The role of intentions and outcomes in the foreign language effect on moral judgements

We explore the origin of the foreign language effect on moral judgements by assessing whether language context alters the weight given to intentions and outcomes during moral judgement. Specifically, we investigated whether foreign language contexts, compared with native ones, may lead people to focus more on the outcomes of an action and less on the intentions behind it. We report two studies in which participants read scenarios in which the actor’s intentions and the resulting consequences were manipulated. As previously shown, people considered both the actor’s intentions and the action’s outcomes when assessing the damage, cause, moral wrongness, responsibility, and punishment deserved. However, although the foreign language context reduced the impact of intentions on damage assessment, the overall effect of intention and outcomes on these variables was mainly the same in the foreign and the native language contexts. We conclude that differential weighting of intentions and outcomes is unlikely to account for the impact of foreign language use on moral judgement.

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Linguistic Markers and Stylistic Attributes of Hedging in English Academic Papers Written by Native and Non-Native Speakers of English

MANUSYA ◽

10.1163/26659077-01801001 ◽

2015 ◽

Vol 18 (1) ◽

pp. 1-22

Author(s):

Amara Prasithrathsint

Keyword(s):

Foreign Language ◽

Academic Writing ◽

Language Use ◽

Native Speakers ◽

Linguistic Features ◽

Linguistic Markers ◽

Native Speakers Of English ◽

English Academic Writing ◽

The Impact

Hedging means mitigating words so as to lessen the impact of an utterance. It may cause uncertainty in language but is regarded as an important feature in English academic writing. The purpose of this paper is to analyze the style of academic writing in English with particular reference to the significant role of hedging and the linguistic features that mark it. The data was taken from academic articles in the humanities written by native speakers of English, Filipino speakers of English, and Thai speakers of English. It is hypothesized that speakers of English as a foreign language use fewer and different hedging devices than native speakers of English. The result of the analysis shows that the prominent linguistic markers of hedging are the auxiliaries may, might, could, the verbs suggest, appear, seem, and the adverbs perhaps and often. They are divided into three groups according to their stylistic attributes of hedging; namely, probability, indetermination, and approximation. The use of hedging found in the data confirms what Hyman (1994) says; i.e., that hedging allows writers to express their uncertainty about the truth of their statements. It is also found that English native speakers use hedges most frequently. The Filipino speakers of English are the second, and the Thai speakers of English use hedges the least frequency. This implies that hedging is likely to be related to the level of competence in English including knowledge of stylistic variation, and that it needs to be formally taught to those who speak English as a second or foreign language.

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The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

English Language Teaching ◽

10.5539/elt.v9n5p134 ◽

2016 ◽

Vol 9 (5) ◽

pp. 134 ◽

Cited By ~ 1

Author(s):

Muhammad Saleem Khan

Keyword(s):

Community College ◽

Second Language ◽

Foreign Language ◽

Secondary Students ◽

English Language ◽

Language Use ◽

Native Language ◽

Vocabulary Learning ◽

Target Language ◽

The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

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Recycling in Babel: The Impact of Foreign Languages in Rule Learning

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17113784 ◽

2020 ◽

Vol 17 (11) ◽

pp. 3784

Author(s):

Eneko Antón ◽

Natalia B. Soleto ◽

Jon Andoni Duñabeitia

Keyword(s):

Foreign Language ◽

Native Language ◽

Rule Learning ◽

Foreign Languages ◽

School Students ◽

Future Directions ◽

Environmental Decisions ◽

Language Context ◽

The Impact ◽

Better Than

Environmental decisions and prosocial behaviors have been shown to be emotionally mediated, and language is at the core of emotions. The language context can alter the way decisions are made, and using a foreign language tends to favor an analytic approach to the decision and reduce its emotional resonance. In the present work, we explored whether or not the strategic use of a native vs. a non-native language could alter the learning of rules that are at the basis of our environmental behavior. To test this, elementary school students carried out a series of tasks that required recycling the employed materials at the end of the session. Children had to put each kind of material used in the corresponding container following basic association rules, resembling the process that they would do at home when recycling. Some students received the whole set of instructions and rules in their native language, while others received them in their foreign language. When the recycling behaviors were compared, results showed that participants who were instructed in their non-native language followed the rules better than their natively instructed peers. These results are discussed in the light of different perspectives, and future directions in the strategic use of language contexts are considered.

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THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING

Studies in Second Language Acquisition ◽

10.1017/s027226311900072x ◽

2020 ◽

Vol 42 (4) ◽

pp. 891-903 ◽

Cited By ~ 1

Author(s):

Candice Frances ◽

Angela De Bruin ◽

Jon Andoni Duñabeitia

Keyword(s):

Foreign Language ◽

Language Use ◽

Native Language ◽

Content Learning ◽

Language Context ◽

Better Than

AbstractPrior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one neutral description, which was read either in their native language (Spanish) or in their foreign language (English). Participants remembered facts they heard in positive semantic contexts better than those learned in neutral semantic contexts and did better in their native than their foreign language. Importantly, there was no interaction between language and emotionality, suggesting that the previously reported decrease in emotionality in a foreign language might not extend to all areas of foreign language use.

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History and Morality

10.1093/oso/9780198858713.001.0001 ◽

2020 ◽

Author(s):

Donald Bloxham

Keyword(s):

Foreign Country ◽

Moral Thought ◽

Majority Opinion ◽

The Past ◽

Wide Range ◽

Moral Judgements ◽

Value Judgements ◽

The Impact

Against majority opinion within his profession, Donald Bloxham argues that it is legitimate, often unavoidable, and frequently important for historians to make value judgements about the past. History and Morality draws on a wide range of historical examples, and its author’s insights as a practising historian. Examining concepts like impartiality, neutrality, contextualization, and the use and abuse of the idea of the past as a foreign country, Bloxham’s book investigates how the discipline has got to the point where what is preached can be so inconsistent with what is practised. It illuminates how far tacit moral judgements infuse works of history, and how strange those histories would look if the judgements were removed. Bloxham argues that rather than trying to eradicate all judgemental elements from their work historians need to think more consistently about how, and with what justification, they make the judgements that they do. The importance of all this lies not just in the responsibilities that historians bear towards the past—responsibilities to take historical actors on those actors’ own terms and to portray the impact of those actors’ deeds—but also in the role of history as a source of identity, pride, and shame in the present. The account of moral thought in History and Morality has ramifications far beyond the activities of vocational historians.

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English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽

10.1515/multi-2016-0012 ◽

2018 ◽

Vol 37 (3) ◽

pp. 275-304 ◽

Cited By ~ 3

Author(s):

Jette G. Hansen Edwards

Keyword(s):

Hong Kong ◽

English Language ◽

Language Use ◽

Native Speakers ◽

Native Speaker ◽

Native Language ◽

Educational Background ◽

Government School ◽

The Impact ◽

At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

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CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽

10.14746/n.2020.55.1.2 ◽

2020 ◽

pp. 11-26

Author(s):

Jolanta Sujecka-Zając

Keyword(s):

Foreign Language ◽

English Language ◽

Sense Making ◽

Main Function ◽

Important Place ◽

Nature And Culture ◽

Language Environment ◽

Language Context ◽

The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

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COMMUNICATIVE ORIENTED EDUCATION

Scientific Papers Collection of the Angarsk State Technical University ◽

10.36629/2686-7788-2021-1-1-352-355 ◽

2021 ◽

Vol 2021 (1) ◽

pp. 352-355

Author(s):

Nadezhda Grin

Keyword(s):

Foreign Language ◽

Native Language ◽

Effective Means ◽

Real Situation ◽

The Real ◽

Communicative Approach

This article discusses the communicative nature and the communicative principle of learning. Special attention is paid to the role of the video film as an effective means of teaching intercultural communi-cation in a foreign language. The communicative approach allows you to model a language situation that is close to the real situation of communication, without using your native language.

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