Traditionally, the explanation of grammatical rules of a second language has been done in an explicit and deductive way. This means that the instructor explains the rules, and these grammatical explanations are followed by communicative practice activities. This case study will analyze the results obtained in the grammatical teaching of a Spanish rule using the PACE method (Adair-Hauck and Donato, 2016). This method is explicit and inductive, which means that the instructor who teaches the grammar rule guides the discussion of that rule to see if students are able to extract it from the text presented to them. Then, communicative activities of linguistic production follow.This study assumes that there is a connection between explicit and implicit knowledge of grammar (Ellis, 2005). This study teaches three lessons using the PACE method. One lesson teaches impersonal se, another teaches the passive se, and another lesson teaches the inchoative se to students who have studied three years of Spanish at an urban public school in Madison. This structure is complicated both syntactically and semantically for Spanish students as a second language. For this study, I fully transcribed the conversations about the grammar rule of three groups of students in the three lessons they received. I counted the amount of time they spent discussing the grammatical rule of the lesson of the day, and I also divided that conversation into four levels of increasing depth of analysis. I then fully transcribed all the communicative activities they had practicing the rule they previously discussed. Thus, I counted the number of cases that each student performed the correct or incorrect use of the rule. Finally, I counted the cases in which the activity stops being of a communicative nature because of problem or challenge arises. In order for students to solve the problem, they need to pay attention to the form. Therefore, I counted these interruptions and then divided such interruptions in four different categories, so that I could analyze the nature of the challenges students face when they communicate using the target rule. The results of my study did not count on the individual variability I found. In order to explain this unexpected variability, I used Storch's group dynamics (2002). According to his study, collaborative and expert/novice dyads are the ones that produce the best results in linguistic accuracy. The results of my study show that the collaborative dyad is the one that gets the best results in accuracy using the target rule, while in the other two groups that are an expert/novice dyad, the results obtained were positive as well, despite two texts missing in the communicative activities. This study concludes that the PACE method is a valid one, and an alternative to the traditional deductive way of teaching of grammar. Although this study makes no comparison with deductive teaching, the results point to a positive connection and impact between explicit grammatical explanations that are developed through PACE, and their subsequent realization in communicative activities where students speak spontaneously. In addition, this study proposes to encourage and analyze mutuality in groups that discuss the rule in future studies. It is the common element of the two most productive dyads, and it seems to be the easiest variable to control. / Spanish

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Students in Sweden are exposed to English education in the classroom from a very young age. This paper sets out to see whether bilingual or multilingual students perform better than monolingual students when acquiring English as a second or third language in Sweden. The research questions look at whether or not complex noun phrase structures can be connected to the language background of the students. The Dynamic Model of Multilingualism along with Second Language Acquisition theories suggest that students who have already acquired a second language have achieved a multilingual competence that monolingual speakers do not have, and that this multilingual competence can benefit a learner in acquiring additional languages. 64 students submitted language background surveys and essays. 12 essays were chosen to represent three different language categories: monolingual, bilingual and multilingual. The method of comparing the essays was based on the use of complex noun phrases. Two analyses were carried out: 1) on the modification of noun phrases at phrase level, and 2) on the embedding and modification of embedded noun phrases at the clause level. The results of the study are not statistically significant, but they may indicate that bilingual students create the most complex noun phrases, though the monolingual students were not far behind. The multilingual students used the least modification and also the least embedded noun phrases. Further research in this area is warranted based on the results found here.

Mastery of idioms in a second language is an important part of learners' lexical and cultural competence. This study provided insights into the processes that partake in interlanguage idiomatics. It also looked at the role of participants' first language in the comprehension and production of idioms in their second language. Participants were 31 Saudi graduate students' who were learners of English. They were tested in receptive and productive knowledge of 15 English idioms of three types of idiomatic expressions: a) English idioms which have their exact equivalents in Arabic; b) English idioms which are similarly expressed in both languages, and c) English idioms which have no counterparts in Arabic. The data were examined through statistical analysis. Results showed that identical idioms were the easiest to comprehend and produce, followed by similar idioms. Different idioms were the most difficult to comprehend and produce and showed the highest interference from the first language. In addition, a rather unexpected negative correlation was found between participants' length of stay in the US and their knowledge of English idioms. These findings offer insightful implications for the teaching and learning of second language idioms. Most importantly language teachers and researchers should be aware that the acquisition of idioms is influenced by the similarities and differences between idioms in learners' L1s and the target L2. This suggests that building learners' idiomatic knowledge in a second language should be done in a systematic and persistent way. In more general terms, the study's results confirm the trends and patterns reported in previous research about the acquisition of second language idiomatic competence and its important role for the effective comprehension and production of the target language.

With social structure and technology rapidly changing, business globalisation has been regarded as a worldwide trend. While there have been many cases and literature on management of culture integration for merger and acquisition from a Western perspective, few have discussed cultural integration in an Asian context. This study provides a case study of cultural integration strategies Lenovo has undertaken to manage employees from both teams after the M&A. It adopts a semi-structure face-to-face interview research method, which 5 participants were selected from the culture integration committee for interview. During the interview, each participant answered the questions from their perspective of the job position they are currently in. The method would enhance the quality of the research as it looks into the problems and strategy that Lenovo has encountered and undertaken from various points of view. However, as no employees from IBM PC-D on the committee were available to participate in the research, it might place some limitations on the research simply because IBM team’s opinions were not taken into account. After analysing the results obtained from the participants, the researcher found that there were several motives for Lenovo to acquire IBM PC-D, including: - 1) internationalization, 2) acquiring technology and skills, 3) acquiring a brand, 4) obtaining access to new customers, 5) increase bargaining position to suppliers. Among these five motives, acquiring brand was considered to be the most important motive. As Chinese product has always been marketed at the lower end of the product line with low costs and poor quality, acquiring IBM’s brand would enable Lenovo to boost its product image and to gain access to customers outside the Chinese market. In managing two teams within the organisation, Lenovo has taken very few steps to integrate two teams into one. Instead, a separate management mode was encouraged by Lenovo to allow IBM PC-D to maintain its own management system and procedures. In addition, a culture integration committee was voluntarily set up by employees from various departments to design initiatives to encourage communication between two teams. When problems arise due to the difference between two teams, Lenovo has adopted an accommodation strategy by making adjustments to the work schedule of its employee in the Lenovo team in order to accommodate employees in IBM team. As a result, it has increased the workload for staff in Lenovo team and this may thus lead to stress and work-life imbalance to its employees. Overall, the strategy that Lenovo has adopted to manage two teams seems to have worked well and the culture integration committee appears to have served well in encouraging the communication between two teams. On the other hand, as the participants in the interview were not directly involved with the designing and crafting the strategy of culture integration, that might have some limitation on the result. Therefore, it is suggested that further research can be done to capture the opinion from members that are directly involved in the design of culture integration strategy as well as teams from IBM PC-D in order to ensure a well provided empirical and consistent view.

The objective of the present research is to explore the present state of EFL (English as a foreign language) in Korean culture which is assumed to be different from that of English speaking countries, and to investigate learners' attitudes toward needs and motivation for the English language. Since it seems to be recognised that language and culture are inseparable, EFL in the Korean cultural context might reflect its own typical aspects. Chapter 1 deals with problems in EFL in Korea, and the relationship between foreign language acquisition and cultural background. The meaning of culture and its importance in a foreign language learning and teaching is elaborated. Chapter 2 reflects the characteristics of Korean culture, with an account of her history, education system and national policy of EFL. Current implementation of English language teaching at Korean universities, with its developmental history, is presented with evidences obtained from previous research. Chapter 3 reviews the theoretical literature on needs, attitudes, interest, anxiety and motivation in foreign/second language learning, since they are recognised as central to foreign language acquisition. Research studies on these variables are introduced, compared with each other and critically discussed. In Chapter 4, research questions and hypotheses are drawn, based on the theoretical framework reviewed in Chapter 3. The research design (sampling, methods of and procedures for data-collection) is elaborated. Chapter 5 begins with a description of data-interpretation methods employed in the study. Data obtained from these instruments were statistically analysed through a computer programme `SPSS'. The findings of the research are presented, followed by a discussion of the results. In Chapter 6, more detailed profiles of analysis than those given in Chapter 5 are presented. Particularly, item-by-item comparison is made between the college students' and graduates' questionnaires. Chapter 7, as a closing chapter of the present research, reviews the foregoing chapters and derives conclusions, suggesting implications for further research. Key implications arising from the research are: priority for teaching EFL from intercultural perspectives, and (so far as learners are concerned) to tolerating the new approaches to teaching that are required.

With social structure and technology rapidly changing, business globalisation has been regarded as a worldwide trend. While there have been many cases and literature on management of culture integration for merger and acquisition from a Western perspective, few have discussed cultural integration in an Asian context. This study provides a case study of cultural integration strategies Lenovo has undertaken to manage employees from both teams after the M&A. It adopts a semi-structure face-to-face interview research method, which 5 participants were selected from the culture integration committee for interview. During the interview, each participant answered the questions from their perspective of the job position they are currently in. The method would enhance the quality of the research as it looks into the problems and strategy that Lenovo has encountered and undertaken from various points of view. However, as no employees from IBM PC-D on the committee were available to participate in the research, it might place some limitations on the research simply because IBM team’s opinions were not taken into account. After analysing the results obtained from the participants, the researcher found that there were several motives for Lenovo to acquire IBM PC-D, including: - 1) internationalization, 2) acquiring technology and skills, 3) acquiring a brand, 4) obtaining access to new customers, 5) increase bargaining position to suppliers. Among these five motives, acquiring brand was considered to be the most important motive. As Chinese product has always been marketed at the lower end of the product line with low costs and poor quality, acquiring IBM’s brand would enable Lenovo to boost its product image and to gain access to customers outside the Chinese market. In managing two teams within the organisation, Lenovo has taken very few steps to integrate two teams into one. Instead, a separate management mode was encouraged by Lenovo to allow IBM PC-D to maintain its own management system and procedures. In addition, a culture integration committee was voluntarily set up by employees from various departments to design initiatives to encourage communication between two teams. When problems arise due to the difference between two teams, Lenovo has adopted an accommodation strategy by making adjustments to the work schedule of its employee in the Lenovo team in order to accommodate employees in IBM team. As a result, it has increased the workload for staff in Lenovo team and this may thus lead to stress and work-life imbalance to its employees. Overall, the strategy that Lenovo has adopted to manage two teams seems to have worked well and the culture integration committee appears to have served well in encouraging the communication between two teams. On the other hand, as the participants in the interview were not directly involved with the designing and crafting the strategy of culture integration, that might have some limitation on the result. Therefore, it is suggested that further research can be done to capture the opinion from members that are directly involved in the design of culture integration strategy as well as teams from IBM PC-D in order to ensure a well provided empirical and consistent view.

This is a study of Mandarin third tone (T3) sandhi produced by learners learning Mandarin as a second language, third language, or heritage language. I investigate factors affecting learners’ Mandarin T3 sandhi performance measured by two constructs, comprehensibility and accentedness. T3 sandhi in Mandarin is a phonological property that learners of Mandarin need to acquire on top of the four lexical tones (i.e., Tone 1 high level, Tone 2 rising tone, Tone 3 dipping tone, and Tone 4 falling tone). T3 sandhi is a process that which lexical tones alternate categorically, changing from the underlying tone sequence of T3T3 to T2T3. This process is motivated by the underlying trochaic feet of Mandarin (Qu, 2013). 67 Chinese learners passed the screening test (i.e., reading monosyllabic words with satisfactory tone production) to ensure that they could produce basic lexical tones before their tone sandhi production was evaluated. The eligible learners’ reading of the experimental wordlist that consists of 40 disyllabic words (i.e., 20 sandhi words and 20 non-sandhi words) was judged by 20 native speakers of Chinese in terms of comprehensibility and accentedness on a scale of 1 to 9 (e.g., Munro & Derwing, 1995; Saito, Trofimovich & Isaacs, 2017). The primary findings of the study are 1) Comprehensibility and accentedness were confirmed to be two distinct constructs as learners were found to perform significantly differently on these two constructs (both p < .05). 2) Previously learned foot structure, either from first or second language (L1footness or L2footness), were found significantly predict L3 comprehensibility and accentedness. L1footness was correlated with better performance: higher comprehensibility and lower accentedness ratings. The finding of L2footness’ correlation with worse performance in comprehensibility and accentedness was confounding but caused by low exposure to the target language Mandarin. 3) Exposure to the target language, measured by total learning length, the number of Chinese courses taken and total time spent in China, was found significantly influence comprehensibility and accentedness. This shows the importance of teasing apart effects of exposure and language transfer in L3 acquisition studies, which echoes with Puig-Mayenco and Rothman (2020). 4) Heritage learners were not found to have any acquisitional advantages over non-heritage learners as there were no significant differences between heritage versus non-heritage learners. Furthermore, Cantonese learners were found to perform worse than L2 learners on T3 sandhi words (where T3 sandhi rules need to apply) but not on non-sandhi words due to their lack of foot structure in their heritage language Cantonese. This suggests the heterogeneous nature of the Chinese heritage learner population, and Cantonese heritage learners and Mandarin heritage learners should be distinguished at least for prosodic feature acquisition. / Graduate

No description available.

This research aims to find out how a small sized school in western Sweden, where the experience regarding second language students is not very high, accept the challenge to find and use teaching methods adapted to the students. It will investigate what specific methods or theaching materials are used and why they have been chosen, all this with a focus on literacy learning. The method applied is qualitive interviews. Four teachers have been interviewed from three different grades. In the result and discussion the empiricism according to the four issues about teaching materials and choice of methods is presented. The results show that the teachers more or less use specific methods and materials. Among these are genre pedagogy and copying as methods for second language students learning swedish writing skills. The materials presented include something called ”ZickZack” and ” my words” and are used mainly during Swedish class.