<p dir="ltr">Over the past decades, language and language learning research heavily relied on an individual’s innate ability or level of proficiency rather than social aspects that influence the individual’s ability to use language. Consequently, scholars of language learning research narrowly dealt with linguistic features and/or grammar within an isolated manner like the model of universal grammar (UG) proposed by Chomsky (Chomsky, 1972; Lantolf, 1994). However, socially oriented scholars have lately criticized this limited view on language learning (Garcia & Li Wei, 2014; Norton, 1995; Pennycook, 2010). From a sociocultural perspective, language becomes meaningful within the social realm because it is deeply interconnected with the social environment. This perspective calls for a new approach to research, teach, and understand bilingualism and language learning, especially the role of a bilinguals’ home language (thereafter Heritage Language) and its use in the second language (usually English) learning process (August & Shanahan, 2010; Boyle, et, al, 2015; Garcia, 2011). In the past, bilinguals’ hybrid language practices have been considered a sign of language deficiency and/or problem attributed to the HL (Creese & Blackledge, 2010, Heller, 2006, & Wei, 2011) and overlook its contribution to learning the English language and to bilingualism. Recent scholarship in language education has deviated from the form-focused approach to the critical approach. The critical approach examines bilinguals’ hybrid language practices, translanguaging, as bilinguals’ discursive and dynamic communication to make sense of the world by drawing their full linguistic and cultural repertoires (Grosjean, 2010; Otheguy, García, & Reid, 2015).</p><p dir="ltr">This dissertation specifically examines in what ways a student’s use of two languages contributes to advancing their academic and social goals throughout their education. I analyze Korean emergent bilinguals’ language and literacy use across different contexts: public elementary school, the Korean heritage language school, home, and local churches, to understand how emergent bilingual 1st graders engage in their learning process. Drawing on a qualitative case study with four Korean emergent bilinguals, the data include over 106 hours of participant observation and transcripts of audio recordings across four contexts and interviews with students, parents, and teachers. Using thematic analysis, I code in what ways various social contexts influence bilinguals’ translanguaging practices and in what ways individual children reveal their linguistic and cultural identities in their oral and written communication. This dissertation demonstrates that bilinguals utilize a myriad of translanguaging practices to achieve various social and linguistic goals and to accommodate different social contexts.</p><p dir="ltr">In conclusion, this dissertation provides substantial contributions to language literacy education in two ways: to use translanguaging practices for communicative and linguistic purposes, and to maintain HL for English language development. First, this study supports the reconciliation of the two premises of language learning. Emergent bilinguals’ flexible use of linguistic and cultural resources demonstrates that “linguistic and cultural knowledge are constructed through each other and language-acquiring children are active and selective agents in both process” (Watson-Gegeo & Nielsen, 2003, p. 165). As discussed, translanguaging not only offers new insight into bilingual education in different learning contexts but also reveals bilinguals’ hidden language repertoires and the diverse cultural knowledge that bilinguals possess. Second, this study adds to our understanding of language maintenance in a larger society by exploring a small community of Korean emergent bilinguals in the Midwestern United States.</p>

Thesis (MA (General Linguistics))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Research to date on language learning strategy (LLS) use and its influence on second language (L2) acquisition and proficiency has produced variable results. While many researchers feel that LLSs have an important role to play in L2 learning and teaching, a clear definition and classification of LLSs, as well as clear guidelines for LLS application and training, have yet to be established. LLS use and preference seem to be influenced by various factors such as culture, age, level of L2 proficiency and level of education. Therefore, results of specific studies are not necessarily applicable to different groups of L2 learners. This thesis reports on an investigation into the LLS use of first language (L1) isiXhosa adolescents in the acquisition of English. Using the Strategy Inventory for Language Learning (SILL), the study examines the relationship between LLS use as well as LLS preference and L2 proficiency, with an assessment of the gender differences in LLS use. The study found no significant relationship between LLS use or LLS preference and English proficiency. Also, no significant difference was found between the reported preferred LLSs of female and male participants, although male participants reported significantly more high-frequency LLS use, whereas female participants reported significantly more low-frequency LLS use. Conclusions drawn from the results of the study are discussed, followed by suggestions for future research and a brief discussion of the implications of these results for L2 teaching and learning, specifically in a South African context. / AFRIKAANSE OPSOMMING: Navorsing oor die gebruik van taalleerstrategieë (TLSe) en die invloed daarvan op tweedetaal(T2-)verwerwing het tot dusver uiteenlopende resultate opgelewer. Terwyl baie navorsers van mening is dat TLSe 'n belangrike rol het om te speel in die leer en onderrig van 'n T2, moet 'n duidelike definisie en klassifikasie van TLSe, asook duidelike riglyne vir TLS-aanwending en -opleiding, nog daargestel word. Die gebruik en voorkeur van TLSe word klaarblyklik deur verskeie faktore beïnvloed, insluitend kultuur, ouderdom, vlak van T2-vaardigheid en vlak van opvoeding. Resultate van spesifieke studies is derhalwe nie noodwendig bruikbaar vir verskillende groepe T2-leerders nie. Hierdie tesis lewer verslag oor ‘n ondersoek na die gebruik van TLSe deur T1 isiXhosa adolessente in die verwerwing van Engels. Die studie stel ondersoek in na die verhouding tussen TLS-gebruik asook -voorkeur, gemeet deur die Strategy Inventory for Language Learning (SILL), en T2-vaardigheid, met 'n beoordeling van die geslagsverskille in TLS-gebruik. Die studie het geen beduidende verhouding tussen TLS-gebruik of TLS-voorkeur en Engelse vaardigheid gevind nie. Daar is ook geen beduidende verskil tussen die aangeduide TLS-voorkeur van vroulike en manlike deelnemers nie, hoewel manlike deelnemers beduidend meer hoë-frekwensie TLS-gebruik aangedui het, en vroulike deelnemers beduidend meer lae-frekwensie TLS-gebruik aangedui het. Gevolgtrekkings wat op grond van die studie gemaak is, word bespreek, gevolg deur voorstelle vir verdere navorsing en 'n kort bespreking van die implikasies van die resultate van hierdie studie vir T2-onderrig, veral in 'n Suid- Afrikaanse konteks.

SUMMARY: This work deals with the learners' use of English learning strategies of lower secondary school from Základní škola Botičská and Lauderovy školy, Prague. It discusses the teachers' support of these strategies and represents self-evaluation reports of both schools. The theoretical part defines the concept of self-evaluation in the school environment, describes the strategy of foreign language learning in terms of their importance, inclusion, application in teaching environment and especially their classifications. The practical part contains the results of the self-evaluation reports of Lauderovy školy and ZŠ Botičská, comparison of these results and comparison with the results of the Czech Republic. It also suggests possible follow-ups and recommendations for teachers that are established on the self-evaluations results. The work is based on a questionnaire "Strategy of foreign language learning", which is based on the original English version "Young learners'Language Strategy Use Survey" from A. D. Cohen and R. L. Oxford.

This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.

<p>While pronunciation has previously been described as a neglected skill in the second language classroom, a growing body of literature has demonstrated that pronunciation training improves students’ productions (Derwing & Munro, 2005). Mispronunciations have been shown to impact comprehensibility, intelligibility, and accentedness (Derwing & Munro, 2009). As pronunciation instruction methods have begun to be the subject of empirical research, Visual Feedback (VF) has begun to emerge as a novel method for teaching pronunciation. This method has been shown to be particularly effective for teaching voice onset time (VOT), a characteristic of voiceless stop consonants (e.g., /p, t, k/). Worth noting, English and Spanish differ concerning VOT, with English employing long VOTs (30-100ms) and Spanish short VOTs (0-30ms) (Lisker & Abramson’s, 1964). Previous research has focused exclusively on employing VF for shortening VOT, although there are some compelling reasons to question whether the size and nature of the effect would be similar for lengthening VOT. The present study examines the potential effectiveness of VF as a means of lengthening the VOT of Spanish learners of English.</p> <p>The participants of the study were twenty-six students from a large Colombian university. The experiment design consisted of a pretest, three VF interventions, a posttest, and a delayed posttest. The tests were composed of two tasks, differing in their complexity: recording words in isolation and words in utterances. Stimuli consisted of English words (n= 4266) with word-initial voiceless stops (/p, t, k/). Stimuli were controlled for stress, following vowel, and word familiarity  and were measured for VOT using Praat (Boersma & Weenink, 2022).</p> <p>Results from statistical analysis coupled with a visual inspection of the data indicated that the experimental group performed similarly in the three stages of the study and that the visual feedback paradigm did not result in changes in VOT. However, some degree of variation was found among the participants concerning their average VOTs. While some participants showed an overall increase (i.e., improvement) in English VOTs for the three phonemes /p/, /t/, and /k/ over time, other participants did not. In general, most of the participants produced English-like VOTs in the pretest, constituting a degree of ceiling effects. The rate of exposure to the target language and the saliency of English are factors that could have played a role in the development of the VOT scores of the participants before the study. Therefore, the discussion focuses on both the nature of the individual variability and the theoretical implications of ceiling effects found in the current study versus the lack of ceiling effects in other studies with similar populations.</p>

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)