JLLT Volume 12 (2021) Issue 2
Foreword to the Issue
Articles
Gezina Christien Dorothé Huttenga (Groningen, Netherlands) & Dick Smakman (Leiden, Netherlands):
Accent Choices of English Majors in the Netherlands: Patterns and Motivations
Abstract
This paper investigated the accent choices and realisations of first-year students of English in the Netherlands and linked these choices to the social identity, or persona, they wished to express in English. Further, it was investigated how important students felt identity expression was relative to other criteria in their pursuit of a certain accent. This group gives us an impression of the norms that future teachers may apply in their classes. Most (70) of the survey participants preferred to follow the Standard British English (Received Pronunciation) articulation model, while a reasonable group (29) were more inclined towards more Americanised and international accents. Interviews demonstrated that students held traditional connotations toward accents of English: Received Pronunciation indexed tradition and formality and related characteristics while general American indexed dynamism, internationalism, and related characteristics. Identity expression was relatively low on the agenda of these students. The sound file analysis revealed students were not consistent in applying their stated RP preference when they actually speak. They mixed their accent not only with their L1 but also with American English, possibly below the threshold of awareness. The results show that this particular group distinguished clearly between school norms and real-life norms. Our suggestion is that this distinction deserves more attention in teaching so that students become better prepared for real-life communication and become mainly concerned about international and intercultural intelligibility. L1 influences may be embraced as being natural and not in need of suppressing if they do not hinder intelligibility.
Deak Kirkham (Leeds, UK) & Milada Walková (Leeds, UK):
Of the teachers, by the teachers, for the teachers - The 7Cs Framework of (English) Grammar for Practical, Pedagogical Purposes
Abstract
Despite the existence of a range of grammatical theories, few are designed for, nor are broadly well understood by, the language teaching field. The field itself, moreover, has adopted various approaches to teaching grammar as well as variant terminologies both for grammatical notions (such as subject or agent) and for certain grammatical constructions (such as phrasal verb or compound noun). While recognising the value of this diversity, we propose a seven-point framework for teaching grammar, named the 7Cs. The 7Cs consists of categories, combinations, components, concepts, correlations, connections and contexts. Between them, these 7Cs cover all pedagogically relevant aspects of the grammar from formal considerations through to pragmatic and contextual issues. In addition to offering a standardised terminology and annotational techniques, the 7Cs framework offers sufficient capacity to capture the complexities of various structures. The framework is presented with pedagogical rationales after which it is exemplified in application to the passive voice.
Sofie Larsen (Måløy, Norway) & Kristian A. Rusten (Bergen, Norway):
“I can see a lady with a curly brown hair” - A Corpus-Based Investigation of Article Use in the Language of Young Norwegian EFL Learners
Abstract (English)
This paper investigates the use of articles in texts written by young EFL learners in Norway. The accurate use of articles has been highlighted as a problem area for Norwegian learners by e.g. Bækken (2006), yet scant quantitative research exists on the performance of young Norwegian learners of English. By means of the recently compiled Corpus of Young Learner Language (CORYL), we investigate the frequency of overuse, underuse and ungrammatical use of the definite and indefinite articles among Norwegian EFL learners aged 12-13 and 15-16 years. We also quantitatively contrast learners’ non-target-like uses of the articles with their (overt) target-like uses, and we demonstrate how the learners’ use of articles develops from Year 7 to Year 10 of primary and lower secondary education. On the basis of our findings, pedagogical implications are discussed. We will show that Norwegian learners have achieved a very high level of accuracy as early as in Year 7 of primary education, but that little discernible development occurs between Years 7 and 10. Our quantitative data also allow us to question Bækken’s assertion that Norwegian EFL learners have particular problems with the overuse of the definite article and the omission of the indefinite article.
Abstract (Norsk)
Artikkelen undersøker bruken av artikler i tekster skrevet av elever i Norge som har engelsk som fremmedspråk. Korrekt bruk av artikler på engelsk har blitt løftet frem som et problemområde for norske elever av blant annet Bækken (2006), men likevel finnes det svært lite kvantitativ forskning på hvordan norske elever presterer i engelsk. Ved å bruke det nylig sammensatte korpuset Corpus of Young Learner Language (CORYL), har vi undersøkt frekvensen av overbruk, underbruk og ugrammatisk bruk av bestemt og ubestemt artikkel blant norske elever med engelsk som fremmedspråk i alderen 12–13 og 15–16 år. Vi kontrasterer også elevenes ukorrekte bruk av artikler med deres korrekte bruk av (uttrykte) artikler gjennom en kvantitativ undersøkelse, og vi viser hvordan elevenes bruk av artikler utvikler seg mellom år 7 og år 10 i grunnskolen. Basert på funnene våre diskuterer vi pedagogiske implikasjoner. Vi vil vise at norske elever oppnår et høyt nivå i bruken av artiklene så tidlig som i 7. klasse i grunnskolen. Likevel er det lite merkbar utvikling i korrekt bruk av artikler fra 7. klasse til 10. klasse. Våre kvantitative data fører til at vi tillater oss å stille spørsmål ved Bækkens påstand om at norske elever med engelsk som fremmedspråk har spesielle problemer med overbruk av bestemt artikkel og utelatelse av ubestemt artikkel.
Kristin Killie (Tromsø, Norway):
Omission or Generalization? Subject-Verb Agreement among Young Norwegian Learners of English
Abstract (English)
This paper investigates affixal subject-verb agreement errors among young Norwegian learners of English. The data are taken from the Corpus of Young Learner Language (CORYL), which consists of texts written by Norwegian learners aged 12–13 and 15–16 years (7th and 10th grade). The figures suggest that some Norwegian learners start out using the base form of the verb as the only present-tense form, then start to overuse the present tense suffix -s. The shift must have started before the age of 12–13 years old but appears to continue after this age. Another topic is to what extent the assignment of agreement features by Norwegian learners may be disrupted by factors such as subject complexity and non-contiguity between the subject head and the agreement-requiring verb. The conclusion is that this may well be the case in a number of instances but that quantitative data in this area may conceal individual learner strategies. It is argued that to properly understand learners’ problems with subject-verb agreement, we need data from numerous longitudinal case studies.
Abstract (Norsk)
Artikkelen undersøker samsvarsbøyning mellom subjekt og verbal blant innlærere av engelsk med norsk språkbakgrunn. Fokuset er på hvorvidt disse innlærerne bruker grunnformen (infinitiv) eller 3. person entalls -s’en som generell presensform. Dataene er tatt fra the Corpus of Young Learner Language (CORYL), som består av tekster skrevet av norske innlærere i alderen 12–13 og 15–16 år (7. og 10. skoletrinn). Tallene tyder på at en del norske innlærere først generaliserer grunnformen av verbet i presens, for så å gå over til å generalisere -s-formen. Overgeneraliseringa av -s ser ut til å begynne før 12–13-års alderen for en del språkinnlærere, men den er tilsynelatende vanligere blant 15–16-åringene. Et annet tema er om subjekt-verb-kongruens påvirkes av faktorer som subjektets kompleksitet og avstanden mellom subjektets kjerne og det bøyde verbet. Dette kan være tilfellet for en del innlærere, men datagrunnlaget er for svakt til å konkludere på dette punktet. Det pekes imidlertid på at data fra kvantitative tverrsnittsstudier kan hindre individuelle læringsstrategier i å komme til syne, og at en for å virkelig forstå innlæreres problemer med samsvarbøyning, trenger longitudinelle studier av et stort antall språkinnlærere.
Naxhi Selimi (Goldau, Schweiz):
Sprachpraxis im Migrationskontext – Sprachprofile am Beispiel Albanisch sprechender Migranten und Migrantinnen der dritten Generation in Deutschland und der Schweiz
Abstract (English)
This paper presents data-based language profiles that have been developed in an interdisciplinary multi-method approach. It also proposes the use of a multilevel profiling model and a language analysis grid that have been newly developed. Such data-based profiles for spoken Albanian, which serve as a basis for the development of level-differentiated language material, have been lacking until now. Without claiming to be exhaustive, the present article contributes to filling a research gap with its profiling and the development of a matching model and grid.
The profiles, described as beginner, semi-advanced and advanced, were developed with the help of interviews and questionnaire data from third-generation Albanian speakers (G3) in Germany and Switzerland (n=40). They serve as an empirical basis for the development of language material at different levels of proficiency. The beginner profile is characterised by low lexical and norm deviating morphosyntactic abilities. In contrast, the less complex everyday vocabulary and the low word formation development represent important features of the semi-advanced profile. Typical of this profile are also the mental leaps and repetitions by the speakers while attempting to explain conversational content in metalinguistic terms. In the profile advanced, the speakers are characterised by a varying vocabulary as well as their morphosyntactic and pragmatic competence. They form more complex paratactic-hypotactic sentences and use different types of words and forms of word formation. The largely standardised use of verb inflection, case, gender, tense and pronouns also stands out.
Abstract (Deutsch)
In diesem Beitrag werden datengestützte Sprachprofile präsentiert, die in einem interdisziplinären Mehrmethodenansatz erarbeitet wurden. Zudem werden ein mehrstufiges Profilbildungsmodell und ein Sprachanalyseraster vorgeschlagen, die jeweils neu entwickelt wurden. Derart datengestützte Profile für das gesprochene Albanisch, die als Grundlage für die Entwicklung von niveaudifferenziertem Sprachmaterial dienen, fehlten bisher. Ohne einen Anspruch auf Vollständigkeit zu erheben, trägt der vorliegende Artikel mit seiner Profilbildung und der Entwicklung eines dazu passenden Modells und Rasters zur Schließung einer Forschungslücke bei.
Die als Anfänger, Semifortgeschritten und Fortgeschritten bezeichneten Profile wurden mit Hilfe von Interview- und Fragebogendaten Albanischsprechender der dritten Generation (G3) in Deutschland und der Schweiz erarbeitet (n=40). Sie dienen als empirische Grundlage für die Entwicklung von Sprachmaterial in verschiedenen Kompetenzstufen. Beim Profil Anfänger sind die geringen lexikalischen und normabweichenden morphosyntaktischen Fähigkeiten charakteristisch. Im Unterschied dazu stellen der wenig komplexe Alltagswortschatz und die geringe Wortbildungsfähigkeit ein wichtiges Merkmal des Profils Semifortgeschritten dar. Typisch für dieses Profil sind zudem die Gedankensprünge und Wiederholungen beim Versuch, Gesprächsinhalte metasprachlich zu erläutern. Im Profil Fortgeschritten kennzeichnen sich die Sprechenden durch einen variierenden Wortschatz sowie ihre morphosyntaktische und pragmatische Kompetenz. Sie bilden komplexere parataktisch-hypotaktische Sätze und gebrauchen verschiedene Wortarten und Wortbildungsformen. Die weitgehend normgerechte Einsetzung von Verbflexion, Kasus, Genus, Tempus und Pronomina sticht ebenfalls hervor.