Level Of Language Competence Research Articles

Linguistic barriers and bridges: constructing social capital in ethnically diverse low-skill workplaces

The influence of language on social capital in low-skill and ethnically diverse workplaces has thus far received very limited attention within the sociology of work. As the ethnically diverse workplace is an important social space for the construction of social relations bridging different social groups, the sociology of work needs to develop a better understanding of the way in which linguistic diversity influences the formation of social capital (i.e. resources such as the trust and reciprocity inherent in social relations in such workplaces). Drawing on theories about intergroup contact and intercultural communication, this article analyses interviews with 31 employees from two highly ethnically diverse Danish workplaces. The article shows how linguistic barriers such as different levels of majority language competence and their consequent misunderstandings breed mistrust and hostility, while communication related to collaboration and ‘small talk’ may provide linguistic bridges to social capital formation.

DEVELOPING LANGUAGE COMPETENCE FOR TOURISM STUDENTS AND EMPLOYEES IN A BLENDED LEARNING LANGUAGE COURSE

The paper presents the main findings of the second stage of Erasmus+ project „Key Skills for European Union Hotel Staff” (2014-2016) – the online course designed for A2/B1 level of language competence in 12 European languages and B2/C1 English language course to promote tourism students’ and employees’ language competence and raise their intercultural awareness. It analyses pedagogical, linguistic and field professional literature on course creation and presents the conducted evaluation research containing formative evaluation from three perspectives – provider (document review), recipient (a focus group interview with 14 learners) and wider community (a focus group interview with 7 hospitality industry managers and a survey of 21 language teachers from six countries) to identify the initiative’s consequences and opportunities for modification and improvement. The strengths and weaknesses of the course have been identified and suggestions on how the process could be made more efficient/effective for the organisation, the end users and the community have been provided.

The Effects of Psychological Well-Being of Married Immigrant Women on Parenting Efficacy

Objective: The purpose of the study was to investigate the effects of psychological well-being on married immigrant women`s parenting efficacy. Methods: The participants consisted of 145 married immigrant mothers who were members of multi-cultural family support centers in Andong, Young-ju, Uiseung, and Munkyung cities in Gyeongsangbuk-do province. Results: The main results are as follows. First, the levels of language competence and education were significantly related to psychological well-being, suggesting that the level of language competence as well as the level of education could be main factors for psychological well-being. Further, numbers of children and monthly household income were significantly related to parenting efficacy. Second, psychological well-being was correlated with parenting efficacy of married immigrant women, demonstrating that psychological well-being was the most effective variable for parenting efficacy. Third, self-acceptance, environmental mastery, and personal growth in the psychological well-being significantly predicted parenting efficacy. Conclusion: These findings suggested that we should reconsider the importance of psychological well-being in supporting programs for parenting.

Slovnična pregledovalnika za slovenščino – predstavitev in analiza uporabe

V prispevku smo na kratko predstavili dva obstoječa slovnična pregledovalnika za slovenščino, Besano in LanguageTool, in analizirali njuno uporabo z vidika natančnosti, zanesljivosti in praktične uporabnosti. Prav tako smo preverili hipotezo, da uporabniki danih orodij pogosteje upoštevajo predloge popravkov omenjenih orodij pri prevajanju v tuji jezik kot pri prevajanju v materni jezik. Izpostavili smo tudi izsledke, pridobljene pri proučevanju veljavnosti ene dodatnih predpostavk, ki se posredno nanaša na učinkovitost uporabe slovničnih pregledovalnikov. Prispevek ponuja možne odgovore na vprašanja o učinkovitosti in smiselnosti uporabe tovrstnih orodij, ki temeljijo na izsledkih praktičnega poskusa, v okviru katerega smo pričujoča orodja z vidika omenjenih parametrov proučevali pri prevajanju iz slovenščine v angleščino in iz angleščine v slovenščino. Za namen obdelave izsledkov smo razvili tipologijo posameznih kategorij napak, ki predstavlja enega od možnih pristopov za kvantitativno obdelavo izsledkov, pridobljenih pri raziskavah tovrstnih orodij z vidika parametrov natančnosti in zanesljivosti ter odnosa uporabnikov do predlogov popravkov. Izsledki danega poskusa upravičujejo uporabo obeh slovničnih pregledovalnikov za slovenščino, vendar obenem opozarjajo na posamezne možnosti za izboljšave teh orodij.

USE OF VARIOUS INTERACTIVE FORMS IN TEACHING FOREIGN LANGUAGES AT UNIVERSITIES

The new concept of teaching foreign languages at universities aims to establish a new academic environment, compliance with international and national requirements to the level of foreign language competency, presupposing feasibility of international mobility principle. To reach these goals implementation of some innovative conversion is envisaged, to which modular training and extensive application of interactive forms of teaching foreign languages pertain. Module is considered as a basic training unit of structured program on a certain subject, which has its own section of lectures and tutorials, educational and technological maps, literature, assessment blocks. The author gives a definition of interactive education, which requires students’ interaction with educational environment as a source of teachable experience. In comparison with the traditional method, interactive learning has a different character of communication between teacher and students, when initiative is given to students. The paper also considers autonomy as an ability to independently master and use a foreign language; it describes experience of implementation of interactive forms of teaching English at NRU HSE.

Analysis of sign language proficiency among teachers of the deaf in primary schools in Bulawayo (Zimbabwe): Implications for learning and inclusion

Sign Language proficiency among teachers of the deaf form the basis for effective learning by deaf children. It is also the bedrock of successful inclusion. Previous studies and literature have equivocally confirmed that young children who are deaf learn more effectively when taught using Sign Language. The current study sought to establish the level of Sign language competency among teachers of children who are deaf in 10 of the primary schools in Bulawayo that enroll children who are deaf. A descriptive survey and ex-post facto research designs were employed in soliciting data from a sample of 15 teachers of the deaf and 5 college lecturers. Data were collected using a structured questionnaire and a Modified Sign Language Proficiency Interview (MSLPI) on a 6-Point rating scale. Document analysis and observation were used to authenticate responses from college lecturers and teachers of the deaf respectively. The Statistical Package for Social Sciences (SPSS) and descriptive summaries were used to analyse data. The data indicated that teachers of the deaf in Bulawayo lacked Sign Language proficiency. They could only afford the lowest two scores on the (MSLPI) scale that is the Novice and the No Functional Skills levels. What teachers at times mistook for Sign language was mere finger spelling and some distorted signed systems. From these findings the study concluded that the learning of the deaf children in primary schools in Bulawayo was heavily compromised due to lack of effective communication between teachers and the learners. The study also concluded that the inclusion of deaf children in the schools would remain a pipe dream as long as the teachers were not proficient in Sign language which is the first language of the deaf. The study recommended regular Sign Language staff development programmes, intensification of the practical component of Sign Language in the college programme for trainee teachers of the deaf, external scholarship and exchange programmes for both teachers and college lecturers who train teachers for the deaf.

Facilitating a Face-To-Face Tandem Language Exchange on a University Campus

As the 21st century progresses and the internationalisation of higher education is gaining momentum, encouraging students’ intercultural communication has become of paramount significance. A Tandem Language Exchange (TLE) is among a number of initiatives taken by the Language Learning Hub (LLH) at the University of Limerick (UL) to bring together foreign and home students. The TLE takes place in both semesters of the academic year, attracting over two hundred students including UL undergraduates and some postgraduates as well as international students of many nationalities. It is offered across faculties (Humanities, Business, Education, and Engineering) to students with levels of second language competence ranging from elementary to advanced. Drawing on the empirical data collected at various stages of the TLE, this study first looks at some of the organisational and pedagogical challenges encountered during 15-years of experience of pairing foreign and home students. It then presents the various means of support that the LLH has put into place to raise cultural awareness and encourage linguistic diversity among students. Finally, it puts forward some recommendations for implementing this type of peer-to-peer language exchange in university settings.

Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study.

BackgroundThe youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.MethodsWe recruited a population sample of 7,267 children aged 4 years 9 months to 5 years 10 months attending state‐maintained reception classrooms in Surrey, England. Teacher ratings on the Children's Communication Checklist‐Short (CCC‐S), a measure of language competence, the Strengths and Difficulties Questionnaire‐Total Difficulties Score (SDQ), a measure of behavioural problems, and the Early Years Foundation Stage Profile (EYFSP), a measure of academic attainment, were obtained at the end of the reception year.ResultsThe youngest children were rated by teachers as having more language deficits, behaviour problems, and poorer academic progress at the end of the school year. Language deficits were highly associated with behaviour problems; adjusted odds ratio 8.70, 95% CI [7.25–10.45]. Only 4.8% of children with teacher‐rated language deficits and 1.3% of those with co‐occurring language and behaviour difficulties obtained a ‘Good Level of Development’ on the EYFSP. While age predicted unique variance in academic attainment (1%), language competence was the largest associate of academic achievement (19%).ConclusionThe youngest children starting school have relatively immature language and behaviour skills and many are not yet ready to meet the academic and social demands of the classroom. At a population level, developing oral language skills and/or ensuring academic targets reflect developmental capacity could substantially reduce the numbers of children requiring specialist clinical services in later years.

Increase of Language and Information Competence of Migrants in Multicultural Service Operation Process: Experience of Public Libraries in Federal Republic of Germany

The paper examines the experience and role of the German public libraries in the process of assisting migrants to raise the level of language and information competence. The relevance of the problem is connected with a growing crisis in the German multicultural concept and seeks to provide means of achievement via intercultural library activities. The main tasks of the public library assistance to the National Education Plan are considered. The terms “multicultural services”, “multicultural library activities” and “multicultural user” are analyzed. The attention is paid to the possibilities of mass cultural work with migrants to improve language competence as well as analyzing four main groups of reader interests which have the impact on information competence building. Such forms of intercultural library activities as library tours, formal teaching, film lectures and training in the computer classes which are used in the process of information competence of migrants are considered.

АКТУАЛІЗАЦІЯ ФРАЗЕОЛОГІЧНИХ ОДИНИЦЬ У ДІАЛЕКТНОМУ ТЕКСТІ

The article describes the peculiarities of the use of phraseological units in modern dialectal texts of south-western dialect. In particular, the analysis of phraseological units on the basis of dialectal texts identifi es either these units are of early non-fi xed origin or are realized as phraseological units with different contextual meanings, as different actualizations of semantic and emotive schemes of the plane of expression. The noteworthy fact is that the level of language competence of a dialect speaker and the additional information about the speech reality are analyzed on the basis of phraseology.

CRITERION-REFERENCED TECHNOLOGY AS A DIDACTIC MEANS OF INDIVIDUALIZATION OF FOREIGN LEXIS TEACHING IN A MIXED-ABILITY GROUP

Purpose and methods. Starting with the premise that learning individualization and students’ autonomy are the key demands for the current system of mass higher education, the study analyses how an individual approach can be applied to foreign lexis teaching in a mixed-ability group by means of criterion-referenced testing technology. The paper reports the results of a pedagogical experiment for implementation of criterion-referenced tests aimed at acquisition and mastering vocabulary in students of different language competence le-vels. The study was held at the Foreign Languages Department of Samara State Technical University. The following methods served as a basis of the experiment: observation, survey, test method and interviewing. A test bank containing 80 tests ran-ging from A1 to B1 difficulty levels was devised for promoting students’ autonomy, self-study and self-control while studying the vocabulary. Results. It was found that graded criterion-referenced tests based on pre-studied texts can act as a didactic tool for individualization of foreign lexis teaching in groups with mixed language competence. The findings presented at a number of practical scientific conferences showed: 1. The increase of communicative competence development in the experimental and control groups, as well as between the control groups. 2. The increase in regularity of homework done by students. 3. The decrease (up to 75%) in the time spent by lecturers on checking students’ individual (home) assignments.

Socio-educational support and Arabic language practices among secondary school students

This study aimed to identify how the social environment in school and family affect the usage of Arabic language among Muslim students. This study also aimed to identify students? competency in Arabic language communication skills, Arabic language speaking practices and the usage of Arabic language among Muslim students in secondary schools. The study utilized survey method where questionnaires were administered to 100 secondary school students who learned Arabic language. Collected data were analyzed using descriptive and inferential statistic. Findings indicated that most students had a low level of Arabic language competency. Majority of the respondents have limited Arabic language vocabulary. Findings also suggest that Arabic language speaking practice among them is moderate. Many respondents received low socio-educational support in learning Arabic language at a school level. Findings also showed that the weakness in the social support system in learning Arabic language has affected the Arabic language speaking practices. Therefore, the schools are suggested to arrange activities that could encourage the usage of Arabic language among the students. Re-strategizing the current support and practice to improve students? ability in using Arabic language is needed

Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

<span>In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students’ automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi’s (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students’ performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students’ automaticity, improving their prosodic features of fluency, including that of specific phonemes.</span>

La madurez para el aprendizaje lectoescritor: Estudio longitudinal referido a las tres últi­mas décadas = Readiness for learning to read and write: Longitudial study relating to the past three decades

The aim of this study is to investigate the evolution of the scores in some variables related to the readiness for learning the reading and writing ability. The diachronic results obtained with the application of the test “Alteraciones de Lenguaje y Madurez para el Aprendizaje Escolar” (ADL-MAE, García Nieto y Yuste Hernanz, 1985) are shown. Five large independent subsamples of students were evaluated. All of them were Primary education students, age seven. Data was collected between the academic years 1983-84, 1994-95, 2002-03, 2004-05and 2006-07. The statistic analysis of the data (ANOVA and Tukey’s post-hoc test) revealed a significant progress in the majority of the variables in the study. Nevertheless, also it showed aspects in which the evolution pattern indicated certain backward movement. From the obtained findings diverse conclusions about the evolution of the Spanish system were derived. The final goal was to promote the reflection on the necessity for fostering reading and writing ability in order to improve the language competence level in children.

From a Bodily-based Format of Knowledge to Symbols. The Evolution of Human Language

Although ontogeny cannot recapitulate phylogeny, a two-level model of the acquisition of language will be here proposed and its implication for the evolution of the faculty of language will be discussed. It is here proposed that the identification of the cognitive requirements of language during ontogeny could help us in the task of identifying the phylogenetic achievements that concurred, at some point, to the acquisition of language during phylogeny. In this model speaking will be considered as a complex ability that arises in two different steps. The first step of competence widely relies on a bodily-based format of knowledge. The second step relies on more abstract meta-representations and implies high-level socio-cognitive skills. It is hypothesized that in order to reach the second level of language competence, symbolic communication and interaction with a cultural community are needed. Hence, the origins of species-specific human complex language and cognition are in both the brain and culture. Moreover, in this model, data from the embodied language research will be discussed in the light of a usage-based account of language.

Managing discourse in intercultural business email interactions: a case study of a British and Italian business transaction

This paper investigates native speaker (NS) and non-native speaker (NNS) interaction in the workplace in computer-mediated communication (CMC). Based on empirical data from a 10-month email exchange between a medium-sized British company and a small-sized Italian company, the general aim of this study is to explore the nature of the intercultural interaction and identify the strategies used to carry out successful communication in Business English as a Lingua Franca (BELF) in the genre of business emails. Thus, this study specifically addresses and identifies (1) aspects of accommodation in intercultural communication, such as adjustment and normalisation, (2) the linguistic features involved in these strategies, which embrace features of formality and informality (politeness), and relational language, and (3) instances of miscommunication. The results were obtained taking a triangulated methodological approach essentially discourse-analytical in focus, with an additional qualitative analysis of the ethnographic data, and aided by corpus linguistic tools to retrieve recurrent phraseology typical of the business emails. The findings reveal how accommodation strategies facilitate the understanding of sometimes ‘incomprehensible’ NS–NNS interactions; but there is also evidence of how low levels of language competence and low cross-cultural awareness can lead to miscommunication putting a business transaction at risk.

Testing Language in the NATO STANAG Context

NATO STANAG 6001 test papers in Lithuania correspond to the components of the Standard Language Profile, namely Listening, Speaking, Reading and Writing. Test papers with labels ‘Grammar’, ‘Vocabulary’ or ‘Language in Use’ are not designed. This article focuses on the role and the ways of how vocabulary and grammar in the Lithuanian STANAG 6001 test are assessed. As it is seen from contemporary researchers’ works, language proficiency involves not only language knowledge, but discourse, sociolinguistic knowledge and strategic competence. Therefore, while assessing proficiency of language, assessing language knowledge is only one part of it. Both knowledge and the ability to use it are essential parts for communication. While assessing the test takers’ language ability inferences on the person’s language knowledge and strategic competence are made. Knowledge of vocabulary, grammar, and spelling are essential in language proficiency. Without elementary knowledge of language one will not be able to show the other competences or skills in the target language. On the other hand, test takers with higher level of language competence are able to compensate for a certain lack of other competences by making use of their language resources. And finally, it is indicated that there is no need to design separate papers for testing Vocabulary, Grammar or Language Use, as they are incorporated and assessed in tests of Listening, Speaking, Reading and Writing.

Self-access Language Learning Programme: The case of the English Language Voluntary Intensive Independent Catch-up Study

This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS), a Self-Access Language Learning (SALL) programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR) B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

Genre-based curricula: multilingual academic literacy in content and language integrated learning

This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a multilingual genre map across the curriculum. The feasibility of this model was proven in the author's national context in an attempt to improve language competence levels. The study provides a revision of the language theory in CLIL classroom practice that sits ill with traditional structural formalism and is better served through multilingual genre-based, functional semiotic models. Textual examples and genres will come from the area of History.

Grammatical code-switching patterns of early and late Basque-Spanish bilinguals

This article analyses and compares the grammatical code switching patterns of 22 Basque- Spanish bilinguals. Ten of these are early bilinguals who have learned both of the languages in the natural environment of a bilingual community, and twelve of these are late bilinguals, ‘new Basques’, who have learned Basque as their L2 in a formal setting after the onset of puberty. The data is based on 22 hours of participant-observer recordings made in Basque Country in the years 2005, 2007 and 2011 and contain nearly 1500 examples of code-switching. All the informants are connected to the Bilbao Metropolitan area and were between 20 and 45 years of age at the time of the recordings. Differences between the two speaker groups are clear. Whereas the late bilinguals mainly use extrasentential and conventionalized types of code-switching, the early bilinguals present a variety of patterns. In the latter group, the intra-group differences are wide: some of the informants engage in highly intensive mixing, while others maintain the separation between the linguistic systems. These pattern differences might be attributed to different levels of bilingual language competence, but also to the degree of linguistic confidence of the speaker.