2015, Volume 9, Issue 2https://jyx.jyu.fi/handle/123456789/475252024-03-29T01:28:35Z2024-03-29T01:28:35ZBook Review: Motschenbacher, Heiko. 2013. New Perspectives on English as a European Lingua Franca. North America: John Benjamins Publishing Company. ISBN 97890 272 7099.Zhang, DanyangLin, Xiaohttps://jyx.jyu.fi/handle/123456789/485452018-05-17T03:35:58Z2016-02-01T05:58:54ZBook Review: Motschenbacher, Heiko. 2013. New Perspectives on English as a European Lingua Franca. North America: John Benjamins Publishing Company. ISBN 97890 272 7099.
Zhang, Danyang; Lin, Xiao
This book studies European ELF for particular and aims to record the hybridity of European ELF within a community of practice where “Europeanness” is expressed during the use of English. Linguistic materials on Eurovision Song Contest (ESC) press conference 2010 are studied, from which four linguistic levels are examined for illustrating the internal hybridity of European ELF. This is shaped by "Europeanness", or speakers' willingness to be part of Europe, by weakening their associations with national countries.
2016-02-01T05:58:54ZHolistic perspective on Feedback for adult beginners in an online course of SwedishJakobson, Liivihttps://jyx.jyu.fi/handle/123456789/485442018-05-17T03:35:48Z2016-02-01T05:49:44ZHolistic perspective on Feedback for adult beginners in an online course of Swedish
Jakobson, Liivi
Although several inquiries highlight the importance of feedback in language teaching and learning, there is a need for knowledge concerning a holistic perspective on feedback in the empirical context of written feedback for L2 adult beginners. The study reported here provides additional evidence about teachers’ actual feedback and student attitudes to feedback. The unit of analysis addresses a new context, namely Swedish as a second language, in an online course for adult beginners. The study included ten male and female university-level students with different cultural backgrounds. The purpose was to analyze several previously scientifically tested feedback categories for writing, which were conceptually replicated in the present study, as well as to additionally explore a new category for feedback on pronunciation in the same context. To establish causality, this study used attribution theory. The findings revealed top rankings for language accuracy and pronunciation in students’ evaluation. The teacher gave the most feedback on language accuracy. These results provide support for the importance of feedback on language accuracy which supports the empirical results of other inquiries. Furthermore, the study’s explorative findings support the need for further investigations on feedback on pronunciation. A proposition for future research is that more holistic type studies be conducted, including different categories and proficiency levels.
2016-02-01T05:49:44ZExtramural English and academic vocabulary. A longitudinal study of CLIL and non-CLIL students in SwedenOlsson, EvaSylvén, Liss Kerstinhttps://jyx.jyu.fi/handle/123456789/485332018-05-17T03:35:56Z2016-01-29T12:17:14ZExtramural English and academic vocabulary. A longitudinal study of CLIL and non-CLIL students in Sweden
Olsson, Eva; Sylvén, Liss Kerstin
n content and language integrated learning (CLIL), where school subjects are taught trough an L2 – in this case English – students often reach higher L2 proficiency levels than students who follow regular education. There are also indications that English encountered and used outside of school, e.g. through books, computer games or films, may be as influential as CLIL instruction for vocabulary growth. However, there is little research on the development of academic vocabulary in this connection, and few studies have considered students’ use of English outside school, when evaluating the effect of CLIL instruction. In this study, male and female CLIL and non-CLIL students’ use of English in their spare time is investigated and compared (N=230). Further, the possible impact of extramural English on students’ progress in academic vocabulary use in writing is investigated. The results indicate that CLIL students use English in their spare time to a significantly greater extent than non-CLIL students. Male CLIL students, who used English outside school most frequently, also included the highest proportion of academic vocabulary in their essays. However, they did not progress more than other students; extramural English does not seem to have any significant impact on progress of academic vocabulary over time.
2016-01-29T12:17:14ZInitial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLEKaratsiori, Marianthihttps://jyx.jyu.fi/handle/123456789/475312018-05-17T03:35:53Z2015-11-02T09:36:33ZInitial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE
Karatsiori, Marianthi
This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.
2015-11-02T09:36:33Z“Does English make you nervous?” Anxiety profiles of CLIL and non-CLIL students in SwedenThompson, Amy S.Sylvén, Liss Kerstinhttps://jyx.jyu.fi/handle/123456789/475292018-05-17T03:35:51Z2015-11-02T09:20:31Z“Does English make you nervous?” Anxiety profiles of CLIL and non-CLIL students in Sweden
Thompson, Amy S.; Sylvén, Liss Kerstin
This study aims to explore the relationship between Content and Language Integrated Learning (CLIL) vs. non-CLIL students and language learning anxiety. As part of a larger research project, this study is conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N=109) and non-CLIL programs (N=68) at three different schools. While both CLIL and non-CLIL groups study English as a separate subject, the difference between the two groups is that part of the curriculum is taught through the medium of English in the CLIL programs. The participants completed the Swedish version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope 1986), which is a measure of anxiety that has been used since its inception. First, the factor structure of the instrument was explored in order to ensure its applicability, and then analyses on CLIL status and gender were completed. An exploratory factor analysis and subsequently five 2 x 2 factorial ANOVAs were performed, illustrating the relationship of CLIL status and gender on language learning anxiety. Our study fills a gap in the research by providing baseline data for a longitudinal study of CLIL students in Sweden, thereby allowing the comparison of anxiety over time.
2015-11-02T09:20:31Z