JLLT Volume 15 (2024) Issue 2 (PDF)
Ángel Osle (Colchester, United Kingdom)
Journal of Linguistics and Language Teaching 15 (2024) 2 (PDF)
Abstract
This study investigates the evolving metacognitive strategies employed by hyperpolyglots during a twelve-month language acquisition journey. Thirty participants, each proficient in at least six languages, were analysed through a mixed-methods approach. Key findings reveal significant shifts in strategy usage, notably a decline in structured goal-setting from 87% to 72%, juxtaposed with an increase in self-monitoring from 65% to 88% and reflection-based strategies from 47% to 81%. These results highlight a transition towards more adaptive learning approaches, emphasising real-time assessment and reflective practices as essential components of effective language learning. Furthermore, factors such as language similarity and cognitive load played crucial roles in shaping participants' strategy adaptations, with 76% employing goal rotation and 68% using cognitive cycling. These findings underscore the dynamic interplay between proficiency levels, cognitive management, and metacognitive awareness, contributing to a nuanced understanding of language acquisition among hyperpolyglots.
Yasser A. S. Al Tamimi (Riyadh, Saudi Arabia) & Yanina Lisun (Kyiv, Ukraine)
Journal of Linguistics and Language Teaching 15 (2024) 2 (PDF)
Abstract
This study investigates the use of English as a non-native language in communication and media consumption on social networks. It further examines the interaction between native and foreign languages within the linguistic environment of a Ukrainian academic institution. Additionally, it explores perceptions of English in media content creation and its role in modern marketing and public relations strategies employed by the institution through social networks. Based on descriptive analysis, using Google Analytics tools, of a survey of 385 Ukrainian university matriculated and prospective students, the study reveals a high diffusion rate of English as a foreign language and a relatively high level of proficiency, averaging between B1 and B2 (on the CEFR Global Scale) among 75% of the target audiences, which creates favourable conditions for English use in the processes of communication and creation of media content for the Ukrainian higher education institution. These results reveal the effectiveness of integrating the study of English as a non-native language into personal communications, media content creation, and communications of higher education institutions with students and applicants via social networks. The study suggests that higher education institutions should leverage the high level of English proficiency among students to enhance academic and media communication strategies. Furthermore, aligning institutional content with students' linguistic practices can strengthen engagement and improve overall communication effectiveness.
Asmaa Shehata (Oxford (MS), USA) & Amaya Martin (Arlington (VA), USA):
Journal of Linguistics and Language Teaching 15 (2024) 2 (PDF)
Abstract
Errors made by second language (L2) learners are problematic and frustrating to both learners and teachers. This study aimed to find areas of difficulty in writing among learners of Arabic. It examined the types of errors that learners of Arabic who were first language (L1) English speakers made in writing and investigated the influence of language proficiency on learners’ writing errors. To this end, 30 essays were collected from learners of Arabic at three different class levels: beginner, intermediate and advanced. The findings indicated that learners made more grammatical than lexical and spelling errors. While definiteness was the most frequent error made by first- and second-year learners, noun-adjective agreement was the most common type of grammatical error made by third-year learners. The results hold implications for the type of input introduced to L2 learners to improve their language learning.
Marcelo Tano (Metz, France):
Journal of Linguistics and Language Teaching 15 (2024) 2 (PDF)
Abstract (Français)
La présente contribution vise à divulguer les principales données recueillies lors des enquêtes de terrain réalisées auprès de 372 structures des quatre secteurs les plus représentatifs de l’enseignement supérieur français public qui incluent des cours de langues dans leurs cursus de formation. Faute d’indicateurs officiels sur le sujet, l’objectif de ce travail est de fournir des estimations raisonnées et circonstanciées permettant de se faire une idée de la présence et de l’ampleur de ces enseignements. Pour y parvenir, l’étude s’appuie sur une analyse détaillée des effectifs estimés, principalement dans les neuf langues les plus étudiées en France (allemand, anglais, arabe, chinois, espagnol, français, italien, portugais et russe). Les résultats obtenus montrent que ce collectif adhère aux principes d’un plurilinguisme stratégique en proposant des cours de langues couvrant un choix très diversifié d’options mais donnant une importance particulière à deux langues intercontinentales, l’anglais et l’espagnol, et deux autres langues internationales, l’allemand et l’italien.
Abstract (English)
This contribution aims to disclose the main data collected during field surveys carried out in 372 structures in the four most representative sectors of French public higher education that include language courses in their training curricula. In the absence of official indicators on the subject, the objective of this work is to provide reasoned and detailed estimates to get an idea of the presence and scale of these courses. To achieve this, the study is based on a detailed analysis of the estimated numbers, mainly in the nine most studied languages in France (German, English, Arabic, Chinese, Spanish, French, Italian, Portuguese and Russian). The results obtained show that this collective adheres to the principles of strategic multilingualism by offering language courses covering a very diverse choice of options but giving particular importance to two intercontinental languages, English and Spanish, and two other international languages, German and Italian.
Abstract (Español)
Esta contribución tiene como objetivo revelar los principales datos recopilados durante los estudios de campo realizados entre 372 estructuras de los cuatro sectores más representativos de la educación superior pública francesa que incluyen cursos de lenguas en sus cursos de formación. A falta de indicadores oficiales sobre el tema, el objetivo de este trabajo es proporcionar estimaciones razonadas y detalladas que permitan hacerse una idea de la presencia y el alcance de estos cursos. Para lograrlo, el estudio se basa en un análisis pormenorizado de las cifras estimadas, principalmente en las nueve lenguas más estudiadas en Francia (alemán, inglés, árabe, chino, español, francés, italiano, portugués y ruso). Los resultados obtenidos muestran que este colectivo adhiere a los principios de un plurilingüismo estratégico al ofrecer cursos de idiomas que cubren una gama muy diversa de opciones pero dando especial importancia a dos lenguas intercontinentales, el inglés y el español, y otras dos lenguas internacionales, el alemán y el italiano.
Inez De Florio-Hansen (Kassel, Deutschland)
Journal of Linguistics and Language Teaching 15 (2024) 2 (PDF)
Abstract (Deutsch)
Dieser Beitrag fasst das aktuelle Grundwissen über KI-Sprachmodelle und Bildgeneratoren für den Englischunterricht zusammen. Die Einführung der Schüler und Schülerinnen erfolgt anhand konkreter unterrichtspraktischer Anwendungen, die sich mit den wichtigsten Fragen im Zusammenhang mit KI auseinandersetzen: Wie kann man die Intelligenz einer Maschine messen (Turing Test)? Was bedeuten wichtige Begriffe wie Algorithmus, maschinelles Lernen und künstliche neuronale Netzwerke? Wie geht man am besten bei der Eingabe (Prompt) vor, und wie kann man das Prompting verbessern, um die angestrebten Ergebnisse zu erzielen? Wie sollten Lernende die Nutzung von KI-Systemen bei Hausaufgaben und Erfolgskontrollen angeben, um sich nicht eines Täuschungsversuchs schuldig zu machen? Den Schluss bildet ein kurzer Hinweis darauf, was wir in absehbarer Zeit von KI zu erwarten haben.
Abstract (English)
This paper provides a concise overview of the current state of knowledge regarding AI language models and image generators for English language teaching. Practical classroom applications are introduced to engage students with key questions about AI: How can machine intelligence be measured (Turing Test)? What are the meanings of fundamental concepts such as algorithms, machine learning, and artificial neural networks? What are the best practices for inputting prompts (prompt engineering), and how can prompt quality be improved to achieve desired outcomes? How should learners acknowledge the use of AI tools in homework and assessments to avoid accusations of plagiarism? The paper concludes with a brief outlook on the future of AI.