Second Language Research Articles

Mitigating ethnic minority students’ Foreign language anxiety through Co-learning in Chinese as an additional language classrooms: A transpositioning perspective

Recent studies on ethnic minority students in Hong Kong have highlighted the difficulties they face when learning Chinese-as-an-Additional-Language (CAL). These linguistic challenges can cause anxiety and hinder their integration into Hong Kong society. Transpositioning is an emerging notion in the field of Applied Linguistics and involves individuals stepping out of their assigned roles and adopting different perspectives through translanguaging. It has been argued that engaging in transpositioning can potentially engage students’ learning and participation in classroom interaction. However, there is limited research on how multilingual classroom teachers can suspend their social roles to alleviate students' anxiety while learning a second language in classrooms. This paper seeks to fill this research gap by examining how a Chinese teacher creates a safe translanguaging space for co-learning, which allows him to move beyond his predefined social roles and alleviate ethnic minority students' anxiety in learning CAL. The study uses Multimodal Conversation Analysis to analyse classroom interaction data. The fine-grained classroom analysis is triangulated with the video-stimulated-recall-interviews with the teacher and students which are analysed using Interpretative Phenomenological Analysis. The paper argues for a Transpositioning-Translanguaging-Co-Learning approach to reduce students' anxiety related to CAL learning. By positioning both the teacher and students as equal contributors to knowledge, this can foster student engagement and active participation in classroom interactions.

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Hierarchical neural processing in γ oscillations for syntactic and semantic operations accounts for first- and second-language epistemology.

We discuss event-related power differences (ERPDs) in low- and broadband-γ oscillations as the embedded-clause edge is processed in wh-dependencies such as Which decision regarding/about him/her did Paul say that Lydie rejected without hesitation? in first (L1) and second language (L2) French speakers. The experimental conditions manipulated whether pronouns appeared in modifiers (Mods; regarding him/her) or in noun complements (Comps; about him/her) and whether they matched or mismatched a matrix-clause subject in gender. Across L1 and L2 speakers, we found that anaphora-linked ERPDs for Mods vs. Comps in evoked power first arose in low γ and then in broadband γ. Referential elements first seem to be retrieved from working memory by narrowband processes in low γ and then referential identification seems to be computed in broadband-γ output. Interactions between discourse- and syntax-based referential processes for the Mods vs. Comps in these ERPDs furthermore suggest that multidomain γ-band processing enables a range of elementary operations for discourse and semantic interpretation. We argue that a multidomain mechanism enabling operations conditioned by the syntactic and semantic nature of the elements processed interacts with local brain microcircuits representing features and feature sets that have been established in L1 or L2 acquisition, accounting for a single language epistemology across learning contexts.

Navigating affective and sensory fluidity in plurilingual and intercultural pedagogies in English language and literacy classrooms

This article examines the transformation of Australian EAL/D (English as an additional language/dialect) classrooms, transitioning from a monolingual focus on Standard Australian English (SAE) to embracing plurilingual and intercultural approaches in English language and literacy teaching and learning. Employing hermeneutic phenomenological and narrative analyses, the study reflects on the lived experiences of 16 English teachers who learned English as an additional language and migrated to Australia. The research highlights the significance of fluid affective processes, cultural responsiveness, plurilingualism, and intercultural identity development in language and literacy classrooms. Findings emphasise the central role of affect in EAL teaching and its implications for cultural responsiveness and linguistic diversity. The lived experiences of these teachers underscore the transformative potential of diverse teaching strategies that resonate with students on affective and cultural levels. Implications include fostering plurilingual literacy and identity development, promoting global identity, and cultivating intercultural capabilities among learners and educators. Ultimately, the article highlights the paradigm-shifting power of English language and literacy education when enriched with empathy, creativity, and a commitment to linguistic and cultural diversity. This approach not only enhances EAL/D education but also offers valuable insights and implications for other areas of the curriculum and pedagogical practices, promoting a more inclusive and responsive educational environment across disciplines.

Pragmatic competence and pragmatic tolerance in foreign language acquisition—revisiting the case of scalar implicatures

Abstract Previous L2 studies used binary Truth-Value-Judgment (TVJ) tasks to investigate L1–L2 differences in scalar implicature derivation (some X implicates some but not all X). They examined participants’ judgments of sentences with weak scalar expressions (“Timothy ate some of the pretzels”) when stronger ones are true (“Timothy ate all of the pretzels”). Some studies indicate adult L2 learners are less likely than L1 users to accept such statements while others found the opposite, concluding that implicature derivation is “costly” for L2 learners, rendering them less pragmatically competent than L1 users. Importantly, related L1 research suggests that TVJ tasks only capture sensitivity to under-informativeness. This sensitivity might be completely overridden by metalinguistic attitudes in binary tasks, whereas graded tasks reveal nuanced judgment patterns. Exploring L2 response behaviors, we tested English L1 speakers and competent German L2 English learners using binary and graded tasks. In both tasks, we found evidence of pragmatic responding with no evidence of differences between groups. Bayes factor analyses of the graded data favored H0 over the hypotheses that L2 learners provide fewer or more rejections to under-informative input than L1 learners. We explore implications for L2 learners’ pragmatic abilities, differences with previous studies, and the role of TVJ tasks in under-informative contexts.

Consistent social odor representation across 7 languages: the Social Odor Scale translation and validation.

The Social Odor Scale (SOS) is a 12-item questionnaire initially developed and validated in Italian and German to investigate self-reported awareness of social odors, which are odors emanating from the human body that convey diverse information and evoke various emotional responses. The scale includes a total score and 3 subscales representing social odors in the respective categories: romantic partner, familiar, and strangers. Here, we aimed to (i) replicate the validation of the Italian and German versions of the SOS, (ii) translate and validate the SOS into multiple additional languages (French, English, Dutch, Swedish, Chinese), and (iii) explore whether the factor structure of each translated version aligns with the original versions. Confirmatory Factor Analysis (CFA) supported the scale's structure, yielding a good fit across all languages. Notable differences in SOS mean scores were observed among the different languages: Swedish participants exhibited lower social odor awareness compared to the other groups, whereas Chinese participants reported higher social odor awareness compared to Dutch and Swedish participants. Furthermore, SOS scores correlated with respondents' geographical location, with higher (i.e. northern) latitudes linked to lower social odor awareness. These results corroborate the SOS as a valid and reliable instrument, especially for the SOS total score and the Familiar and Partner factors, emphasizing the influence of individual and geographic factors on social odor awareness.

ChatGPT for L2 pronunciation teaching and learning

Abstract This article analyses how ChatGPT may be used in L2 pronunciation teaching and learning, especially when explicit pronunciation instruction is integrated into a communicative approach to language teaching. The possible use of ChatGPT for production practice, listening practice, and obtaining explanations and examples of target L2 features is discussed and exemplified. Limitations of the tool for pronunciation work are also discussed alongside some challenges that L2 learners and L2 teachers may face when using the tool. The article concludes that ChatGPT may be incorporated into teachers’ and learners’ array of technology tools for teaching or learning L2 pronunciation. However, ChatGPT should be regarded as a complementary tool to other pronunciation teaching and learning resources. Above all, ChatGPT cannot replace interaction through formal instruction with teachers and other L1 or L2 speakers of English in the development of L2 pronunciation.

Speech production skills of bilingual children using cochlear implants

Abstract Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4–11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical hearing. Data were collected about the percentage of consonant correct (PCC) and vowel correct (PVC) produced in French and intelligibility in all languages they spoke. Bilingual and monolingual children with CIs had comparable speech accuracy in French, but the pattern differed, impacting PCC for bilinguals and PVC for monolinguals. Most children with CIs had accurate and intelligible speech in French, but few bilingual children with CIs were highly intelligible in their home language. Therefore, bilingualism did not impede the speech production outcomes of bilingual children with CIs in the language of the wider community.

Sociolinguistic monitoring and L2 speakers of English

Abstract This study contributes to a growing body of research on the social meanings of linguistic variation with particular interest in the cognitive processes governing their emergence. Our research follows in the tradition of Labov et al.’s (2011) work on the sociolinguistic monitor, a cognitive mechanism hypothesized to track quantitative linguistic variation and prompt social evaluations (Labov et al. 2011. Properties of the sociolinguistic monitor. Journal of Sociolinguistics 15(4). 431–463). Previous research shows that L1 English listeners are sensitive to frequency variation, but it is unclear whether this also applies to L2 listeners. This study thus replicates Labov et al.’s (2011) original experiment in a context where English is primarily acquired through L2 instruction. To test the generality of sociolinguistic monitoring, we investigate L2 listeners’ sensitivity to quantitative differences in sociolinguistic variation (ing) as well as proficiency-based variation. Since participants were L1 speakers of (Austrian) German, we tested evaluations of varying realizations of /θ/ ([θ]/[s]), /d/ ([d]/[t]), and /w/ ([w]/[v]). Experiments included 135 participants, who rated several versions of newscaster test passages regarding professionalism. Our data shows that both sociolinguistic and proficiency-based variation are monitored and evaluated by L2 listeners, albeit to different extents. This supports the assumption that the focus of the monitoring process is socially meaningful variation that includes L1 sociolinguistic but also L2 proficiency-based features.

Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis

AbstractThis study investigates whether syntactic unification occurs during online L2 sentence comprehension using time‐frequency analysis. We measured the oscillatory power changes in native English speakers and L1‐Cantonese L2‐English speakers while they were reading well‐formed English sentences, syntactically intact nonsense sentences, and random word lists. Additionally, we conducted traditional ERP analyses to test L2 speakers’ sensitivity to NP‐internal number (dis)agreement. The results show that low‐beta power significantly increased in the L2 group when reading not only well‐formed sentences but also nonsense sentences, replicating the pattern found in the L1 group. This suggests that syntactic unification occurs in L2 comprehension as reliably as in L1 comprehension. However, L2 speakers did not show increased positivity for NP‐internal number disagreement, indicating that they have not developed native‐like sensitivity to this syntactic error. The implications of these time‐frequency and ERP data for L2 sentence processing and syntactic development are discussed.

Asynchronous virtual exchange and young English learners’ intercultural communicative competence

Abstract Virtual Exchange, by definition, connects groups of students in different countries for online intercultural communication (Lewis & O’Dowd, 2016). This exploratory study presents and analyses an asynchronous video exchange between sixth grade students in two countries with the goal of exploring which of Byram’s objectives for intercultural communicative competence (2021) can be addressed with young learners. The asynchronous video exchange project presented in this article was carried out between young English learners in Germany and English L1 speakers in the United States. Transcripts and observation notes from project meetings in Germany and transcripts of two videoconferences held with the two groups at the beginning and end of the exchange were analyzed qualitatively using Byram’s objectives for intercultural communicative competence (2021) as deductive codes in order to reveal which objectives were addressed during the exchange project. Eighteen of Byram’s 30 objectives were addressed to some degree in the current project. Those objectives will be discussed and considerations for future exchanges will be presented in view of these initial results.

Investigating the Association of Chinese EFL Students' Growth Mindset, Grit, and Foreign Language Enjoyment: A Structural Equation Modelling Study.

The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

L2 discourse marker use in interaction: The case of pues in Spanish

AbstractWhile discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse‐functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner communicative needs that drive the acquisition and use of DMs. This investigation contributes to research on interlanguage DM use by quantitatively investigating the frequency and functional distribution of the Spanish DM pues by L2 and L1 speakers of Spanish from a discourse‐functional perspective and qualitatively examining pues as an interactional resource. Oral interviews with 58 L2 and 14 L1 speakers of Spanish were analyzed, revealing distinct frequency and distributional patterns across groups and unique L2 interactional needs that are supported with the DM pues. Results inform L2 learners and teachers of the importance of DMs for interactions and provide classroom implications.

Health literacy of rheumatology patients in three clinics in Australia and its association with sociodemographic and clinical characteristics.

To describe and compare health literacy (HL) using contrasting instruments of Rapid Estimate of Adult Literacy in Medicine (REALM) and the Health Literacy Questionnaire (HLQ) in patients attending three Australian rheumatology clinics and their associations with sociodemographic and clinical characteristics. We conducted a cross-sectional study of rheumatology patients at Liverpool (Sydney) and Canberra public hospital clinics and a private Liverpool clinic using the REALM test and HLQ sociodemographic and clinical questionnaires. One-way analysis of variance and multivariate ordinal and binary logistic regressions were used to examine the association between HL and sociodemographic and clinical factors. A total of 278 people participated (111 Liverpool public, 112 private, 55 Canberra public clinic). Compared with Canberra, Liverpool patients were older, non-native English speakers, had less than a tertiary education and were more likely to have comorbidities. A total of 40% of Liverpool public, 29% of private and 13% of Canberra patients had suboptimal REALM HL scores (P < 0.05). Lower REALM scores were associated with male gender, <10 years of education, being born outside Australia/New Zealand and English as a secondary language, but was not associated with clinical characteristics. All nine HLQ domain scores did not differ across sites despite intergroup comparisons as stratified by REALM bands. Completing 10 years of schooling was associated with better scores in three HLQ scales: 'Navigating the healthcare system' (P = 0.009), 'Ability to find information' (P < 0.001) and 'Reading and understanding information' (P < 0.001). Patient HL as measured by the REALM differed across sites, explained by differences in gender distribution, country of birth, English as the primary language and years of education. HL as measured by the HLQ did not differ across sites and was more informative for understanding differing patient HL needs.

Adapting to multilingualism: Persian dubbing strategies in animated films

ABSTRACT The incorporation of foreign language(s) into modern films is an inherent aspectof contemporary filmmaking. Multilingual films impose numerous challenges in the dubbing process. That is probably why research on the translation of multilingual filmscan lead to intriguing results. This study aims to uncover the tendencies in dubbing multilingual animated films into Persian. To achieve this, six multilingual films featuring additional foreign languages alongside the main language, English, were selected. These films were examined to identify potential changes in dubbing approaches over a decade-long period (2013–2022). The framework proposed by Minutella (2021, (Re) Creating Language Identities in Animated Films. Palgrave Macmillan) was adjusted and subsequently applied to the corpus in the current study. The findings revealed fascinatingshifts in Persian dubbing practice. In the earlier years, the third language (L3) was either omitted or substituted with Persian. On the other hand, in more recentyears,these strategies were replaced with techniques aimed at preserving the foreign essence and local nuances portrayed in the original movie. To put it differently, the foreign expressions were repeated in the dubbed versions or preserved to some extent.

Is there a cost when predictions are not met? A VWP study investigating L1 and L2 speakers.

Research has found that both first language (L1) and second language (L2) speakers make predictions about upcoming linguistic information, with predictive behaviour being impacted by individual differences and methodological factors. However, it is not clear whether a cost is incurred when a prediction is made, but not met. L2 speakers have less experience with their L2 and parsing can be cognitively demanding, which together may lead L2 speakers to incur prediction costs differently relative to L1 speakers. In this study using the visual world paradigm, we test whether L1 and L2 speakers predict in the same way, within the same time frame, and incur the same costs if predictions are not met. We also explore the role of proficiency and speech rate. We found that both groups predict in a similar way and within a similar time frame. In addition, neither group incurred a prediction cost when the target was the most likely alternative, though L2 speakers take longer to shift their attention to the target object when predictions are not met. We argue that this reflects a slowing of lexical access rather than a specific cost of prediction. We only found prediction differences when speech rate was included in the analysis, highlighting the importance of attending to speech rate in studies using the visual world paradigm. Overall, this study supports research showing that both L1 and L2 speakers may make multiple partial predictions about upcoming information rather than predicting one specific lexical candidate while inhibiting less likely lexical candidates.

Audiovisual speech perception of multilingual learners of Japanese

ABSTRACT Due to the complex nature of languages and the way they are used, it is often difficult to research multilinguals because of the considerable variation in the ways their spoken languages may impact their perceptions. For this reason, foreign language education research has largely been focused on English L2 speakers, overlooking how different languages might impact perception in multilingual speakers. Focusing on Japanese as a Second Language (JSL) learners, this research investigated how multilinguals responded to audiovisual cues in Japanese and English. Utilising web-based eye-tracking technology facilitated by WebGazer.js. Participants were asked to complete a novel phonetic distinction task while their gaze behaviour was measured. Contrary to initial theoretical expectations, the findings did not reveal significant mediation by gaze behaviour on the relationship between multilingualism and task performance. However, the study found that when looking at the duration of fixation on the mouth, there's a significant difference between native English speakers and native speakers of Asian languages when listening to English or Japanese. These findings indicate that further research that explores the nuances of gaze behaviour among multilingual learners of non-English languages (such as Japanese) is necessary.

Using administrative early-years education data to identify children at risk of persistent absenteeism

In a post-pandemic world, school absence is an ever-increasing concern for governments, school leaders, and local authorities worldwide. School absence is associated with poor academic outcomes and long-term illness (physical and mental). Absenteeism increases the risk of financial difficulties in adulthood and involvement in the criminal justice system. As a result, the upstream costs to already overstretched public services are crippling. In England, all children are judged by teachers on their “school readiness” over their first year of formal education. We hypothesised that early childhood problems (i.e., not school ready) might be an antecedent of absenteeism. We tested this by investigating the pre-pandemic association between school readiness and persistent absenteeism using a population-linked dataset. Analyses included 62,598 children aged 5-13 years from the Connected Bradford database (spanning academic years 2012/13-2019/20). Special educational needs (SEN) status, English as an Additional Language status, socioeconomic status, sex, and ethnicity were covariates significantly associated with persistent absenteeism. Children who were not “school ready” had increased odds of being persistently absent later in their education journey after controlling for these covariates. School readiness was associated with even greater odds of being persistently absent over two or more years. These findings show: (i) the potential of using existing administrative data to identify children at risk of disengagement from the education system; (ii) absenteeism reflects stark structural inequities. As the rates of absence is still rising, schools can use these data to flag the children who may benefit from early intervention to keep them engaged in school.

Research on a New Model of Cultivating Creative Thinking in the Language Discipline Based on ChatGPT--Taking Project-based Learning of Senior Secondary Language as an Example

This paper This paper discusses a new model of cultivating creative thinking in the language discipline based on ChatGPT, aiming to provide new ideas and methods for language teaching reform. ChatGPT, an advanced natural language processing technology with powerful language comprehension and generation capabilities, provides new means and methods for language teaching. The study presents a case study of the teaching practice of the new model of creative thinking cultivation in language discipline based on ChatGPT through the casestudy method, which provides guidance for the further improvement and optimization of the new model. The model takes ChatGPT as the core, combines the characteristics of language teaching and students' needs, and designs teaching processes and activities suitable for cultivating students' creative thinking. The study emphasizes the importance of changing teaching concepts when using the Humanistic Version of the senior secondary language textbook, as well as incorporating practical language activities to improve students' core literacy through personalized participation and practice.