scholarly journals Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation

2008 ◽  
Vol 24 (1) ◽  
pp. 35-63 ◽  
Author(s):  
Jenifer Larson-Hall
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Attitudes ◽  
Empirical Studies ◽  
Age Effects ◽  
Group Affiliation ◽  
Language Aptitude ◽  
Input Language ◽  
Statistical Correlations ◽  
Different Levels

This study examined whether a younger starting age is advantageous in a situation of minimal exposure to an instructed foreign language (≤ 4 hours classroom contact per week). Previous theoretical and empirical studies indicated there should be no advantage for an earlier start. Japanese college students who started studying English between ages three and twelve ( n = 61) were examined on a phonemic discrimination ( /l/w) and grammaticality judgement task (GJT). After controlling for language aptitude and amount of input, statistical correlations were found between starting age and scores on the GJT ( r = —.38) but not the phonemic task ( r = .03). These earlier starters were also compared to peers who began study in junior high at age twelve or thirteen ( n = 139) on the same measures. The earlier starters were found to score statistically higher on the phonemic but not morphosyntactic measure, and this remained true in an ANCOVA analysis where total amount of hours of study input were controlled for. A robust ANCOVA testing for differences at different levels of input found interesting interactions between group affiliation and amount of input. Language attitudes were also tested. The evidence shows there can be perceivable age effects for linguistic measures even in a situation of minimal exposure to a foreign language, but these may not emerge until a substantial amount of input has been gained.

scholarly journals Status Quo and Comparative Study of Fujianese College Students’ Language Abilities, Language Attitudes and Language Use

2021 ◽  
Vol 3 (6) ◽  
pp. 36-49
Author(s):  
Chengshou Tong
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Use ◽  
Language Attitudes ◽  
Minority Languages ◽  
Language Aptitude ◽  
Language Abilities ◽  
Language Classes ◽  
Using Data ◽  
Listening And Speaking

The study undertakes a diachronic comparative analysis of college students’ Mandarin, dialect, English use status, language aptitude, and language attitudes between 2015 and 2020 using data from a questionnaire of Fujian Province college students. The findings show that: (1) Mandarin’s function and status are increasing, resulting in a situation in which Mandarin is the dominant language and multiple language codes, such as dialects and English, coexist; (2) Mandarin use is increasing, while dialect use is decreasing; (3) Mandarin and English listening, speaking, reading, and writing skills are improving, while dialect listening and speaking skills are deteriorating; (4) Although Fujianese college students have a higher overall opinion of Mandarin, dialects, and English, their views toward Mandarin, dialects, and other languages are deteriorating. Based on this, the paper proposes curriculum ideology and politics in foreign language classes, as well as a variety of strategies to preserve Fujian’s strong dialects and scientifically protect weak dialects and endangered minority languages.

Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students

2008 ◽  
Vol 35 (1) ◽  
pp. 54-60 ◽  
Author(s):  
Sherry Mee Bell ◽  
R. Steve McCallum ◽  
Emily R. Kirk ◽  
Katherine Sager Brown ◽  
Emily J. Fuller ◽  
...  
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Psychometric Properties ◽  
Language Attitudes ◽  
Attitudes And Perceptions

The Implementation of CLIL and Attitudes Towards Trilingualism

2009 ◽  
Vol 157 ◽  
pp. 23-43 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Language Attitudes ◽  
Negative Impact ◽  
Minority Language ◽  
Educational Systems ◽  
Autonomous Community ◽  
Positive Attitudes ◽  
Inherent Feature ◽  
Official Languages

Abstract Linguistic and cultural diversity is becoming an inherent feature of most schools in Europe. This is specially so in contexts such as the Basque Autonomous Community in Spain, where the presence of two official languages (Basque and Spanish) is complemented by the early teaching of English, which sets out as early as the age of four in the majority of schools. Nevertheless, the low foreign language command of Spanish students in general and the Basque students in particular has led to the implementation of CLIL experiences, which have been mushrooming in the last decade. Some voices have been raised though against the ever increasing presence of English due to its probable negative impact on language attitudes, especially on attitudes towards Basque. Many efforts have been made to normalize the situation of Basque at school and some scholars consider that these achievements can be jeopardized if the minority language yields too much space to the two international languages (Spain and English). In this paper the effect of CLIL programmes on attitudes towards trilingualism is examined through a holistic questionnaire completed by 277 secondary students. The results obtained demonstrate that CLIL can help to boost positive attitudes towards trilingualism at school, a matter of the utmost importance due to the ever increasing number of multilingual educational systems in Europe.

An assessment of language attitudes as a mediator in the stereotypes–L2 motivation linkage

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Larisa Nikitina ◽  
Fumitaka Furuoka
Keyword(s):  
Foreign Language ◽  
Language Attitudes ◽  
Positive Impact ◽  
Applied Linguistics ◽  
Statistical Procedure ◽  
Motivational Factor ◽  
Mediating Role ◽  
L2 Motivation ◽  
Context Of Learning

AbstractApplied linguists and language educators have long acknowledged the prominent role that language attitudes play in the process of selecting and learning an additional language. The current study examines a mediating role of language attitudes in the Stereotypes–L2 motivation linkage in the context of learning a foreign language, an area which remains comparatively underexplored. It provides a detailed description of – and rationale for – applying a statistical procedure based on the Baron–Kenny method, which is rarely used in applied linguistics research. The findings indicate that stereotypes and language attitudes had a positive impact on L2 motivation when the former two variables were examined separately in two different analyses. However, when all the three variables were analysed together, language attitudes were found to remain a motivational factor while the stereotypes ceased to be such. This suggests that stereotypes had an indirect effect on L2 motivation through language attitudes. Hence, language attitudes were a mediating variable in the Stereotypes–L2 motivation linkage assessed by the Baron–Kenny method. These findings have some pedagogical implications.

scholarly journals First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

2021 ◽  
Vol 11 (6) ◽  
pp. 294
Author(s):  
Samantha LeBouef ◽  
Jodi Dworkin
Keyword(s):  
College Students ◽  
Family Support ◽  
Empirical Research ◽  
First Generation ◽  
Empirical Studies ◽  
First Generation College Students ◽  
Research Literature ◽  
Empirical Literature ◽  
First Generation College ◽  
Research Narrative

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

scholarly journals Beyond a Dichotomous Understanding of Online Anonymity: Bridging the Macro and Micro Level

2021 ◽  
pp. 136078042110197
Author(s):  
Lina Eklund ◽  
Emma von Essen ◽  
Fatima Jonsson ◽  
Magnus Johansson
Keyword(s):  
Empirical Studies ◽  
Online Auctions ◽  
Future Research ◽  
Plural Form ◽  
Contentious Issue ◽  
Online Anonymity ◽  
Complex Process ◽  
Theoretical Synthesis ◽  
Micro Level ◽  
Different Levels

Anonymity on the Internet is a contentious issue; by some seen as an important freedom to be protected, while others argue for increased identification to protect groups at risk of exploitation. The debate reflects a dichotomous view of online anonymity; you are, or you are not anonymous. However, anonymity is a complex process played out on different levels and defined by various actors. While empirical studies show this, theoretical synthesis is lacking. This essay provides perspective on anonymity online by comparing two critical cases, online auctions and online gaming, we corroborate results from a 4-year interdisciplinary project with researchers from sociology, economics, and computer and system sciences. We argue that one should talk about anonymities in plural form, as online anonymity is not a state but a relational process. We put forth a conceptual model, which unpacks online anonymity as interdependent macro structures – legal, commercial, and technological – and micro/meso facets – factual, social group, and physical – to be used in future research.

scholarly journals Sprachnormbezogene Akkommodation in der Hochschullehre

2020 ◽  
Vol 72 (1) ◽  
pp. 33-62
Author(s):  
Philip C. Vergeiner
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Group Membership ◽  
Language Attitudes ◽  
Tertiary Education ◽  
Sociocultural Context ◽  
Standard Variety ◽  
Structured Interviews ◽  
Rule Analysis ◽  
The Relationship

AbstractThis paper examines the relationship between accommodation processes and social norms in varietal choice within tertiary education in Austria. The investigation consists of (a) a content analysis of metalinguistic statements in semi-structured interviews and (b) a variable rule analysis of actual language variation in university lectures.The findings show that there are norms prescribing that listeners must have at least be able to comprehend a particular variety, whereas accommodation to actual language use does not appear to be required to the same extent. However, the norms depend strongly on group membership: while there is a norm prescribing the use of the standard variety in the presence of speakers of German as a foreign language, there is no such norm for Austrians vis-à-vis people from Germany, although speakers from both groups may lack the ability to understand the respective nonstandard varieties. This difference can be explained by the sociocultural context and differing language attitudes.

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