Non-native Language Research Articles

Teacher support of non-native language students during the COVID-19 pandemic: A cross-national comparison

The COVID-19 pandemic created a great deal of disruption in all segments of life across the world, including for education. There is evidence to suggest that these disruptions may have been particularly damaging to students from marginalized communities, including those whose native language is not that of the test. During the pandemic, schools were forced to change the mode of educational delivery from in person to largely online. In an effort to ease this transition they took a number of additional efforts to support teachers, parents, and students in meeting the challenges that arose due to the pandemic induced disruptions. The purpose of this study was to investigate the impact of these efforts on student perceptions of teacher support during the pandemic. Results demonstrated that when school support to non-native langue parents increased, non-native langue students were more likely to perceive that their teachers supported them in a variety of ways. Implications of these results are discussed.

Russian as a non-native and foreign language in modern higher education: methods, tutorials, individual learning strategies

The article highlights the methodological techniques and technologies that are relevant to the methodology of teaching Russian as a foreign language and allow teaching the language of a specialty from any level to the required one. The methodological basis of the Russian language, which has gained a foothold in the Russian Federation in the status of a native, second native, non-native, second, and foreign Russian language, motivates RFL teachers to develop and implement modern technological methods that make it possible to build the system of education for this contingent in a Russian university as efficiently as possible.Elements of hybrid learning, actively implemented in universities of all profiles, make it possible to flexibly use methodological developments to form individual strategies for achieving the main educational goal and personal results. Nevertheless, the lack of uniform departmental recommendations and the documented final level of proficiency in Russian at the university and postgraduate levels of education complicates the process of creating unified textbooks and teaching aids for foreign students of each individual profile.The experience of working with educational materials, created in universities, shows the need for their wide dissemination through the implementation of the idea of common departmental libraries. We offer a model of a modern contextual manual, using up-to-date pedagogical and technological solutions for joint testing in universities of different profiles.

Lexical density, lexical diversity, and lexical sophistication in simultaneously interpreted texts: a cognitive perspective.

Simultaneous interpreting (SI) is a cognitively demanding task that imposes a heavy cognitive load on interpreters. Interpreting into one's native (A language) or non-native language (B language), known as interpreting directionality, involves different cognitive demands. The cognitive requirements of simultaneous interpreting as well as interpreting directionality affect the interpreting process and product. This current study focused on the lexical features of a specially designed corpus of United Nations Security Council speeches. The corpus included non-interpreted speeches in US English (SubCorpusE), and texts interpreted from Chinese into English (A-into-B interpreted texts, SubCorpusC-E) and from Russian into English (B-into-A interpreted texts, SubCorpusR-E). Ten measures were used to analyze the lexical features of each subcorpus in terms of lexical density, lexical diversity, and lexical sophistication. The three subcorpora were regrouped into two pairs for the two research questions: SubCorpusR-E versus SubCorpusE and SubCorpusR-E versus SubCorpusC-E. The results showed that the interpreted texts in SubCorpusR-E exhibited simpler vocabulary features than the non-interpreted texts in SubCorpusE. In addition, compared with the A-into-B interpreted texts, the B-into-A interpreted texts demonstrated simplified lexical characteristics. The lexical features of the interpreted texts reflect that experienced simultaneous interpreters consciously adopt a simplified vocabulary approach to manage the cognitive load during simultaneous interpreting. This study provides new insights into the cognitive aspects of simultaneous interpreting, the impact of directionality, and the role of lexical strategies. These findings have practical implications for interpreter training, professional growth, and maintaining interpreting quality in diverse settings.

From 0 to 1: Taking the First Step in English-Medium Instruction

Teaching in English (aka English as a medium of instruction [EMI]) presents a significant challenge for many university instructors. This is particularly true for those who have never taught an EMI course before, as they may feel confused, anxious, and unsure how to start. Beyond the challenge of the language itself, the pressure of conveying specialized knowledge in a non-native language and ensuring student comprehension are major sources of stress. This article was developed to share and explore the approach and experience of a field instructor teaching his first EMI course in STEM (science, technology, engineering, and mathematics). In the article, the anxieties and worries that may arise prior to starting the course and strategies that may be used to overcome these are discussed. In addition, measures that teachers may use to effectively manage classes and ensure student understanding during the course and to continually enhance teaching quality are addressed. We hope this article can help those interested in or required to teach EMI courses successfully take the first step and continue to improve with confidence, enhancing their teaching abilities.

Articulatory working space in first and second languages

Articulatory working space (acoustic and kinematic) is often studied to understand the overall size (limits) of a speaker’s articulatory behaviors. For example, prior research has shown that the magnitude of articulators’ movement (e.g., maximum tongue advancement, lip aperture) changes as a function of speech effort (loud, clear, and slow speech). To better understand second language acquisition in adults (i.e., articulatory working space determined by the language or anatomical differences), we compare both acoustic and kinematic working space of adult learners of English between their first language (L1) and second language (L2), which is also compared with that of native speakers of English. Specifically, the articulatory convex hull is measured during passage reading for both acoustic (F1 and F2 trajectories) and kinematic (tongue trajectories on x- and y-dimensions) data. Participants include 11 adult learners of English (four men and seven women) with a Korean language background and 10 adult L1 speakers of English (six men and four women). In the presentation, the findings will be discussed to address whether articulatory space is (1) different between native and nonnative languages (determined by linguistic needs) or (2) rather a constant articulatory characteristic of speakers between the languages, regardless of the speaker’s English proficiency.

Using L1 tone and intonation categories to investigate patterns in nonnative tone identification

Many languages utilise lexical tone, a feature which assigns meaning to words through variations in pitch contours. In some (but not all) cases, prior tone language experience can facilitate the learning of a nonnative tone language. Regardless, multiple sessions of tone training can improve nonnative tone perception for both tone and nontone L1 listeners. However, the influence of L1 tone and intonation categories on nonnative tone learning is underexplored. Across five sessions of tone training, listeners of nontonal English (n = 25), tonal Mandarin (n = 23), and tonal Vietnamese (n = 25) learned tones from an artificial language. While all groups improved in tone identification and tone word learning by session five (p < .001), Mandarin listeners outperformed the other groups overall (identification, p < .001; word learning, p < .05). Tone experience was a main effect only in word learning (p < .05). Tone- and language-specific identification patterns were also observed. The low level tone was easier for all listeners to perceive, while the tonal groups also showed greater accuracy for the mid level tone. Contrastingly, Mandarin listeners were hindered by their single L1 falling tone category when attempting to identify two distinct nonnative falling tones.

Neural encoding of Cantonese and Vietnamese tones

The present pilot study investigates the neural encoding of lexical tones in Cantonese and Vietnamese. Better encoding of tones was found in native than non-native tone language speakers in previous research, with fewer studies examining language-specific effects. An identical equipment setup was used to measure neural responses to three lexical tones in Hong Kong (HK) (by Cantonese speakers) and Ho Chi Minh City (by Vietnamese speakers). The three tones were the high rising (35), dipping (214), and low falling (21) tones, of which the 21 and 214 tones were unique to Cantonese and Vietnamese respectively. If better tone encoding is language-specific, Vietnamese and Cantonese adult speakers are expected to show enhanced encoding of these tones. Across the majority of temporal and spectral measures, we did not find significant group differences across tonal categories, suggesting that enhancement of neural encoding found in native speakers was likely to be language general. If confirmed with a larger sample size, these findings may suggest that clinical tools utilizing speech stimuli for the assessment of spoken language processing and its related functions may not necessarily require customization for a specific language. [Work supported by ITF in HK.]

Forming linguistic-cultural competencies in Kazakhstani students learning Russian as a non-native language

The formation of linguistic-cultural competence in the process of teaching Russian as a non-native language is becoming a priority in modern linguodidactics, in particular in the educational space of Kazakhstan. The relevance of the study is in the need to form and develop a fully educated secondary linguistic personality in the multilingual environment of modern society. This requires applying anthropocentric principle in teaching Russian as a linguistic-cultural phenomenon. The aim of the study is to form students' linguistic-cultural competence in precepting the features of the Russian picture of the world, traditional values, and mentality of the Russian ethnic group. The material of the study includes associative dictionaries of the Russian and Kazakh languages, the results of associative experiments with schoolchildren, scientific sources on psycholinguistics and cultural linguistics, Kazakh manuals and textbooks on the Russian language (in schools with Russian/Kazakh language of teaching). In the work comparative and associative experiments, pilot survey were used, as well as the methods of structuring (associative semantic gestalt according to the method of Yu.N. Karaulov), linguistic and cultural commentary, modeling situational exercises and analysis of communicative-speech acts. The results of the study illustrate the specificity of students' ethnolinguistic awareness at the associative level. The relevance of linguistic and cultural commentary for widening students' ethno-mental outlook and organising adequate intercultural dialogues is grounded. The effectiveness of associative experiments materials as a means of forming linguistic-cultural competence of students is shown.

Features of Functioning of the Erzya-Russian Bilingualism in the Aspect of Code switching

This article is devoted to the study of Erzya-Russian bilingualism in the aspect of code switching on the territory of the Republic of Mordovia. The aim of the study is to present the types of intra-phrase code switching based on the material of narrative recordings of Erzya-Russian bilingual children. Special attention is paid to the study of the peculiarities of the functioning of native and non-native languages in a bilingual society, the mechanisms of code switching in children, taking into account the (non-) correspondence of structures in two languages and different strategies of native speakers’ response when using two languages in one unit of discourse. The source base of this study was the materials of the spontaneous narrative collected by the author of the article in 2017-2019. The informants are bilingual children aged 4 to 7 years inclusive. The research methods were the descriptive method of factual material, narrative sampling, included and not included observation.

A critical discourse analysis of social and structural inequalities that exist between NET and NNETs in South Korea's English Hiring Market

English has become a crucial aspect of South Koreans' lives, and there exists a transnational linguistic market where English is a highly prized commodity. Private and public academic institutions, as well as national English programs, make significant financial investments to find Native-speaking English Teachers (NETs) to work in South Korea. Previous studies have revealed employment decisions for EFL teachers in Asia are frequently influenced by a candidate's “nativeness” as opposed to their professional accomplishments, such as their teaching experience and academic credentials. The NETNNET dichotomy in the EFL area is very problematic as it fosters discriminatory practices, yet little is known is known how these tensions play out in the South Korean context. By employing Norman Fairclough’s three-dimensional CDA framework, this paper seeks to critically examine the discourses surrounding the native and non-native English language teachers are constructed in the Korean English market. This paper identifies how relations of inequalities, power, and domination are reproduced or produced in discourse. Data include analysis of the texts in hiring advertisements for English language teachers in South Korea. Through CDA, I sought to reveal and confront dominant ideologies and discourses reflected in the texts. This paper concludes with suggestions on how to challenge the inequitable practices and policies widely present in the South Korean English market.

Early code-switches in young Russian bilingual siblings

The number of bilinguals and multilinguals of all age groups, including the youngest ones, constantly grows in many countries of the world, which explains the topicality of the study. While researchers explore various aspects of bilingual development, linguists concentrate their efforts on the analysis of bilingual speech, including code-switches. The author deals with Russian-English code-switches in the utterances of two siblings at the earliest stages of their bilingual development - before they were 36 months old. The children had acquired two languages since their first month in a monoethnic Russian family, their first language being Russian and their second (non-native) language being English. The aim of the study is to reveal specific structural, semantic, and pragmatic characteristics of mixed utterances observed in early code-switches of the siblings. The author argues that children’s code-switches at the earliest stages within one family reflect specific features of the communicative situations where children have to cope with the choice between the two languages spoken by their adult interlocutors. It is shown that the application of the Matrix Language Frame Model to the analysis of early childhood bilingual speech is possible, but has several restrictions and limitations related to incomplete and imperfect acquisition of both grammars. The originality of the research is not only in the use of specific data (the earliest stage of bilingual speech observed in simultaneous Russian-English dual-language development), but also in the employment of the Matrix Language Frame Model to study them. This work can contribute to the research of typical features of emerging code-switches in developmental perspective.

Psycho-images of Language Units in the Consciousness of the Individual - the Basis of Bilingual and Intercultural Communication

The contact of languages and cultures forms bilingualism and biculturalism at different levels of their functioning. The purpose of the article is to analyze and describe the dual simultaneous formation and functioning of bilingual and bicultural communication based on the material of contact between the Kazakh and Russian languages. Language is the basis of bilingualism and biculturalism, since both bilingual and intercultural processes in an individual and society are carried out through the use of language units. Psycho-images of linguistic units and cultural symbols are formed in the consciousness of an individual of society, which are the basis of monolingual and monocultural communication within an ethnos. These national-linguistic-cultural psycho-images contribute to the formation of foreign, foreign-cultural psycho-images in the minds of the future bilingual, bicultural individual and society. The materials of the study were Kazakh (In general, Turkic), Russian linguistic and speech units, universal and national-specific cultural concepts and symbols, which, on the one hand, give rise to interference, on the other hand, facilitation, the latter facilitates the assimilation of non-native languages and cultures. Therefore, teaching a second language will be more effective if it is carried out when teaching and language material is presented in a harmonious combination of the language, which, in content, are logically closely interconnected with the cultural values of the foreign people. In the course of the study, methods of comparative analysis, opposition of minimal pairs, methods and techniques of inductive and deductive nature were used. The results of the scientific research are of theoretical and practical importance in the aspect of the formation of bilingualism of knowledge, skills and abilities of intercultural communication in the conditions of active Turkic-foreign (Kazakh-Russian) bilingualism and biculturalism.

ОСОБЛИВОСТІ ІНТЕГРАЦІЇ АВТЕНТИЧНИХ МАТЕРІАЛІВ У ПРОЦЕС ВИКЛАДАННЯ ІНОЗЕМНОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

The article examines and analyses the methodological literature on the aspect of using authentic materials in foreign language classes at a non-native language higher education institution. A brief overview and characteristics of the main types of authentic materials are given; the importance of their use in teaching a foreign language in a non-language institution of higher education is substantiated on the example of the discipline «English for professional purposes» taught in the first year of the Faculty of Veterinary Medicine of the State Biotechnological University of Kharkiv. Particular attention is paid to the analysis of methodological work with audio/video material, which is traditionally carried out in three stages: preparatory, while reading/watching or demonstrative (direct work with video/audio material) and after reading/watching or post-demonstrative. As an example, the authors present their own development of a lesson based on authentic video with the use of a large number of exercises to activate the main types of speech activity: listening, reading, speaking and writing. It has been proven that authentic materials are an important component not only in learning but also in teaching a foreign language at all levels, as they arouse great interest and motivation in students, which is a significant contribution to achieving the learning objectives of the programme. However, when developing teaching materials based on authentic texts/videos, teachers should focus on the general level of language proficiency among students. The results of this study prove that the integration of authentic materials into the EFL classroom has a positive impact on the development of EFL students' speaking skills. Authentic audio/video materials have great potential for solving learning and educational tasks, but only if the teacher organises the lesson properly. Being highly informative, authenticity creates an atmosphere of real language communication, and therefore can ensure students' successful perception of a foreign language and increase their motivation to learn the language. Keywords: authentic materials, speaking skills, English for professional purposes, audio/video material, and language communication.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ НА НЕРОДНОМ ЯЗЫКЕ

The article discusses the psychological and pedagogical problems of teaching foreign students in a non-native language in Russian universities, provides various approaches used by domestic teachers and researchers to solve these problems. It proposes the ways of improving the learning process offoreign citizens which contribute to the improvement of the situation associated with the language difficulties of such students.

Language Competence as a Basis for Improving the Quality of Teaching of Younger Schoolchildren in the National-Russian Educational Environment

The article discusses issues related to the formation of language competence of younger schoolchildren studying in the conditions of national-Russian bilingualism. The problems of teaching and mental development of younger schoolchildren in the conditions of bilingualism are currently gaining special importance. The aggravated tendencies of assimilation of some ethnic groups by others lead to the loss of national traditions, culture, and language.Russia is a multinational country, it has always been characterized by migration processes, active cultural penetration of some ethnic groups into others. The Republic of RSO-Alania is also multinational and is also subject to all these phenomena. Conflicts and socio-economic crises occurring in the CIS countries and Russia lead to the appearance of migrants. The problems of introducing migrants to the culture, including the language, of the community in which they are forced to live, are particularly relevant.One of the problems of bilingualism is its impact on the development of language competence of students in relation to the second language, especially since migrant children are forced to study in a second, non-native language for them. The lack of formation of speech competence entails school failure (L.V. Yassman). In his research, V.P. Yassman proves that with the development of speech competence, the active intellectual development of the child also occurs. Thus, language competence is one of the conditions not only for the successful education of a migrant child at school, but also for positive socialization in society.

Fluency trumps working memory capacity in the truth effect

ABSTRACT The truth effect, wherein repeated information gains perceived truthfulness, has been extensively studied in participants’ primary languages, showing robustness. However, individual differences in the truth effect due to working memory capacity (WMC) remain less explored. This study tested the truth effect and its relation to WMC amongst 130 young adults in Malaysia via Zoom. They were first exposed to 45 semantically meaningless statements (exposure phase). Then, participants completed a series of working memory tasks, including Backward Digit Span, Operation Span and Symmetry Span, before being exposed to the same 45 statements and 15 new statements. In the second exposure (rating phase), participants rated each statement on a 6-point Likert scale on its fluency and truth value. Results indicated fluency's significant association with the truth effect, consistent with prior research, while WMC showed no significant relationship. The truth effect persisted even when presented in a non-native language, highlighting its cross-linguistic significance.

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

AbstractThe present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

Publishing in English or Chinese: a qualitative analysis of Chinese researchers' academic language choice.

Non-native language scholars often struggle to choose between English and their native language in scholarly publishing. This study aims to identify the mechanism by which journal attributes influence language choice by investigating the perspectives of 18 Chinese scholars through semi-structured interviews. Drawing on grounded theory, this study develops a model for how journal attributes influence researchers' language preferences. We find that journal attributes influence researchers' perceived value which, in turn, affects their particular language choice, with contextual factors playing a moderating role. By examining the motivations underlying Chinese scholars' language choice, this study provides a critical understanding of the factors shaping their decision-making processes. These findings have significant implications for Chinese scholars, policymakers, and journal operators, shedding light on the issue of discrimination in academic publishing. Addressing these concerns is crucial for fostering a fair and inclusive academic environment.

On the issue of studying proper names in the linguoculturological aspect in the lessons of Russian as a non-native language

The article discusses the most effective methodological means of work when teaching proper names in Uzbek schools. It is insufficient to use only the linguistic aspect, presented in the current textbooks of the Russian language, it is important to use the linguoculturological approach in modern schools, since it is necessary to form schoolchildren’s cultural competence. The research uses such methods as question-naires, analyses and generalizations. We prove that the study of proper names in the linguoculturological aspect will contribute to the expansion of the linguistic and cultural outlook of Uzbek schoolchildren. The conducted research confirms the idea that anthroponyms and toponyms require more attention. The list of proper names, proposed by us, made it possible to draw the attention of Uzbek schoolchildren to outstanding figures of Russian science, culture and education. The names of the most famous cities, rivers, and lakes of Russia are also included in our list, which Uzbek schoolchildren got acquainted with in Russian lessons in grades 5-6 during the 2021-2022 academic year. The most effective method of work turned out to be mini-projects about proper names, which were carried out by students during the school year. We believe that the results of our study may be of interest for teaching Russian as a non-native language, as well as for postgraduate and undergraduate students of Russian.

Language ideologies, policies and practices within the multilingual Kenyan context

Kenya is linguistically diverse with approximately 66 native and 8 non-native languages; out of which 33 are developing, 15 are vigorous, 2 are in trouble and 4 dying. Generally, actively used native languages in Kenya have been on the decline due to a number of forces such as colonisation, globalisation and language policies. This presentation focuses on educational language policy implementation in Kenya and illustrates its effects on the use of “minority languages”. The study establishes that language policies in Kenya are ad hoc declarations that have had negligible impact on the use of native African languages in schools and other formal settings. The policies greatly favor English following the logic of pre-colonial practices of assimilation and exclusion. English and Kiswahili, the regional lingua franca, remain the most prominent languages in formal education, overshadowing over fifty native African languages spoken in Kenya. English continues to be used in classroom and formal settings even in areas where native languages are dominantly spoken. Those who advocate for the use of English view it as a language of science and technology and that which propels one to a higher social status. English is also promoted as a language that helps to ease mobility within and beyond the East African region