Chinese graduate students in Catalonia: learning Catalan within the social networks in a bilingual society

Ning, Ruochen

doi:10.1080/01434632.2020.1783543

Cited by 4 publications

(7 citation statements)

References 69 publications

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“…This could be found in direct measures such as recordings of interactions, found in some small-scale, qualitative case studies (Mitchell, 2021). Examples include studies of interactions with sojourners' host families (e.g., Kinginger et al, 2016;McMeekin, 2017), language exchanges (Bryfonski & Sanz, 2018;Fernández, 2016;Fernández-García & Martínez-Arbelaiz, 2014), service encounters (Ning, 2020;Shively, 2018) and relatively unstructured leisure talk (Behrent, 2007;Hasegawa, 2019;Kinginger & Wu, 2018). However, interaction involving short-term sojourners in academic sites such as university classrooms has been little studied.…”

Section: Input: Influence and Measuresmentioning

confidence: 99%

Can variation in input explain variation in typical spoken target-language features during study abroad?

Thomas

Mitchell

2022

Journal of the European Second Language Association

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Many studies have confirmed the belief that a stay abroad (SA) is beneficial for second language (L2) development. However, substantial variation in learning outcomes has long been acknowledged. Research has identified a range of factors that explain variability in target-language development. However, few studies have focused on the linguistic characteristics of the overall L2 input available to SA participants. In this study, we examine the role of the input situation during SA, in explaining variation in typical spoken language features. We will present six case studies from the longitudinal LANGSNAP corpus of French L2 learners at a university in the United Kingdom, who undertook a two-semester SA in France. For each participant, we established an input profile based on data from questionnaires and interviews collected before, during and following SA. The analysis of learner production over time examined three typical French spoken-language phenomena: The negative particle ne, the pronoun on as a first-person-plural subject and discourse markers. Since these phenomena are variable in both formal and informal French, we compared the learners' production to variation found in three different reference corpora. Overall, results show a convincing relationship between the ongoing input situation and the production of typical spoken language features. Analyses of the reference corpora show differences in the proportions of the studied phenomena according to the level of formality of language use. For the L2 learners, limited engagement in everyday and informal interaction in French corresponds to a weaker use of the phenomena.

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Section: Input: Influence and Measuresmentioning

confidence: 99%

Can variation in input explain variation in typical spoken target-language features during study abroad?

Thomas

Mitchell

2022

Journal of the European Second Language Association

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“…conversations with language partners see, for example, Bryfonski and Sanz, 2018; Fernández, 2013, 2016; Fernández-García and Martínez-Arbelaiz, 2014; Kasper and Kim, 2015; Kurata, 2011; Ning, 2020; Shively, 2015, 2018b;…”

Section: Direct Approaches To Documenting Input and Interaction Durin...mentioning

confidence: 99%

“…• interactions with host families in homestay settings; see, for example, Diao et al, 2018;chapters in DuFon and Churchill, 2006;Kinginger, 2015;Kinginger et al, 2016aKinginger et al, , 2016bLee and Kinginger, 2016;Lee et al, 2017;McMeekin, 2017;Pryde, 2014;Shively, 2015Shively, , 2018bWilkinson, 1998Wilkinson, , 2002; • • leisure interactions with local or international peers in halls of residence and student lounges see, for example, Behrent, 2007;Diao, 2014aDiao, , 2016Hasegawa, 2019;Kinginger and Wu, 2018; • • conversations with language partners see, for example, Bryfonski and Sanz, 2018;Fernández, 2013Fernández, , 2016Fernández-García and Martínez-Arbelaiz, 2014;Kasper and Kim, 2015;Kurata, 2011;Ning, 2020;Shively, 2015Shively, , 2018b; • • service encounters see, for example, Diaz et al, 2018;Ning, 2020;Shively, 2011Shively, , 2018b; • • online interactions see, for example, Back, 2013;Diao, 2014b;Kurata, 2011. This selection of settings needs some comment, as it clearly does not represent the full range of SA "domains of practice". Partly for reasons of access and audio quality, but also perhaps seeking domains where participants are most likely to make sustained interactional contributions in L2, there is a focus on small group or dyadic interaction, and on fixed settings (no parties, no evening outings or touristic excursions).…”

mentioning

confidence: 99%

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Mitchell

2021

Second Language Research

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A major rationale for study abroad (SA) from the perspective of second language acquisition is the presumed opportunity available to sojourners for naturalistic second language (L2) “immersion”. However, such opportunities are affected by variations in the linguistic, institutional and social affordances of SA, in different settings. They are also affected by the varying agency and motivation of sojourners in seeking second language (L2) engagement. For example, many sojourners prioritize mastering informal L2 speech, while others prioritize academic and professional registers including writing. Most will operate multilingually, using their home language, a local language, and/or English as lingua franca for different purposes, and the types of input they seek out, and language practices they enter into, vary accordingly. Consequently, while researchers have developed varied approaches to documenting L2 engagement, and have tried to relate these to measures of L2 development, these efforts have so far seen somewhat mixed success. This article reviews different approaches to documenting SA input and interaction; first, that of participant self-report, using questionnaires, interviews, journals, or language logs. Particular attention is paid to the popular Language Contact Profile (LCP), and to approaches drawing on Social Network Analysis. The limitations of all forms of self-report are acknowledged. The article also examines the contribution of direct observation and recording of L2 input and interaction during SA. This is a significant alternative approach for the study of acquisition, but one which poses theoretical, ethical and practical challenges. Researchers have increasingly enlisted participants as research collaborators who create small corpora through self-recording with L2 interlocutors. Analyses in this tradition have so far prioritized interactional, pragmatic and sociocultural development, in learner corpora, over other dimensions of second language acquisition (SLA). The theoretical and practical challenges of corpus creation in SA settings and their wider use to promote understandings of informal L2 learning are discussed.

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“…Research also addressed their influence in communication, providing evidence that social networking improves communication and social-interaction skills [43,44], and that younger generations spontaneously develop the ability to communicate and create content in different contexts [45,46]. Moreover, certain studies reveal that these digital tools help in the acquisition of vocabulary and writing skills in foreign languages [47][48][49]. There are studies showing that the dialogical and iconic nature of social-networking activities is associated with the capacity to argue, debate, and provide feedback [50].…”

Section: Theoretical Foundationmentioning

confidence: 99%

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

2021

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The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

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Chinese graduate students in Catalonia: learning Catalan within the social networks in a bilingual society

Cited by 4 publications

References 69 publications

Can variation in input explain variation in typical spoken target-language features during study abroad?

Can variation in input explain variation in typical spoken target-language features during study abroad?

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

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