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1

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

100%
Fang X.
Journal of Language and Cultural Education
|
2016
|
vol. 4
|
issue 3
222-232
EN
This paper explored the value of learner’s stories for ESL (English as a Second Language) teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education), ESL and SLA (Second Language Acquisition). Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.
2
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The development of conjunction use in advanced L2 speech

100%
Jaroszek M.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
533-553
EN
The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL) tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a) formal conjunctions, (b) specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c) conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have no immediate effect on the development of spoken discourse competence.
3
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The development of conjunction use in advanced L2 speech

100%
Jaroszek M.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
533-553
EN
The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL) tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a) formal conjunctions, (b) specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c) conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have no immediate effect on the development of spoken discourse competence.
4
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The Interactive Learning Model: A theory that assists the L2 learner in achieving self-awareness

100%
Johnston C. A., Klein G. B., Johnston N., Johnston J.
Glottodidactica
|
2021
|
vol. 48
|
issue 2
21-41
EN
This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and selfreported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning.
5
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Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners' Production of English /I/ and /e/

88%
Rojczyk A.
Research in Language
|
2010
|
vol. 8
85-97
EN
The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/
6
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Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners' Production of English /I/ and /e/

88%
Rojczyk A.
Research in Language
|
2010
|
vol. 8
1-13
EN
The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/
7
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Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching

88%
Zybert J., Lehman I.
Scripta Neophilologica Posnaniensia
|
2018
|
issue 18
267-275
PL
Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.
8
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Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening

88%
Kılıçkaya F., Kic-Drgas J., Krawiec M.
Teaching English with Technology
|
2022
|
vol. 22
|
issue 2
27-50
EN
This exploratory study reports on the results of a survey on the tertiary language lecturers’ preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.
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