An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad

2016 ◽  
Vol 1 (2) ◽  
pp. 248-276 ◽  
Author(s):  
Julieta Fernandez ◽  
Anna M. Gates Tapia
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
University Students ◽  
Language Contact ◽  
Qualitative Interview ◽  
Reliable Data ◽  
Numerical Comparisons ◽  
Local Engagement ◽  
Discourse Quality ◽  
Authentic Interaction

Assessing the type and quantity of out-of-class foreign language (L2) interaction that learners engage in is crucial in study abroad research. This assessment has commonly been performed with the Language Contact Profile (LCP). This article critically appraises the LCP as a measure for providing reliable data to correlate language interaction with language gains. Information about the L2 use of U.S. university students studying in Argentina was obtained using quantitative (LCP) and qualitative (interview, authentic interaction, and observation) measures. The results suggest that some LCP items were ambiguous and limited in their ability to capture fluctuations in students’ local engagement throughout the semester. The LCP also provided internally inconsistent participant reports of out-of-class L2 use. Notably, the results highlight the importance of considering discourse quality when comparing hours of interaction reported by different students, suggesting that numerical comparisons across participants cannot be interpreted to necessarily lead to comparable language gains.

scholarly journals What Now? An Exploratory Analysis of Language Maintenance in Japanese Study Abroad Alumni

2018 ◽  
pp. 55-70
Author(s):  
Melissa Huntley Omuro
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
University Students ◽  
Language Maintenance ◽  
Exploratory Analysis ◽  
Input Language ◽  
Maintenance Strategies ◽  
Japanese University ◽  
Studying Abroad ◽  
Foreign Language Acquisition

This paper examines the language maintenance strategies that naturally occur in Japanese university students who have returned from studying abroad. Often, immersion programs are seen as motivational tools and end goals for foreign language acquisition, thus this research seeks to find the answers to three questions: Do Japanese university students naturally develop maintenance strategies after studying abroad? If so, what are they and how can they be organized? Is there a connection between recency of studying abroad, duration, and the number of strategies developed? In this exploratory analysis, nine students were interviewed on their study abroad experiences, and the number and type of maintenance strategies they developed. A majority of students reported using digital tools and focusing on the input language skills, suggesting a preference or an availability of technological, passive foreign language tools. These findings provide a strong foundation for further, more expansive quantitative study. 本稿は海外留学から帰国した日本人大学生における言語維持方略に関する調査である。集中プログラムの多くは、動機付けの手段や外国語習得のための最終目標としている。本調査では３つの課題を明らかにして行く。１．日本人大学生は海外留学後、自然に言語維持方略を発達させているか。２．仮にそうだとしたら、日本人大学生は何をどのように体系化しているか。３．海外留学の期間・新近性と方略の量の間には関係性はあるか。本調査分析では９名の大学生を対象に海外留学の経験、、言語維持方略の数と種類に関するインタビューを実施した。学生の大半はデジタルソースの使用とリーディング及びリスニングの言語スキルによるインプットに重点を置くこと、テクノロジーを好むことあるいはその利用についての示唆、受け身的な外国語活動について報告した。本調査結果は今後さらに広範囲な量的調査への基礎を提供するものである。

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Singular they in English as a foreign language

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Charlotte Stormbom
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Teaching ◽  
Third Person ◽  
And Gender ◽  
L1 English

AbstractA much-debated issue in English is the use of “epicene pronouns”, i.e. third-person singular pronouns of indeterminate gender. Previous studies have shown that singular they is the most common epicene in L1 English, but this pronoun has not received much attention in studies of L2 use. The present study extends previous research by examining variation between L2 groups in the distribution of epicene pronouns, focussing particularly on the use of singular they and how it is affected by three features of the antecedent: definiteness, notional number, and gender expectancy. The data originate in an elicitation experiment, which was completed by 338 university students of English from eight L1 backgrounds. The results show that singular they was most frequently used with notionally plural antecedents, whereas it was least common with gender-stereotyped antecedents. The study also disclosed variation between learners: In some L1 groups, they was used frequently with all types of antecedents, suggesting that these learners perceive singular they as a singular pronoun in its own right. In other groups, singular they appeared to function mostly as a modification of the plural they, as the pronoun was only frequent with notionally plural antecedents. The findings have important implications for language teaching.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

scholarly journals Civic Education of the Technical University Students in Foreign Language Classes

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Roza A. Valeeva ◽  
Natalya E. Koroleva ◽  
Farida K. Sakhapova
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Civic Education ◽  
Language Classes ◽  
Technical University

scholarly journals Developing Students’ Cognition Culture for Successful Foreign Language Learning

2018 ◽  
Vol 50 ◽  
pp. 01128
Author(s):  
Lyubov Pavlova ◽  
Yuliana Vtorushina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Culture Conditions ◽  
Social Adaptation ◽  
Teaching Techniques ◽  
Cognitive Component ◽  
Effective Development ◽  
The University

This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

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