Social Structure, Agency and Second Language Learning

Relay Journal ◽  
2020 ◽  
pp. 257-275
Author(s):  
Magdalena Avila Pardo

This paper examines the issue of the relationship between agency and social structure in the language learning process. It looks at the extent to which contextual conditions impact on learners’ desire to invest in language learning. It employed the critical realist lens to explore the use of English as a foreign language (EFL) amongst undergraduate students in the city of Cancun, which was consciously created as a tourist hub in Mexico. English is identified as desired linguistic and cultural capital, a product of social structure, and students’ investment in language learning as examples of agency. A critical realist theoretical and methodological approach was taken to investigate, using an ethnographic qualitative approach to collecting and collating the data. Alongside a range of data, 11 student informants were taken for in-depth analysis to explore why language learners choose to shape or resist their access to EFL.

Author(s):  
Karen Dunn ◽  
Janina Iwaniec

Abstract A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.


2021 ◽  
Vol 7 (2) ◽  
pp. 61-82
Author(s):  
Christopher J. L. Hughes ◽  
Jamie Costley ◽  
Christopher Lange

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   


2016 ◽  
pp. 15
Author(s):  
Mariana Giaretto ◽  
Victoria Naffa

ResumenEn este trabajo analizamos las relaciones entre tomas de tierras y Estado, en elAlto Valle de Río Negro en Argentina. En un contexto general de especulacióninmobiliaria, por la que se encarecen los precios de alquileres y terrenos, y depolíticas de vivienda selectivas y acotadas, los sectores populares acceden aun espacio en la ciudad mediante tomas de tierras. Frente a estos conflictos,el Estado, en sus diferentes niveles y poderes, despliega una forma deintervención basada en la criminalización de las luchas por tierra y vivienda.Al mismo tiempo, el poder ejecutivo nacional crea la Secretaría de Acceso alHábitat, para posibilitar la intervención política orientada a la regularizaciónde los asentamientos. Sin embargo, esta intervención tiende a reinscribir laproblemática habitacional en el campo político, para reducirla a un conflicto“entre partes”, eludiendo la responsabilidad estatal.Desde un enfoque metodológico cualitativo, seleccionamos como referenteempírico el caso del asentamiento de Villa Obrera en Fiske, Menuco (Gral.Roca), y las técnicas de recolección de datos se basan en fuentes secundarias,como expedientes judiciales y normativa, y en fuentes primarias como son losrelatos de los protagonistas mediante entrevistas individuales y colectivas.Palabras clave: tomas de tierras, Estado, criminalización de los conflictos.Conflicts caused by land occupation and modesof State intervention: analysis of an experience ofAlto Valle in Río Negro (Argentina)AbstractThis paper analyzes the relationship between State and land occupation,at Alto Valle in Río Negro, Argentina. In a general context of real estatespeculation, where rents and land prices are expensive, and a policy ofselective and limited housing, popular sectors can have access to a spacein the city through land occupation. In front of these conflicts, the Statein its different levels and powers, displays a form of intervention basedon the criminalization of struggles for land and housing. At the sametime, the national executive creates the Secretariat of Access to Habitat,oriented to allow political intervention for the regularization of settlements.However, this intervention tends to re-register the housing problems in thepolitical arena, reducing it to a conflict “between parties” and eluding theresponsibility of the State.From a qualitative methodological approach, we selected as empirical referencethe case of the settlement of Villa Obrera in Fiske, Menuco (GeneralRoca). The techniques of data collection are based on secondary sources, suchas policy and legal records, and primary sources as the stories of protagoniststhrough individual and collective interviews.Keywords: land occupation, State, criminalization of conflicts.Conflitos sobre ocupações de terras e modos deintervenção do estado: análise de uma experiênciado Alto Valle do Rio Preto (Argentina)ResumoEste trabalho analisa as relações entre a posse de terra e o Estado, no AltoValle do Rio Preto, na Argentina. Num contexto geral da especulaçãoimobiliária, por qual se encarecem os preços do aluguel e das terras, e depolíticas de habitação seletivas e limitadas, os setores populares acedem aum espaço na cidade através de ocupações de terras. Frente a estes conflitos,o Estado, em seus diferentes níveis e poderes, desenvolve uma forma deintervenção com base na criminalização das lutas pela terra e vivenda. Aomesmo tempo, o poder executivo nacional cria a Secretaria de Acesso àHabitat para possibilitar à intervenção política orientada a regularização dosassentamentos. No entanto, esta intervenção tende a registrar os problemasde habitação no campo político, para reduzi-la a um conflito “entre aspartes”, iludindo a responsabilidade do Estado.A partir de uma abordagem metodológica qualitativa, foi selecionado comoreferência empírica o caso do Assentamento de Villa Obrera em Fiske,Menuco (Gral. Roca), e as técnicas de recolecção de dados são baseados emfontes secundárias, como expedientes judiciais e normativos, e em fontes primárias como são as histórias dos protagonistas através de entrevistasindividuais e coletivas.Palavras-chave: tomada de terras, Estado, criminalização dos conflitos.


2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.


Author(s):  
Vehbi Turel

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.


Author(s):  
Shaoqun Wu ◽  
Ian H. Witten

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.


Author(s):  
Mai Samir El-Falaky

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.


2020 ◽  
Vol 40 ◽  
pp. 134-142 ◽  
Author(s):  
Sible Andringa ◽  
Aline Godfroid

AbstractIn this final contribution to the issue, we discuss the important concept of generalizability and how it relates to applied linguists’ ability to serve language learners of all shades and grades. We provide insight into how biased sampling in Applied Linguistics currently is and how such bias may skew the knowledge that we, applied linguists, are building about second language learning and instruction. For example, our conclusions are often framed as universally-applying, even though the samples that have given rise to them are highly specific and Western, Educated, Industrialized, Rich, and Democratic (WEIRD; Henrich, Heine, & Norenzayan, 2010). We end with a call for research and replication in more diverse contexts and with more diverse samples to promote progress in the field of Applied Linguistics as ARAL celebrates its 40th anniversary.


1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.


Author(s):  
Sonya Bird

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.


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