Identity and Language Functions: High School Chinese Immigrant Students' Code-Switching Dilemmas in ESL Classes

This study examines classroom code-switching in relation to individual and group identity and to functional use of two languages. It investigates how high school Chinese immigrant students perceive the use of first language (L1) and second language (L2) in class, and how they use these languages during group activities. The interview data demonstrate that the students in this study had multiple and contradictory feelings aboutL1andL2use. The observation data show that there were differences in the functions of these students' L1 and L2 discourse. These findings indicate that bilingual classroom code-switching involved dilemmas for the students. They appeared to be torn between identifying with compatriots in L1 and gaining membership in mainstream classes in L2, between maintaining L1 and developing L2, and between using L1 for academic discourse and developing academic discourse in L2. Identity and language functions seem two side-by-side components of the dilemmas. A complex vision that includes both may address code-switching dilemmas more adequately.     

A Discussion on the Role of First Language (Chinese) Positive Transfer in Second Language (English) Lexical Acquisition and Related Pedagogical Suggestions

Language transfer is one of the central questions in second language acquisition (SLA) study. It claims that learners’ the native language (NL) or first language (L1) will make great impacts, either promoting or hindering, on their second language (L2) acquisition, i.e. positive transfer and negative transfer. The issue has been widely concerned and researched in such relative fields as language education and psychological study during the past years. It is far beyond the scope of this paper to discuss it thoroughly since the scope of L1 influence is so wide that it affects almost all linguistic subsystems. Instead, this paper aims to focus on how the Chinese language facilitates Chinese learners’ English lexical acquisition. Some suggestions on how to make use of the positive aspects is provided at the end of the paper for practical purpose.     

Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency

Reading and Writing - Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2...     

Becoming a Japanese Language Learner,User, and Teacher: Revelations From Life History Research

This article discusses how Sarah Lamond, a Japanese language teacher in Sydney, Australia has juggled three of her identities: second language (L2) learner, L2 user, and L2 teacher. Data come from four interviews used to create an edited life history. These data are used to draw attention to the relationship between L2 learner and language user. The concept of "identity slippage" is briefly discussed and is introduced as a way of explaining this relationship. Although these three identities are foregrounded, it was found that Sarah's other identities of wife and mother also played a significant part in her becoming a Japanese language learner. Furthermore, Sarah's story also raises the native versus nonnative language teacher issue and in turn explores notions of authentic and impostor.     

First and second language vocabulary affect early second language reading comprehension development

The aim of this study was to examine variation in early reading comprehension development for second language (L2) readers compared with first language (L1) readers and to investigate the impact of vocabulary knowledge in their first and second language. Participants were 75 Dutch monolingual children (L1 readers) and 71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the start of the study. In a longitudinal design, three waves of data were collected across second and third grades. The L2 readers had lower reading comprehension scores than the L1 readers on average, but this performance gap narrowed over time. To further investigate variation among the L2 readers, four categorical subgroups of L2 readers were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge by means of cluster analysis. Group membership was related to reading comprehension and showed an interaction with time, indicating that reading comprehension performance of the two L2 subgroups with high L1 vocabulary increased more over time compared with L1 readers. The L2 subgroup with high vocabulary in both languages even caught up with their monolingual peers in third grade. These findings demonstrate how individual differences in L1 and L2 vocabulary knowledge explain variation in early L2 reading comprehension development and highlight the importance of considering L2 readers' first language in research and education.     

第二语言的词汇表征与发展

勾勒出一个教学环境中第二语言词汇习得的心理语言学模式。从二语词库里词条的进化方式来考虑,二语词汇习得可看作由三个阶段组成:形式阶段、一语词目介入阶段和二语融合阶段。据证明,由于二语的学习受到实际的制约,所以大多数二语词汇在第二阶段就僵化了。在此基础上,总结二语词汇表征的三个突出特点。     

The cognitive contribution to the development of proficiency in a foreign language

The present paper reports results of a longitudinal research project studying the contribution of cognitive skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the conditions and factors contributing to processes and outcomes in foreign language education in public schools. For this purpose, paper and pencil tests were administered in English and German as a foreign language to nationally representative student samples. The project also aims to find answers to some theoretical questions; therefore, a questionnaire and other assessment instruments complemented L2 tests to provide insights into how participants' cognitive, affective and first language (L1) variables, as well as their social and school variables interact with one another over time. Students' general thinking and learning abilities were assessed with an inductive reasoning test.In the present paper we focus on the relationship between students' proficiency in English or German and inductive reasoning skills to show how general cognitive abilities interact with levels of L2 proficiency. We use a multivariate context to explore complex relationships between L2 levels in English and German and inductive reasoning skills if influences of other variables are controlled. We present results of multiple regression analyses on L2 listening, reading, and writing tasks in the two target languages. In the present paper we use both cross-sectional and longitudinal data to examine the relationships between students' L2 proficiency in the first phase (2000) and two years later (2002). Thus, a longitudinal research design was implemented by repeating cross-sectional assessment at a two-year interval.     

从交际法教学谈英语教学理念和实践

本文集中讨论了面对加入WTO 后带来的挑战,如何以交际法教学的理念指导我们外语教学的改革。文章回顾了西方国家外语教学的发展与现状,探讨了语言习得理论、交际法教学和以学生为中心教学法的应用价值。本文还分析了我国外语教学中存在的问题,并提出了解决问题,改进外语教学的刍议。     

心理词汇研究对外语词汇教学的启示

词汇习得是二语习得中一个很重要的环节,也是外语教学中不可忽视的方面。心理词汇知识的研究对外语词汇教学具有一定的指导作用,有助于学生强化和扩展他们的心理词汇网络,促进外语词汇的习得。     

The Role of First Language Transfer in Second Language Writing and Pedagogical Implications

The influence of first language(L1) involvement in second language(L2) writing has been a theme widely discussed since the research on L2 writing process thrived in the early 1980 s. So far extensive studies have indicated that L2 writing is a bilingual event and the use of L1 is a fairly common strategy among L2 writers. In light of this cognitive characteristic of L2 writing process,a wide range of studies have been carried out,seeking to further reveal what role L1 plays in L2 composing process and how L1 assumes its role during the process. However,there seems to be no consensus reached by the L2 writing researchers so far on whether L1 involvement facilitates or interferes L2 writing,which results in a lot of confusion and frustration in L2 writing teaching practices. Therefore,this paper tries to examine the conflicting views on the role of L1 transfer in L2 writing process and analyze the reasons and theories that may underlie this phenomenon for an attempt to elicit some pedagogical implications for future L2 writing teaching.     

试论外语教学对比分析和错误分析的研究价值

外语教学研究关于错误的理论不仅使人们对学生错误有了正确的认识,而且认识了第一语言和第二语言是如何学得的。通过研究学生偏离目的语的错误的语言行为,研究者可以获取语言是如何学得的或者习得的的证据,获得学习者在学习语言中采用什么策略或者程序的证据,而教师可以了解到学习者朝着目标进步了多少,并且由此而得知,他还有什么需要学习的。外语教学研究关于错误理论中的对比分析和错误分析,既是重要的研究课题,又是重要的研究工具,因而具有重要的研究价值。     

Demotivation in China' s College English Language Classrooms

Demotivation in second or foreign language learning is the dark side of motivation.It concerns specific external forces that negatively affect the language learners motivational basis to learn the language(Dornyei,2001).Much research has been carried out in studying motivation both in general field and L2(second language)field.In contrast,little research has been conducted on demotivation among language learners.This study inquires into which demotivational factor affected college students negatively most; and how did demotivation affect them and their English learning.     

Interactions in EFL argumentative writing: effects of topic,L1 background,and L2 proficiency on interactional metadiscourse

Reading and Writing - This study examined how students of English as a foreign language (EFL) with different first language (L1) backgrounds use interactional metadiscourse markers in argumentative...     

Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension

The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency.     

The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment

This interdisciplinary research examines how Informal Digital Learning of English (IDLE) and the L2 Motivational Self System (consisting of the ideal L2 self and the ought-to L2 self) are linked with Foreign Language Enjoyment (FLE). Together, these are flourishing research areas in computer-assisted language learning, second language acquisition and positive psychology. Using a purposive sampling technique, three cohorts of English-as-a-foreign-language learners (N = 661) are surveyed in South Korea: middle school (n = 173), high school (n = 374) and university students (n = 114). Results of hierarchical regression analyses show that IDLE and the ideal L2 self are significantly predictive of all groups’ FLE, while the ought-to L2 self predicts only middle school students’ FLE. These results suggest that students’ engagement in extramural digital activities and their motivational mindset (shaped through different socio-educational contexts) may have influenced their emotions in learning their target language. Informed by these results, teachers can help increase students’ L2 learning enjoyment by supporting their language learning in out-of-class digital settings as well as promoting their ideal L2 self-images. Concurrently, teachers and parents can enhance younger learners’ enjoyment of learning L2—especially in test-oriented Asian contexts—by setting higher L2 learning expectations.     

Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach

This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first‐language (L1) and 208 second‐language (L2) fourth‐grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement.     

浅议计算机辅助教学

ＣｏｍｐｕｔｅｒＡｓｓｉｓｔｅｄｌｎｓｔｒｕｃｔｉｏｎ (ＣＡＩ)ｉｓｔｈｅｔｅｒｍｕｓｅｄｔｏｄｅｓｃｒｉｂｅｃｏｍｐｕｔｅｒｐｒｏｇｒａｍｓｄｅｓｉｇｎｅｄｆｏｒｔｅａｃｈｉｎｇ .ＩｔｉｓｉｍｐｏｒｔａｎｔｎｏｔｔｏｃｏｎｆｕｓｅｔｈｉｓｔｅｒｍｗｉｔｈＣＡＬＬ(ＣｏｍｐｕｔｅｒＡｓｓｉｓｔｅｄＬａｎｇｕａｇｅＬｅａｒｎｉｎｇ)———ｔｈｅｃａｔｃｈａｌｌｔｅｒｍｆｏｒｄｉｆｆｅｒ ｅｎｔｆｏｒｍｓｏｆＬ2ｉｎｓｔｒｕｃｔｉｏｎａｃｃｏｍｐｌｉｓｈｅｄｗｉｔｈｔｈｅｕｓｅｏｆｃｏｍｐｕｔｅｒｓ.Ｆｏ…     

Second Language Play as a Representation of the Multicompetent Self in Foreign Language Study

In this article I link 3 areas that have recently attracted (renewed) interest in second language acquisition (SLA) and applied linguistics research: (a) first language (L1) use in adult foreign language study; (b) adult second language (L2) play; and (c) adult language learner identity. In mainstream approaches to SLA and utilitarian conceptualizations of foreign language learning, L1 use typically is considered detrimental to L2 acquisition; L2 play is a superfluous activity that detracts from the serious business of language learning; analyst-sensitive examinations of learner-internal mechanisms in the process of SLA are emphasized over learner-sensitive studies of the language learner's identity in sociocultural context. Recent work, however, has brought new evaluations of these 3 areas. Antón and DiCamilla (1998) have found that L1 use may function as an advantageous metacognitive tool in L2 acquisition. Both Lantolf (1997, 2000) and Tarone (2000) have recently advanced theories of form-based L2 play in which play functions in the acquisition of L2 forms. Norton (2000) has investigated the importance of learners' social identity in L2 learning and use in the context of Canadian immigration. In this article, I suggest a new role for adult form-based L2 play in SLA theorizing. This type of play may not only aid in the acquisition of L2 forms but may also serve as a textual icon for learners' growing multicompetence (i.e., the distinct state of mind with 2 or more grammars; V. Cook, 1991, 1992). Multicompetence may have meaning for learners' sense of self and their ways of interacting with the world. Multilingual form-based play with language names (e.g., "English" and "German") and syntax in the written texts of advanced tutored learners of German are examined.     

Nothing but a Fairy Tale: A Qualitative Study of Marriage Migration,Second Language Learning,and the Ideal Self

This article explores how the global trends of marriage migration and tightening of immigration policies in the West interconnect with second language learning motivation. Specifically, this article considers how social positions, governmental regulations, and everyday contexts come together to complicate the expectations of language learning that underlie much public discussion on “integration.” Applying narrative analysis to excerpts from interviews and conversations, I investigate the case of Mulenga, a younger Zambian woman who moved to Denmark to marry an older Danish man. Framed by the L2 motivational self system, the analysis reveals a self-discrepancy between her ideal self (hopes of a better life) and her actual self (lived reality in Denmark) and highlights how motivation and images of self traverse, combine, and reconfigure different cross-temporal experiences. The findings stress the importance for language educators to pay more attention to personal narratives and experiences outside the classroom when attempting to understand learner motivation.