Cette thèse s’intéresse à la description didactique de la variation linguistique dans une approche à contraintes. En nous appuyant sur la Troisième Vague de l’étude de la variation (Eckert, 2012) et les Social Meaning Games (Burnett, 2017 ; sous presse), nous postulons que les contraintes stylistiques sont un sous-ensemble de contraintes pragmatiques. Cette approche nous permet d’envisager la variation dans une perspective fonctionnelle plutôt que normative et de décrire les variantes « non-standard » comme plus ou moins appropriées à une tâche plutôt que comme des déviations de la norme. Pour illustrer notre approche, nous l’appliquons à la description de la dislocation clitique à gauche en français. Nous proposons que la variation de la dislocation clitique à gauche avec les clivées et les constructions canoniques est contraintes par la structure informationnelle (Lambrecht, 1994), les relation d’ensembles partiellement ordonnés (Ward & Birner, 1991) et une stigmatisation stylistique dans les contextes formels (Zribi-Hertz, 1994). Nous suggérons que ces contraintes sont toutes de nature pragmatique et que leur interaction influe sur l’emploi de la dislocation clitique à gauche en français. Ces hypothèses sont testées empiriquement via une étude de corpus, une série de test de jugements d’acceptabilité et un test de Matched Guise. De plus, nous postulons que l’apprentissage des contraintes pragmatiques en langue étrangère dépend de leur enseignement explicite et l’exposition répétée à la construction dans des contextes acceptables. Suivant l’hypothèse de l’interface dynamique (Ellis, 2005), nous suggérons que l’apprentissage explicite des contraintes de la dislocation clitique à gauche dans le contexte de la classe de langue facilite leur apprentissage implicite lorsque les apprenant se retrouve dans une situation de communication avec des locuteurs natifs du français. Le rôle de l’exposition est exploré empiriquement en répliquant un test de jugements d’acceptabilité et le test de Matched Guise avec des participants non-natifs. Enfin, nos observations sont implémentées dans le discours didactique à l’aide de notions et d’une terminologie déjà employés dans les grammaires pédagogiques (Germain & Séguin, 1998). Les contraintes discursives de la dislocation clitique à gauche sont décrites via la distinction entre informations familières et nouvelles (Capelle & Gidon, 1999 ; Watorek, 1998). Les contraintes stylistiques sont décrites via la compétence de savoir-être et les registres sociolinguistiques (CECR, 2001). / The present dissertation deals with didactic description of linguistic variation in a constraint-based approach. In line with the Third Wave movement of variation studies (Eckert, 2012) and Social Meaning Games (Burnett, 2017; accepted), we argue that stylistic constraints are a subset of pragmatic constraints. This approach allows us to consider variation in a functional perspective rather than in a normative perspective and to describe “non-standard” variants as more or less appropriate to certain tasks rather than deviations from the norm. To illustrate our approach, we are applying it to the description of clitic left dislocation in French. We propose that the variation of clitic left dislocation with clefts and canonical construction is constrained by information structure (Lambrecht, 1994), Partially Ordered Set relations (Ward & Prince, 1991) and stylistic stigmatization in formal context (Zribi-Hertz, 1994). We claim that these constraints are all pragmatic in nature and that their interaction weight on the use of clitic left dislocation in French. These claims are tested empirically via a corpus studies, a series of acceptability judgment tests and a matched guise test. Furthermore, we argue that the learning of pragmatic constraints in foreign language is dependent of their explicit teaching and repeated expositions to the construction in felicitous contexts. Following the dynamic interface hypothesis (Ellis, 2005), we suggest that explicit learning of the constraints of clitic left dislocation in the context of the classroom facilitates their implicit learning when the learners find themselves in a situation of communication with French native speakers. The role of exposition is explored empirically by replicating an acceptability judgment test and the matched guise test with non-native participants. Finally, all of our observations are tentatively implemented to didactic discourse with the help of notions and a terminology already used in pedagogical grammars (Germain & Séguin, 1998). Discursive constraints of clitic left dislocation are described using the distinction between old and new information (Capelle & Gidon, 1999; Watorek, 1998). Stylistics constraints are described using existential competencies and sociolinguistics registers (European Framework, 2001).

This study examines Vietnamese language learning in New South Wales primary schools. Five major influences on Vietnamese language learning were studied: parents' competence in Vietnamese, parents' attitudes to Vietnamese language learning, parental involvement in their children's school, children's attitudes to Vietnamese language learning, and school factors such as teaching strategies and teacher qualities. The survey was conducted by means of questionnaires for children and parents, the Vietnamese language Basic Skills Tests, and interviews with teachers. A series of recommendations is offered to all those involved in teaching the Vietnamese language. / Doctor of Philosophy (PhD)

Since China's accession to the WTO in 2001, China has reformed its higher education system in order to meet the challenges of globalisation. In the era of WTO, China needs more and better English, which facilitates access to modern knowledge and technology and the possibility of communication with the outside world in the process of globalisation. To correspond with this trend, the Chinese government has prioritised reforms in the teaching of English at various levels of the education system. In this context, the change of policy in the foreign language education sector becomes an issue of concern. This research, with a view to informing the ongoing reform of English language teaching (ELT), investigates learners' perspectives of ELT in Chinese universities in the context of current process of globalisation. This thesis argues that the adoption of various ELT curricula in various periods is heavily influenced by broader social and political policies that shape Chinese responses to the process of globalisation. The promulgation in 2004 of the College English Curriculum Requirements (For Trial Implementation) represented an immediate response in the ELT field to China's economic globalisation. It further argues that the Global English model, with its stress on communicative competence and performance should be the ELT priority in Chinese universities to meet the new communication demands of contemporary globalisation. These arguments are advanced based on a study focusing on College English education, which represents ELT in China at the tertiary level, the final as well as most important part in the hierarchy of language education. To investigate the research problem in this project, a multi-faceted methodology was applied, including surveys, classroom observation and document analysis. The following conclusions can be drawn based on the data collected. First, English remains a priority in China's education system and globalisation of English in WTO era is to the benefit of Chinese learners. Second, there has been evident shift of the goal of ELT in China from mastery of pure linguistic knowledge to development of communicative competence and the pedagogy from single skill training, i.e. reading, to integrated development of the four macro skills. Computer-aided and competence-led curricula in English language education are recent trends that contribute to the increasing awareness of both the professionals and students that productive abilities should be the priority. From the perspective of learners, this means a switch to a learner-centred model that allows more autonomy by making the teaching and learning a computer-based process of individualized learning, collaborative learning and hyper-textual learning. Third, the 1999 Curriculum failed to address the emerging issues regarding ELT in the process of China's globalisation. This led to strong dissatisfaction from the learners and strong appeal for ELT reformation in College English education in China. Finally, the College English Curriculum Requirements (For Trial Implementation), while pinpointing the trend and model of future English education development, is confronted with serious challenges in its implementation.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This thesis investigates the meaning of English language hegemony as I, the researcher, have experienced it. Using an autoethnographic method, I recount stories of multilingual language learning that uncover the themes of hegemony (Gramsci, 1992), unilateral power (Loomer, 1976) and privilege as they relate to the English language in the world today. These stories are drawn from a lifetime of language learning in different multilingual envi-ronments: from experiences of informal language learning in the home, formal education in different languages throughout childhood and adolescence, and finally adult experiences of language learning as an English language teacher and member of a bilingual household. With the narrative material as a basis, I highlight the interrelated concepts of he-gemony, unilateral power and privilege in these experiences of language learning. I take a critical stance in my investigation and analysis of the hegemony, unilateral power and privi-lege that the English language enjoys at the expense of other languages. I examine the meaning of these concepts and how they have affected my understanding of language as a native English speaker, language learner and English language teacher, in Canada and abroad. As an alternative to the hegemony of English, I propose a counter-hegemonic ap-proach: learning about language and culture in relationship with others in communities where linguistic diversity and multilingualism are genuinely accepted, and not merely per-ceived, as valuable. I suggest that multilingualism and language learning are vital for native English speakers to understand alternative perspectives of our world, and in order for them to experience a transformation in their grasp of linguistic and cultural diversity.

The English language could be considered to be a second language in Swedish society; it is present in more than just school, such as television, the world of computers and radio. The general field of interest for this study is an exchange between two schools, one located in Sweden and one in Italy, called the Da Vinci Project. The aim of the study is to get an insight into the effects on language development for the students participating in the project. The study focuses on exposure and error-feedback. The information was gathered using both interviews and questionnaires with students and teachers and I had the opportunity to visit the students when attending the school in Italy. Visiting the school in Italy made it easier to understand both the Italian and the Swedish students’ experience of a different school system than they were accustomed to. The results have been analyzed and it was possible to draw conclusions concerning the students’ language development as a result of meeting different teaching methods in the different school systems. The teachers’ answers provided important information about different teaching methods. Using theoretical approach to second language acquisition the results have been analyzed. Stephen Krashen’s monitor model has been an important component in analyzing the results. The results of the survey showed that the Da Vinci Project involves two totally different school systems using different methods when focusing on error-feedback and exposure. A “gap” was found between the two schools but the results of this survey show that for some students it has been their second language, English, has improved through the exchange. While a few students, in the Da Vinci Project, believe that they have not developed in their second language.

This thesis investigates the meaning of English language hegemony as I, the researcher, have experienced it. Using an autoethnographic method, I recount stories of multilingual language learning that uncover the themes of hegemony (Gramsci, 1992), unilateral power (Loomer, 1976) and privilege as they relate to the English language in the world today. These stories are drawn from a lifetime of language learning in different multilingual envi-ronments: from experiences of informal language learning in the home, formal education in different languages throughout childhood and adolescence, and finally adult experiences of language learning as an English language teacher and member of a bilingual household. With the narrative material as a basis, I highlight the interrelated concepts of he-gemony, unilateral power and privilege in these experiences of language learning. I take a critical stance in my investigation and analysis of the hegemony, unilateral power and privi-lege that the English language enjoys at the expense of other languages. I examine the meaning of these concepts and how they have affected my understanding of language as a native English speaker, language learner and English language teacher, in Canada and abroad. As an alternative to the hegemony of English, I propose a counter-hegemonic ap-proach: learning about language and culture in relationship with others in communities where linguistic diversity and multilingualism are genuinely accepted, and not merely per-ceived, as valuable. I suggest that multilingualism and language learning are vital for native English speakers to understand alternative perspectives of our world, and in order for them to experience a transformation in their grasp of linguistic and cultural diversity.

During the past few decades, there has been increasing attention to multimodal adaptive language learning interface design. The purpose of this study was to examine users’ experiences with a chatbot language learning interface through the lens of cognitive emotions and emotions in learning. A particular focus of this study was on users’ interactions with a chatbot in a public setting and in a private environment. Focusing on the event of users’ interaction with a chatbot interface, seventy-five interactions were videotaped in this study, in which fifteen users were asked to interact with the chatbot “Lucy” for their language learning. The video-stimulated post interaction interviews with participants provided complementary data for understanding their experiences with the language learning system. Analysis of twenty-five interactions selected from a total of seventy-five revealed five main factors of chatbot language tutor interface design and their relative significance in the process of users’ meaning making and knowledge construction. Findings showed that users’ sensory, emotional, cultural, linguistic and relational engagement influenced their responses to the chatbot interface, which in turn, shaped their learning processes. Building on a theoretical framework of cognitive emotions and emotions in learning, this study documented users’ language learning processes with the chatbot language learning interface by investigating users’ experiences. The findings and techniques resulting from this study will help designers and researchers achieve a better understanding of users’ experiences with technology and the role of emotions in the processes of learning when using technology and assist them to improve the design of language learning environments.

Increasing numbers of English language learners (ELLs) and diminishing services for those students is resulting in mainstream teachers across the United States taking on the responsibility of teaching ELLs. This demands the preparation of all teachers to teach ELLs. Yet adequate preparation of these educators depends on insight into the beliefs that preservice teachers carry with them to the classroom. These beliefs are critical in their impact on teacher behavior and teacher expectations of ELLs. Remarkably, what preservice teachers believe about ELL issues is overlooked in research. The purpose of the present study was to look beyond these previously explored paths of ESL, bilingual, multicultural, and foreign language education to discover preservice Pre-K through 8th grade mainstream teachers’ beliefs about language learning in order to better inform future teacher preparation programs. The research questions used to accomplish the purpose of this study focused on what beliefs pre-service teachers at Texas A&M University hold regarding second language learning and teaching before ESL coursework, how those beliefs change after ESL coursework, and what variables influence these pre-service teachers’ beliefs about English language learning and teaching? A total of 354 individuals participated in the study. They were involved in ESL coursework during their participation in the study. The data were collected from August of 2006 to May of 2007. This study had a mixed method design. The research instruments included a Likert-scale questionnaire and focus group interviews. The interviews were analyzed according to the constant-comparative method. The questionnaires were analyzed based descriptive statistics, paired sample t-tests, and hierarchical multiple regression. Major findings of the study include that before ESL coursework, preservice teachers largely undervalued ELLs’ L1, yet they were aware of ELLs in mainstream environments and positive about ELLs themselves. Coursework was found to be effective in that after ESL coursework there was an obvious shift toward greater alignment in beliefs with principles of ESL education. Interviews underscored the role of field experience, teacher educators and ESL courses in impacting belief change.

This dissertation investigated the occurrence and the effect of incidental noticing in a text-based Computer-Mediated Communication (CMC) environment on enhancing second language learning. Learning proficiency was also examined as a possible intervening variable. This was a quasi-experimental study of sixteen nonnative English speakers from a four-year college in Taiwan, collaborating with sixteen native speaking peers in Texas, via chat agents in order to complete two communicative learning tasks over a two-month period of time. Two posttests were customized for each Nonnative English Speaker (NNES) in order to assess his/her second language learning outcomes. In addition, Language- Related Episode’s (LRE’s) characteristics were expected to serve as powerful predictors of NNES’ correct language learning outcomes. In order to unveil the possible impact of the learner’s language proficiency level and its effect on noticing, eight low- intermediate and eight high- intermediate NNESs were included in the study. The findings revealed that CMC context and native and nonnative English speaking task-based peer interactions promoted learner’s noticing and affected the learning performance of NNESs of different levels. The posttest performance showed that incidental noticing facilitated learner’s linguistic knowledge intake and memory retention. Text-based CMC created a visual and collaborative context which allowed NES peers to offer NNESs of different levels personalized feedback. Among LRE’s characteristics, successful uptake, as a powerful predictor, constantly entered all the models generated by logistic regression analysis, which underpinned the importance of quality uptake during the two-way communication for second language learning. In addition, directness (explicit feedback) and response (elicitation) also appeared in regression models of the subsets of LRE data, which indicated the particular type of feedback needed by learners, especially lower proficiency level ones. In addition, NESs’ involvement also facilitated NNESs’ noticing; NES peers applied elicitation techniques to redirect learner’s attention to the problematic utterances and initiated meaning negotiation. The findings reveal that incidental noticing is beneficial to learning, especially when learners are provided with explicit feedback and incorporate the targeted linguistic items into their language production.