scholarly journals Dot the pill down: Investigating the linguistic needs of foreign rugby players and lexicon of spoken rugby discourse

2021 ◽  
Author(s):  
◽  
Stuart Benson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Fundamental Aspect ◽  
Single Word ◽  
Structured Interviews ◽  
Technical Vocabulary ◽  
Word Lists ◽  
L2 Learners ◽  
Load Analysis ◽  
Rugby Players

<p>Traditionally a sport which is played predominantly in English speaking countries such as New Zealand, England, and Australia, rugby is gaining in popularity in other countries such as Japan. International rugby competitions, such as the World Cup and Super Rugby, and increased migration of players and coaches in the sport contribute to this growth. In rugby, spoken communication with community members such as players, coaches, managers, and the referee, is a fundamental aspect of the sport. This communication presents a challenge for second language (L2) learners wanting to immerse themselves in a foreign rugby setting, in the case of Japanese players coming to New Zealand or New Zealand players going to Japan. It also presents a challenge for English for Specific Purposes (ESP) teachers who might be faced with developing courses and materials to help second language speakers learn what they need to know to play rugby in another language, and in another country. To date, no research has focused on the linguistic and communicative needs of these players. A feature of this communication is technical language, for example ruck, maul, and lineout, but no previous research has focused on the specialised vocabulary of this game. This thesis explores two aspects in the rugby domain: vocabulary, especially technical vocabulary, and the linguistic needs of foreign players and coaches in New Zealand and Japan. The study consists of two phases which were conducted to address these gaps in the research.   To find out more about the nature of vocabulary in spoken rugby, phase one contained two parts. The first part was a corpus-based analysis of television commentary and team-based rugby speech. This analysis included conducting a lexical profile and vocabulary load analysis. The findings were compared to a written corpus, containing the Laws of Rugby. The results of the vocabulary profile analysis showed that high frequency vocabulary make up the majority words in each corpora. Additionally, other lexical items such as marginal words (e.g. fillers and swear words), as well as proper nouns, are important for comprehension, depending on the type of discourse. The vocabulary load analysis found 4,000 word families plus four supplementary lists and a rugby-specific list were needed for 98% comprehension in spoken rugby discourse. Part two of the first phase investigated the nature of technical vocabulary in rugby discourse. Four single-word and multi-word unit word lists using the spoken and written corpora were developed for use in the language classroom. A total of 293 spoken and 250 written word types were selected from the corpora following frequency and semantic meaning principles to create the technical single-word lists, for example lineout, tighties, and loosies. The technical words provided 12.04% and 35.41% coverage of the corpora from which they were developed. Next, lists of technical multi-word unit lists with 223 spoken and 417 written units, such as over the ball and lineout players, were created to be used in conjunction with the technical single-word lists.   Phase two of the study utilised the results from phase one to conduct a linguistic needs analysis in New Zealand and Japan. Drawing on online surveys and semi-structured interviews, the results showed language difficulties occur throughout the rugby domain, especially when playing and practising the sport. Furthermore, general and rugby vocabulary are the two main language aspects affecting communication for both players and coaches. These findings indicate explicit instruction in spoken language is needed for L2 learners.   This thesis has methodological implications for research into spoken technical vocabulary, as well as pedagogical implications for ESP. For example, the word lists can be used to help L2 rugby players and coaches learn the vocabulary that they will encounter and be expected to use fluently in games and at practice. This means they can receive specialised support for their language needs and ultimately be able to perform at their highest level in the foreign rugby community.</p>

scholarly journals Dot the pill down: Investigating the linguistic needs of foreign rugby players and lexicon of spoken rugby discourse

2021 ◽  
Author(s):  
◽  
Stuart Benson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Fundamental Aspect ◽  
Single Word ◽  
Structured Interviews ◽  
Technical Vocabulary ◽  
Word Lists ◽  
L2 Learners ◽  
Load Analysis ◽  
Rugby Players

<p>Traditionally a sport which is played predominantly in English speaking countries such as New Zealand, England, and Australia, rugby is gaining in popularity in other countries such as Japan. International rugby competitions, such as the World Cup and Super Rugby, and increased migration of players and coaches in the sport contribute to this growth. In rugby, spoken communication with community members such as players, coaches, managers, and the referee, is a fundamental aspect of the sport. This communication presents a challenge for second language (L2) learners wanting to immerse themselves in a foreign rugby setting, in the case of Japanese players coming to New Zealand or New Zealand players going to Japan. It also presents a challenge for English for Specific Purposes (ESP) teachers who might be faced with developing courses and materials to help second language speakers learn what they need to know to play rugby in another language, and in another country. To date, no research has focused on the linguistic and communicative needs of these players. A feature of this communication is technical language, for example ruck, maul, and lineout, but no previous research has focused on the specialised vocabulary of this game. This thesis explores two aspects in the rugby domain: vocabulary, especially technical vocabulary, and the linguistic needs of foreign players and coaches in New Zealand and Japan. The study consists of two phases which were conducted to address these gaps in the research.   To find out more about the nature of vocabulary in spoken rugby, phase one contained two parts. The first part was a corpus-based analysis of television commentary and team-based rugby speech. This analysis included conducting a lexical profile and vocabulary load analysis. The findings were compared to a written corpus, containing the Laws of Rugby. The results of the vocabulary profile analysis showed that high frequency vocabulary make up the majority words in each corpora. Additionally, other lexical items such as marginal words (e.g. fillers and swear words), as well as proper nouns, are important for comprehension, depending on the type of discourse. The vocabulary load analysis found 4,000 word families plus four supplementary lists and a rugby-specific list were needed for 98% comprehension in spoken rugby discourse. Part two of the first phase investigated the nature of technical vocabulary in rugby discourse. Four single-word and multi-word unit word lists using the spoken and written corpora were developed for use in the language classroom. A total of 293 spoken and 250 written word types were selected from the corpora following frequency and semantic meaning principles to create the technical single-word lists, for example lineout, tighties, and loosies. The technical words provided 12.04% and 35.41% coverage of the corpora from which they were developed. Next, lists of technical multi-word unit lists with 223 spoken and 417 written units, such as over the ball and lineout players, were created to be used in conjunction with the technical single-word lists.   Phase two of the study utilised the results from phase one to conduct a linguistic needs analysis in New Zealand and Japan. Drawing on online surveys and semi-structured interviews, the results showed language difficulties occur throughout the rugby domain, especially when playing and practising the sport. Furthermore, general and rugby vocabulary are the two main language aspects affecting communication for both players and coaches. These findings indicate explicit instruction in spoken language is needed for L2 learners.   This thesis has methodological implications for research into spoken technical vocabulary, as well as pedagogical implications for ESP. For example, the word lists can be used to help L2 rugby players and coaches learn the vocabulary that they will encounter and be expected to use fluently in games and at practice. This means they can receive specialised support for their language needs and ultimately be able to perform at their highest level in the foreign rugby community.</p>

scholarly journals The use of collocations across proficiency levels: a literature review

2019 ◽  
Vol 10 (2) ◽  
pp. 34129
Author(s):  
Larissa Goulart
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Native Speakers ◽  
Word Association ◽  
Linguistic Competence ◽  
Single Word ◽  
Formulaic Language ◽  
Correct Word ◽  
Proficiency Levels ◽  
L2 Learners

This literature review focuses on the use of formulaic language by English as a second language students (L2). Research on the field of phraseology has shown that mastery of formulas is central for fluency and linguistic competence (Ellis, 1996). Studies on the use of formulaic language by native speakers (Ellis et al., 2008) have shown that native speakers process these structures as a single word. Considering the use of formulaic language by L2 students, research has shown that this can be problematic to learners as they do not know the correct word association (Men, 2018). This paper presents a literature review on the studies of formulaic language, more specifically of collocations, used by L2 learners. The first part of this paper deals with the different definitions of collocations, while the second part focuses on studies on collocation use by L2 learners.

scholarly journals Situation-Specific Speaking Anxiety: University-Level Students’ Experiences

2022 ◽  
Vol 12 (2) ◽  
pp. 18
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Second Language ◽  
Language Skills ◽  
Likert Scale ◽  
Major Obstacle ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
L2 Learners ◽  
L2 Learning ◽  
University Level

Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students&rsquo; attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three constructs: a) fear of speaking in English; b) fear of making mistakes in English; and c) fear of being judged by others. The findings showed that although the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations. When asked about their fear of making mistakes in front of their classmates, or of being judged by them, they agreed that in those circumstances they would experience anxiety.

scholarly journals Facilitating reflection in teletandem through automatically generated conversation metrics and playback video

2021 ◽  
pp. 88-93
Author(s):  
Aparajita Dey-Plissonneau ◽  
Hyowon Lee ◽  
Michael Scriney ◽  
Alan F. Smeaton ◽  
Vincent Pradier ◽  
...  
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Native Speakers ◽  
Structured Interviews ◽  
Qualitative Review ◽  
Confidence Levels ◽  
L2 Learners ◽  
Learning English

This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students’ confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning.

Willingness to communicate in english as a second language as a stable trait or context-influenced variable

2013 ◽  
Vol 36 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Denise Cameron
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
New Zealand ◽  
Foreign Language ◽  
Willingness To Communicate ◽  
Mixed Methods Study ◽  
Future Research ◽  
Learning Context ◽  
Structured Interviews ◽  
Qualitative Component

Whether Willingness to Communicate (WTC) is a permanent trait or is modified by situational context has previously been investigated in various studies (e.g. Cao & Philp, 2006; Kang, 2005; MacIntyre & Legatto, 2011). However, most research into WTC has been quantitative or conducted in the English as a Foreign Language (EFL) or Study Abroad situation in countries such as Canada, Japan, Korea and China. This article reports on the qualitative component of an exploratory mixed methods study in a New Zealand (NZ) university with participants who are permanent migrants from Iran. These students completed a questionnaire and participated in further in-depth semi-structured interviews. The article provides an overview of previous research into WTC and motivation in Iran and NZ as the context for these three case studies. In this study, six factors, both trait and situational, were identified as having an effect on these students’ WTC in both countries: self-perceived competence; personality; anxiety; motivation and the importance of English; and the learning context. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second Language or migrant) context and possible avenues for future research.

scholarly journals Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context

2022 ◽  
Vol 12 ◽  
Author(s):  
He Yang
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Behavioral Control ◽  
Study Data ◽  
Cultural Knowledge ◽  
Structured Interviews ◽  
Subsequent Performance ◽  
Efl Context ◽  
L2 Learners ◽  
Pragmatic Comprehension

It can be a great challenge for second language (L2) learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior (TPB). A total of 498 freshmen from a public university in China participated in the study. Data were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language (EFL) context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future.

scholarly journals #LoveRugbyRespectWomen: An exploratory study of women's interactions with New Zealand rugby culture in the night-time economy

2021 ◽  
Author(s):  
◽  
Genevieve Courtney
Keyword(s):  
New Zealand ◽  
Management Strategies ◽  
Workplace Safety ◽  
Gender Based Violence ◽  
Structured Interviews ◽  
Night Time ◽  
High Profile ◽  
Gender Based ◽  
Cultural Dominance ◽  
Rugby Players

<p>Following recent high-profile allegations of gender-based violence perpetrated by professional rugby players in contexts involving alcohol in New Zealand, concerns regarding the safety of women in the context of New Zealand rugby culture have emerged. Despite these concerns, no previous studies have explored how rugby culture is enacted in gendered environments where alcohol is consumed, nor has research considered how women in these environments perceive or experience rugby culture. This research addresses an important literature gap, by exploring how women working in licensed leisure venues perceive and experience New Zealand rugby culture. Applying a feminist lens, this qualitative study employed semi-structured interviews with fifteen women who had experience working in New Zealand’s night-time economy. This study found that experiences of violence, degradation, and sexual objectification were a routine and expected part of the women’s interactions with rugby culture. These experiences profoundly impacted their ability to enjoy and participate in rugby, compromised their feelings of workplace safety and satisfaction, and contributed to a range of adverse mental health outcomes. While alcohol was considered to exacerbate antisocial behaviours within rugby culture, the participants identified multiple pathways to rugby-related violence, all of which can be linked to a ‘Kiwi bloke’ version of masculinity that prizes heterosexuality, toughness, and alcohol consumption. Based on these findings, this research concludes that in gendered environments that involve alcohol, New Zealand rugby culture cannot be considered a safe culture for women. This study therefore emphasises the need to prioritise ways of addressing attitudes, behaviours, and approaches to masculinity within rugby culture that may be conducive to gender-based violence and, given the cultural dominance of rugby in New Zealand, serves as an urgent call for further empirical research to inform the development of violence prevention and management strategies.</p>

scholarly journals #LoveRugbyRespectWomen: An exploratory study of women's interactions with New Zealand rugby culture in the night-time economy

2021 ◽  
Author(s):  
◽  
Genevieve Courtney
Keyword(s):  
New Zealand ◽  
Management Strategies ◽  
Workplace Safety ◽  
Gender Based Violence ◽  
Structured Interviews ◽  
Night Time ◽  
High Profile ◽  
Gender Based ◽  
Cultural Dominance ◽  
Rugby Players

<p>Following recent high-profile allegations of gender-based violence perpetrated by professional rugby players in contexts involving alcohol in New Zealand, concerns regarding the safety of women in the context of New Zealand rugby culture have emerged. Despite these concerns, no previous studies have explored how rugby culture is enacted in gendered environments where alcohol is consumed, nor has research considered how women in these environments perceive or experience rugby culture. This research addresses an important literature gap, by exploring how women working in licensed leisure venues perceive and experience New Zealand rugby culture. Applying a feminist lens, this qualitative study employed semi-structured interviews with fifteen women who had experience working in New Zealand’s night-time economy. This study found that experiences of violence, degradation, and sexual objectification were a routine and expected part of the women’s interactions with rugby culture. These experiences profoundly impacted their ability to enjoy and participate in rugby, compromised their feelings of workplace safety and satisfaction, and contributed to a range of adverse mental health outcomes. While alcohol was considered to exacerbate antisocial behaviours within rugby culture, the participants identified multiple pathways to rugby-related violence, all of which can be linked to a ‘Kiwi bloke’ version of masculinity that prizes heterosexuality, toughness, and alcohol consumption. Based on these findings, this research concludes that in gendered environments that involve alcohol, New Zealand rugby culture cannot be considered a safe culture for women. This study therefore emphasises the need to prioritise ways of addressing attitudes, behaviours, and approaches to masculinity within rugby culture that may be conducive to gender-based violence and, given the cultural dominance of rugby in New Zealand, serves as an urgent call for further empirical research to inform the development of violence prevention and management strategies.</p>

Cytisine as an alternative smoking cessation product for Pacific smokers in New Zealand

2018 ◽  
Vol 21 (2) ◽  
pp. 89-95
Author(s):  
Vili Nosa ◽  
Kotalo Leau ◽  
Natalie Walker
Keyword(s):  
Smoking Cessation ◽  
New Zealand ◽  
Nicotinic Acetylcholine Receptors ◽  
Cultural Practices ◽  
Partial Agonist ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Liquid Form ◽  
Pacific People ◽  
The Pacific

ABSTRACT Introduction: Pacific people in New Zealand have one of the highest rates of smoking.  Cytisine is a plant-based alkaloid that has proven efficacy, effectiveness and safety compared to a placebo and nicotine replacement therapy (NRT) for smoking cessation.  Cytisine, like varenicline, is a partial agonist of nicotinic acetylcholine receptors, and blocks the rewarding effects of nicotine. Cytisine is naturally found in some plants in the Pacific region, and so may appeal to Pacific smokers wanting to quit. This paper investigates the acceptability of cytisine as a smoking cessation product for Pacific smokers in New Zealand, using a qualitative study design. Methods: In December 2015, advertisements and snowball sampling was used to recruit four Pacific smokers and three Pacific smoking cessation specialists in Auckland, New Zealand. Semi-structured interviews where undertaken, whereby participants were asked about motivations to quit and their views on smoking cessation products, including cytisine (which is currently unavailable in New Zealand). Interviews were recorded and transcribed verbatim, with thematic analysis conducted manually. Findings: Pacific smokers reported wanting to quit for loved ones and family, but did not find currently available smoking cessation products effective. Almost all participants had not previously heard of cytisine, but many of the Pacific smokers were keen to try it. Participants identified with cytisine on a cultural basis (given its natural status), but noted that their use would be determined by the efficacy of the medicine, its cost, side-effects, and accessibility. They were particularly interested in cytisine being made available in liquid form, which could be added to a “smoothie” or drunk as a “traditional tea”.  Participants thought cytisine should be promoted in a culturally-appropriate way, with packaging and advertising designed to appeal to Pacific smokers. Conclusions: Cytisine is more acceptable to Pacific smokers than other smoking cessation products, because of their cultural practices of traditional medicine and the natural product status of cytisine.

Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives

2019 ◽  
pp. 6-16
Author(s):  
Nadine Ballam ◽  
Anne Sturgess
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Support Staff ◽  
Learning Approach ◽  
Full Time ◽  
Parent Perspectives ◽  
Structured Interviews ◽  
Gifted Learners ◽  
Initial Cohort ◽  
Data Informed

In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.

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