Intra-speaker variation in Chinese–English code-switching: The interaction between cognitive and contextual factors

2017 ◽  
Vol 22 (6) ◽  
pp. 740-762 ◽  
Author(s):  
Hong Liu
Keyword(s):  
English Language ◽  
Social Cognitive ◽  
Language Attitudes ◽  
Code Switching ◽  
Situational Factors ◽  
Structured Interviews ◽  
Dynamic Interactions ◽  
Positive Attitudes ◽  
Quantitative Analyses ◽  
Online Posting

Aims and objectives: This study examines intra-speaker variation in code-switching (CS) by comparing the frequency and pattern of CS across two different interaction modes (interview speech and online posting) based on the same individuals. This study also explores the reasons why these speakers exploit their linguistic repertoire variably in different modes. Methodology: I interviewed 40 Chinese–English bilinguals based in London and collected their speech data by recording the semi-structured interviews. Written data were obtained by collecting the participants’ posts on Sinaweibo, a popular Chinese social media. A detailed questionnaire was also administered among the participants to gather information on their language attitudes and other social backgrounds. Data and analysis: For each participant, 30 minutes of the interview were analyzed and 50 posts were chosen for written CS analysis. Quantitative analyses were performed to describe the frequency and pattern of CS. The use of CS across interaction modes was further compared and analyzed against the specific characteristics of each mode and also against the participants’ language attitudes. Findings: Results of quantitative analyses show that these participants used significantly more amount and more complex pattern of CS in their online posting. The suggested reason points to an elevated processing demand which is related to the nature of bilingualism and the level of synchronicity of interaction mode. Results of qualitative analyses also suggest that the participants’ positive attitudes towards CS and English language, both overtly expressed and covertly implied, contributed to the varying degree of CS use. Originality: This study is among the first attempts to compare CS data across different interaction modes based on same individuals. Comparative data of this kind are quite scarce in the international literature. Significance/implications: The findings highlight and provide insights into the dynamic interactions between social, cognitive, and situational factors under the surface of linguistic practice.

Individual variation in attitudes towards Chinese-English code-switching

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hong Liu
Keyword(s):  
English Language ◽  
Language Use ◽  
English Proficiency ◽  
Language Attitudes ◽  
Mainland China ◽  
Code Switching ◽  
High Status ◽  
Language And Culture ◽  
The Social ◽  
Quantitative Analyses

Abstract This paper aims to improve our understanding of the social psychology of code-switching by investigating societal attitudes towards two types of Chinese-English code-switching, insertions of English words in Chinese sentences and switching to English at clausal boundaries in Chinese. It examines how subjects’ evaluation of code-switching is influenced by their general language attitudes and language use associated with network exposure. The subjects were recruited from four different cities in mainland China. They participated in an online perception experiment and completed a socio-biographical questionnaire. Quantitative analyses show that clausal switching was rated as the least likable CS mode, but at the same time was considered as having high status as an indication of high English proficiency. Their evaluation was mainly influenced by their general attitudes towards English language and culture. Network exposure also played a marginal role, affecting their judgement of the speaker’s English proficiency.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

scholarly journals Acculturation through Code-Switching Linguistic Analysis in Three Short-Stories: “Invierno”, “Nilda” and “The Pura Principle” (Díaz 2012)

2021 ◽  
Vol 61 ◽  
pp. 59-79
Author(s):  
María Jesús Sánchez ◽  
Elisa Pérez-García
Keyword(s):  
Short Stories ◽  
Foreign Language ◽  
English Language ◽  
Formal Education ◽  
Age Of Acquisition ◽  
Code Switching ◽  
Cultural Aspects ◽  
Language Research ◽  
Quantitative Analyses ◽  
Lexical Density

The purpose of this article is to investigate whether Yunior, a character and narrator in the three short stories under study, “Invierno”, “The Pura Principle”, and “Nilda”, becomes absorbed into American culture or obtains a positive relationship with this culture without losing his Dominican identity. Quantitative analyses of the vocabulary in the L1 code-switches (Spanish) and of the L2 (English) vocabulary used by Yunior in the stories were carried out to appraise his linguistic progression. Code-switching was analyzed because it gives insights into how situation and context influences language use and why the characters use the language they do. The results obtained, by means of three common lexical measures used in foreign language research (lexical density, age of acquisition and lexical sophistication), allowed us to assess Yunior’s change of identity. According to the acculturation model, Yunior becomes acculturated in the host country, showing progression and integration with many cultural aspects of American life and the English language due to his formal education and early age of acquisition of L2.

scholarly journals The integration of mobile learning among esl teachers to enhance vocabulary learning

2020 ◽  
Vol 1 (2) ◽  
pp. 28
Author(s):  
Hafizah Muhamad Kassim ◽  
Nur-Ehsan Mohd Said
Keyword(s):  
English Language Learners ◽  
Mobile Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Handheld Devices ◽  
Research Approach ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Use Of Technology ◽  
Positive Attitudes

<p>This study intended to describe seven ESL teachers’ integration and their attitudes toward mobile learning (m-learning) as a tool to facilitate students in vocabulary lessons. Mobile learning is a new way to access learning content using handheld devices where mobile technology is integrated into routine teaching activities. The concept is grounded on a theoretical foundation where the mobile application is used as a tool to enhance learning. A qualitative research approach was employed for data collection and analysis in the study. Seven respondents of ESL teachers at secondary schools participated in a series of semi-structured interviews. The interview protocol was adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT) to understand the ESL teachers’ practice regarding the integration of mobile learning. Findings from the study indicated that the ESL teachers integrated mobile learning in their teaching due to its functionality in enhancing English language learners’ vocabulary learning. The study indicated that the teachers considered mobile learning as necessary and a convenient type of learning while displaying positive attitudes towards the integration of mobile learning. Regardless of their length in service or volition, mobile learning is seen as one of the many useful tools that facilitate vocabulary lessons.</p>

scholarly journals Investigating Omani College Teachers’ Perspective on Critical Media Literacy

2021 ◽  
pp. 259-272
Author(s):  
Asma Al Aufi
Keyword(s):  
Media Literacy ◽  
English Language ◽  
Middle Eastern ◽  
Language Teachers ◽  
Social Progress ◽  
Structured Interviews ◽  
Critical Media Literacy ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Critical Media

Despite the numerous benefits presented within Critical Media Literacy (CML) in understanding societies, cultures, and even our values globally, the lack of teacher preparation, including English language teachers, in teaching (CML) skills remains noteworthy. Such education could arm teachers with sufficient media literacy competence to pass on to students’ capabilities in democratic self-expression and social progress. The research gap that exists, therefore, leads to this qualitative research study where the aim is to explore how a group of five College EFL teachers in a Middle Eastern institution in Oman relate to critical media awareness. This is by deconstructing a US film entitled ‘Freedom Writers’ (2007) to discuss issues related to social injustice, prejudice, and violence in society. The method used to collect data was semi-structured interviews. The interview questions, guided by a semiotic Inquiry Graphics (IG) approach, aimed to capture those EFL teachers’ interpretations, values, and beliefs relevant to CML and their subsequent intentions to teach CML in their future English classrooms. The findings suggest that although the teachers demonstrated positive attitudes and increased awareness of CML, they lacked confidence in applying it and needed to expand their perceptions of CML further. Generally, they viewed CML as being helpful for students in its ability to develop their criticality and citizenship. However, the teachers stressed the harsh realities of a packed curriculum and restrictive program requirements that may obstruct any comprehensive implementation of CML education at a university level, an issue that merits further consideration.

scholarly journals How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

2021 ◽  
Vol 5 (2) ◽  
pp. 277
Author(s):  
Reza Anggriyashati Adara ◽  
Novita Puspahaty
Keyword(s):  
Social Media ◽  
Qualitative Study ◽  
Language Learning ◽  
Extrinsic Motivation ◽  
English Language ◽  
Personal Communication ◽  
Structured Interviews ◽  
Extrinsic Factors ◽  
Efl Learners ◽  
Positive Attitudes

The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.

scholarly journals Language attitude of undergraduate students towards English at English Education Department

LingTera ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 10-18
Author(s):  
Setyo Wati
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
English Education ◽  
Language Attitudes ◽  
Mixed Method Research ◽  
Education Department ◽  
Positive Attitudes ◽  
Cognitive Behavioural ◽  
Significant Difference ◽  
Students Attitudes

This research aims to: (1) describe the language attitudes of undergraduate students of English Education Department of Surakarta Muhamamadiyah University toward English language in terms of their behavioural, cognitive, and affective aspects; and (2) investigate the differences in language attitudes of undergraduate students towards English across gender and length of study at English education department of Surakarta Muhammadiyah University. This research employed a mixed method research design to collect, analyse and to mix both quantitative and qualitative data in a single study. Researcher used theory in a quantitative study to provide an explanation about the relationship among variables in the study. Thus, it is essential to have grounding in the qualitative study. The results of the study are as follows. The undergraduate students have different language attitudes, in terms of cognitive, behavioural, and affective aspects of language attitudes towards English. There is a statistic difference in the undergraduate students’ language attitudes towards English across gender. The attitudes of male undergraduate students towards English are higher than that of female ones indicating more positive attitudes towards English. It means that there is a rejection of the null hypothesis, because there is a significant difference between male and female undergraduate students’ attitudes towards English. There is a difference among the three groups in terms of length of English study. The freshman group showed slightly higher language attitudes compared with those of the other two groups.

scholarly journals Learners' attitudes and motivation to learn english

2014 ◽  
Author(s):  
Ιρέν Χοβανισιάν
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Sixth Grade ◽  
Future Research ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Positive Attitudes ◽  
Almost All ◽  
The Impact

The aim of the present study is to examine attitudes and motivation to learn English among Greek learners of the sixth grade of primary school and the third grade of lower secondary school in relation to variables such as age, gender and language attainment level. What is more, this study seeks to explore the extent to which Greek learners are aware of the concept of English as an International Language (EIL) and their attitudes towards and motivation to learn EIL or at least to incorporate some EIL-related features into their English language learning.The data were collected in 27 state schools (13 primary schools and 14 lower secondary schools) in the eastern and western parts of Thessaloniki, Greece. Both quantitative and qualitative approaches were adopted with the overall number of 1,142 survey respondents and the total of 31 interviewees. The data elicitation tools employed were a 71-item attitude/motivation questionnaire, which explored learners’ attitudes towards English, towards learning English at school, towards the native speakers of English and learners’ motivation to learn English for a plethora of reasons; the Oxford Quick Placement Test, which measured the respondents’ language attainment level; and a concise questionnaire used for the short semi-structured interviews. The results of the study highlight that age is the most influential variable across almost all attitude/motivational variables, in which young learners are reported to have more positive attitudes and a higher level of motivation. With regard to the impact of proficiency level, more proficient learners have more positive attitudes towards English and are motivated to learn English for instrumental reasons and for personal enjoyment. In addition, the results show that gender is not influential, and this finding leads to the assumption that, with special reference to English, attitudes and motivation seem to have become gender-neutral. The qualitative data obtained from the short interviews amplified and enriched the findings of the study by providing a more insightful and detailed picture of the learners’ attitudes and motivation.Suggestions for future research and a number of pedagogical recommendations are made on how to increase and sustain learners’ attitudes and motivation and to raise learners’ awareness of EIL, based on the findings of the present study.

scholarly journals Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL)

2018 ◽  
Vol 6 (1) ◽  
pp. 12 ◽  
Author(s):  
Farah Jamal Abed Alrazeq Saeed
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Structured Interviews ◽  
Positive Attitudes

The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted -language learning (CALL) and its effectiveness in the process of learning the English language.  In order to fulfill the study’s objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students’ beliefs towards CALL. Twenty- one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.

scholarly journals Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University

2016 ◽  
Vol 9 (3) ◽  
pp. 248 ◽  
Author(s):  
Raniah Hassen Kabooha
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Learners ◽  
Reflective Journals ◽  
Positive Attitudes ◽  
Preparatory Year ◽  
English Language Institute

<p>The present study sought to examine the attitudes of Saudi English as a foreign language (EFL) learners as well as teachers towards the integration of English movies in their classes as a tool to develop students’ language skills. Fifty female intermediate level students studying English in their Preparatory Year Program (PYP) in the English Language Institute (ELI) at King Abdul-Aziz University (KAU), Jeddah, Saudi Arabia, participated in the study. Questionnaires were administered to the students to investigate their perceptions towards the integration of English movies in their classes to develop their language skills. The researcher also conducted semi-structured interviews with both students and teachers to explore their perceptions towards the use of movies in their classes. In addition, teachers were required to write reflective journals regarding the use of movies in their classes. The findings of the study indicate that both students as well as teachers had positive attitudes towards the use of movies in their classes to improve students’ language skills. The study offers pedagogical implications for EFL instructors with respect to the integration of films in their classrooms to improve students’ language learning. Well-selected movie materials could enhance students’ language learning process and increase their motivation to learn the target language.</p>

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