This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved listening activities, but in one condition explicit rule explanation and practice was given and in the other one, meaningful activities were created without grammar explanation. The findings indicate that for teaching simple rules, compared to more complex grammar features, listening activities and exposure to comprehensible input have a significantly positive effect on grammar acquisition at the basic level. The explicit condition did not have an added beneficial effect. Exposure to L2 is the main driver of language development.
{"title":"The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate","authors":"Hedwig Gerits, K. Branden","doi":"10.1075/itl.21038.ger","DOIUrl":"https://doi.org/10.1075/itl.21038.ger","url":null,"abstract":"\u0000This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not.\u0000In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved listening activities, but in one condition explicit rule explanation and practice was given and in the other one, meaningful activities were created without grammar explanation. The findings indicate that for teaching simple rules, compared to more complex grammar features, listening activities and exposure to comprehensible input have a significantly positive effect on grammar acquisition at the basic level. The explicit condition did not have an added beneficial effect. Exposure to L2 is the main driver of language development.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47957329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learners’ self-efficacy plays a crucial role in achieving success in second language (L2) acquisition. As a determinant of success and failure, self-efficacy should be measured appropriately and effectively using empirically and theoretically based instruments. Many of the current measures, however, are either not necessarily designed to assess self-efficacy in L2 learning, or they are lengthy, making them impractical to use alongside other instruments. The purpose of this study was therefore to develop and validate a new 11-item Questionnaire of Self-Efficacy in Learning a Foreign Language (QSLL). In Study 1, the initial items were piloted with 323 English as a foreign language (EFL) learners from three universities in Turkey. In Study 2, a revised version of the questionnaire was administered to 701 EFL learners from an additional three Turkish universities. The analyses supported a bifactor model over the other four models tested. The bifactor model had one general L2 self-efficacy factor that underlined each of the items. Separately, there were two specific factors, namely L2 reception (i.e., reading and listening) self-efficacy and L2 production (i.e., speaking and writing) self-efficacy. Empirical evidence supporting measurement invariance and predictive validity were also provided. Overall, the results show strong evidence for the reliability and validity of the QSLL. Implications for research and practice are discussed.
{"title":"The development and preliminary validation of a new measure of self-efficacy","authors":"G. Kutuk, D. Putwain, L. Kaye, Bethan Garrett","doi":"10.1075/itl.21031.kut","DOIUrl":"https://doi.org/10.1075/itl.21031.kut","url":null,"abstract":"\u0000 Learners’ self-efficacy plays a crucial role in achieving success in second language (L2) acquisition. As a\u0000 determinant of success and failure, self-efficacy should be measured appropriately and effectively using empirically and\u0000 theoretically based instruments. Many of the current measures, however, are either not necessarily designed to assess\u0000 self-efficacy in L2 learning, or they are lengthy, making them impractical to use alongside other instruments. The purpose of this\u0000 study was therefore to develop and validate a new 11-item Questionnaire of Self-Efficacy in Learning a Foreign Language (QSLL). In\u0000 Study 1, the initial items were piloted with 323 English as a foreign language (EFL) learners from three universities in Turkey.\u0000 In Study 2, a revised version of the questionnaire was administered to 701 EFL learners from an additional three Turkish\u0000 universities. The analyses supported a bifactor model over the other four models tested. The bifactor model had one general L2\u0000 self-efficacy factor that underlined each of the items. Separately, there were two specific factors, namely L2 reception (i.e.,\u0000 reading and listening) self-efficacy and L2 production (i.e., speaking and writing) self-efficacy. Empirical evidence supporting\u0000 measurement invariance and predictive validity were also provided. Overall, the results show strong evidence for the reliability\u0000 and validity of the QSLL. Implications for research and practice are discussed.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42368942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The vocabulary size estimates suggested for native speakers used to vary considerably. More recently, researchers using Yes/No tests reported numbers that are much closer together. This article seeks to answer the question of whether we can give an estimate of an adult native speaker’s vocabulary size without specifying a language. First, it presents the estimate for a native speaker’s vocabulary size in Lithuanian and explores its variation depending on the person’s age (ranging from 16 to 71 years old), place of residence, their reading for pleasure habits, and gender. Then it compares this estimate to the ones suggested for German, English, and Dutch native speakers. The analysis suggests that the estimates for different languages, at least the ones based on empirical data rather than statistical predictions, do not differ considerably.
{"title":"Vocabulary size estimates for Lithuanian native speakers","authors":"Laura Vilkaitė‐Lozdienė, Loreta Vilkienė","doi":"10.1075/itl.22005.vil","DOIUrl":"https://doi.org/10.1075/itl.22005.vil","url":null,"abstract":"\u0000The vocabulary size estimates suggested for native speakers used to vary considerably. More recently, researchers using Yes/No tests reported numbers that are much closer together. This article seeks to answer the question of whether we can give an estimate of an adult native speaker’s vocabulary size without specifying a language. First, it presents the estimate for a native speaker’s vocabulary size in Lithuanian and explores its variation depending on the person’s age (ranging from 16 to 71 years old), place of residence, their reading for pleasure habits, and gender. Then it compares this estimate to the ones suggested for German, English, and Dutch native speakers. The analysis suggests that the estimates for different languages, at least the ones based on empirical data rather than statistical predictions, do not differ considerably.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Benati (2022): Key Terms for Language Teachers. A Pocket Guide","authors":"P. Pauwels","doi":"10.1075/itl.22006.pau","DOIUrl":"https://doi.org/10.1075/itl.22006.pau","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42388886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pablo Robles-García, Glen H. Wallace, C. Sánchez-Gutiérrez
This study presents the development and validation of a 132-item Spanish-English bilingual multiple-choice vocabulary test based on the 3,000 most frequent lemmas that distinguishes between North American university students who satisfy the Foreign Language requirement and those who need to complete coursework. 819 students were assigned to one of the two 144-item forms of the preliminary test, which had 72 shared anchor items and other 72 form-specific items. Factor analysis was used to evaluate dimensionality and the Rasch model was used to select the items that best differentiated between these two student populations. This final form was administered to 213 students. Results showed high levels of unidimensionality, and the final form provided a Rasch reliability coefficient of 0.97.
{"title":"3K-LEx-MC","authors":"Pablo Robles-García, Glen H. Wallace, C. Sánchez-Gutiérrez","doi":"10.1075/itl.22008.rob","DOIUrl":"https://doi.org/10.1075/itl.22008.rob","url":null,"abstract":"\u0000 This study presents the development and validation of a 132-item Spanish-English bilingual multiple-choice\u0000 vocabulary test based on the 3,000 most frequent lemmas that distinguishes between North American university students who satisfy\u0000 the Foreign Language requirement and those who need to complete coursework. 819 students were assigned to one of the two 144-item\u0000 forms of the preliminary test, which had 72 shared anchor items and other 72 form-specific items. Factor analysis was used to\u0000 evaluate dimensionality and the Rasch model was used to select the items that best differentiated between these two student\u0000 populations. This final form was administered to 213 students. Results showed high levels of unidimensionality, and the final form\u0000 provided a Rasch reliability coefficient of 0.97.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41751588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants’ ability to enjoy and appreciate English humor.
{"title":"Cantonese and Korean speakers’ comprehension and appreciation of English textual humor","authors":"Wing-yan. Fan, Jookyoung Jung","doi":"10.1075/itl.21008.fan","DOIUrl":"https://doi.org/10.1075/itl.21008.fan","url":null,"abstract":"\u0000This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants’ ability to enjoy and appreciate English humor.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44247945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Word lists play a critical role in English for Academic Purposes (EAP) teaching and learning, and recent developments include lists of academic collocations (e.g., vast majority, ultimate goal). There is however still a gap in evaluating lists focusing on a similar group of lexis. This paper evaluates two lists of academic collocations by Ackermann and Chen (2013) and Lei and Liu (2018) using three different methods: applying an evaluation framework adapted from Nation (2016), comparing the lexical constituents, and analysing the lexical coverage. The evaluation results give implications for EAP teachers to select the list that best suits their needs. By modelling the practice of evaluating word lists, this study highlights the importance of this work and encourages similar attempts in wordlist development studies.
单词表在学术英语(EAP)教学中起着至关重要的作用，最近的发展包括学术搭配列表(例如，vast majority, ultimate goal)。然而，在评估关注相似词汇组的列表方面仍然存在差距。本文对Ackermann and Chen(2013)和Lei and Liu(2018)的两份学术搭配清单进行了评估，采用了三种不同的方法:采用改编自Nation(2016)的评估框架，比较词汇成分，分析词汇覆盖范围。评估结果为EAP教师选择最适合自己需求的列表提供了启示。通过模拟评价词表的实践，本研究强调了这项工作的重要性，并鼓励在词表发展研究中进行类似的尝试。
{"title":"Evaluating multiword unit word lists for academic purposes","authors":"Thi My Hang Nguyen, Averil Coxhead","doi":"10.1075/itl.21041.ngu","DOIUrl":"https://doi.org/10.1075/itl.21041.ngu","url":null,"abstract":"\u0000 Word lists play a critical role in English for Academic Purposes (EAP) teaching and learning, and recent\u0000 developments include lists of academic collocations (e.g., vast majority, ultimate goal). There is however still\u0000 a gap in evaluating lists focusing on a similar group of lexis. This paper evaluates two lists of academic collocations by Ackermann and Chen (2013) and Lei and Liu\u0000 (2018) using three different methods: applying an evaluation framework adapted from Nation (2016), comparing the lexical constituents, and analysing the lexical coverage. The evaluation results give\u0000 implications for EAP teachers to select the list that best suits their needs. By modelling the practice of evaluating word lists,\u0000 this study highlights the importance of this work and encourages similar attempts in wordlist development studies.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42342115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Pop culture in applied linguistics","authors":"Valentin Werner","doi":"10.1075/itl.22012.wer","DOIUrl":"https://doi.org/10.1075/itl.22012.wer","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41878855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Szudarski & Barclay (2022): Vocabulary Theory, Patterning and Teaching Studies in Honour of Norbert Schmitt","authors":"P. Pauwels","doi":"10.1075/itl.21036.pau","DOIUrl":"https://doi.org/10.1075/itl.21036.pau","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is currently little information about the kinds of foreign language pop music, songs and activities used by language learners in informal learning contexts. This systematic analysis provides an overview of research from 2010–2020 in an attempt to describe how foreign language learners find, listen to, and engage with pop songs from another country or culture and how this can lead to increased informal language learning, using qualitative observations and interview responses found in published articles to conduct thematic analysis using grounded theory. Thematic analysis resulted in six themes within the peer-reviewed qualitative journal articles, and we argue that more research is needed into learner perspectives and about how learners engage autonomously with L2 pop music in informal language learning.
{"title":"Pop music in informal foreign language learning","authors":"Karen M. Ludke, K. Morgan","doi":"10.1075/itl.21009.lud","DOIUrl":"https://doi.org/10.1075/itl.21009.lud","url":null,"abstract":"\u0000There is currently little information about the kinds of foreign language pop music, songs and activities used by language learners in informal learning contexts. This systematic analysis provides an overview of research from 2010–2020 in an attempt to describe how foreign language learners find, listen to, and engage with pop songs from another country or culture and how this can lead to increased informal language learning, using qualitative observations and interview responses found in published articles to conduct thematic analysis using grounded theory. Thematic analysis resulted in six themes within the peer-reviewed qualitative journal articles, and we argue that more research is needed into learner perspectives and about how learners engage autonomously with L2 pop music in informal language learning.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48539504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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