| 1. |
- Bergström, Denise, et al.
(author)
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“Words are picked up along the way” : Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning
- 2022
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In: Language Awareness. - : Taylor & Francis. - 0965-8416 .- 1747-7565. ; 31:4, s. 393-409
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Journal article (peer-reviewed)abstract
- Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers’ conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer on non-native teachers’ conceptualizations of vocabulary. This paper presents an interview study with Swedish EFL teachers at secondary school level. Fourteen teachers were interviewed about their beliefs and practices in relation to vocabulary development in the classroom. The study shows that despite a general understanding of the importance of vocabulary in language learning among the teachers, vocabulary was not seen as a learning objective in its own right. Closely connected to this understanding, the teachers showed a great reliance on incidental vocabulary learning, where words were understood as “picked up along the way” while doing other things, such as reading and playing games. It was also found that although the teachers showed an awareness of the many aspects involved in word knowledge, they mentioned few methods to work with them. The study suggests a need for a more explicit focus on vocabulary instruction in the language learning classroom.
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| 2. |
- Bijvoet, Ellen, et al.
(author)
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What's the target? A folk linguistic study of young Stockholmers' constructions of linguistic norm and variation
- 2016
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In: Language Awareness. - : Informa UK Limited. - 0965-8416 .- 1747-7565. ; 25:1-2, s. 17-39
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Journal article (peer-reviewed)abstract
- To account for the full range of language use in contemporary multilingual urban contexts, the notion of target language (TL) needs to be reconsidered. In studies of second language acquisition and language variation, taking TL for granted implies that people agree on what constitutes 'good' language, or the standard norm. The TL of language learners and users is, however, more heterogeneous than is often assumed. To gain insight into what people are actually targeting in their language development and use, we need to study their perceptions of ambient sociolinguistic variation. In this folk linguistic listener study involving 343 upper secondary school students, a range of data types were analysed: attitude scales, variety labelling, and assessments of speakers' social and linguistic backgrounds. This article highlights some results pointing to a considerable divergence in the listeners' perceptions, in particular with regard to speech representing what is here characterised as migration-related social dialects. Several listeners labelled these samples as 'good' Swedish, possibly suggesting that they do not simply aim at or even relate to a TL identical with the dominating monolingual norm, but may instead have a less narrow view of the kind of Swedish they consider appropriate for use in more formal situations.
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| 3. |
- Deutschmann, Mats, 1964-, et al.
(author)
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"It ain't what you say. It's the way you say it" : adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers
- 2023
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In: Language Awareness. - : Routledge. - 0965-8416 .- 1747-7565. ; 32:2, s. 255-277
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Journal article (peer-reviewed)abstract
- The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish, or L2 accented Swedish. Both guises were based on the same recording, but the L2 accented version had been digitally manipulated using cut-and-paste techniques in order to replicate certain vowel sounds (the [u:]-sound in particular) associated with low-prestige Swedish L2 accentedness. The findings from this experiment were then used as starting point for language awareness raising activities. Our overall results show that the L2 accented manipulated recording was evaluated more favourably than the original L1 accented recording on all investigated variables. One proposed explanation is that respondents were inadvertently influenced by so-called shifting standards effects, i.e. lower standards/expectations are being used as reference points when evaluating the L2 accented recording. This tendency, however, seemed to be less apparent among respondents with bi/multilingual linguistic identities. Following debriefing discussions based on the experiment findings, there were clear indications that respondents did become more aware of inadvertent linguistic stereotyping by participating in the activities.
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| 4. |
- Deutschmann, Mats, 1964-, et al.
(author)
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Talking into empty space? : signalling involvement in a virtual language classroom in Second Life
- 2009
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In: Language Awareness. - oxon : Routledge. - 0965-8416 .- 1747-7565. ; 18:3-4, s. 310-328
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Journal article (peer-reviewed)abstract
- In this study, we compare the first and the last sessions from an online oral proficiencycourse aimed at doctoral students conducted in the virtual world Second Life. The study attempts to identify how supportive moves made by the teacher encourage learners to engage with language, and what type of linguistic behaviour in the learners leads to engagement in others. We compare overall differences in terms of floor space and turn-taking patterns, and also conduct a more in-depth discourse analysis of parts of the sessions focusing on supportive moves such as back-channelling and elicitors. There are indications that the supportive linguistic behaviour of teachers is important in increasing learner engagement. In our studywe are also able to observe a change in student linguistic behaviour between the first and the last sessions with students becoming more active in signalling involvement as the course progresses. Finally, by illustrating some of the language awareness issues that arise in online environments, we hope to contribute to the understanding of the dynamics of online communication.
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