The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment

2016 ◽  
Vol 1 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Use ◽  
Language Attitudes ◽  
Critical Role ◽  
Chinese Students ◽  
Willingness To Communicate ◽  
International Exchange ◽  
Exchange Program ◽  
English Speaking

Second language acquisition scholars have long recognized that language attitudes and motivation can play a critical role in second language (L2) learning, leading to variations in willingness to communicate (WTC) and initiate interactions in that language. This paper reports on the pre-sojourn phase of a mixed-method study that investigated the language and intercultural learning of 149 Chinese students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of a questionnaire survey, document analysis (e.g., study plans), and in-depth interviews, the first phase examined their pre-sojourn language use, attitudes, and motivation, as well as their aims, expectations, and concerns about their impending study and residence in the host environment. Studies of this nature are essential to provide direction for pre-sojourn orientations and other interventions that can support and optimize the language enhancement and intercultural engagement of outgoing L2 international exchange students.

Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC

2021 ◽  
pp. 136216882110046
Author(s):  
Peter D. MacIntyre ◽  
Lanxi Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Willingness To Communicate ◽  
Dynamic Changes ◽  
Complex Processes ◽  
Instructed Second Language Acquisition ◽  
Pyramid Model ◽  
English Speaking ◽  
Esl Learners ◽  
Considerable Complexity

Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity in the influences on dynamic changes in WTC from moment-to-moment. The heuristic ‘pyramid model’ of WTC (MacIntyre et al., 1998) proposes interactions among approximately 30 different variables that may influence WTC. The present study uses the pyramid model to interpret data from three focal participants, all English as a second language (ESL) learners and international students in Canada, with varying degrees of experience in an English-speaking context. Using the idiodynamic method, all participants were recorded while describing a self-selected, personally meaningful photo. Second, participants rated their WTC in English using software that played a recording of their speech and collected continuous WTC ratings. Finally, participants were interviewed about their WTC ratings. Triangulating the data revealed how processes on multiple timescales interact during L2 communication about the photos. WTC changes as speakers’ motivations and emotions are influenced by the deep, personal relevance of the topics under discussion. Pedagogical implications for the results of this study and the use of the idiodynamic method in L2 classrooms are discussed.

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

2016 ◽  
Vol 6 (12) ◽  
pp. 2265 ◽  
Author(s):  
Mahsa Ghanbarpour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Use ◽  
Willingness To Communicate ◽  
Theory And Practice ◽  
Target Language ◽  
Age And Gender ◽  
Self Confidence ◽  
And Gender ◽  
Second Language Pedagogy

Functioning as a mediating factor between having communicative competence in the target language and putting this competence to use, willingness to communicate (WTC) has enjoyed scholars’ attention in the field of second language acquisition (SLA). The present quantitative study examined the contribution of Iranian EFL learners’ linguistic self-confidence in their proficiency and language-use anxiety to their WTC level as well as the possible impact of age and gender on learners’ reported L2 WTC. 188 university students, who were randomly selected,  filled in a questionnaire, and correlation analyses, one-way between-groups ANOVA, independent-samples t-test, and standard multiple regression were run to analyze the collected data. Results indicated that L2 self-confidence made a significant contribution to the prediction of L2 WTC. Moreover, it was found that learners’ age and gender did not make a statistical difference to their WTC. The findings could inform debates on the theory and practice of WTC and feed into further pertinent research in second language pedagogy.

Phonetic feature size in second language acquisition: Examining VOT in voiceless and voiced stops

2021 ◽  
pp. 026765832110089
Author(s):  
Daniel J Olson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Acoustic Similarity ◽  
Stop Consonants ◽  
Voiceless Stop ◽  
English Speaking ◽  
Underlying Mechanisms

Featural approaches to second language phonetic acquisition posit that the development of new phonetic norms relies on sub-phonemic features, expressed through a constellation of articulatory gestures and their corresponding acoustic cues, which may be shared across multiple phonemes. Within featural approaches, largely supported by research in speech perception, debate remains as to the fundamental scope or ‘size’ of featural units. The current study examines potential featural relationships between voiceless and voiced stop consonants, as expressed through the voice onset time cue. Native English-speaking learners of Spanish received targeted training on Spanish voiceless stop consonant production through a visual feedback paradigm. Analysis focused on the change in voice onset time, for both voiceless (i.e. trained) and voiced (i.e. non-trained) phonemes, across the pretest, posttest, and delayed posttest. The results demonstrated a significant improvement (i.e. reduction) in voice onset time for voiceless stops, which were subject to the training paradigm. In contrast, there was no significant change in the non-trained voiced stop consonants. These results suggest a limited featural relationship, with independent voice onset time (VOT) cues for voiceless and voices phonemes. Possible underlying mechanisms that limit feature generalization in second language (L2) phonetic production, including gestural considerations and acoustic similarity, are discussed.

The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Small Sample ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Teacher Immediacy ◽  
Content Type

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

Acquiring Pronouns in a Second Language: Evidence for Hypothesis Testing

1984 ◽  
Vol 6 (2) ◽  
pp. 215-225 ◽  
Author(s):  
Jeanette K. Gundel ◽  
Nancy Stenson ◽  
Elaine Tarone
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Hypothesis Testing ◽  
Direct Object ◽  
French Immersion ◽  
Direct Transfer ◽  
Language Pattern ◽  
English Speaking ◽  
Three Stages ◽  
L1 And L2

Gundel and Tarone (1981) studied the acquisition of pronouns by Chinese and Spanish speaking adults learning English. On the basis of this study it was proposed that when L1 and L2 differ in the relative order of object pronoun and verb, the acquisition of direct object pronouns proceeds in three stages: (1) direct transfer of the native language pattern; (2) zero anaphora, i.e. no overt form at all, in direct object position; (3) the correct L2 pattern. The present paper presents further evidence for this proposal, and hence for a hypothesis-testing view of second language acquisition, on the basis of longitudinal data from English speaking children learning French in the Toronto French Immersion Program.

The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country

2017 ◽  
Vol 2 (1) ◽  
pp. 80-106 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Developmental Trajectories ◽  
Cultural Barriers ◽  
International Exchange ◽  
Intercultural Development ◽  
Exchange Programs ◽  
Exchange Program ◽  
English Speaking ◽  
Questionnaire Surveys ◽  
Intercultural Engagement ◽  
Depth Interviews

Abstract The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.

Corpus Linguistics and Second Language Acquisition – the use of ACORN in the teaching of Spanish Grammar

2010 ◽  
Vol 55 (1) ◽  
Author(s):  
Guadalupe Ruiz Yepes ◽  
Ramesh Krishnamurthy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Potential Role ◽  
Real Life ◽  
Grammar Teaching ◽  
Real Language ◽  
Authentic Language

AbstractWith increasing demands for the use of authentic language in the teaching of a second language, the potential role of corpora has been an important issue of discussion in the last two decades. Corpora have helped to reveal patterns of real language use and uncovered discrepancies between the language portrayed in textbooks and the language used in real life.This article focuses on corpus-driven as well as corpus-based grammar teaching, summarising the experience of applying ACORN (the Aston Corpus Network) in the teaching of Spanish Grammar to students in the School of Languages and Social Sciences at Aston University. Our main goals were to show the students a large number of examples taken from authentic language texts, in order to support the grammar explained in class, and to provide them with a very useful resource that they can use while writing essays, preparing for exams, etc.

scholarly journals Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils

2020 ◽  
Vol 3 (2) ◽  
pp. 73-74
Author(s):  
Marz Kimberly T. Salas ◽  
Ma. Judy B. Legaspi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Catholic School ◽  
The Philippines ◽  
Holistic Process ◽  
English Speaking ◽  
The Difference ◽  
The Relationship

The Philippines is recognized globally as one of the largest English-speaking nations. The majority of its population has at least some degree of fluency in the language. Filipinos are exposed to the heavy usage of English, not just in school but also in their everyday lives. Exposing elementary pupils to different language learning sources (home, friends, school, and media) can help them acquire the language more easily. Thus, the second-language acquisition is a holistic process, which means acquiring the second language is not confined within the four walls of the classroom. This paper describes the extent of language learning exposure and the level of grammatical proficiency of Grade 6 pupils of a Catholic school in Bacolod City. Similarly, it explores the difference in the pupils' extent of language learning exposure and level of grammatical proficiency. Also, it determines the relationship between language learning exposure and grammatical proficiency.   

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