“I can come up with more things when I’m happy, or especially when I’m angry”

2021 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Second Language ◽  
First Language ◽  
Structured Interviews ◽  
English As Second Language ◽  
1.5 Generation ◽  
Language Dominance ◽  
Emotional Resonance ◽  
Expression Of Emotions

Abstract This study examines language preferences to express anger and happiness among 15 Russian Australians belonging to the 1.5 generation, who acquired Russian as first language (L1) and English as second language (L2), after migration during childhood. While most research into these topics has focused on L1-dominant bilinguals, this study offers a novel perspective, as 1.5-generation migrants are generally L2-dominant or multidominant (L1+L2-dominant), and possibly L1 attriters. Semi-structured interviews were conducted and underwent qualitative thematic analyses. From the results it emerges that these speakers mostly express emotions in the L2 or both languages, in line with their language dominance, but their choices do not seem to relate to language emotionality, as the L1 maintains the highest emotional resonance for them. While research on multilinguals’ expression of emotions has mainly focused on anger, this study calls attention to the expression of happiness, and points to the importance of L2-dominant and multidominant multilinguals.

“I Don’t Fit in Here and I Don’t Fit in There:” Understanding the Connections between L1 Attrition and Feelings of Identity in 1.5 Generation Russian Australians

2019 ◽  
Vol 16 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Language Proficiency ◽  
First Language ◽  
Language And Identity ◽  
Structured Interviews ◽  
1.5 Generation ◽  
L1 Attrition ◽  
Identity Perception ◽  
Study Participants ◽  
The Relationship

The present study analyzes four adult Russian-Australian 1.5ers, heritage bilinguals whose first language is Russian, and who immigrated to Australia or New Zealand during their primary school years. Semi-structured interviews conducted with the case-study participants examined their attitudes toward their Russian, their L1, and English, their L2. The interviews explored the participants’ schooling history, language use, perceived language proficiency, dominance and use, perceived L1 attrition, and feelings about their identity. The aim of the study was to understand the connections between language, particularly L1 attrition, and identity for this cohort of 1.5 generation speakers, as well as factors that may influence their identity perception. The results emerging from the study’s data reconfirm the role played by language in identity construction. At the same time, they suggest that for 1.5ers the relationship between language and identity also needs to be considered in relation to L1 attrition. This factor, in fact, might contribute to identity conflicts and trigger the desire to return to one’s roots.

scholarly journals The Same, but Different: An Exploratory Study of English as Second Language Learners in the Context of their Information Behaviour Related to Recreational Reading

2021 ◽  
Author(s):  
◽  
Matthew Banks
Keyword(s):  
Second Language ◽  
Qualitative Methodology ◽  
Research Problem ◽  
Structured Interviews ◽  
Recreational Reading ◽  
English As Second Language ◽  
Information Behaviour ◽  
Library And Information Studies ◽  
Information Studies ◽  
Esl Learners

<p>Research problem: This research was a localised (Wellington-based) exploration of the information behaviour of adult immigrant English as Second Language (ESL) Learners in relation to their recreational reading. It explored the context of their everyday lives and the individual experiences of ESL Learners. It contributes to the development of our understanding of immigrant information behaviour in the Library and Information Studies field. Methodology: A qualitative methodology was used. This was in the form of semi-structured interviews conducted with each of the five participants and qualitative data analysis techniques. A purposive sample was drawn from adult, immigrant members of the Wellington ESL community. Results: The information behaviour of the participants interviewed was found to be wide ranging and often specific to the individual's needs. Some similarities in the participant's experiences were found. The participant's information behaviour was found to be influenced by a number of social and cultural factors. Language was found to significantly impact the participant's information behavior. Implications: This research implies that there is a continuing need for ongoing investigation into the information behaviour of ESL learners and immigrants within the Library and Information Studies community. This will have ongoing implication for public libraries as they continue to find new and better ways to meet the needs of this group.</p>

scholarly journals Language Dominance Modulates the Perception of Spanish Approximants in Late Bilinguals

Languages ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 7
Author(s):  
Martha Black ◽  
Marc F. Joanisse ◽  
Yasaman Rafat
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Language Dominance ◽  
Language History ◽  
Dominance Score ◽  
Perceptual Difficulty ◽  
Individual Variables ◽  
L2 Perception

The ability to discriminate phonetically similar first language (L1) and second language (L2) sounds has significant consequences for achieving target-like proficiency in second-language learners. This study examines the L2 perception of Spanish approximants [β, δ, ɣ] in comparison with their voiced stop counterparts [b, d, g] by adult English-Spanish bilinguals. Of interest is how perceptual effects are modulated by factors related to language dominance, including proficiency, language history, attitudes, and L1/L2 use, as measured by the Bilingual Language Profile questionnaire. Perception of target phones was assessed in adult native Spanish speakers (n = 10) and Spanish learners (n = 23) of varying proficiency levels, via (vowel-consonant-vowel) VCV sequences featuring both Spanish approximants and voiced stops during an AX discrimination task. Results indicate a significant positive correlation between perceptual accuracy and a language dominance score. Findings further demonstrate a significant hierarchy of increasing perceptual difficulty: β < δ < ɣ. Through an examination of bilingual language dominance, composed of the combined effects of language history, use, proficiency, and attitudes, the present study contributes a more nuanced and complete examination of individual variables that affect L2 perception, reaching beyond proficiency and experience alone.

scholarly journals Factors of Code-Switching among Bilingual International Students in Malaysia

2020 ◽  
Vol 9 (4) ◽  
pp. 332
Author(s):  
Paramasivam Muthusamy ◽  
Rajantheran Muniandy ◽  
Silllalee. S. Kandasamy ◽  
Omrah Hassan@ Hussin ◽  
Manimaran Subramaniam ◽  
...  
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learners ◽  
First Language ◽  
Code Switching ◽  
Effective Strategy ◽  
Structured Interviews ◽  
Intended Meaning ◽  
Teaching Community ◽  
Main Factor

The present study aims to identify the factors that can potentially affect code switching in a college classroom in Malaysia. The participants were twenty bilingual international students enrolled in an English course in Malaysia. The data were collected through semi-structured interviews with the participating students. The findings of the study indicated that the main factor behind code switching among the students was incompetence in the second language. Other factors that could account for code switching were maintaining privacy, the ease of speaking in the first language compared to speaking in English, avoiding misunderstanding, and unfamiliarity with similar words in English. Therefore, code switching was found to be an effective strategy used by the students to make their intended meaning explicit and to transmit some knowledge to other students in classroom interactions. This study provides some implications for English teaching community including language learners, teachers, and curriculum developers.

scholarly journals An Analog Study of First Language Dominance and Interference over Second Language

2005 ◽  
Vol 21 (1) ◽  
pp. 75-98 ◽  
Author(s):  
Ramona Houmanfar ◽  
Linda J. Hayes ◽  
Scott A. Herbst
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Dominance ◽  
Analog Study

scholarly journals The Same, but Different: An Exploratory Study of English as Second Language Learners in the Context of their Information Behaviour Related to Recreational Reading

2021 ◽  
Author(s):  
◽  
Matthew Banks
Keyword(s):  
Second Language ◽  
Qualitative Methodology ◽  
Research Problem ◽  
Structured Interviews ◽  
Recreational Reading ◽  
English As Second Language ◽  
Information Behaviour ◽  
Library And Information Studies ◽  
Information Studies ◽  
Esl Learners

<p>Research problem: This research was a localised (Wellington-based) exploration of the information behaviour of adult immigrant English as Second Language (ESL) Learners in relation to their recreational reading. It explored the context of their everyday lives and the individual experiences of ESL Learners. It contributes to the development of our understanding of immigrant information behaviour in the Library and Information Studies field. Methodology: A qualitative methodology was used. This was in the form of semi-structured interviews conducted with each of the five participants and qualitative data analysis techniques. A purposive sample was drawn from adult, immigrant members of the Wellington ESL community. Results: The information behaviour of the participants interviewed was found to be wide ranging and often specific to the individual's needs. Some similarities in the participant's experiences were found. The participant's information behaviour was found to be influenced by a number of social and cultural factors. Language was found to significantly impact the participant's information behavior. Implications: This research implies that there is a continuing need for ongoing investigation into the information behaviour of ESL learners and immigrants within the Library and Information Studies community. This will have ongoing implication for public libraries as they continue to find new and better ways to meet the needs of this group.</p>

scholarly journals Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language

2020 ◽  
Vol 9 (5) ◽  
pp. 110
Author(s):  
Muhammad Hamzah Masood ◽  
Shahzeb Shafi ◽  
Muhammad Yousaf Rahim ◽  
Maqsood Ali Darwesh
Keyword(s):  
Second Language ◽  
Mother Tongue ◽  
First Language ◽  
National Language ◽  
Global Village ◽  
English As Second Language ◽  
First Semester ◽  
Verb Agreement ◽  
Analysis Technique ◽  
English Articles

Under the shadow of the inescapable fact that learning L2 (Second or Foreign Language) especially English in this global village is mandatory for academia in developing countries, thereupon, Pakistan faces akin conditions where learners are exposed to Urdu as National Language and English as Academic and Official Language besides L1 (First Language, Mother Tongue, Primary Language or Native Language). Within this confused sequential multilingualism, few achieve native-like accuracy or fluency or both, while others fall a prey to influence of L1 in L2. The current study extends to explore the different types of interferences Pakistani Urdu (L1) speakers face while learning English as Second Language (ESL) (L2). A random sample of thirty students of first semester BS (Hons.) program students with Urdu as L1 from eleven Pakistani universities were interviewed online and were examined utilizing qualitative approach for the investigation of syntactic interferences which were theoretically evaluated employing the Contrastive Analysis technique proposed by Ellis (1985). Findings unfolded four types of syntactic errors owing to interferences of L1 (Urdu) in the usage of L2 (English): Articles, prepositions, subject-verb agreement and direct implications of Urdu (L1) words which were posing hurdles for Urdu as L1 speakers of Pakistan in learning ESL as L2.

Bilinguals Control Their First Language to Speak the Second Language

2013 ◽  
Author(s):  
Rhonda McClain ◽  
Eleonora Rossi ◽  
Judith F. Kroll
Keyword(s):  
Second Language ◽  
First Language
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