scholarly journals The influence of code-mixing and speaker information on perception and assessment of foreign language proficiency: An experimental study

2011 ◽  
Vol 16 (4) ◽  
pp. 453-466 ◽  
Author(s):  
Raphael Berthele
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Production ◽  
Background Information ◽  
Assessment Scores ◽  
Swiss German ◽  
Code Mixing ◽  
Other Information ◽  
The One ◽  
Academic Potential

The study draws on different lines of research on the influence of social and other information on the evaluation of language production in school contexts. On the one hand, names or other background information is well known to influence teachers and other gatekeepers’ evaluations, and on the other hand, code-switching and other non-standard features in pupils’ language production are also known to affect assessment outcomes not only of linguistic skills but also of general academic potential. Taking into account these two research traditions, this study investigates the influence of different ethnically marked names and code-switches on teachers’ evaluations of pupils’ oral proficiency in French as a foreign language. Three authentic oral texts were rerecorded once by inserting German words and once without such inserts. Additionally, these samples were presented either as stemming from a bilingual Swiss German native or from a multilingual Swiss-German Serbian boy. A total of 157 future teachers rated the speech samples with respect to different dimensions (fluency, correctness, but also the pupil’s academic potential in general). The analyses provide evidence for positive and negative stereotyping of the Serbian first name, and there is also an unexpected interaction with code-mixing into German: without insertional mixing, the texts with a Balkan name are perceived as being superior, but with such mixing this superiority is lost and turns into significantly lower assessment scores.

scholarly journals Code Mixing in Novel Anak Rantau by Ahmad Fuadi (Sociolinguistic Study)

2018 ◽  
Vol 5 (5) ◽  
pp. 324
Author(s):  
Riyan Terna Kuswanto ◽  
Muhammad Rohmadi ◽  
Slamet Supriyadi
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Daily Life ◽  
The Novel ◽  
Code Mixing ◽  
Foreign Culture ◽  
Analysis Strategy ◽  
Data Collection Technique ◽  
The One ◽  
Internal Code

The bilingual and multilingual background of Indonesian community makes Indonesians able to speak at least in two languages. Due to the influence of globalization and the entry of foreign culture, many Padang people, especially Minang tribes, interact by mixing languages in their daily life interactions. This study describes and explains the code mixing contained in Anak Rantau novel by Ahmad Fuadi. This research is a qualitative research using content analysis strategy. Data collection technique used is documentation technique using sociolinguistic theory. The sources of the data in this study are the texts quoted from the novel Anak Rantau. The results of the analysis show that there are two types of code mixing commonly used by the Minang tribe community. The internal code mixing is mixing it with elements that are originated from the original or cognate language. External code mixing is the one which its elements are from a foreign language.

scholarly journals Begrijpelijkheid en accent bij beginnende NT2-leerders

2021 ◽  
Vol 26 (2) ◽  
pp. 195-221
Author(s):  
Bart Deygers ◽  
Carolien Frijns
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
First Year Students ◽  
Advanced Learners ◽  
Content Type ◽  
Highly Educated ◽  
Educational Backgrounds ◽  
Beginning Learners ◽  
The One

Abstract In social interaction, foreign language accent and comprehensibility impact how we perceive our conversational partners. In recent years, research interest in these constructs has been on the rise, while many issues remain underexposed. These issues include the relationship between comprehension and accent on the one hand, and background variables of both learner and assessor on the other. Since most research to date has been conducted with highly educated and advanced learners of English as a second or foreign language, we do not know to what extent those results can be generalised to a wider population that includes beginning learners of Dutch as a second language from various educational backgrounds. In addition, little research has been done into the comparability of the judgements of trained and non-trained assessors. In the current study, we compared the judgments of four trained evaluators with the intuitive judgments of 272 non-trained evaluators (first-year students at various Educational Bachelor’s Programmes in Primary Education). The first group of raters evaluated the speaking performance of 116 learners of Dutch as a second language using standardised criteria, the second group used more subjective criteria. The results show that the two groups of evaluators make very similar judgements and that these judgements are mainly related to two background variables: the nature of the NT2 course the learners followed (also an indicator of prior education and cognitive ability) and the level of language proficiency of the course.

scholarly journals Clip Thinking and Its Influence the Teaching Methodology

2021 ◽  
Author(s):  
Ekaterina Aleksandrovna Drozdova ◽  
Yuliya Viktorovna Shuyskaya
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Full Time ◽  
Work Study ◽  
Television Programs ◽  
The People ◽  
Other Information ◽  
The One

The research is devoted to the issues of the so-called clip thinking impact on teaching methods in modern higher education. The survey was conducted among teachers of the Institute of Foreign Languages of the People Friendship University of Russia, Moscow. Teachers, teaching both full-time and evening students (n = 24) were interviewed. Clip thinking is one of the results of widespread digitalization and is expressed in the inability to focus on the same subject for more than a minute or two. This feature is inextricably linked with the multi-tasking of a modern person who constantly checks for new messages on social networks, is distracted by online messenges, news and other information that appears in his / her smartphone or computer, while maintaining focus on the main issue (work, study) in the “background”. Clip thinking features are taken into account by television, cinema and animation: if in films and television programs created before the ubiquitous distribution of the Internet, the same scene could last 5–10 minutes, then in modern films switching between scenes is much more frequent, and when editing TV programs one the frame does not hold on the screen for longer than 10–20 seconds. Teaching in the conditions of clip thinking should and can, on the one hand, adapt to the audience’s characteristics, and on the other hand, try to develop the student and instill in him / her the ability to focus for a longer period of time. In the context of teaching a foreign language, which implies an emphasis on practical work, it is quite simple to maintain a balance: since a different type of speech activity is used in the work of a foreign language teacher, various types of texts and visual material can be offered for students to work, it’s enough to provide the teacher with relatively quick switching between these activities. Keywords: teaching, teaching methods, digitalization, clip thinking, discrete teaching

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

How much Artistic Freedom is permitted when it comes to Language? - Analysis of a Crime Novel

2018 ◽  
Vol 5 (2) ◽  
pp. 50-60
Author(s):  
Manuela Svoboda ◽  
Petra Zagar-Sostaric
Keyword(s):  
Foreign Language ◽  
German Language ◽  
Direct Speech ◽  
Small Talk ◽  
Language Analysis ◽  
Crime Novel ◽  
Blood Relative ◽  
German Origin ◽  
Artistic Freedom ◽  
The One

Abstract In this article a closer look will be taken at the issue of inaccurately using a foreign language, i.e. German in this particular case, in a crime novel or thriller. Of course, in fiction the author has complete artistic freedom to invent and present things as he/she intends and it doesn`t necessarily have to be realistic or legitimate. But what happens when it comes to an existing language being quoted in fiction? For this purpose David Thomas’ thriller “Blood Relative - How well do you know the one you love?” is analysed regarding parts in which German quotes are used. As the plot is located partly in England and partly in former East Germany (GDR) and the protagonist’s wife is of German origin, direct speech, titles and names are used in German. Subsequently, they are translated into English by the author in order to be understood by the English reader. However, there are many grammar, spelling and semantic mistakes in these German expressions and common small talk quotes. This begs the question, is it justified to disregard linguistic correctness with regards to artistic freedom given the fact that we are dealing with a fictional thriller, or is it nevertheless necessary to be precise concerning foreign language usage? How far may one “test” their artistic freedom in this particular case? In order to answer these questions a detailed analysis of the thriller is performed, concerning artistic freedom and modern literature/light fiction as well as the German language used in quotes and direct speech.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

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