JLLT Volume 13 (2022) Issue 1
Articles
Vi Thanh Son (Gothenburg, Sweden) & Joost van de Weijer (Lund, Sweden)
Abstract
The out-of-school exposure to a foreign language has been found to enhance the development of lexical and grammatical knowledge of that language. In this study, we compared how English is used or encountered in out-of-school contexts in different contexts for Vietnamese and Swedish groups, and investigated whether out-of-school exposure to English as a foreign language had an impact on the learning outcomes in a group of Vietnamese children and another group of Swedish children. A demographic questionnaire and a test of procedural and declarative knowledge of English third-person singular -s were distributed to the children. Correlation coefficients between the eight demographic variables and the tests separated by the two groups of participants were analyzed. The results show that pupils’ estimated out-of-school exposure was significantly correlated with the Vietnamese children’s lexical repertoire, but not with their procedural or their declarative knowledge.
Frédérique Grim (Fort Collins (Co), USA):
Abstract (English)
The concept of proficiency is integral in shaping second language educators’ practices and curricula and has become a common focus in professional development, conferences, journal articles and magazines. Some educators believe that if learners are comprehensible, grammatical accuracy should not be the primary goal in instruction in order to mirror the reality outside of the classroom. However, should pronunciation be considered an essential factor for being more comprehensible in L2 proficiency? Pronunciation has received little attention when describing proficiency (ACTFL Proficiency Guidelines 2012), even though it can easily impair communication (Derwing & Munro 2009). This study describes an action-research project based on a story-time program incorporated in a French Phonetics class with the goal to improve the French pronunciation of 24 learners. The overarching goal was to integrate learners into a community-based project to give their L2 an authentic application while engaging with the community. The following questions were asked: Can the preparation for a story-time program support college French learners’ pronunciation awareness and improvement? Can the preparation for a story-time program impact learners’ motivation and understanding of their engagement’s outcome on their community?
Keywords: Pronunciation instruction, proficiency, community outreach
Abstract (Français)
Le concept de compétence fait partie intégrante de l'élaboration des pratiques et des programmes d'études des enseignants de langue seconde et est devenu un objectif commun dans la formation professionnelle, les congrès, les articles de revues et les magazines. Certains éducateurs pensent que si la prononciation des apprenants est compréhensible, leur précision grammaticale ne devrait pas être l'objectif principal de l'enseignement pour refléter la réalité en dehors de la salle de classe. Cependant, la prononciation doit-elle être considérée comme un facteur essentiel pour être plus compréhensible en L2 ? La prononciation a reçu peu d'attention dans la description des compétences orales (ACTFL Proficiency Guidelines 2012), même si elle peut facilement nuire à la communication (Derwing & Munro 2009). Cette étude décrit un projet de recherche-action basé sur un programme de lecture de contes incorporé dans un cours de phonétique française, ayant pour but d'améliorer la prononciation française de 24 apprenants. L'objectif primordial était d'intégrer les apprenants dans un projet communautaire pour donner à leur L2 une certaine authenticité tout en s'engageant avec la communauté. Les questions suivantes ont été posées : La préparation d'un programme de lecture de contes peut-elle soutenir la sensibilisation et l'amélioration de la prononciation des apprenants de français d’université ? La préparation d'un programme de lecture de contes peut-elle avoir un impact sur la motivation des apprenants et leur compréhension de leur engagement sur leur communauté ?
Mots-clés: Enseignement de la prononciation, compétence, proficiency, sensibilisation de la communauté
Blake Turnbull (Kyoto, Japan):
Abstract
Many scholars agree that judicious use of learners’ native language (L1) can be advantageous in the language (L2) classroom; however, the role of the L1 in students’ beliefs about self-efficacy has received little attention in the literature thus far. Through the use of a questionnaire, this paper examines the beliefs of university-level Japanese EFL students regarding the use of the L1 (Japanese) and its role in self-efficacy in L2 (English) learning. The major findings show that Japanese university-level EFL students believed the use of Japanese may help to improve their English reading and writing skills more than their speaking and listening skills, as well as for the learning of grammar and vocabulary in particular. Suggestions about what university EFL educators can do are also provided.
Yasser Abdullah Al Tamimi (Riyadh, Saudi Arabia), Gladys Quevedo-Camargo (Brasília, Brazil) & Rafael Sena Raposo de Melo (Brasília, Brazil):
Abstract (English)
The present study explores the impact of a three-phased high-stakes admission exam on the practice of Spanish language teachers as they prepare their high-school students for meeting the entry requirements at the University of Brasilia. The Serial Assessment Program (PAS) is an annual reading test in Spanish, French or English functioning as a diagnostic, summative, and formative assessment tool and offering an entry opportunity for low-income students. Using a case study, an online questionnaire of twenty-nine Spanish public school teachers and three interviews, the study identifies potential washback of the Spanish exam on the teaching practice of public school Spanish language teachers when they teach Spanish reading skills. Despite the teachers' consensus that the PAS exam is essential in its socio-economic context, data analysis points to an impoverished Spanish language content integrated into the Spanish curriculum. Evidence of washback was identified as being restricted to past exam papers used to familiarize learners with the exam item format, topics, themes, and genres utilized in the PAS Spanish language component. Bottom-up approaches to reading seem to predominate, and a more consistent alignment of reading competencies and abilities to the exam framework was not identified.
Abstracto (Español)
Este estudio investiga el impacto de un examen de admisión y alto riesgo hecho en tres fases en la práctica de los profesores de español mientras preparan a sus estudiantes de secundaria para cumplirlo como oportunidad de ingreso en la Universidad de Brasilia. El programa de evaluación seriada (PAS) representa una prueba anual de lectura en español, francés o inglés que funciona como herramienta de diagnóstico y también tiene función sumativa y formativa. Utilizando el estudio de caso, un cuestionario en línea hecho por veintinueve profesores de lengua española de escuelas públicas y tres entrevistas, el estudio identifica el potencial impacto del examen en la práctica de los docentes cuando enseñan la habilidad lectora en español. A pesar del consenso de los profesores de que el examen es esencial en su contexto socioeconómico, el análisis de los datos apunta a un contenido empobrecido del español integrado en el currículo escolar. La evidencia del efecto retroactivo se identificó con prácticas y usos de documentos y exámenes anteriores utilizados para familiarizar a los estudiantes con el formato del examen, con los temas y los géneros utilizados. Los enfoques ascendentes de la lectura parecen predominar y no se identificó una alineación más consistente de las competencias y capacidades de lectura con el marco del examen.
Naxhi Selimi (Goldau, Schweiz), Basil Schader (Zürich, Schweiz) & Andrea Cantieni (Goldau, Schweiz):
Abstract (English)
Code-switching in the Albanian community in Germany and Switzerland, which has existed for more than five decades and now comprises three generations (G1-G3), has not been explored sufficiently. This article provides insights into bilingual practice and the code-switching associated with it. For this purpose, representatives of all three generations (N=120) were interviewed. The quantitatively collected and contrastively discussed data document that all three generations of the Albanian community in Germany and Switzerland used code-switching and that the groups in both countries did not differ in this respect. As expected, G1 recorded lower values than G2 and G3. The data indicate that our respondents used both the functional-pragmatic and lexical-compensatory and the demonstrative language-identity facets of code-switching. Moreover, certain features of code-switching were found in several of these forms. A contrastive comparison of our data with those of Schader (2006) shows that the G3 clearly uses code-switching in the public sphere much more consciously today than was the case at the beginning of this millennium.
Abstract (Deutsch)
Über das Codeswitching der drei Generationen (G1-G3) umfassenden albanischen Sprachgruppe in Deutschland (D) und der Schweiz (CH) ist wenig bekannt, was die letzten fünfzehn Jahre betrifft. Der vorliegende Beitrag ermöglicht Einblicke in die bilinguale Praxis und das damit zusammenhängende Codeswitching. Hierzu wurden Personen aller drei Generationen (N=120) befragt. Die quantitativ erhobenen und kontrastiv diskutierten Daten dokumentieren, dass alle drei Generationen der albanischen und Community in Deutschland und der Schweiz Codeswitching verwenden und dass sich die beiden Ländergruppen diesbezüglich nicht wesentlich unterscheiden. Erwartungsgemäß verzeichnet die G1 tiefere Werte als die G2 und G3. Die Daten weisen darauf hin, dass unsere Befragten sowohl die funktional bzw. palliativ-pragmatischen und lexikalisch-kompensatorischen als auch die demonstrativ-sprachidentitätsstiftenden Facetten des Codeswitching verwenden und dass gewisse Merkmale dieses Phänomens in mehreren Formen zu finden sind. Eine kontrastive Gegenüberstellung unserer Daten mit jenen von Schader (2006) zeigt, dass die G3 heute Codeswitching im öffentlichen Raum deutlich bewusster verwendet als dies zu Beginn dieses Millenniums der Fall war.