Volume 10 (2019) Issue 1 (PDF)

Foreword to the Issue

Andrew Schenck (Songdo, South Korea) & Matthew Baldwin (Daejeon, South Korea):

Is Form-Focused Instruction Really a Waste of Time? A Review of Past Mistakes and Future Possibilities through the Analysis of Input Enhancement

Abstract

When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and writing activities (both timed) were given to a treatment group (n = 11) and control group (n = 9). While results suggest that average grammatical accuracy of the treatment group did not significantly differ from that of the control group (U = 11559.00; p = .30), input enhancement on individual morphosyntactic features yielded a significant result for the plural-s feature at (U = 122.50; p = .04). In addition to this less salient, redundant feature, input enhancement at specific proficiency levels appears to promote learner accuracy for some grammatical features. At CEFR level B1, for example, learners benefited most from input enhancement of grammatical features at intermediary stages of the Processability and Natural Orders of acquisition. Tailoring emphasis of grammatical features to learner proficiency during the communication process may foster greater accuracy.

Danijela Ikonic & Thomas Hawes (both Munich, Germany):

English Vocabulary Apps for Classroom Use? Results of an Empirical Survey

Abstract

Mobile apps (applications) are currently taking over as our most frequently used tools in many situations. As teachers we need to consider whether they ought to be employed in the language classroom, allowed in tests, or referred to for homework. This paper focuses on an experiment in a German vocational school to answer these questions by gauging, firstly, students’ performance in a vocabulary test, with and without access to an app named Quizlet and, secondly, their attitudes to the use of apps for English vocabulary learning via two questionnaires. Responses to the latter showed that every single pupil in the survey uses a mobile phone daily and that a clear majority in every class except one think it would make sense to use their mobile phones to help them with school subjects, primarily because these may be enjoyably employed anywhere, anytime. They feel that apps on their mobile phones motivate better than traditional paper-based classroom materials, especially when there is a game-like element. As for the test, the general improvement in results obtained with the app suggests that it could at the very least be used more extensively in schools. In the test, curiously, the youngest pupils failed to improve their results with Quizlet, but almost every other student category did benefit considerably and there is reason to believe that it would be worth exploiting such apps for vocabulary learning, testing and perhaps for other school subjects in the future. 

Todd Hernández (Milwaukee (WI), USA) / Paulo Boero (Nashville (TN), USA):

Acquiring Pragmatic Competence during Short-Term Study Abroad: The Service Encounter Request

Abstract (English)

The present study investigated the combined effects of pragmatic instruction and short-term study abroad (SA) on students’ service encounter requests after a four-week program in Valladolid (Spain). During pre-departure orientation, the SA participants received 90 minutes of explicit instruction about requests. While abroad, they were given structured tasks and guided reflection assignments designed to develop their pragmatic competence and language awareness. The data were collected through a discourse completion task (DCT) containing two request scenarios. In the first scenario, the students had to order a drink, while the second required them to exchange a pair of shoes without having the receipt. Based on native speaker performance ratings of the DCT, the students increased their pragmatic appropriateness over the course of their time abroad. Further, the SA participants’ request strategies also improved in both scenarios. Findings indicated that incorporating pragmatic instruction before and during students’ SA experience is an effective method for facilitating their L2 pragmatic development. 

Abstract (Spanish)

Este estudio investiga el impacto de la enseñanza explícita de la pragmática y el estudio en el extranjero sobre la producción de peticiones de servicio por parte de estudiantes que participaron en un programa de cuatro semanas en Valladolid, España. Antes del viaje, los estudiantes recibieron 90 minutos de instrucción explícita sobre peticiones. Durante su estadía en el extranjero, ellos completaron tareas de producción y de reflexión diseñadas para ayudarles a desarrollar su habilidad pragmática y a pensar con mayor agudeza sobre características del lenguaje implicadas en el acto de petición. Antes de la intervención pedagógica y del viaje a España, y al final del programa de estudio en el extranjero, los participantes completaron por escrito dos diálogos sobre diferentes situaciones de pedido de servicio. En la primera situación, los estudiantes tenían que pedir algo para beber, y en la segunda ellos tenían que devolver un par de zapatos sin tener a mano el recibo. Según la evaluación de los diálogos llevada a cabo por nativo hablantes, los estudiantes mejoraron en relación a lo apropiado de las peticiones que ellos hicieron al final de su estadía en España. Además, en los diálogos también se nota que los estudiantes mejoraron con respecto a las estrategias de petición que ellos usaron. Los resultados indican que la incorporación de una intervención pedagógica antes de y durante el programa de estudio en el extranjero es un método eficaz para facilitar el desarrollo pragmático de los estudiantes. 

Sheri Dion (Exeter (NH), USA):

Addressing Process in L2 French Written Assessment

Abstract

The present article draws on Kristeva's (1977) notion of the “subject in process” to consider French second language (L2) writing. In particular, Kristeva's "subject in process" is used to underline the experiential dynamism unique to each “subject.” The author argues that a heightened emphasis on linguistic, psychological, and pedagogical processes in this lens can nurture students as they learn to write in a language. Further, integrating process in language writing is connected with development in identity inherent in Kristeva's work. While there ought to be evidence of support in the L2 French writing process, an examination of the literature reveals little evidence, just two of nineteen studies, formally integrating elements that highlight writing processes. Despite this limitation, four practical considerations apparent in Kristeva’s language-philosophy theoretical linguistics are offered for language teaching. 

Keywords: Julia Kristeva, second language writing, French, language learning, language teaching 

Abstract (Français)

Cet article emploie l'idée du “sujet en procès” de Kristeva (1977) pour envisager l’évaluation écrite française comme langue étrangère. Plus précis, le “sujet en procès” s’emploie en ce qui concerne le dynamisme expérientiel propre à chaque “sujet.” L’auteur affirme que l'évaluation vue sous cet angle est une façon efficace de soutenir les élèves de façon linguistique, psychologique, et pédagogique dans le procès d’apprendre à écrire dans une langue étrangère. En intégrant le procès dans l'acquisition du langage, on répond au développement de l'identité intrinsèque dans l'œuvre de Kristeva. Bien que les mesures du procès exister sans aucun doute dans cette espèce d'évaluation, des recherches préliminaires suggèrent que la didactique des langues étrangères néglige l'apprenant comme “sujet en procès,” et que dans très peu d’études, deux sur dix-neuf, le procès est intégré. En dépit de ces limitations, des recherches actuelles offrent quatre considérations pratiques à l’enseignement des langues étrangères, qui se rapportent à la philosophie linguistique théorique de Kristeva. 

Mots clés: Julia Kristeva, apprenant des langues étrangères, évaluation de langage, enseignement de langues

Ya-Ling Chang (Yilan, Taiwan (R.O.C.)):

Language Maintenance and Language Shift in a Taiwanese Aboriginal Village: A Domain Approach

Abstract

This study explores language shift by scrutinising language proficiency and habitual language use in one of the biggest aboriginal Pangch villages in Taiwan. It aims to better understand the factors attributed to the erosion of the Pangcah language and how language policy shaped its linguistic structures. In a limited perspective, data were drawn from a survey of language proficiency and language use in various settings. The domain analysis model by Fishman (1964, 1965, 1972), incorporating Multiple Analysis of Variance (MANOVA) and Logistic Regression (LR) of SPSS was adopted. The results of the sociolinguistic survey show that age is a variable which is related to language change over time. Education has its impact on language proficiency in Mandarin (Mandarin Chinese). In language use, there is a general shift towards the dominant language(s), mainly Mandarin. The language choice among children, in the family domain in particular, appears to be shifting towards Mandarin Chinese monolingualism. This shows some evidence that the heritage language is not transmitted to future generations. Language use in in-group communication in other domains as friendship, religion and shop shows male Pangcah as a better language keepers than females However, in most of the domains, whether high or low, where Han Chinese are present, there is a general shift to Mandarin, which shows little resistance towards the domaince of Mandarin.. Thus, reflection on some of these findings shows that the Pancah language shift patterns are closely related to the long-term colonial hegemonic language policies and hierarchy which are integral to the sociopolitical economy of the district.

Key words: Language maintenance, language shift, Pangcah, language use, language proficiency, domain approach 

Journal of Linguistics and Language Teaching

Volume 10 (2019) Issue 1, pp. 7-8

Foreword to the Issue

The present issue of JLLT, which opens up the journal's tenth year, comes with four articles on English language teaching and one article on linguistics with reference to a Taiwanese aboriginal language. The authors of these articles are based in Germany, South Korea, the USA, and Taiwan.

In the first article, Andrew Schenck (Songdo, South Korea) & Mathew Baldwin (Daejeon, South Korea) examine the question of whether form-focused instruction is an investment into students' learning or whether it is a waste of time. The authors hypothesise that, whereas a kind of input enhancement, which does not differentiate with regards to the grammatical features in question nor with regards to different levels of learner proficiency, may not really be efficient, it is fruitful when used in an individualised and differentiated way. Indeed, the results of their empirical study show that students' mastery of some individual features of English morphosyntax could be improved at the B1 level of CEFR using input enhancement. The findings hint to the fact that drawing students' attention to those grammatical features that are of special relevance to their respective proficiency level may offer considerable chances to improve their linguistic accuracy.

The second article presented in this issue deals with vocabulary and complements the previous one in a certain sense. Danijela Ikonic & Thomas Hawes (both Munich, Germany) present an empirical study on the use of English vocabulary apps for classroom use. Mobile apps presently taking more and more importance in our private and professional lives, language learning apps are become increasingly prevalent as well. More often than not, however, they are used for independent learning and not in classroom contexts, where many teachers take them as a disturbance rather than helpful learning tools. In the empirical study carried out at a German vocational school, students' performance in a vocabulary test was investigated, with them having or not having access to a corresponding app, i.e. Quizlet. A majority of students indeed performed better in the test when using the above-mentioned learning app. In addition, students' attitudes towards employing vocabulary learning apps were examined. A majority of students found employing apps for school to be reasonable and even more motivating than paper-based materials traditionally used in the classroom. The results, then, suggest that making wider use of language learning apps in the future may be promising for learning, teaching, and testing.

In a communicative approach, Todd Hernández (Milwaukee, (WI), USA) & Paulo Boero (Nashville (TN), USA) examine students’ chances of acquiring or improving their Spanish pragmatic skills while studying abroad. On the basis of service encounter requests, the authors present an empirical study in the framework of which students were offered a 90-minute lesson on theoretical instruction about requests, and during their stay abroad, they had to perform communicative tasks and were given assignments for guided reflection. The results indicate that students did improve their pragmatic skills during the time they spent abroad and, thus, suggest that awareness-raising instruction offered to students before going abroad represents an efficient way of boosting their pragmatic competence.

Looking into French L2 writing, Sheri Dion (Exeter (NH), USA) addresses Kristeva's notion of the subject in process. Her assumption is that taking the linguistic, psychological and pedagogical side of the writing process into consideration will foster students' foreign language writing skills. Basing her reflections on the as yet rather limited findings in the literature, the author indicates practical advice (not only) for language teaching.

A purely linguistic study is presented by Ya-Ling Chang (Yilan, Taiwan), who uses a domain approach to analyse language maintenance and language shift in one of the biggest aboriginal Pangch villages in Taiwan. In her empirical study, the author documents the erosion of Pangch and the role of language policy in shaping its linguistic structures, analysing data on speakers' language proficiency and language use in different everyday situations. Findings show that age is a decisive factor for language change through time and that education is of high importance with regards to the mastery of Mandarin Chinese, the latter representing the dominant language. Due to the dominance of Chinese, the heritage language is not really transmitted to the next generations. In those (everyday) contexts, in which Pangch is traditionally used, men appear to be the better language keepers than women.

This short overview shows that the articles presented in this issue cover a relatively large range of topics between language acquisition and linguistics, with the linguistic topic, for the first time in JLLT, featuring an Asian minority language. I am therefore convinced that readers will find some insight and inspiration for further research of their own – which may then be published in this journal.

Thomas Tinnefeld

JLLT

Editor

Volume 10 (2019) Issue 1

Table of Contents

I. Articles

Todd Hernández (Milwaukee (WI), USA) / Paulo Boero (Nashville (TN), USA):

Acquiring Pragmatic Competence during Short-Term Study Abroad: The Service Encounter Request

Abstract (English)

The present study investigated the combined effects of pragmatic instruction and short-term study abroad (SA) on students’ service encounter requests after a four-week program in Valladolid (Spain). During pre-departure orientation, the SA participants received 90 minutes of explicit instruction about requests. While abroad, they were given structured tasks and guided reflection assignments designed to develop their pragmatic competence and language awareness. The data were collected through a discourse completion task (DCT) containing two request scenarios. In the first scenario, the students had to order a drink, while the second required them to exchange a pair of shoes without having the receipt. Based on native speaker performance ratings of the DCT, the students increased their pragmatic appropriateness over the course of their time abroad. Further, the SA participants’ request strategies also improved in both scenarios. Findings indicated that incorporating pragmatic instruction before and during students’ SA experience is an effective method for facilitating their L2 pragmatic development. 

Abstract (Spanish)

Este estudio investiga el impacto de la enseñanza explícita de la pragmática y el estudio en el extranjero sobre la producción de peticiones de servicio por parte de estudiantes que participaron en un programa de cuatro semanas en Valladolid, España. Antes del viaje, los estudiantes recibieron 90 minutos de instrucción explícita sobre peticiones. Durante su estadía en el extranjero, ellos completaron tareas de producción y de reflexión diseñadas para ayudarles a desarrollar su habilidad pragmática y a pensar con mayor agudeza sobre características del lenguaje implicadas en el acto de petición. Antes de la intervención pedagógica y del viaje a España, y al final del programa de estudio en el extranjero, los participantes completaron por escrito dos diálogos sobre diferentes situaciones de pedido de servicio. En la primera situación, los estudiantes tenían que pedir algo para beber, y en la segunda ellos tenían que devolver un par de zapatos sin tener a mano el recibo. Según la evaluación de los diálogos llevada a cabo por nativo hablantes, los estudiantes mejoraron en relación a lo apropiado de las peticiones que ellos hicieron al final de su estadía en España. Además, en los diálogos también se nota que los estudiantes mejoraron con respecto a las estrategias de petición que ellos usaron. Los resultados indican que la incorporación de una intervención pedagógica antes de y durante el programa de estudio en el extranjero es un método eficaz para facilitar el desarrollo pragmático de los estudiantes.