Foreign Language Learning Contexts Research Articles

DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts. Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

A MOVE ANALYSIS OF CONFERENCE ABSTRACTS IN APPLIED LINGUISTICS - PEDAGOGICAL IMPLICATIONS FOR TEACHING AND LEARNING ENGLISH FOR ACADEMIC PURPOSES

This current paper presents the findings of move analysis of conference abstracts from the British Association for Applied Linguistics (BAAL). Reviewing different core perspectives of move analysis such as Biber et al. (2007); Swales (1981, 1990); Santos (1996), the paper employed suitable approaches namely Biber et al. (2007) for move identification and Santos (1996) for the analysis of moves in order to examine common linguistic features identified in the moves that are used to serve the social and communicative purpose of conference abstracts. The findings revealed that moves 1 (situating the research), 2 (presenting the research), and 3 (describing the methodology) are frequently included in the conference abstracts, whereas moves 4 (summarizing the results) and 5 (discussing the research) can be less frequent. It is concluded that this persuasive writing genre possesses 3 obligatory or strongly prototypical moves and 2 optional ones. Finally, some pedagogical implications are derived from the findings to inform further practice with regard to teaching and learning English for Academic Purposes (EAP) in second and foreign language learning contexts.

Dynamic assessment of phonological awareness in young foreign language learners: predictability and modifiability

Dynamic assessment has been recognized as a nonbiased approach to evaluating language learning potential among children who do not have equal access to the target language. However, it remains to be determined whether the graduated prompting approach of dynamic assessment is feasible in foreign language (FL) learning contexts as FL learners may not benefit from the small number of prompts administered in a single test session. The study explored the feasibility of a dynamic assessment of phonological awareness by examining its predictability of spelling performance in young FL learners and its potential to reveal learners’ modifiability in phonological awareness. Fourth-grade learners of English as a FL (N = 50) took two phonological awareness measures (dynamic and static) and two FL spelling tests (real words and pseudowords), along with a questionnaire of prior FL learning experience. Results showed that dynamic phonological awareness uniquely predicted performance in both spelling tests after controlling for static phonological awareness and FL learning experience. Performance on phonological awareness improved from the first to the second half of the dynamic measure but not in the static measure. These findings suggest that a dynamic measure holds promise for enhancing prediction of spelling performance and evaluating modifiability of phonological awareness in young FL learners.

DEVELOPMENT OF FLOW STATE SCALE IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

The flow theory with its components ‘anxiety’, ‘boredom’, ‘skills’ and ‘challenges’ can be associated with foreign language learning contexts. Although there are some attempts in several studies to examine the link between EFL context and the flow theory, no scale to measure the flow state in EFL context has been found in the related literature. The study presents the development and validation of the Flow State Scale in English as a Foreign Language Context (FSSEFL). A cross-sectional research design was used in the study. The scale was administered to a total of 438 students at Department of Foreign Languages at a state university in Turkey. Both exploratory and confirmatory factor analyses were conducted to the data collected from two separate participant groups in the study. The findings suggest that FSSEFL provides a valid and reliable instrument for the flow state in EFL context. The scale has three-factor structure with 10 items. The explained variance of the scale is 71.80% and alpha values are ranged from 0.78 to 0.82. Article visualizations:

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

A expansão argumentativa na escrita de Multimodal Essays na graduação em Letras Língua Inglesa

This research aims to discuss the relevance of multimodality (KRESS, 2003, 2010) in the expansion of argumentation (LIBERALI, 2013, 2016) in written multimodal essays on the Language Arts Undergraduate course. This implies investigating the relevance and contribution which the Pedagogy of Multiliteracies (COPE & KALANTZIS, 2009), focusing on the multimodality of texts, can bring to the teaching of foreign languages in an academic context. This discussion emerges from a concern about the gap between language practice in academic contexts and the real use of language in Recent Modernity (MOITA LOPES, 2006, 2013); since it does not disassociate theory and practice, and relates to English as a Foreign Language learning and teaching contexts, our study belongs within the scope of Applied Linguistics (CELANI, 2009; MOITA LOPES, 2006, 2013; RAJAGOPALAN, 2006, 2013; DAMIANOVIC, 2005). It is based on a project which took place at UFPE, on the Language Arts Undergraduate course conducted by the research group LIGUE/CNPq (languages, school and teaching) focused on uniting pedagogical practices and the real needs of current times students. The focal data is based on a project carried out by students of English VI on the Language Arts Undergraduate course exploring the Pedagogy of Multiliteracies, focusing on multimodality. For the data analysis we focus on the argumentative expansion that occurred throughout the three versions of this focal Multimodal Essay, using some of the enunciative, discursive and linguistic aspects of the argumentative language (LIBERALI, 2013) as guiding elements. Results show that there was argumentative expansion in written language due to the use of multimodal support by the students in their texts. Moreover, we believe that the intertwining of argumentation and multimodality studies as well as its use in current English teaching methodologies might help to reduce the gap between the English language classroom and the real linguistic demands of its students.

The Effectiveness of Using Youtube for Vocabulary Mastery

The study is to examine the improvement in vocabulary comprehension and maintenance of English as foreign language students at SMK Maárif 1 of Kebumen because of this of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred intermediate level learners aged between 14-17 years old participated in the study. Students were divided into two organizations: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the analysis reveal that the group who viewed the YouTube clips outperformed the group who was simply not subjected to YouTube videos in the posttest. The results clearly show that YouTube offered statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also exposed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching

The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

The Edinburgh Companion to Children's Literature ed. by Clémentine Beauvais and Maria Nikolajeva

Reviewed by: The Edinburgh Companion to Children's Literature ed. by Clémentine Beauvais and Maria Nikolajeva Nina Goga Companions are needed both in life and literature. Old companions do not need to be rejected because new ones appear. New companions are not necessarily better than old ones, but they may be different and hence able to offer new perspectives, guide through unexplored fields, and confront or challenge with their surprising queries. This also applies to The Edinburgh Companion to Children's Literature, compiled and edited by Clémentine Beauvais and Maria Nikolajeva. The two editors have gathered together a team of twenty-four skilled researchers, including themselves. Even though most of them are affiliated with Anglo-American institutions, they still cover a wide range of topics. The Companion is structured in three parts. The first part contains eleven chapters dealing with contemporary directions in children's literature scholarship. Amongst these, there are several related to the larger field of ecocriticism, such as the chapters on posthumanism (Flanagan), animal studies (Jaques), feminist ecocriticism (Curry), and spatiality (Carroll). The large number of chapters concerned with environmental and ecocritical issues is indicative of overall changes within the field of children's literature research. In comparison, The Cambridge Companion to Children's Literature (2009) contains only one chapter on animal and object stories and one on fantasy's alternative geography. It seems that in 2009 these two chapters were samples of "what comes next?" The second part offers eight chapters on contemporary trends in children's and young adult literature, covering themes of great current interest, such as seriality (Kümmerling-Meibauer), translation (Lathey), and picturebooks in foreign language learning contexts (Mourão). It also covers chapters on what may be the most difficult field to circumscribe, namely digital or multimodal children's literature. More (technically) descriptive than literary explorative, these chapters may prove to be difficult for inexperienced students. Perhaps the field itself has grown too vast and disparate to be covered within a few chapters. The editors, Beauvais and Nikolajeva, state that their companion first of all seeks to "capture the most recent trends and phenomena in children's and young adult literature itself as well as international research; to anticipate the possible new avenues that research can take" (5). While the current trends and phenomena are considered in the first two parts, new avenues are explored in the third and final part, called "Unmapped Territories." Among the contributors to this part are, in addition to the editors themselves, three scholars who also authored other chapters in the volume (Kokkola, Joosen, and Flanagan). The nine chapters that constitute this part are generally shorter and more suggestive than the other chapters. The topics covered range from distant reading to evolutionary criticism and genetic studies. Regardless of the compelling labels, some of the proposed territories turn out to be less unmapped than one might initially think. Several chapters in the volume could be put forward as outstanding examples of academic thinking and writing; Vanessa Joosen's chapter on age studies in children's literature [End Page 69] is a case in point. Its purpose is "to explore how any age influences the human body, mind and behavior and how relationships between generations are shaped" (79). Joosen clearly states the focus of the chapter, maps the theoretical framework, and provides the readers with an instructive close reading of a selected children's book. Finally, the author calls upon other scholars to pay attention to age in children's literature: "children's literature studies needs to draw more on age studies to address the construction of age for young readers if it does not want to reproduce age-related prejudice naively" (88). It has been a true delight for the reviewer to discover The Edinburgh Companion to Children's Literature to be an up-to-date, wide-ranging, and future-oriented companion that can be recommended to a broad audience. It is an inspiring encouragement to map new territories of children's literature or to carefully reconsider and nuance those already sketched. Nina Goga Western Norway University of Applied Sciences Copyright © 2018 Bookbird, Inc.

Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.

On the relationship between multiple intelligences and self-actualization among Iranian EFL learners

The present study aimed at taking steps to draw language instructors to new educational approaches in foreign language learning context in which the learners’ potentials concerning target language skills are realized at their maximum rate. To that end, the researchers opted to investigate the correlation between multiple intelligences theory and self-actualization to find out if any of the intelligence types as well as total multiple intelligence scores are significantly related to learners’ self-actualization. To collect the data, 278 junior students majoring in English language teaching and English literature at B.A. level were randomly selected from several universities of Razavi Khorasan province, Iran to answer the questionnaires. After the two completed questionnaires of multiple intelligences and short index of self-actualization were collected, the data were analyzed by Statistical Package for the Social Science (SPSS) software. The results revealed that among nine multiple intelligence types; naturalist, linguistic, logical-mathematical, intrapersonal, and existential intelligences are significantly related to self-actualization. Furthermore, it was demonstrated that there is a statistically significant relationship between total multiple intelligence scores and self-actualization. Finally, multiple regression analysis was run to find out the intelligence type that makes the most contribution to the prediction of self-actualization. The results showed that intrapersonal intelligence is the best predictor of self-actualization which uniquely explained 6.8 percent of the variance in self-actualization score.

Relações entre os conceitos “cultura, identidade e diferença” e o exame de proficiência EPPLE

The present work discusses how aspects such as identity, culture and difference are important aspects in for language teaching and learning environments. Using Woodward's (2011) definition that identity is marked by difference, we considered these aspects in foreign language teaching and learning contexts when we learn the laguage of others. In addition, we present a proficiency exam called EPPLE, aimed at language teachers, and we suggest the implementation of a task that addresses cultural issues, because we need to prepare language teachers that search not only for their linguistic and pedagogical knowledge construction, but also for their understanding about culture, identity and difference.

Learner Autonomy and Playful Learning: Students' Experience of a Gamified Application for French as a Foreign Language

Learner autonomy is a central theme in foreign language learning (FLL) research and is encouraged by the Common European Framework of Reference for Languages. In Norway, the national curriculum for foreign languages also emphasises the importance of taking charge of one's own learning. Games and gamification are perceived as ways to foster and develop learner autonomy in FLL classes. However, only a few studies have researched these assumptions in practice. The present study investigates the emergence of learner autonomy in relation to the use of a gamified application for a French-as-a-foreign-language course. The application was developed and implemented for a whole school year in a second-year class of a Norwegian upper-secondary school. Interview data, the data log, and observation data were collected to analyse the students' use of the application in practice. The study shows that the application supports the emergence of learner autonomy. The students take control of the learning activity and create their own learning paths. These results are promising for the use of gamification in FLL contexts. The structure of the gamified application provides a frame within which students could develop their learner autonomy and participate in the collaborative dimension of learning.

Explicit Feedback, Implicit Feedback and Learner Beliefs on Corrective Feedback: Does Cultural Factor Influence Learner’s Preference of Corrective Feedback?

This study compared the learner preferences for particular types of error correction between two distinct cultural groups in the foreign language learning context. The learners of English from a Chinese university and L2 Chinese Learners from an American university participated in the study. Repeated measures ANOVAs and Pairwise comparison revealed that certain background factors that may predict beliefs and some beliefs about feedback may be shared across the cultures.

Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context

Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of other motivation models. Despite this, the potential of this theory has not been seriously examined in foreign language contexts and its relevance to more recent motivation models has not been tested. Having this in mind, an effort was made in this study to evaluate a proposed model including three components of action control theory (hesitation, preoccupation, and volatility), three constituents of L2 motivational self system (ideal L2 self, ought-to L2 self, and learning experience) and learners’ motivated behavior in an Iranian context. Five hundred ten Iranian high school students who studied English as a foreign language in three language institutes completed two questionnaires containing items on the dimensions of actions control theory (ACS-90), the components of L2 motivational self system and also learners’ motivated behavior. The final model demonstrated some negative impacts of hesitation, preoccupation, and volatility on learners’ motivated behavior and their L2 learning experience. Iranian learners’ ideal L2 self and L2 learning experience were found as the main motivators stimulating learners’ motivated behavior. Their ideal L2 self and volatility positively correlated with each other and there was a negative relationship between learners’ ought-to L2 self and hesitation. The study concludes with certain pedagogical implications.

La comunicación, interacción y entendimiento en la Europa multicultural a través de la actualización de los programas de formación del profesorado especialista en lengua extranjera

La consolidación de Europa como una unidad territorial tras la II Guerra Mundial condiciona la aparición de un trasfondo multilingüístico y multicultural sin precedentes. La política lingüística del Consejo de Europa estará enfocada principalmente a garantizar la comunicación, el enriquecimiento, la comprensión y la cohesión territorial y social entre los estados de la<br />unión. Este objetivo origina toda una serie de necesidades y exigencias a las que se habrá que dar respuesta desde las Administraciones educativas. La labor de estas consiste en continuar la trayectoria iniciada por el Consejo de Europa y establecer los objetivos que deben plantearse las instituciones educativas para contribuir de ese modo al logro de ese entendimiento y cohesión europeos. A partir de este momento, se empieza a hablar, por ejemplo, del aula como único contexto de aprendizaje de otras lenguas europeas y se apunta a la figura del docente como único responsable del proceso de enseñanza y aprendizaje.<br />Inspirados por esta descripción de la nueva realidad lingüística y cultural continental y por las intenciones de la política lingüística y educativa europea, creemos necesario plantear una investigación que sirva para proyectar luz sobre dos aspectos esenciales. En primer lugar, será necesario establecer cuáles son esas necesidades y exigencias que la nueva política lingüística<br />europea ha originado. Y, en segundo lugar, será necesario realizar un análisis de un modelo de programa de formación del nuevo profesorado especialista en lengua extranjera concreto para descubrir si se está teniendo éxito en la habilitación del nuevo docente como fuente de conocimiento lingüístico y cultural para el aula de Educación Primaria o si, por el contrario, los esfuerzos realizados desde el marco del Espacio Europeo de Educación Superior no constituyen la respuesta que la nueva Europa multicultural y multilingüe de este siglo XXI requiere.

<b>Teletandem: integrating e-learning into the foreign language classroom

This paper aims at describing the characteristics of a blended foreign language learning context in which a series of teletandem sessions has been integrated into the syllabus of an EFL course at UNESP (in Sao Jose do Rio Preto). It focuses on the changes that have been made in the implementation of teletandem practice so that it became a pedagogic activity that is embedded in an EFL course with a number of tasks to be performed and subject to the professor’s assessment. It is argued that such modifications have made it possible to characterize a new modality of teletandem in Brazil: institutional-integrated teletandem (Aranha & Cavalari, 2014). This new modality, as implemented at UNESP-Rio Preto, entails the presence of some constituent elements, such as preparation of participants, integration of tasks and of assessment.

The repositioning of literature in French foreign language teaching in South Africa: Performing dialogue, diversity and difference

The aim of this article is to address the repositioning of the literary text within the field of French Studies at tertiary level in South African universities. While language acquisition constitutes a major thrust of French at tertiary level, literature plays an important symbolic role, representing a disciplinary tradition evident in both corpus and teaching methods. Social transformation and the emergence of new teaching/learning models have seen academics inscribing new kinds of symbolic and cultural value to the literary text. The data set draws on a series of interviews conducted with academics working in the field of French Studies at university level in South Africa in 2011 and 2012. A qualitative method of analysis is used. The disciplinary “performance” described in both discourse and practice reveals that academics are distancing themselves from traditional approaches in their shift from text-centredness to learner-centredness and are carving out a new place for francophone literature in the South African context by “performing” its teaching as part of the democratic project. The emerging disciplinary ethos coincides significantly with reader reception theory and French foreign language pedagogy and further sheds light on the cultural and pedagogical roles literature can play in foreign language teaching and learning contexts. Key words : French Studies; South Africa; university; literature; teaching; repositioning

A Corpus-Based Study of Similes in British and American English

This study aimed to investigate the forms of similes and the types of nouns following them and their frequency in different simile constructions. It also unveils the implications that can be drawn from the findings for English as Foreign Language (EFL) learning contexts. More specifically, this study attempts to find out the most frequent nouns following similes in different constructions in two generalized corpora, namely the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). These similes were identified, retrieved and ranked in a descending order according to their frequencies per one million words. Results indicate that similes, unlike other multi-word units are changeable as different nouns with varying frequencies ranging from one to fifty three were shown to follow each of the similes under investigation. For instance, frequencies of nouns following the simile as good as were as follows: gold (53), (the) people (30), men (14), money (9), and cash (8). These results stood in contrast to the beliefs and opinions of some native speakers of English who view similes as fixed forms, very much like formulaic expressions and thus associated exclusively with certain nouns. The study calls on teachers and instructors to take these findings into account when teaching similes in the EFL context. Additional research is recommended on other similes such as, as sweet as sugar and as cold as ice, for instance in BNC and COCA to confirm or invalidate the findings reported in this research.

A Corpus-based Study of Similes in British and American English

This study aimed to investigate the forms of similes and the types of nouns following them and their frequency in different simile constructions. It also unveils the implications that can be drawn from the findings for English as Foreign Language (EFL) learning contexts. More specifically, this study attempts to find out the most frequent nouns following similes in different constructions in two generalized corpora, namely the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). These similes were identified, retrieved and ranked in a descending order according to their frequencies per one million words. Results indicate that similes, unlike other multi-word units are changeable as different nouns with varying frequencies ranging from one to fifty three were shown to follow each of the similes under investigation. For instance, frequencies of nouns following the simile as good as were as follows: gold (53), (the) people (30), men (14), money (9), and cash (8). These results stood in contrast to the beliefs and opinions of some native speakers of English who view similes as fixed forms, very much like formulaic expressions and thus associated exclusively with certain nouns. The study calls on teachers and instructors to take these findings into account when teaching similes in the EFL context. Additional research is recommended on other similes such as, as sweet as sugar and as cold as ice, for instance in BNC and COCA to confirm or invalidate the findings reported in this research.