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.

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 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.

scholarly journals Cultivating student understanding of context through drama and scriptwriting

2016 ◽  
Vol X (2) ◽  
pp. 22-36
Author(s):  
Matthew Michaud ◽  
Todd Hooper
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Communicative Competence ◽  
Private University ◽  
Role Playing ◽  
Student Understanding ◽  
Language Aptitude ◽  
Japanese Students ◽  
Communicative Abilities ◽  
English Instruction

This paper presents an English as a foreign language (EFL) drama in language acquisition scriptwriting project that took place at a four-year private university located in Japan. The focus of this project was two-fold: firstly, to see if students’ cognition of situational context improved after completing scriptwriting exercises, and secondly to see if role-playing the scripts increased awareness in the identification of setting, roles of speakers, and purpose while increasing language aptitude. Furthermore, this study addresses the insufficient communicative competence abilities of Japanese students who have had years of structured English study. Their lack of communicative abilities may be attributed to the method of English instruction used in Japan such as focusing on grammar and vocabulary in isolated example sentences. This lack of context in second language (L2) instruction may leave students with limited communicative competence (Brown, Collins & Duguid 1989; South, Gabbitas & Merrill 2008). If students improve their understanding of the context of language use, they may become better equipped to use the language they know. One approach that may help students improve this understanding of context is scriptwriting and drama (Belliveau & Kim 2013; Davies 1990). The results of this study indicate that participating in scriptwriting activities may improve students’ ability to identify the context of conversations.

Sources of variation in attitudes toward minority, majority and foreign language

2020 ◽  
Vol 44 (2) ◽  
pp. 170-199
Author(s):  
Sabina Halupka-Rešetar ◽  
Eleonóra Kovács Rácz
Keyword(s):  
Foreign Language ◽  
Language Attitudes ◽  
Mother Tongue ◽  
Minority Group ◽  
Minority Languages ◽  
Policy And Practice ◽  
Multilingual Education ◽  
Positive Attitudes ◽  
Majority Population ◽  
Autonomous Province

Abstract Vojvodina, an autonomous province in northern Serbia, is a historically multilingual and multicultural area where multilingual education forms a cornerstone of linguistic, educational and social policy and practice: in addition to the majority language, five minority languages are also in official use and speakers of these languages may receive education in their L1. However, such a situation does not warrant positive attitudes toward the majority language. In fact, attitudes toward the majority population have been shown to be less positive among minority group members who receive their education in their L1 (Veres 2013). In addition to this, the effect of environment (compact vs. diffuse) has been shown to interact with attitudes. The paper examines the language attitudes of 423 Hungarian L1 grammar school pupils towards (1) their (minority) mother tongue (Hungarian), (2) Serbian as the majority language and (3) English as a foreign language, based on their value judgements and taking into account numerous variables which might prove to interact with their attitudes. The results of the research are expected to add to the study of language attitudes in a multilingual context, to help us understand better language situations in areas where bilingualism is promoted and to aid the implementation of coherent language policies.

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

scholarly journals FOREIGN LANGUAGES IN ETHNIC MINORITY AREAS OF VIETNAM: ETHNIC MINORITIES’ LANGUAGE ATTITUDES TOWARDS FOREIGN LANGUAGES

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Nguyen Van Khang
Keyword(s):  
Foreign Language ◽  
Ethnic Minority ◽  
Ethnic Minorities ◽  
Socioeconomic Development ◽  
Language Attitudes ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Minority Languages ◽  
Language Attitude

When speaking of languages in ethnic minority areas of Vietnam, people often refer to ethnic minority languages and Vietnamese. Accordingly, domestic and international linguistics has mainly focused on these languages. However, along with socioeconomic development, ethnic minorities in Vietnam have witnessed significant changes in not only material and spiritual life but also people’s awareness. From the linguistic perspective, one of the most significant changes in ethnic minorities’ awareness is their outlook on foreign languages (this is called "language attitude" in sociolinguistics). This article is part of our investigations into "the situation of languages used in ethnic minorities of Vietnam". The study has revealed some major ethnic minorities’ language attitudes towards foreign languages, including the needs to know foreign languages, the necessary foreign languages to be known and the reasons for knowing foreign languages. Therefore, the article will, hopefully, make contributions to laying scientific foundations for policy-making on foreign language education in Vietnam, in general and in ethnic minorities, in particular.

scholarly journals Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach

2020 ◽  
Vol 22 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Marco Cancino ◽  
Gabriela Díaz
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Use ◽  
First Language ◽  
Language Teachers ◽  
Teacher Talk ◽  
Public High School ◽  
Wide Range ◽  
Language Alternation ◽  
Language Classes

The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.

scholarly journals Teaching English as Foreign Language by Using Different Types of Texts: the Goals

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 89-99
Author(s):  
Zamira Abdujabbarova
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Language Skills ◽  
Written Language ◽  
Teaching English ◽  
English As Foreign Language ◽  
Basic Language ◽  
Language Classroom ◽  
Different Types ◽  
Listening And Speaking

Text plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using texts in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.

scholarly journals On Translanguaging and Its Role in Foreign Language Teaching

2018 ◽  
Vol 10 (2) ◽  
pp. 41-53
Author(s):  
Tünde Nagy
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Classes ◽  
Language Classrooms ◽  
English Language Classrooms

AbstractThe idea that in foreign language classes the use of L1 can be beneficial for students is gaining ground in foreign language teaching methodology. Translanguaging is a relatively newly coined term that is often used to refer both to the process of switching between two languages and the methodology that lies behind it. After presenting the main characteristics of translanguaging and the possibility of implementing it as a pedagogical method in English language classrooms, the paper presents a translanguaging activity and also shows how the students evaluated their participation in this practice. The paper concludes that in order to employ translanguaging practices in the classroom, it is necessary to adopt a new mindset to teaching that allows for multiple language use in class and also encourages language learners to embrace their entire linguistic potential.

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