Abstract The purpose of this study is to navigate the complexity of change in the field of foreign language education. The study follows ethnographic guidelines. Thus, it aims at analysing various learning and teaching situations and, additionally, at offering possibilities for new reflections and practices. The empirical cases of the study have been analysed with nexus analysis. The multiple data include, for example, answers to online surveys, videos, various presentations, papers and learning journals by students as well as ethnographic observation. The study will map the main development of foreign language education in Finland, the major views on learning and on the related research in the field. In addition, the study presents five nexus-analytic explorations within foreign language education and discusses the findings of these cases. The five nexus-analytic cases were conducted during four years. The research participants were pupils, language students and teachers as well as education authorities of foreign language education. The research cases aimed at answering two research questions: (1) “What kinds of motives do the research participants ascribe for foreign language learning and teaching?” and (2) “What kinds of discourses, interaction order and historical bodies emerge in the research cases?” These questions provided answers to the main goal of the research; to gain understanding about factors which contribute to the complexity of change in foreign language education. The findings of the research suggest that change is challenging both in formal education and in teacher education. However, some changes are needed in order to have innovative new language teachers who can motivate young foreign language learners in the spirit of life-long learning and plurilingualism in the future, too. The study has implications for language teacher education, material and curriculum design and for language teachers’ practical work. Additionally, the study presents examples of working methods, which may be used in designing new teaching practices. Finally, the study offers insight of the use of nexus analysis as a concrete research tool. / Tiivistelmä Tämän väitöstyön tarkoitus on kartoittaa muutoksen monimutkaisuutta vieraiden kielten koulutuksessa. Työ noudattaa etnografisia suuntaviivoja. Näin ollen se pyrkii analysoimaan erilaisia oppimis- ja opetustilanteita sekä tarjoamaan mahdollisuuksia uusille reflektioille ja käytänteille. Työssä esitetyt empiiriset osatutkimukset on analysoitu neksusanalyysin avulla. Monipuolinen aineisto sisältää esimerkiksi internet-kyselyn vastauksia, videoita, erilaisia opiskelijoiden tekemiä esityksiä, tutkielmia ja oppimispäiväkirjoja sekä etnografisia havaintoja. Väitöstyössä luodaan katsaus vieraiden kielten koulutuksen kehitykseen Suomessa, kielenopetuksen taustalla vaikuttaneisiin oppimisteorioihin sekä alan tutkimukseen. Lisäksi esitellään väitöskirjan viisi neksusanalyyttistä osatutkimusta ja analyysin tuottamat johtopäätökset. Työssä esitetyt viisi neksusanalyyttistä tutkimusta suoritettiin neljän vuoden aikana. Tutkimuksiin osallistui oppilaita, kieltenopiskelijoita ja -opettajia sekä viranomaisia kielikoulutuksen alalta. Tutkimusten avulla pyrittiin vastaamaan kahteen tutkimuskysymykseen: (1) Millaisia motiiveja tutkimukseen osallistujat tuottavat vieraiden kielten oppimiselle ja opettamiselle? ja (2) Millaisia diskursseja, vuorovaikutusjärjestyksiä ja henkilöhistorioita nousee esiin osatutkimuksissa? Näiden kysymysten avulla saavutettiin tutkimuksen päätavoite eli kartutettiin ymmärrystä siitä, millaisia tekijöitä muutoksen monimutkaisuuteen liittyy vieraiden kielten koulutuksessa. Tutkimuksen tulokset osoittavat, että muutos on haasteellista sekä formaalissa koulutuksessa että opettajankoulutuksessa. Muutoksia kuitenkin tarvitaan, jotta meillä olisi innovatiivisia kieltenopettajia motivoimaan nuoria kielten opiskelijoita elinikäisen oppimisen ja monikielisyyden hengessä myös tulevaisuudessa. Työn tuloksia voidaan hyödyntää kieltenopettajien koulutuksessa, oppimateriaalin sekä opetussuunnitelmien suunnittelussa. Tämän lisäksi työssä on esimerkkejä työmuodoista, joita voi soveltaa vieraiden kielten opetuksessa. Lopuksi, työssä esitetään, kuinka neksusanalyysi toimii konkreettisena tutkimustyökaluna sekä muutoksen edistäjänä.

Current scholarship in translation pedagogy calls for a paradigm shift towards a learner-centered and socio-constructivist approach to translator education. This view is founded on translating as a socially situated act of intercultural communication anchored in socio-cognitive abilities, and translation learning as multi-componential and sequential. Instruction in translation is thus seen to benefit from process- rather than product-oriented teaching and a focus on learners' textual and discursive competence. In spite of significant progress over the last decade the empirical basis of translation teaching theory and methods remains scant. A lack of attention to the "human factor" in translator education research (students and educators, in favor of processes, content and activities) is particularly conspicuous (Kelly 2008). As the field of translation pedagogy consolidates with ever more refined frameworks that pull teaching designs away from teacher- and text-centered classes to become more learner and learning/teaching-based, little is known about the nature of translation pedagogy ‘on the ground’ in diverse locations of the globe: by whom and how is translation taught, under what constraints, and to what effects. This qualitative study is grounded in second language (L2) teacher cognition research (e.g. Borg 2006, Phipps and Borg 2009), representations of translation as 'inquiry' (Sakai 2010, Cronin 2000, 2003, Venuti 2016) and recent socio-constructivist and sequenced and process-focused translation teaching approaches (Kiraly 2000, Colina 2003, 2015, Hurtado Albir 1999, González Davies 2004, Kelly 2005). From these frameworks, it examines the professional biographies, knowledge base, beliefs and practices of Chilean translation instructors at three different universities, as well as the views and experiences of approximately 50 of these instructors' students regarding their understanding and experiences of translation and instruction in the classroom. Additionally, in order to contribute to the developing 'rapprochement' between translation studies and second language education, findings on the strengths and challenges of undergraduate translation pedagogy derived from these two studies are discussed in a third article in light of the contributions from socio-culturally-oriented L2 education research, particularly multiliteracies approaches to FL teaching (Kern 2000, Byrnes 2005, 2006, Maxim 2009, Kramsch 2011, 2006, Paesani et al. 2015, Swaffar and Arens 2005).

This thesis investigates referential communication strategies using the theoretical framework of Levelt's (1989) model of speech production and its application to second language speech production (de Bot, 1992). The investigation focuses on utterances of adult speakers who solve a referential communication task in their first language (English) and their second language (German). Two different groups participate in the study. The first group consists of students from a large West Canadian University who learn German in a foreign language classroom, whereas the second group consists of native speakers of English who work in Germany and acquire German in a second language environment. All participants describe abstract shapes while their utterances are being recorded and later transcribed for analysis. Quantitative and qualitative methods measuring the time and words reflect the strategies used to describe the shapes. The analysis of the data reveals that the participants in Germany are more accurate in their descriptions and solve the referential problems more successfully than the participants from the West Canadian University do. The direct contact these participants have with the German language and culture proves to be beneficial to the process of generating a comprehensible message in referential communication. The study concludes with suggestions for the teaching of German as a second language and recommendations are made for future research on language acquisition the learning environment. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

abstract: Dulcinea del Toboso es todo un misterio, ya que no es una persona real, sino un personaje ficticio que nunca llega a aparecer en la novela Don Quijote de La Mancha, de Miguel de Cervantes (1605, 1615). Aunque Dulcinea no dice una sola palabra en el libro, existe en la imaginación de su protagonista, Don Quijote. Este hombre de edad avanzada, aficionado a la lectura de libros de caballería, fantasea con la idea de ser un caballero en busca de aventuras, motivado en todo momento por el pensamiento de su dama idealizada. La descripción que ofrece Cervantes al presentar a Dulcinea en la novela es ambigua, ya que la asocia con una campesina llamada Aldonza, pero sin llegar a emplear elementos de certeza. Dulcinea no es un ser humano, ni tampoco un verdadero personaje literario, así que la única imagen que uno puede formarse de ella reside en la imaginación. Esta investigación se centra en probar que esa imagen ha tenido una impactante evolución a través de los siglos hasta convertirse hoy día en una especie de marca distintiva. Varios intelectuales han estudiado el enigma de Dulcinea. Miguel de Unamuno la interpretó como gloria eterna, Menéndez Pidal como puro ideal, Pedro Salinas como la sombra de un personaje que nunca llegó a ser. Más recientemente Anne Cruz la describía como el cuerpo inmaterial más famoso de todas las obras de Cervantes, y Frederick de Armas como imaginación mítica en pleno desempeño. Entonces, ¿cómo se representan los cuerpos inmateriales? ¿Cómo ser Dulcinea y Aldonza y ninguna de ellas a la vez? ¿Cómo alcanzar tanta fama sin tener si quiera una voz real? El propósito de mi estudio es reinterpretar la Dulcinea de Don Quijote desde la perspectiva de los productos audiovisuales y culturales del siglo XX y XXI. La idea es abrir nuevas perspectivas a los enfoques contemporáneos de lecturas clásicas. Los estudios interdisciplinarios y las interpretaciones modernas, como las usadas en este trabajo, atraerán a los estudiantes actuales, los cuales tienden a visualizar las humanidades y el estudio de los libros clásicos como una materia intangible difícil de entender (algo así como la percepción convencional de la elusiva Dulcinea del Toboso). Esta tesis quiere contribuir a cambiar ese sentimiento. / Dissertation/Thesis / Doctoral Dissertation Spanish 2020

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21844号 / 人博第873号 / 新制||人||209(附属図書館) / 2018||人博||873(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 谷口 一美, 准教授 高橋 幸, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

abstract: Language Textbooks often play a major role in English for speakers of other languages (ESOL) classrooms, not only to provide information but also to help students construct their identities. Several studies showed that identity and language learning are inseparable, due to the simple fact that every learner has his/her own identity aspects like race, gender, social class, and speaker status (i.e., native speaker vs. non-native speaker of the target language). These aspects should be acknowledged because providing the students with limited identity options might cause the students to resist learning the language or be less invested in this practice (Norton & Toohey,2011). However, there is limited support for teachers who wish to examine identity in ESOL textbooks. Several scholars attempted to evaluate the range of identity options offered in ESOL textbooks, but they all used either Critical Discourse Analysis or Content Analysis which can be effective; however, these procedures require training and can take a long time, so they may not be practical for teachers. This suggests that there is a need for a less complicated evaluation tool that can be easily used by teachers. The purpose of this thesis is to develop a teacher-friendly identity-focused checklist for ESOL textbooks, and the thesis is guided by the following questions: (a) what would an evaluation checklist for identity in ESOL textbooks look like?; (b) what can this checklist reveal about ESOL textbooks? The purpose of this thesis was achieved by developing a qualitative checklist that covers, race, gender, social class, and speaker status, and demonstrating how to use it on a collection of five adult ESOL textbooks. The checklist revealed similarities and differences between the textbooks, including important shortcomings, and that kind of information can be useful for the teacher to make decisions about the textbook he/she uses. / Dissertation/Thesis / Masters Thesis Applied Linguistics 2019

This dissertation explores the effect of visuals on test-takers’ L2 listeningprocesses. It uses a mixed methods design, following a concurrent transformative model (Creswell & Poth, 2018). There are three components to the study. The first is a comparison of group performance, aiming to shed light on how test-takers’ test performance may be affected by the inclusion of visuals. A total of 190 undergraduate students in China took part in this component. After being randomly and evenly placed in two groups according to their estimated proficiency level, their listening ability was assessed by a pre-test. They then took one of the two versions of a post-test, one where the participants could both see and hear the speakers, and the other one where they could only hear the speakers. A comparison of the two groups’ post-test scores using ANCOVA showed that the audio-visual participants scored significantly higher than the audio-only participants on the post-test. This indicates that the inclusion of visuals significantly enhanced the participants’ test performance. The second component of the study is a retrospective cued recall that investigatestest-takers’ specific listening processes. Ten participants in each group were randomly selected to join this part to the study. Their post-test test-taking processes were recorded and served as the stimuli for them to recall their viewing patterns, note-taking practice, identification of authentic features, and question-answering approaches. The comparisons between the two groups showed individual and group similarities, along with differences in every aspect of the listening processes. The last component is an analysis of the notes taken by the test-takers. Thequalitative participants’ notes taken during the post-test were rated regarding the correct levels of information noted, overall organization, and irrelevant and incorrect information noted. Using Spearman’s correlations, the note quality was correlated with the post-test scores in each condition. No significant correlations were found. This indicates that there was no substantive relationship between the participants’ note quality and test scores. Based on the results of the study, I advocate for the practice of including visualsin L2 listening tests, and an expansion of the construct definition of academic lecture listening to include the assessment of test-takers’ ability to understand visual cues. I also propose a five-dimension authenticity scale to measure the authenticity level of L2 listening input used on L2 listening tests. The study also has several other practical implications that are useful for L2 listening research, test development, and teaching and learning. Key limitations are acknowledged and discussed, and future research directions are suggested. / Teaching & Learning

This dissertation study explored the feasibility of using authenticated spoken texts to test L2 Chinese listening comprehension. The spoken texts used in the study were created using an “authenticating” technique, in which scripted spoken Chinese texts were infused with characteristics of real-world, unscripted spoken Chinese. In the first part of the study, 101 “naïve” L1 Chinese speakers reported their attitudes toward various characteristics of the scripted spoken texts and the authenticated spoken texts in a survey questionnaire. Comparisons of the L1 Chinese participants’ attitudes showed that they believed that the authenticated spoken texts were more authentic-sounding than the scripted texts in every measure. This indicates that the authenticity of scripted spoken texts normally used in L2 listening tests can be enhanced by using the text authentication technique. In the second part of the study, L2 listeners’ test performance and listening and test-taking processes during the post-test were examined. For the quantitative data, 184 intermediate and advanced adult L2 Chinese learners completed two listening tests (one pre-test assessing their listening proficiency and one post-test) and questionnaires tapping into their use of listening strategies and test-taking strategies. For the qualitative data, stimulated verbal recalls and verbal reports were employed to elicit another 16 L2 listeners’ verbalizations of their listening and test-taking processes. The comparison of the test scores showed that the listening test using authenticated spoken text as listening input was significantly more difficult than the same test using scripted spoken texts. The comparisons of the questionnaire results showed that the test-takers did not differ in their use of listening strategies and test-taking strategies. Aligned with the quantitative results, the verbal recalls showed that the two groups, despite hearing spoken texts with different degrees of scriptedness, did not adjust their use of listening strategies and test-taking strategies. However, the authenticated spoken texts elicited a greater reliance on lower-level processes compared to the scripted spoken texts. The last part of the study involving the same 16 L2 qualitative participants investigated text-related sources of bottom-up listening difficulties of the two experimental groups through a series of diagnostic listening procedures using L2 oral and written (typing) repetition tasks. It was found that, first, compared to the scripted group, the authenticated group had more phonological decoding difficulties due to connected speech; second, even though the authenticated group had more word segmentation difficulties, this type of listening difficulty seemed to be less severe for both groups compared to the difficulty of phonological decoding; and third, other features commonly found in unscripted spoken Chinese such as filled pauses and false starts did not seem to greatly impede participants’ bottom-up listening processes. The results from the three parts of the study and my experience creating authenticated spoken texts suggest that L2 Chinese test developers should include at least some authenticated spoken texts in their listening tests, because (a) they are more “authentic-sounding”; (b) high-proficiency L2 listeners with extensive Chinese second language learning experiences find them harder to comprehend than scripted texts; and (c) they elicit cognitive processes that better represent the processes in real-world listening. Additional practical and theoretical implications pertinent to test development and L2 Chinese listening instruction are also provided. / Applied Linguistics

Past theorists have shown through their work the versatility and advantages of utilizing pre-established schemata to form a novice’s interaction with and comprehension of a text. Schemata have shown to contribute to comprehension by means of four purposes: to disambiguate, to elaborate, to filter, and to compensate (Lee & VanPatten 1999). Furthermore, we see that these schemata, or formerly attained background knowledge, are integral parts of Coady’s ESL psycholinguistic reading model (1979) , as well as Carrel’s schema theory (1984). Previous studies done by Jimenez (2000) and that of Valdés (2001) with ESL/LEP students show that motivation for learning a second language is partly derived from the social environment in which students are participants. Valdés’ study in particular supports a Funds of Knowledge Approach (Moll et. al. 1994), which stresses the need for increased attention on the social environment of the student. The present study focuses on novel L2 lexical item decoding. Students will be given a “pre-study” questionnaire in order to ascertain knowledge of and ability level of Spanish. Novices will encounter the lexical items in two different short texts. One will activate a known “social schema”, while the other will be a text for which students will not have a background structure. There will be the same amount of novel lexical items in both texts, and each text will be of the same level. Therefore, the main objective of this study is to investigate whether, and how, students interpret the meanings of novel lexical items when they are presented in a “socially tailored” text. This new “socio-schematic approach” to L2 lexical item decoding can contribute to the stages of Reading Skill and Acquisition outlined by ACTFL. By applying this “socio-schematic approach”, implications for foreign language learning can be linked to the stages of ACTFL.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23986号 / 人博第1038号 / 新制||人||244(附属図書館) / 2022||人博||1038(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 教授 柳瀬 陽介, 教授 倉石 一郎, 教授 ダニエル ムーア / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM