905 resultados para Second language (L2) learning


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This paper describes the methodology used to compile a corpus called MorphoQuantics that contains a comprehensive set of 17,943 complex word types extracted from the spoken component of the British National Corpus (BNC). The categorisation of these complex words was derived primarily from the classification of Prefixes, Suffixes and Combining Forms proposed by Stein (2007). The MorphoQuantics corpus has been made available on a website of the same name; it lists 554 word-initial and 281 word-final morphemes in English, their etymology and meaning, and records the type and token frequencies of all the associated complex words containing these morphemes from the spoken element of the BNC, together with their Part of Speech. The results show that, although the number of word-initial affixes is nearly double that of word-final affixes, the relative number of each observed in the BNC is very similar; however, word-final affixes are more productive in that, on average, the frequency with which they attach to different bases is three times that of word-initial affixes. Finally, this paper considers how linguists, psycholinguists and psychologists may use MorphoQuantics to support their empirical work in first and second language acquisition, and clinical and educational research.

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This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.

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In this paper we show that heritage speakers and returnees are fundamentally different from the majority of adult second language learners with respect to their use of collocations (Laufer & Waldman, 2011). We compare the use of lexical collocations involving yap- “do” and et- “do” among heritage speakers of Turkish in Germany (n = 45) with those found among Turkish returnees (n = 65) and Turkish monolinguals (n = 69). Language use by returnees is an understudied resource although this group can provide crucial insights into the specific language ability of heritage speakers. Results show that returnees who had been back for one year avoid collocations with yap- and use some hypercorrect forms in et-, whilst returnees who had been back for seven years at the time of recording produce collocations that are quantitatively and qualitatively similar to those of monolingual speakers of Turkish. We discuss implications for theories of ultimate attainment and incomplete acquisition in heritage speakers.

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In this paper we show that heritage speakers and returnees are fundamentally different from the majority of adult second language learners with respect to their use of collocations (Laufer & Waldman, 2011). We compare the use of lexical collocations involving yap- “do” and et- “do” among heritage speakers of Turkish in Germany (n=45) with those found among Turkish returnees (n=65) and Turkish monolinguals (n=69). Language use by returnees is an understudied resource although this group can provide crucial insights into the specific language ability of heritage speakers. Results show that returnees who had been back for one year avoid collocations with yap- and use some hypercorrect forms in et-, whilst returnees who had been back for seven years upon recording produce collocations that are quantitatively and qualitatively similar to those of monolingual speakers of Turkish. We discuss implications for theories of ultimate attainment and incomplete acquisition in heritage speakers.

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This study contributes to ongoing discussions on how measures of lexical diversity (LD) can help discriminate between essays from second language learners of English, whose work has been assessed as belonging to levels B1 to C2 of the Common European Framework of Reference (CEFR). The focus is in particular on how different operationalisations of what constitutes a “different word” (type) impact on the LD measures themselves and on their ability to discriminate between CEFR levels. The results show that basic measures of LD, such as the number of different words, the TTR (Templin 1957) and the Index of Guiraud (Guiraud 1954) explain more variance in the CEFR levels than sophisticated measures, such as D (Malvern et al. 2004), HD-D (McCarthy and Jarvis 2007) and MTLD (McCarthy 2005) provided text length is kept constant across texts. A simple count of different words (defined as lemma’s and not as word families) was the best predictor of CEFR levels and explained 22 percent of the variance in overall scores on the Pearson Test of English Academic in essays written by 176 test takers.

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In this paper we show that heritage speakers and returnees are fundamentally different from the majority of adult second language learners with respect to their use of collocations (Laufer & Waldman, 2011). We compare the use of lexical collocations involving yap- “do” and et- “do” among heritage speakers of Turkish in Germany (n=45) with those found among Turkish returnees (n=65) and Turkish monolinguals (n=69). Language use by returnees is an understudied resource although this group can provide crucial insights into the specific language ability of heritage speakers. Results show that returnees who had been back for one year avoid collocations with yap- and use some hypercorrect forms in et-, whilst returnees who had been back for seven years upon recording produce collocations that are quantitatively and qualitatively similar to those of monolingual speakers of Turkish. We discuss implications for theories of ultimate attainment and incomplete acquisition in heritage speakers.

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This thesis analyzes the current state of the language immersion program in Catalonia after its implementation 30 years ago, and after the immigration wave of the last decade. The language immersion is a method of teaching a second language using a language of instruction different than the students’ mother tongue. The Catalan authorities use this as a method for preserving Catalan in the society.The aim of this study is to examine the use of Catalan at school and outside of school by students who have followed the language immersion program. Language attitudes play an important role for the maintenance of a minority language, as Catalan. Therefore, in this study, the informants’ attitudes towards Catalan have also been measured. The method applied is a quantitative method where the informants have answered a written questionnaire. The results show a high level of knowledge of Catalan and its frequent use in the classroom. In contrast, outside of school the Castilian language is more often used. The informants seem to have a positive attitude towards Catalan.The conclusion is that the language immersion works satisfactory in a school context but often fails outside of school.

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Syftet med denna studie är att få en inblick i hur pedagoger som arbetar i grundskolans senare år upplever hur det är att arbeta med elever som har svenska som andraspråk, och vilka svårigheter som kan uppstå. Undersökningen genomfördes med kvalitativa intervjuer på en skola i mellersta Sverige. De intervjuade i studien är totalt fyra stycken: en SVA-lärare, en NO-lärare och två SO-lärare. Resultatet visar att samtliga lärare är medvetna om att det är viktigt att arbeta med språket även i ämnesundervisnigen, men olika faktorer gör att det är svårt att genomföra detta i praktiken. Dessa faktorer är: tidsbrist, stora nivåskillnader mellan eleverna och att det saknas kompetens hos ämneslärarna inom området svenska som andraspråk. Slutligen kan man ej förvänta sig att de intervjuade pedagogerna och andraspråkseleverna som de undervisar ska vara representanter för hela Sveriges skolor, då undersökningen endast genomförts på en skola med fyra intervjuer med pedagoger.

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Den här studien har haft som syfte att studera om kvalitetskraven i betygsskalan stämmer överens mellan nationellt prov i SVA1 och motsvarande kursplan svenska som andraspråk 1 (SVA1) samt på vilket sätt det nationella provet underlättar tolkningen av kunskapskraven i kursplanen för SVA1. Undersökningen begränsar sig till att omfatta enbart den muntliga delen, delprov A muntlig framställning. För att beskriva och analysera vilka kunskaper som anses vara eftersträvansvärda i muntlig framställning har en kvalitativ innehållsanalys genomförts som ger en grundmodell till den efterföljande kunskapsanalysen. Resultaten från studiens innehållsanalys visar fram en hur processen kring den muntliga framställningen utgår från den retoriska arbetsmodellen med ett gediget förberedande arbete som följs upp med anförande och avslutas med elevresponser. Resultatet från kunskapsanalysen visar hur eleverna behöver behärska en kombination av kunskapsformerna episteme, techné och fronesis för att uppfylla betygskraven på de högre nivåerna. Studiens slutsatser är att kvalitetskraven stämmer överens mellan det nationella provets bedömningsmatris och kursplanen i svenska som andraspråk 1 (SVA 1) vad gäller bedömningen av elevens språkliga kvaliteter. Dessutom går det att dra slutsatsen att de krav på anpassning till det retoriska sammanhanget också är krav som återfinns i kursplanen men beskrivs mer allmänt i ett språkutvecklande perspektiv vilket underlättar tolkningen av kunskapskraven i kursplanen. Studien visar hur eleven för att få det lägsta betyget (E) behöver kunskaper om en retorisk framställning och att eleven kan presentera ett förberett innehåll inför en publik.

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This study investigates variable noun phrase number agreement (VNA) in two second language varieties of Portuguese, spoken in Maputo, Mozambique and in Mindelo, Cape Verde. Quantitative VARBRUL analysis is carried out based on recordings made in Maputo and Mindelo 2007 and 2008. Previous quantitative studies on VNA in varieties of Brazilian Portuguese (Guy, 1981; Lopes, 2001; Andrade, 2003) as well as on VNA in first and second language varieties of Portuguese from São Tomé (Baxter, 2004; Figueiredo, 2008, 2010) indicate contact between Portuguese and African languages as the main origin of this phenomenon. VNA in Brazilian Portuguese is, however, interpreted by Scherre (1988) and Naro & Scherre (1993, 2007) as the result of language internal drift. Varieties of Portuguese from Mozambique and Cape Verde are particularly interesting to contrast in order to investigate influences from African languages on VNA, as in Mozambique Bantu languages are first languages of the vast majority of Portuguese speakers, whereas in Cape Verde, practically all Portuguese speakers are first language speakers of Cape Verdean Creole, whose substrates are West African, and not Bantu, languages. Comparison is also made with previous studies from Brazil and São Tomé. The results of this study comment previously postulated explanations for VNA in Portuguese in various ways. The analysis of the variables onset age and age stratum indicates that VNA in the analyzed varieties is a phenomenon linked to the acquisition of Portuguese as a second language and/or language contact rather than the result of internal drift. The fact that all the compared varieties tend to mark plural on pre-head components contradicts Bantu transfer as an explanation for this pattern, and raises the need to also consider more general explanations based on language contact. The basic structural similarity between the compared varieties suggests the existence of a grammatical restructuring continuum.

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In the past few decades, the demands for coping with the rapid development of information communication technology, internationalization and globalization worldwide have shifted the focus of Chinese as a second language (CSL) towards intercultural communication competence in which the role of culture in the acquisition of CSL and in the pragmatic use of the language is emphasized and promoted. However, most of the present research in this academic area still remains only on a theoretical level.   In order to explore the possibilities and limitations of integrating Chinese culture and implementing intercultural communication theory into CSL education, an action research has been conducted since the beginning of 2013 to review an actual course for beginners. This paper will present the findings of the research: 1) By applying the theoretical framework of intercultural communicative competence, the findings indicated that the existing CSL course provided limited information explaining the cultural elements that are reflected in the Chinese language. 2) The findings also suggested that the cultural skills acquired in the students’ first language do influence their acquisition of CSL. This is demonstrated in the students’ written tasks such as introducing themselves and presenting other people, etc. The findings can be examples and resources for further research in this academic field.     

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The word zenzen is an adverb that is used frequently in daily conversational Japanese. From the Meiji period (1868-1912) until the early Showa period (1924-1989) the word was used together with both affirmative and negative words to form expressions. In the early Showa period the grammatical rules in education changed so that the only acceptable use was together with a negative word. From the 1990’s onward, the use together with an affirmative word has made a comeback especially among younger Japanese people. However even though the usage together with an affirmative word has made a comeback and was considered normal once in history, in today’s society it is still considered as slang and thus not recommended usage in formal situations. Foreign language learners however, tend not to learn a language only by textbooks but also by imitating the language of native Japanese speakers and Japanese popular culture. This may lead to a confusion regarding what words are acceptable to use in conversations. Therefore in this study, an online survey that examines the usage and attitudes regarding the word zenzen aimed at Japanese language learners at Swedish universities was conducted. The results of the survey showed that although a majority of the learners showed a good understanding of the usage, more than half of the learners displayed a feeling of confusion regarding the usage of the word. The gender comparison regarding the usage showed no major differences. Having lived in Japan, having Japanese friends whom you speak Japanese with regularly and length of Japanese study was associated with an increased understanding of the usage. Regular consumption of Japanese popular culture, however, was not associated with an increased understanding of the usage. A literature analysis was also conducted to examine the attitudes regarding the usage of zenzen in a variety of books with topics including business language and books aimed at Japanese language teachers. The results showed that zenzen used together with a negative word was considered as the norm while zenzen used together with an affirmative word was not recommended to be used in formal situations. When recommending proper usage of the word zenzen together with an affirmative word to foreign learners of Japanese, hijou-ni and totemo was seen as better alternatives to zenzen in a formal situation.

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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.

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In an attempt to find out which of the two Swedish prosodic contrasts of 1) wordstress pattern and 2) tonal word accent category has the greatest communicative weight, a lexical decision experiment was conducted: in one part word stress pattern was changed from trochaic to iambic, and in the other part trochaic accentII words were changed to accent I.Native Swedish listeners were asked to decide whether the distorted words werereal words or ‘non-words’. A clear tendency is that listeners preferred to give more‘non-word’ responses when the stress pattern was shifted, compared to when wordaccent category was shifted. This could have implications for priority of phonological features when teaching Swedish as a second language.