Self-perceived linguistic progress, target language use and personality development during study abroad

2018 ◽  
Vol 3 (1) ◽  
pp. 144-166 ◽  
Author(s):  
Klara Arvidsson ◽  
June Eyckmans ◽  
Alexandra Rosiers ◽  
Fanny Forsberg Lundell
Keyword(s):  
Exploratory Study ◽  
Language Use ◽  
Short Form ◽  
Personality Development ◽  
Personality Characteristics ◽  
Target Language ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Multicultural Effectiveness

Abstract This exploratory study investigates the development of personality dimensions related to multicultural effectiveness and its relation to amount of target language use and self-perceived progress in speaking during a sojourn abroad in seven European countries. The participants were 59 Swedish and Belgian university students. The Multicultural Personality Questionnaire – Short Form (van der Zee, Van Oudenhoven, Ponterotto, & Fietzer, 2013) was administered at the beginning and the end of the semester, and data on self-reported weekly hours of target language use and self-perceived linguistic progress were gathered at Time 2. The main findings are the observed moderate or near moderate correlations between self-perceived progress in speaking and change in Cultural Empathy, and between amount of target language use and change in Cultural Empathy and Openmindedness. This points to the relevance of further studies on the role of target language use and progress in the development of personality characteristics.

scholarly journals The Effect Of Intellectual Humility, Multicultural Personality, and Religious Orientation Toward Religious Tolerance On Students Of UIN Syarif Hidayatullah Jakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 10-19
Author(s):  
Arif Budiman Al Fariz ◽  
Gazi Saloom
Keyword(s):  
Religious Orientation ◽  
Short Form ◽  
Emotional Stability ◽  
Religious Tolerance ◽  
Measuring Instrument ◽  
Intellectual Humility ◽  
Social Initiative ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Intrinsic Religiousness

This study aims to determine the influence of intellectual humility, multicultural personality (cultural empathy, open-mindedness, emotional stability, flexibility, and social initiative), religious orientation (quest religiousness, intrinsic religiousness, and extrinsic religiousness) toward religious tolerance on students of the Syarif Hidayatullah State Islamic University of Jakarta. Participants in this study involved 360 students using non-probability sampling as a sampling technique. As for religious tolerance measuring instrument uses a measuring instrument from RT Witenberg`s theory with modified into the scale. The intellectual humility variable uses the Comprehensive Intellectual Humility Scale (CHIS), the multicultural personality variable uses the Multicultural Personality Questionnaire Short Form (the MPQ-SF) and the religious orientation variable uses the Introduction to the New Indices of Religious Orientation (NIRO). The findings show a significant influence between intellectual humility, multicultural personality, and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect. multicultural personality and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect. multicultural personality and religious orientation toward religious tolerance with a proportion of variance of about 51%. The four significant variables are intellectual humility, cultural empathy, open-mindedness, intrinsic religiousness. While the influence of emotional stability, flexibility, social initiative, quest religiousness, and extrinsic religiousness has no significant effect.

Quantity of target language contact in study abroad and knowledge of multiword expressions

2019 ◽  
Vol 4 (2) ◽  
pp. 145-167 ◽  
Author(s):  
Klara Arvidsson
Keyword(s):  
Study Abroad ◽  
Language Contact ◽  
Language Use ◽  
Repeated Exposure ◽  
Target Language ◽  
Linguistic Development ◽  
Multiword Expressions ◽  
Contact Information ◽  
Cloze Test

Abstract This study takes a Usage-Based approach to the learning of French multiword expressions (MWEs) in Study Abroad (SA). MWEs are conventionalized form-meaning mappings, for example du coup (‘and so’) and en fait (‘actually’), and are assumed to be learned through repeated exposure. Based on this assumption, the study adopted a pretest/posttest design to explore how quantity of out-of-class target-language (TL) contact predicted the development of MWE knowledge among 41 Swedish students during a semester in France. MWE knowledge was assessed by a modified cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura, 2014). Contrary to expectations, the findings showed that quantity of out-of-class TL contact did not predict gains in MWE knowledge and add further counterevidence for the role of sheer quantity of TL contact for linguistic development in SA.

scholarly journals Limitations on the role of frequency in L2 acquisition

2021 ◽  
pp. 1-31
Author(s):  
CHRISTIANE VON STUTTERHEIM ◽  
MONIQUE LAMBERT ◽  
JOHANNES GERWIEN
Keyword(s):  
Language Use ◽  
Target Language ◽  
L2 Acquisition ◽  
Language Competence ◽  
Motion Event ◽  
Core Components ◽  
Target Languages ◽  
L1 Acquisition ◽  
Event Construal

abstract In the context of theories of statistical learning, frequency of encounter is viewed as a major driving force in L2 acquisition. The present paper challenges this position with respect to core components at the level of language competence which relate to language-specific patterns in cognitive construal. Empirical evidence from very advanced L2 speakers (L1 French, L2 English and L2 German) shows that forms and constructions which are highly frequent in the target languages in the expression of motion events are not used in a target-like form by L2 speakers. The study shows how the basis for language use which is not target-like lies at the level of event construal: conceptual frames, which are language-specific and are deeply anchored in the course of L1 acquisition, drive allocation of attention and the extraction of forms in L2 acquisition. Findings in the domain of spatial cognition show that motion event frames based on the L1 take precedence over frequency of occurrence of forms in the target language as a factor in L2 use.

scholarly journals EFL Reading Comprehension Classes with Cultural Consciousness-raising Orientation and Multicultural Personal Traits Development

2018 ◽  
Vol 8 (1) ◽  
pp. 113
Author(s):  
Hossein Samadi Bahrami
Keyword(s):  
Reading Comprehension ◽  
Personality Traits ◽  
Personality Assessment ◽  
Personality Development ◽  
Control Group ◽  
Consciousness Raising ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Efl Students ◽  
The Impact

Investment and personality development in SL learning is gaining momentum (Norton, 2000, Norton and Toohey, 2002; Kramsch, 2005; Norton, 2010). Therefore, pedagogical aspects of identity require to be investigated to facilitate learning process. This study investigated the impact of Reading Comprehension classes with consciousness-raising orientation on Multicultural Personality Traits’ development in EFL students compared with EFL students undergoing regular reading comprehension classes with no specific treatments. Eighty three EFL students in five RC classes were randomly selected. Two classes were treated as the experimental group and three classes as control group. Multicultural Personality Traits Questioner, a personality assessment questionnaire developed by Van Der Zee and Oudenhoven (2000) was used to measure their five personality features, recognized as Multicultural Personality Traits - Cultural Empathy, Open-mindedness, Social Initiative, Emotional Stability, and Flexibility. The analyses of the collected revealed that there was not a statistically significant increase in total Multicultural Personality Traits from t1 (M=268.03, SD=12.636) to t2 [M=271.14, SD=11.565, t (34) = 1.588, p≤.05]. But there was a statistically significant value found in the scores of Cultural Empathy (CE) from t1 (M=55.20, SD= 2.67) to t2 [M= 56.49, SD = 2.79, t (34) =2.35; p≤.05].

scholarly journals The Multicultural Personality Questionnaire (SF-40): Adaptation and Validation of the Spanish Version

2021 ◽  
Vol 18 (5) ◽  
pp. 2426
Author(s):  
Lynn Patricia Summerfield ◽  
Vicente Prado-Gascó ◽  
María del Carmen Giménez-Espert ◽  
Patricia Mesa-Gresa
Keyword(s):  
Interpersonal Relations ◽  
Short Form ◽  
Spanish Version ◽  
Personality Factors ◽  
Personality Questionnaire ◽  
Convenience Sample ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Five Factors ◽  
Average Variance

The coexistence of diverse cultures in our society indicates the need to examine the factors related to the success of multicultural interactions. The study aims were to examine the psychometric characteristics of the Spanish version of the Multicultural Personality Questionnaire short form (MPQ-SF40), in a convenience sample of 392 university students. Then, the effect of sex and age was assessed, and finally, the levels and percentiles of multicultural personality were measured. The scale’s validity was assessed with exploratory and confirmatory factor analysis (EFA and CFA). Reliability was evaluated with Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE). The final structure of the MPQ-SF40 consisted of 18 items grouped into five factors that present adequate psychometric properties. Sex-specific differences in MPQ-SF40 were statistically significant for factor 1, cultural empathy, and for factor 5, flexibility; women showed greater values. When age was analyzed, significant low correlations were obtained. The students showed medium to high levels of multicultural personality. The highest levels correspond to the personality factors of cultural empathy and open-mindedness. The use of the Spanish version of the MPQ-SF40 seems justified to determine students’ multicultural personality traits, developing intervention programs to improve social support and the interpersonal relations between students.

The role of social networks and intense friendships in study abroad students’ L2 use and speaking development

2020 ◽  
Vol 5 (1) ◽  
pp. 15-44 ◽  
Author(s):  
Kristof Baten
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Language Use ◽  
Target Language ◽  
Network Development ◽  
Speaking Proficiency ◽  
The Social ◽  
The Us ◽  
The Uk

Abstract This article examines the connections among self-reported social network development, L2 use, and self-perceived speaking proficiency development in a group of Belgian ERASMUS students (n = 59) who studied abroad in different European countries (Austria, France, Germany, Ireland, Italy, Spain, Sweden, and the UK). The results suggest a number of differences between the participants in this study and the US cohorts who have been traditionally the focus of previous SA research. For example, the Belgian students report high levels of proficiency in the target language before going abroad and high levels of target language use while abroad. Furthermore, a number of social network variables point to differences between the ERASMUS students in the present study and the US students featuring in previous research. Nevertheless, the results also reveal some similarities, especially with regard to the social network variables ‘size’ and ‘intensity of friendship’ which were predictors of language gains for the group of students under analysis in this study and, consequently, corroborated findings of previous studies conducted with US cohorts.

Assessing Multicultural Effectiveness Among Young Swiss People

2015 ◽  
Vol 74 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Klea Faniko ◽  
François Grin ◽  
Paolo Ghisletta
Keyword(s):  
Reliability And Validity ◽  
Total Sample ◽  
Confirmatory Factor Analyses ◽  
Language Version ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Five Factors ◽  
French Speaking ◽  
Multicultural Effectiveness ◽  
Semantic Proximity

The present paper examines the reliability and validity of the French-language version of the Multicultural Personality Questionnaire (MPQ) among young participants (N = 7,180) in French-speaking Switzerland. Consistent with previous research ( Van der Zee & Van Oudenhoven, 2000 , 2001 ; Van der Zee, Zaal, & Piekstra, 2003 ), exploratory analysis in one subsample confirmed the presence of the five factors underpinning the MPQ: Open-Mindedness, Cultural Empathy, Emotional Stability, Social Initiative, and Flexibility. Confirmatory factor analyses in a second subsample and in the total sample further confirmed the same five-factor structure. This model was modified to include correlated residuals between items with high semantic proximity. This final model obtained a satisfactory fit to the overall data. We conclude that the French version of the 37-item MPQ scale can be used to examine the attitudes associated with multicultural effectiveness in French-speaking populations.

Integrating Concordance Tools Into L2 Vocabulary Instruction

2022 ◽  
pp. 156-170
Author(s):  
Erdi Şimşek
Keyword(s):  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Vocabulary Instruction ◽  
English Language Teaching ◽  
Target Language ◽  
Historical Overview ◽  
Traditional Language ◽  
L2 Vocabulary

Since its emergence, corpora have made investigating language possible in a precise and objective way. Language practitioners are now equipped with concordancing tools that can check millions of utterances in seconds. These tools have caused a revolution in processing and analyzing a language for different purposes. Teachers now can examine the information in a textbook by referring back to corpus tools, keep track of the target language use, and infer generalizations that are hardly provided by traditional language books. After presenting a theoretical and historical overview of corpora and concordancers, this chapter discusses the role of corpora and concordancing tools in English language teaching (ELT), specifically in vocabulary instruction, and presents four corpus-based activity ideas that the classroom practitioners can easily utilize in their classes.

scholarly journals Teaching Through Discourse

2020 ◽  
Vol 6 (3) ◽  
pp. 416-420
Author(s):  
Z. Kertaeva
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Language Use ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Communicative Approach

The article discusses the role of discourse in foreign language teaching by studying previous investigations in the field of discourse analysis and communicative approach–based language teaching. Moreover, it presents an analysis of some authentic examples of target language use to prove the role of discourse to prevent possible miscommunication.

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