Sampling Bias and the Problem of Generalizability in Applied Linguistics

Andringa, Sible; Godfroid, Aline

doi:10.1017/s0267190520000033

Cited by 106 publications

(71 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several applied linguists offer the upmost leads on this charge (May, 2019; Ortega, 2019; Sarkar, 2017; Weinberg & De Korne, 2016) with many calling for a more multilingual turn in SLA that is, of course, by nature also multicultural and complex (Douglas Fir Group, 2016; Duff, 2019; Ortega, 2019). These calls come from the cognitive side of SLA too (e.g., Andringa & Godfroid, this volume; Mackey, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Additional partnerships and collaborations with ILR would offer an opportunity to SLA researchers to understand more about how Indigenous languages are being learned in SLA settings and, therefore, to learn how generalizable and universal the knowledge and insights created in the field really are. This sort of move away from using the same kind of (white, middle-class, college-aged) participants is now being recognized in the field (see Andringa & Godfroid, this volume; Mackey, 2020). ILR contexts are ideal sites for moving away from the use of the same types of participants mentioned above, and this move could be realized in partnership with ILR researchers.…”

Section: Building Bridgesmentioning

confidence: 99%

See 1 more Smart Citation

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

McIvor

2020

Ann Rev Appl Linguist

View full text Add to dashboard Cite

Damages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Building Bridgesmentioning

confidence: 99%

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

McIvor

2020

Ann Rev Appl Linguist

View full text Add to dashboard Cite

show abstract

“…Ten tweede zetten we in op beginnende taalleerders met verschillende opleidingsachtergronden die Nederlands als doeltaal hebben. Het meeste vergelijkbaar onderzoek is zo goed als uitsluitend gebaseerd op gevorderde, hoger geschoolde taalleerders (Andringa & Godfroid 2020;Henrich et al 2010;Kang & Rubin 2014;Tarone 2010), Dergelijke leerders verschillen onder andere in voorkennis, ervaring met cognitief belastende taaltaken en werkgeheugencapaciteit (Rüsseler et al, in review;Vagvoelgyi et al 2016).…”

Section: Focus En Onderzoeksvragenunclassified

Begrijpelijkheid en accent bij beginnende NT2-leerders

Deygers

Frijns

2021

Nederlandse Taalkunde

View full text Add to dashboard Cite

In social interaction, foreign language accent and comprehensibility impact how we perceive our conversational partners. In recent years, research interest in these constructs has been on the rise, while many issues remain underexposed. These issues include the relationship between comprehension and accent on the one hand, and background variables of both learner and assessor on the other. Since most research to date has been conducted with highly educated and advanced learners of English as a second or foreign language, we do not know to what extent those results can be generalised to a wider population that includes beginning learners of Dutch as a second language from various educational backgrounds. In addition, little research has been done into the comparability of the judgements of trained and non-trained assessors. In the current study, we compared the judgments of four trained evaluators with the intuitive judgments of 272 non-trained evaluators (first-year students at various Educational Bachelor’s Programmes in Primary Education). The first group of raters evaluated the speaking performance of 116 learners of Dutch as a second language using standardised criteria, the second group used more subjective criteria. The results show that the two groups of evaluators make very similar judgements and that these judgements are mainly related to two background variables: the nature of the NT2 course the learners followed (also an indicator of prior education and cognitive ability) and the level of language proficiency of the course.

show abstract

“…Against this background, this study aimed to investigate the extent to which highlighting, implemented through a digital reader application, can facilitate development in the knowledge of L2 derivational morphology. We focused on child language learners, a group that remains underexplored in the field of second language acquisition, where existing research has mainly investigated university populations (Andringa & Godfroid, 2020; Plonsky, 2016). To allow sufficient time for any effects of highlighting to emerge, the participants received exposure to the target constructions in six treatment sessions rather than on a single occasion.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study

et al. 2021

View full text Add to dashboard Cite

Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six‐week multiple‐exposure design to investigate the extent which to textual enhancement can benefit children’s knowledge of L2 derivational morphemes. The study employed a pretest‐posttest design, with six treatment sessions. Participants were 91 L2 learners of English in two primary school EFL contexts (Romania, Sweden). In each context, participants were randomly assigned to two groups: the +highlight group received textually enhanced texts, whereas the –highlight group read unenhanced texts during the treatment. The children read the texts through a digital reader application during their English lessons. The target constructions were the –ion and –ment morphemes. The pretest and posttest included a non‐word derivational suffix choice and a nonword derivational suffix decomposition task. Results of linear mixed effects models found a small advantage of textual enhancement for the acquisition of the –ion morpheme by Swedish learners on the suffix choice task, but Romanian learners showed no benefits from highlighting.

show abstract

Sampling Bias and the Problem of Generalizability in Applied Linguistics

Cited by 106 publications

References 18 publications

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?

Begrijpelijkheid en accent bij beginnende NT2-leerders

The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study

Contact Info

Product

Resources

About