent sexism is a common cultural practice evident in educational institutions.
摘要本研究调查了泰国女子学校网站女性气质意识形态的构建,并对其进行解构,以便在词汇层面进行分析。泰国文化背景下年轻女性成长习俗背后的意识形态信仰是调查的重点。我们特别关注学校如何在其网站上传达他们的愿景、使命、核心价值观和关于我们的关键信息,并对数据进行语料库驱动的话语分析。频率和搭配的运行测试结果揭示了话语中建构的女性气质特征,构建了对顺从、顺从和女性化特征的赞美。我们得出的结论是,仁慈的性别歧视是教育机构中常见的文化习俗。
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引用次数: 0
Peculiarities of Phonetic and Orthographic Adaptation of Latin Terms in English Clinical Terminology: On the Issue of Latin Terminological Competence Formation of Foreign Medical Students 英语临床术语中拉丁术语的音正适应特点——论外国医学生拉丁术语能力形成问题
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0018
O. Lazer-Pankiv, Iuliia Pysmenna
Summary The article deals with the phonetic and orthographic adaptation of Latin terms in English clinical terminology in the context of Latin terminological competence formation of foreign medical students with English as the language of instruction. About 8,000 of the most common clinical terms selected from various lexicographic English sources have been studied on the basis of etymological and comparative approaches to demonstrate the grade of inconsistency in the reflection of Latin terms in modern English medical terminology. The quantitative analysis allowed us to determine and classify the main tendencies in the process of phonetic and orthographic development of Latin terms: (1) imitation of classical Latin spelling; (2) ‘simplification’ of classical Latin spelling; (3) syncretism of the first and second tendencies (parallel use of classical Latin and ‘simplified’ variants as synonyms). The analysis has also identified in some cases the phenomenon of ‘hypercorrectness’. The lack of a unified norm is reflected in all the analyzed reference sources, complicating the lexicographic description of medical terms as well as the process of teaching / learning the medical terminology. The proposed solution is to develop and implement some unified criteria for phonetic and orthographic adaptation of Latin terms in English. The possible ways to solve the problem are either to adhere to the etymological principle, returning ad fontes of medical terminology, and to use only non-monophthongized and non-simplified forms or to use monophthongized and phonetically and graphically simplified forms following the norms of modern English. Consistent adherence to one system of rules for the development of Latin terms is a needed requirement for the proper formation of terminological competence in medical students and correct use of terminology in their further professional activity.
本文在以英语为教学语言的外国医学生拉丁文专业术语能力形成的背景下,探讨了拉丁文专业术语在英文临床专业术语中的语音和正字法改编。本文以词源学和比较学的方法为基础,研究了从各种英语词典来源中选出的约8000个最常见的临床术语,以证明拉丁术语在现代英语医学术语中反映的不一致程度。定量分析使我们确定并分类了拉丁文词汇在语音和正字法发展过程中的主要趋势:(1)模仿古典拉丁文拼写;(2)古典拉丁语拼写的“简化”;(3)第一种和第二种倾向的融合(同时使用古典拉丁语和“简化”变体作为同义词)。该分析还发现在某些情况下存在“超正确性”现象。缺乏统一的规范反映在所有分析的参考来源中,使医学术语的词典描述和医学术语的教/学过程变得复杂。建议的解决办法是制定和实施一些统一的标准,以适应英语中拉丁术语的语音和正字法。解决这一问题的可能途径是,要么坚持词源原则,回归医学术语的字体,只使用非单音节化和非简化形式,要么按照现代英语的规范使用单音节化和语音、图形化的简化形式。始终如一地遵守拉丁术语发展的一套规则,是医学生正确形成术语能力和在进一步的专业活动中正确使用术语的必要条件。
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引用次数: 1
Metacomprehension Awareness of Primary School Plurilinguals 小学多语的元理解意识
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0017
Silvija Hanžić Deda
Summary This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.
本定性定量研究考察了国际小学生在阅读叙事文本前、中、后的元理解意识水平。本研究的第一部分简要介绍了有关元认知和元认知策略、阅读理解和正规教育背景下的多语使用的理论背景和先前的研究。第二部分描述了参与者,以及他们在语言和教育方面的不同个人经历。两个测试和一个简短的问卷用于收集大部分信息。通过半结构化访谈,研究了参与者对阅读叙事文本的态度,以及他们在阅读叙事文本时偏好的语言。研究结果表明,在十岁时,多语种学生在阅读英语叙事文本时表现出一定程度的元理解意识。以学生的母语定义的两个特定语言群体之间没有发现重大差异,但男孩和女孩之间存在一定差异。既定的阅读语言和阅读叙事文本的语言偏好似乎对有效的阅读理解起着重要作用,而年龄似乎是多语种10岁儿童元理解意识发展的一个更为关键的因素。
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引用次数: 1
Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies 培养Ell作家成为多语言作家:挑战与策略
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0016
L. Choi
Summary The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adopt the dominant academic writing conventions in order to succeed in an English-speaking academic community. Even though the growing number of scholars have started to pay attention to ELL writers’ diverse writing styles and multiple identities, little research and discussion have taken place on how language practitioners could engage ELL writers in developing their voices as multilingual and multicultural writers. By analyzing a qualitative interview with ten experienced writing consultants and instructors, this paper explores major challenges that ELL writers experience and different strategies that could effectively help them develop their voices as writers in the academic context where English is dominantly used as the medium of instruction. Findings show that while many colleges and universities in English-speaking countries still adopt a monolithic view and label ELL writers as ‘a troubled non-native writer’, it is crucial for writing consultants and instructors to acknowledge ELL writers’ multilingual background and help them to develop their unique voices and achieve sustainable development and progress.
越来越多的国际学生在英语国家接受高等教育,这表明越来越需要支持他们的学术写作发展。然而,这常常导致人们草率地认为,英语学习者(ELL)的作者需要迅速采用占主导地位的学术写作惯例,才能在以英语为母语的学术团体中取得成功。尽管越来越多的学者开始关注二语作家的多样化写作风格和多重身份,但很少有研究和讨论语言从业者如何让二语作家发展他们作为多语言和多元文化作家的声音。本文通过对10位经验丰富的写作顾问和教师的定性访谈,探讨了英语写作者所面临的主要挑战和不同的策略,这些策略可以有效地帮助他们在以英语为主要教学媒介的学术环境中发展自己的写作声音。研究结果表明,虽然许多英语国家的高校仍然采用单一的观点,并将英语作家视为“陷入困境的非母语作家”,但对于写作顾问和教师来说,承认英语作家的多语言背景,帮助他们发出独特的声音,实现可持续的发展和进步是至关重要的。
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引用次数: 0
Translation of Proper Nouns During Periods of Interwar and Soviet Lithuania: The Case of “The Tartuffe” by Molière 两次世界大战和苏维埃立陶宛时期专有名词的翻译——以莫里涅尔的《塔图夫》为例
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0020
Aurelija Leonavičienė
Summary Translation is not an isolated field of activity. It is closely related to the certain historical, political, ideological, socio-cultural, and sociolinguistic context of a country, i.e., translation depends on polysystems of a particular period of time. The article examines two different translations of Moliere’s play “The Tartuffe” into Lithuanian. “The Tartuffe” was first translated by Čiurlionienė-Kymantaitė in 1928 and later in 1967 by Churginas. This research is based on the polysystem theory of Even-Zohar and Toury’s theory of norms in translation. For the analysis of the translations of the theatre play, proper nouns were chosen as the object of the research. The analysis was done using comparative, linguistic descriptive and quantitative methods. These methods assisted in comparing decisions of translation used to translate proper nouns of “The Tartuffe”. Moreover, the analysis reveals the tradition of translation of proper nouns and the changes during the Interwar and Soviet Lithuania periods. In order to achieve the aim of the research, the objectives are as follows: to discuss the activity of translation as a part of the polysystems, to select and classify proper nouns of the research material according to translation decisions chosen by each translator, to review its validity and to discuss translation changes of Lithuanian translation tradition from the beginning to the end of XX century. After a comparative study of the translation of personal nouns in the research material, the author identifies and discusses five translation decisions: phonetic adaptation, omission, grammaticalization of the authentic form, replacement into another proper noun and actualization. Both translators mainly used phonetic adaptation, i.e., linguistic application of proper nouns. Looking towards both translations from the perspective of the social norms theory of Toury and the theoretical concept of polysystemical and binary oppositions of Even-Zohar, it can be assumed that translating Moliere’s play “The Tartuffe”, which belongs to the world literature canon, both translators (Čiurlionienė-Kymantaitė and Churginas) accepted the translation challenges of classical literature, understood the value of the work and the importance of maintaining the uniqueness of this theater play which belongs to Classicism. A comparative analysis of translation of the proper nouns allows identifying the dynamic formation of the tradition of proper nouns translation and its changes in Lithuania starting from quite diverse decisions of translation during the Interwar period, which was characterized by a free translation market, unrestricted selection of translations and their adaptation to the sociocultural and linguistic expectations of the readers, to the development of centralized and institutionalized norms in translation during the period of Soviet Lithuania, which was marked by unanimously applied rules of translation of the proper nouns and norms of the standa
翻译不是一个孤立的活动领域。它与一个国家的特定历史、政治、意识形态、社会文化和社会语言语境密切相关,即翻译依赖于特定时期的多系统。本文考察了莫里哀戏剧《塔图夫》两种不同的立陶宛语译本。《塔图夫》最早由Čiurlionienė-Kymantaitė于1928年翻译,后来由丘吉纳斯于1967年翻译。本研究的基础是Even-Zohar的多系统理论和Toury的翻译规范理论。为了分析这部戏剧的翻译,我们选择了专有名词作为研究对象。分析采用比较法、语言描述法和定量法。这些方法有助于比较翻译《The Tartuffe》专有名词时的翻译决策。此外,本文还分析了专有名词翻译的传统,以及在两次世界大战和苏联立陶宛时期专有名词翻译的变化。为了达到研究的目的,研究的目标是:讨论作为多系统一部分的翻译活动,根据每个译者选择的翻译决策对研究材料中的专有名词进行选择和分类,审查其有效性,讨论立陶宛翻译传统从20世纪初到20世纪末的翻译变化。笔者通过对研究资料中人称名词翻译的比较研究,确定并讨论了五种翻译决策:语音顺应、省略、原语形式的语法化、替换成另一个专有名词和实现。两位译者都主要使用了语音顺应,即专有名词的语言运用。从图里的社会规范理论和埃文-佐哈尔的多系统二元对立理论的角度来看,可以认为,在翻译莫里哀的剧本《塔图夫》这一属于世界文学经典的作品时,两位译者(Čiurlionienė-Kymantaitė和丘吉纳斯)都接受了古典文学的翻译挑战。理解作品的价值,以及保持这种古典主义戏剧的独特性的重要性。通过对专有名词翻译的比较分析,可以看出立陶宛专有名词翻译传统的动态形成及其变化,这是从两次世界大战期间翻译决策的多样化开始的,这一时期的特点是翻译市场自由,翻译选择不受限制,翻译内容适应读者的社会文化和语言期望。到苏维埃立陶宛时期翻译规范的集中化和制度化的发展,其标志是立陶宛标准语专有名词和规范的翻译规则的一致适用。对专有名词翻译的比较研究结果使我们确认,1928年出版的第一个译本将莫里奥蒂雷的戏剧引入了立陶宛的翻译文化,但后来却过时了。因此,在将近四十年后的1967年,《塔图夫》需要一个新的翻译版本,以适应当代的文化系统知识和文化元素和语言的使用与第一个翻译版本不同的时期。
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引用次数: 0
The Influence of Family Language Policy and Social Networks on Language Attitudes and Language Use of Russian-Language Youth 家庭语言政策和社会网络对俄语青年语言态度和语言使用的影响
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0015
Skirmantė Kubiliūtė
Summary An individual’s linguistic attitudes and language repertoire are influenced by a variety of environmental factors. Linguistic research has shown that language use is highly influenced by language policies and social networks. This article seeks to analyze how certain language policies and social relationships affect one’s linguistic behavior. The aim of this study is to investigate the linguistic attitudes and language-use tendencies of Russian youth in Lithuanian cities. The participants of this study were Russians and Russian-speakers based in the three largest cities of Lithuania. Their ages ranged from 15 to 29 y.o. A total of 128 respondents participated in the survey. Qualitative and quantitative methods were used to obtain the necessary data. The study revealed the main tendencies of language use of Russian youth, as well as the most distinct language attitudes in different cities. The results showed that the Russian community in Vilnius and Klaipeda is quite strong. The young generation tend to have stronger ties with other members of the group comparing to the Russian community in Kaunas. Russian remains the main language of communication in Russian families in Klaipėda and Vilnius. Meanwhile, in Kaunas, the Lithuanian language became the main language in both the public and private sectors. According to the collected data, school is one of the biggest influences in the formation of linguistic repertoire. A social network created in an educational institution might have even greater impact on a young person’s linguistic attitudes than family and its language policies. Other studies also showed that young individuals want to fit in, so they usually choose the language their peers use (Vilkienė, 2011; Geben, 2013 and others). Further linguistic research could examine larger groups, different ethnic minorities, observe the development of language use tendencies. Also, the information has to be updated periodically.
个人的语言态度和语言曲目受到各种环境因素的影响。语言学研究表明,语言使用在很大程度上受到语言政策和社会网络的影响。本文试图分析某些语言政策和社会关系如何影响一个人的语言行为。本研究的目的是调查立陶宛城市中俄罗斯青年的语言态度和语言使用倾向。这项研究的参与者是俄罗斯人和立陶宛三大城市的俄语使用者。他们的年龄从15岁到29岁不等。共有128名受访者参加了这项调查。使用定性和定量方法来获得必要的数据。该研究揭示了俄罗斯青年语言使用的主要趋势,以及不同城市最明显的语言态度。结果表明,维尔纽斯和克莱佩达的俄罗斯人群体相当强大。与考纳斯的俄罗斯社区相比,年轻一代往往与该群体的其他成员有着更强的联系。俄语仍然是克莱佩达和维尔纽斯俄罗斯人家庭的主要交流语言。与此同时,在考纳斯,立陶宛语成为公共和私营部门的主要语言。根据收集的数据,学校是语言剧目形成过程中影响最大的因素之一。在教育机构中建立的社交网络对年轻人的语言态度的影响可能比家庭及其语言政策更大。其他研究也表明,年轻人希望融入社会,因此他们通常会选择同龄人使用的语言(Vilkienï,2011;Geben,2013年和其他人)。进一步的语言学研究可以考察更大的群体、不同的少数民族,观察语言使用趋势的发展。此外,信息必须定期更新。
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引用次数: 0
Linguistic Identity: Between Multilingualism and Language Hegemony 语言认同:在多语主义与语言霸权之间
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0012
Sigitas Lūžys
Summary A priori accepting multilingualism as a value, we must understand that it is not permanent. It is empowered by our mother tongue, which creates an essential opportunity as well as a precondition for the acquisition of competences of other languages. However, the language itself, being a tradition, i.e., a living process, is affected by other languages, so the identity of a language cannot be understood without an understanding of its curriculum vitae. The historical path of the Lithuanian language comes from the world of multilingualism. Urban life in the Grand Duchy of Lithuania is unimaginable without the people speaking Polish, Belarusian, Ruthenian, Latin and Yiddish. Real multilingualism did not separate people into “us” and “other; this phenomenon emerged later, after some centuries, with the disappearance of urban multilingualism in the urban culture and manifesting as a certain opposition against the “others’, as efforts to create a natural for many people identity-divide which has impact and unities on the basis of a language. In the multilingual world the perception prevailed that we are all “us” but different. The real, conversational and every day multilingualism enabled the dissemination of contextual meaning, reception of different thinking and nuances of a global outlook rather than only communicating information. The emergence of one, the most important and rational, “global” language hegemony determines a new communication which does not require the competence of several languages (even the knowledge of the neighbors’ language), as communication proceeds through a certain mediator and in the long turn embraces various areas of life. However, bilingualism is not the final result; the hegemonic language trespasses the boundaries of the purpose of the lingua franca and aims at overtaking the functions of the native language. So, what is the role and destiny of the latter? This is what the study aimed at discovering.
先验地接受多语制作为一种价值观,我们必须明白它不是永久的。我们的母语赋予了它力量,这创造了一个重要的机会,也是获得其他语言能力的先决条件。然而,语言本身作为一种传统,即一种生活过程,受到其他语言的影响,因此,如果不了解一种语言的简历,就无法理解其身份。立陶宛语的历史轨迹来自多语世界。如果没有讲波兰语、白俄罗斯语、鲁塞尼亚语、拉丁语和意第绪语的人,立陶宛大公国的城市生活是难以想象的。真正的多语制并没有将人们分为“我们”和“其他人”;几个世纪后,随着城市多语制在城市文化中的消失,这种现象出现了,表现为对“他人”,作为为许多人创造一种自然的身份鸿沟的努力,这种鸿沟在一种语言的基础上产生了影响和统一。在多语言世界中,人们普遍认为我们都是“我们”,但不同。真实的、对话式的、每天都使用多种语言,使人们能够传播上下文意义,接受不同的思维和全球观的细微差别,而不仅仅是交流信息。一种最重要、最理性的“全球”语言霸权的出现决定了一种新的交流,这种交流不需要几种语言的能力(甚至不需要邻居的语言知识),因为交流通过某种媒介进行,并在漫长的过程中涵盖生活的各个领域。然而,双语并不是最终的结果;霸权语言突破了通用语言的目的边界,旨在超越母语的功能。那么,后者的作用和命运是什么呢?这就是这项研究的目的。
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引用次数: 0
Plesionyms as a Vocabulary Teaching Tool: The Case of Estonian EFL Learners 拟态词作为词汇教学工具:以爱沙尼亚语为例
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0019
A. Yevchuk
Summary The present study investigated the effectiveness of using plesionyms, or near-synonyms, as a vocabulary teaching tool in the English as a foreign language classroom and attempted to determine at what level of proficiency this technique could be incorporated. 40 Estonian university students who were enrolled in three different ESP courses participated in the study. The students were divided into 4 groups according to their level of proficiency: one experimental and one control group consisted of B1 level students; and one experimental and one control group consisted of B2 level students. The experimental groups learned the vocabulary in plesionymic pairs by discussing the differences as well as the similarities between near-synonyms. Meanwhile, the control groups learned the same words non-adjacently, meaning that the words were taught independently and neither differences nor similarities between words were discussed. Based on the findings, it was concluded that teaching vocabulary through plesionymic pairs facilitates immediate recall and long term memory retention among B2 level students. This vocabulary teaching method could be considered more effective at more advanced levels of proficiency.
摘要本研究调查了在英语课堂上使用伪同义词或近同义词作为词汇教学工具的有效性,并试图确定在多大程度上可以采用这一技术。40名爱沙尼亚大学生参加了这项研究,他们参加了三门不同的ESP课程。根据学生的熟练程度将其分为4组:一组实验组和一组对照组由B1级学生组成;一个实验组和一个对照组由B2级学生组成。实验组通过讨论近同义词之间的差异和相似性,以匿名配对的方式学习词汇。同时,对照组不相邻地学习相同的单词,这意味着这些单词是独立教授的,并且没有讨论单词之间的差异或相似性。基于研究结果,我们得出结论,通过匿名配对来教授词汇有助于B2级学生的即时记忆和长期记忆保持。这种词汇教学方法可以被认为在更高水平的熟练程度上更有效。
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引用次数: 1
I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context I参与;因此,我在(而且我在学习):在多语言学校语境中研究学习者的多语言身份
Q3 Arts and Humanities Pub Date : 2021-11-01 DOI: 10.2478/sm-2021-0011
Rea Lujić
Summary This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.
摘要本研究考察了多语言学生在FAL(法语作为一种附加语言)课堂上的参与与语言学习者与相关实践社区的身份之间的关系。课堂参与是本研究的一个关键概念,它被定义为学习者在语言学习中投入的一种口头形式,既能促进语言学习,又能改变语言学习者的身份。这项研究是在克罗地亚的一所国际多语言学校进行的,对象是八名五年级的多语言和多文化学生,他们将法语作为一种附加语言学习。为了收集数据,观察并录制了法语课程和12段录像,总时长约480分钟。根据课堂成员之间的权力关系,对每个学生的参与情况进行了定性分析。分析表明,从所选择的理论角度来看,一门额外的语言既被视为权力的工具,又被视为权利的工具,语言学习者的身份可以被描述为以下身份地位的动态组合:处于权力地位的语言学习者、处于比其他人更高权力地位的语文学习者、,处于权力地位降低但渴望权力地位的语言学习者、处于权力地位下降但不渴望权力地位。本研究的结果与其他社会导向作者在SLA中对语言学习者身份的主要假设一致(Norton Peirce,1995;Pavlenko和Blackledge,2004;Darvin和Norton,2015),根据这些假设,语言学习者的身份是多重的、动态的、话语性的和上下文相关的。
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Sustainable Multilingualism
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