The overarching objective of this study is to examine the nexus of relationships that emerged between university students and Latino families paired through a university service-learning course. The relationships crossed socially constructed boundaries of ethnic groups, language, educational levels, and socioeconomic status, exploring the intersection of community service, scholarship, and teaching-and-learning. The research questions necessitated the use of qualitative research methods. The narrative attempts to capture the essence of the setting, the actors, and the resultant relationships by describing and examining the spontaneous relationships that occurred. The researcher spent 1½ years as an interpreter/participatory member in the Latino community prior to beginning the research study. She collected data collected for this case study over 2½ years, examining the backgrounds of the participants, their perspectives toward their partners, and the role of service-learning in the development of relationships between two disparate groups. She conducted 46 interviews with students and community members while collecting over 2500 reflection papers, 100 transformation papers, and 25 PowerPoint presentations from students. The participants developed relationships at different levels, some resulting in friendships that will probably continue for some time; others sharing respect and concern for each other only during the placement. A few unsuccessful partnerships had to be changed. Student and community voices presented an appreciation for the partner's language and culture. The data illustrated satisfying reciprocal relationships in which students and families emerged united in solidarity against a society they deemed unjust. This study seeks to provide information for educators considering service-learning programs, examining a course that provides opportunities for interaction between university students and community members. Through the participants' voices, the reader can explore the integration of academic learning with learning lived in the community. Finally, this study submits general proposals for the inclusion of service-learning programs in Foreign Language and Teacher Education programs as a means of nurturing paradigm shifts in student attitudes toward members of other cultures as well as paradigm shifts in the Latinos' attitudes toward their new culture, suggesting possible deeper societal transformation as the academy and the community become agents of change through service-learning in the Latino community. / Ph. D.

This study aims to investigate whether gender has an effect on how conversations are carried out in different-gender transactions in L2 classrooms. The study adopted a qualitative approach by examining the amount of talk, interruptions, overlaps, and questions in acquiring L2 conversations. The results of this study revealed that the female speakers show great engagement in the process of interaction in English and due to this feature, they have a great supportive role in continuing the interaction, while the male speakers try to maintain their dominance over the topics by using various strategies such as interrupting, topic-shifting, asking questions, overlaps, criticizing and engaging in conflicts to keep their dominance over the conversation. The conclusion is consistent with the previous research(Gass and Varonis, 1986) which claims that male language learners tend to dominate conversations and produce more language output while females tend to initiate more conversations and receive more input. Further research is needed to examine how gender and culture interact in EFL classrooms.

This article reports on a study investigating the effectiveness of positive psychology interventions (PPIs) in an Intensive English Program (IEP) for non-matriculated university students. Interventions based on the PERMA model for wellbeing (positive emotion, engagement, relationships, meaning, and accomplishment) were implemented through weekly 65-minute lessons and short daily activities. Each lesson introduced an aspect of the PERMA model such as positive emotion or achievement. Along with this focused instruction, students concurrently engaged in language learning activities. Teachers also provided short daily activities for reinforcement throughout the week. Six classes received these interventions, while three classes served as a control group and did not receive any treatment. Students' wellbeing, anxiety, and depression were measured pre-, mid-, and post-semester. Language proficiency was also measured pre- and post-semester and compared with the control group. Qualitative data, which were collected through questionnaires and semi-structured interviews, were analyzed following an iterative (constant comparative) method where open coding occurred first, followed by axial coding and selective coding (Glaser and Strauss 2017). This facilitated an understanding of patterns indicative of how the PPIs might have affected student engagement and enjoyment. The quantitative analysis did not reveal any significant gains in well-being or any reductions in anxiety or depression. Despite spending 25% of instruction time on PPIs, there were no statistically significant differences in language proficiency gains compared to the control group meaning that the time taken from teaching language did not in any way reduce linguistic gains. However, the qualitative data do suggest a positive impact from the PPIs. Thus, the results of this study confirmed the findings of Seligman et al. (2009) and Gush and Greeff (2018) that PPIs can be implemented without detracting from language instruction and although gains were not statistically significant, qualitative data showed that the participants felt more positive as a result of the interventions.

This longitudinal study used qualitative and quantitative methods to explore the development of aspects of the intercultural competence (ICC) of Saudi learners of English as a second language in a study abroad (SA) context based on Deardorff's (2004) ICC model. It also examined students' development of Saudis' perceptions of the home and host cultures at the beginning of SA and after four months. Moreover, this study explored the relationship between ICC and second language proficiency. This study found no substantial change in ICC-related attributes over four months of studying abroad. Results also showed an overall agreement in ICC assessment between the teachers and the students. As far as perceptions of members of the Saudi and US cultures are concerned in the second study, the findings suggested that the Saudi SA students continued to use their home frame of reference even after four months of study in the US and that the national stereotypes persisted. In these results, US Americans are perceived to be work-oriented, whereas Saudis are relationship-oriented. The findings of the third study demonstrated that SA students' perceived gains with regard to skills of speaking, listening, reading, grammar, and vocabulary were significantly lower than their expectations at the beginning of the program and that their expectations were relatively low for culture learning. Moreover, no significant relationship was found between SA students' L2 usage patterns and L2 learning, nor between L2 usage patterns and C2 learning. However, the level of L2 proficiency upon entry into the SA program indicated a strong correlation with perceived gains in L2 learning. Interestingly, no relationship was found between ICC and L2 learning, nor between ICC and C2 learning.

The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.

This dissertation explores the potential differences in the acquisition of the sound system of a second language (L2) versus a third language (L3), building on recent research on adult L2 speech learning and testing the hypothesis that new category acquisition is available across the lifespan. On the one hand, recent influential theories of L2 speech learning predict that new sound categories will be difficult to acquire due to complex interactions among the phonetic categories residing in one same perceptual space. On the other, there exists the common assumption that the more sound categories one’s native language contains, the less difficult it will be to acquire new ones in a native-like fashion. My work provides additional evidence to this discussion, while providing speech data from the following five different speaker groups: (1) native speakers of American English; (2) native speakers of Mexican Spanish; (3) native speakers of Brazilian Portuguese; (4) native speakers of English learning Portuguese as their L2, and (5) native speakers of English learning Portuguese as their L3, who speak Spanish as their L2.The dissertation consists of three content chapters. The first of the content chapters describes the vowel systems of Mexican Spanish, American English and Brazilian Portuguese as informed by production data of the three native speaker groups above (1, 2 and 3). The second and third chapters describe and contrast the vowel system(s) of the two learner groups (4 and 5) as informed by their production and perception of Portuguese vowels respectively. The results from the analysis of the data from the various production and perception experiments performed as part of this dissertation provide evidence for (a) phonetic category assimilation and dissimilation processes in post-L1 speech learning and phonetic category interactions in general; (b) the relevance of quality and quantity of input in language learning; (c) the discussion on the relation between perception and production in post-L1 speech learning; and (d) the need for an extension of current models of L2 speech learning and cross-linguistic speech perception in order for these to address post-L2 speech learning processes, among other topics.

The availability of Web 2.0 tools and multiple modalities through digital media is promoting a growing renaissance in linguistic diversity and cultural affiliations, providing a cosmopolitan and plurilingual and multicultural landscape for multilingual users. Full participation in these digitally-mediated activities involves not only print-based literacy but also new literacies that are emerging within Internet-mediated social and communicative contexts. In an effort to better understand how these communication technologies can be used to enhance second language acquisition (SLA), this study explores the relationship between social networking and second language (L2) learning. Grounded within theoretical frameworks of an ecological approach to language (van Lier, 2004), second language socialization (Duff, 2008), and new literacies (Lankshear & Knobel, 2006), this dissertation examines use of social networking sites (SNS) by L2 learners/users of English as a group and as individuals over time in social networking communities through a mixed method approach, including quantitative (e.g., survey) and qualitative (e.g., case study) methods. The ultimate goal is not simply to describe the SNS use by L2 users, but to apply the findings to L2 writing pedagogy that can bridge students' in-school and out-of-school literacy practices and to examine the efficacy of that pedagogy. The three interrelated studies are comprised of 1) a survey-based study of SNS literacy practices and L2 learning, 2) a longitudinal case study of two L2 users' SNS-mediated community investment and identity formation, and 3) a study of the efficacy of an SNS-enhanced genre-awareness instructional unit in an ESL writing classroom. Findings show that L2 users, across culturally diverse groups, performed quantitatively and qualitatively differently in social media usage and displayed different culturally-informed patterns of technological affordances. The longitudinal case study on two users shows that the availability of Web 2.0-mediated semiotic resources allows users to perform complex identity work and explore multimodal selves over time. Implications are that L2 users can gain access to, develop new identities in, and acquire social capital in new communities. Results from the pedagogical intervention show that writing instructions using an SNS-enhanced genre-awareness approach can develop critical awareness of genres across both traditional and digital media.

Taking a social constructionist perspective, this dissertation explores politeness-as-practice (Eelen, 2001) of L2 English speakers in intercultural communication encounters. The study is situated within the English as an International Language (EIL) paradigm which suggests that pragmatic norms in interaction between EIL speakers are dynamic and flexible, and therefore, instead of measuring EIL speakers' success in interaction against a "native-speaker" norm, the research should focus on how speakers themselves define and (co-)construct pragmatic norms and successful interaction (e.g., House, 2003a; McKay, 2009). The view of politeness taken in this study is based on postmodern approaches to politeness, which submit that politeness is dynamic and that the politeness meanings of particular strategies, utterances, and linguistic forms are assigned to them by participants within an interaction. Data were collected through background questionnaires, written questionnaires in the form of critical incidents, and semi-structured informal interviews. The data were analyzed qualitatively, relying primarily on discourse analysis complemented by the theories of "third place", facework, and politeness. The results of this study offer insights into the nature of pragmatic competence in EIL, the processes of the development of such competence, and challenges that L2 English speakers face in this process. Specifically, this study investigates how L2 speakers of English conceptualize politeness, the hybrid and dynamic nature of their pragmatic competence in general and politeness-in-practice in particular, and the interrelationship between politeness and other factors that determine the speakers' pragmatic choices in situations that have potential for misunderstanding, conflict, and face loss. This dissertation contributes to the theory and research in the fields of Second Language Acquisition (SLA), EIL, Intercultural Communication, Interlanguage Pragmatics and Politeness by providing insights into the pragmatic competence and politeness of L2 English speakers. This work deepens the body of scholarship in these fields in that it provides the speakers' own perspectives on the processes of their pragmatic competence development and their concepts of politeness. It is also hoped that insights provided by this study will benefit English language teachers who aim to develop intercultural communicative competence in their classrooms.

In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.

Based on these results, task-readiness is suggested as a theoretical extension to the concept of planning to catch both task-external readiness (different types of planning: rehearsal, strategic planning, and on-line planning) and task-internal readiness (content familiarity, schematic familiarity, and task type familiarity). A general framework of task-readiness is proposed as the basis of theorization of task planning and task familiarity. / Research into task-based language teaching (TBLT) has yielded fruitful results with regards to pre-task and during-task preparation activities, with some consensus being reached in a number of areas. Pre-task planning and task repetition usually give rise to fluency and complexity, whereas on-line planning is likely to help with complexity and accuracy. In general, pre-task planning, task repetition, and on-line planning are all task-external manipulations in which extra preparation time is provided so that learners can focus their attention on improving some performance areas. The present study is an attempt to extend the notion of planning from a task-external to a task-internal perspective. / Results showed that both topic familiarity and strategic planning help learners with more fluent language, but the effect sizes indicate that strategic planning was more powerful in this regard. Topic familiarity pushed learners for slightly more accurate performance with very significant gains in lexical diversity and lexical sophistication. In contrast, planning was associated with significantly higher complexity and lexical density. Proficiency seemed to be concerned with forms rather than meaning expression as higher proficiency participants always scored higher in accuracy and sometimes in complexity, but not so much in fluency or lexis. / The design of the study is empirical and quantitative in nature. The effects of strategic planning (task-external) and topic familiarity (task-internal) on participants with different proficiency levels are explored and compared. Eighty L2 English participants (forty medicine majors and forty computer majors from a major university in Hong Kong) performed different experimental tasks, in which topic familiarity types, planning conditions and proficiency levels constitute a 2 x 2 x 2 design. Topic familiarity was realized by giving each participant a natural virus topic and a computer virus topic. The topic that matched the participant's academic training was regarded as "familiar", and visa versa. There were two types of planning conditions, namely a non-planning (control) group and a ten-minute strategic planning group. Within each planning condition, the participants were further dichotomized into two different proficiency groups by a proficiency test that was administered prior to the tasks. / Bei, Xiaoyue = 探索任務內與任務外預備 : 主題熟悉程度和策略性構想對不同英語水準學習者話題性任務表現的效應研究 / 貝曉越. / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 189-206). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Bei, Xiaoyue = Tan suo ren wu nei yu ren wu wai yu bei : zhu ti shu xi cheng du he ce lüe xing gou xiang dui bu tong Ying yu shui zhun xue xi zhe hua ti xing ren wu biao xian de xiao ying yan jiu / Bei Xiaoyue.