LEARNING ENGLISH IN TODAY’S GLOBAL WORLD Köylü, Zeynep; Tracy-Ventura, Nicole
Studies in second language acquisition,
12/2022, Volume:
44, Issue:
5
Journal Article
Peer reviewed
Open access
In comparative studies focusing on context of learning, the main contexts under investigation have been study abroad (SA), at-home formal instruction (AH), and domestic immersion (IM). With the ...global status of English and its burgeoning popularity as a medium of instruction in countries where English only holds the status of a lingua franca, a new SA context has emerged. This study compares the L2 learning of English in this new English as a lingua franca study abroad (ELFSA) context to Anglophone SA and AH in terms of oral and written complexity, accuracy, and fluency gains. Participants’ perceptions of contextual differences concerning the amount of language contact, use, development, and their views toward English are also explored qualitatively. Apart from indicating equal development on most CAF measures after a semester, the qualitative findings highlight ELFSA as providing a low-anxiety atmosphere that helps sojourners gain ownership of English. Thus, ELFSA emerges as an appealing study abroad context for future sojourners.
This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority ...of previous research on study abroad focuses on students’ experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences.
This study examines the influence of pre-departure proficiency on English as a second language (L2) oral development after a semester studying abroad in two distinct learning contexts. The data ...analysed were collected from tertiary level students (N = 33) who undertook an ERASMUS exchange semester in a European country where English was either the official language (e.g. England) or used as a lingua franca in the university context (e.g. Germany). Each participant completed an oral elicited imitation test and a free oral response task pre-departure and on their return. The results of quantitative analyses indicate that the type of the study-abroad context had no significant impact on oral proficiency gains as all participants were found to perform significantly better on the elicited imitation test after the semester abroad. Despite strong to medium statistical correlations identified between pre-departure proficiency, and gains in oral fluency, lexical diversity, and syntactic complexity, pre-departure oral proficiency was only found to significantly influence syntactic complexity development as pre-intermediate and upper-intermediate participants outperformed intermediate students in both contexts.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
In comparative studies focusing on context of learning, the main contexts under investigation have been study abroad (SA), at-home formal instruction (AH), and domestic immersion (IM). With the ...global status of English and its burgeoning popularity as a medium of instruction in countries where English only holds the status of a lingua franca, a new SA context has emerged. This study compares the L2 learning of English in this new English as a lingua franca study abroad (ELFSA) context to Anglophone SA and AH in terms of oral and written complexity, accuracy, and fluency gains. Participants' perceptions of contextual differences concerning the amount of language contact, use, development, and their views toward English are also explored qualitatively. Apart from indicating equal development on most CAF measures after a semester, the qualitative findings highlight ELFSA as providing a low-anxiety atmosphere that helps sojourners gain ownership of English. Thus, ELFSA emerges as an appealing study abroad context for future sojourners.
Abstract
Objective
The pediatric age group is in the risk group for Inadvertent perioperative hypothermia (IPH) due to insufficient subcutaneous adipose tissue and underdeveloped thermoregulatory ...responses.
We aimed to determine the frequency of IPH in the pediatric age group undergoing laparoscopic surgery.
Methods
The study is prospective observational.
Pediatric patients (1-18 years old) who underwent laparoscopic surgery under general anaesthesia were evelueted. The tympanic membrane temperature measurements of the patients (°C) were recorded before anaesthesia induction (T0) and then every 15 minutes during the surgery.
Results
A total of 100 patients were evaluated. The frequency of inadvertent perioperative hypothermia was detected 13 (13%). Frequency of IPH on elective surgery patients was higher than emergency surgery (
Öz
Amaç
Pediyatrik yaş grubu, yetersiz yağ dokusu ve gelişmemiş termoregulatuar cevapları nedeniyle istenmeyen perioperatif hipotermi (İPH) için risk grubudur.
Laparoskopik cerrrahi altındaki pediyatrik yaş grubundaki İPH sıklığını saptamayı amaçladık.
Araçlar ve Yöntem
Bu araştırma gözlemsel prospektiftir.
Genel anestezi altında laparoskopk cerrahi uygulanan pediyatrik hastalar (1-18 yaş) değerlendirildi. Hastaların timpanik membran sıcaklıkları (°C) anestezi indüsiyonu öncesi (T0) ve sonrasında cerrahi sırasında her 15 dakikada ölçüldü.
Bulgular
Toplam 100 hasta değerlendirildi. İstenmeyen perioperatif hipotermi sıklığı 13 (%13) saptandı. Elektif cerrahilerdeki İPH sıklığı acil cerrahilerdekinden daha fazladır (
Background
We aimed to evaluate glottis visualization and time to intubation in children younger than 2 years of age during laryngoscopy performed with a C‐MAC Miller Video Laryngoscope in a position ...determined by placing a folded towel under the shoulders to align the oral‐pharyngeal and laryngeal axes in the horizontal plane.
Methods
Ninety‐six children younger than 2 years of age, who were classified by the American Society of Anesthesiologists as having a physical status I or II and who were scheduled for elective surgery necessitating endotracheal intubation under general anesthesia, were included in the study. All patients were intubated with a C‐MAC Miller Video Laryngoscope. The children intubated by placing a folded towel under the shoulders were categorized as Group 1 (n = 48), and the children intubated without placement of a folded towel were categorized as Group 2 (n = 48). The percentage of glottis opening and Cormack‐Lehane Scores, values of visual analogue scale to determine the ease of using a C‐MAC Miller Video Laryngoscope, time to intubation, number of intubation attempts, optimization procedures and complications were recorded for all children.
Results
There was a statistically significant difference between Group 1 (mean ± SD; 97.71 ± 4.24) and Group 2 (mean ± SD; 94.17 ± 7.09) in terms of the percentage of glottis opening scores (P = 0.004). The mean difference in the percentage of glottis opening scores (95% confidence interval) between the groups was 3.54 (1.17‐5.90).
Conclusion
We showed that a folded towel placed under the shoulders in children younger than 2 years of age improves glottis visualization provides ease of use of the C‐MAC Miller Video Laryngoscope. Therefore, we think that the placement of a folded towel under the shoulders during the use of a C‐MAC Miller Video Laryngoscope may be useful for airway management in children younger than 2 years of age.
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DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Studies exploring complexity, accuracy, and fluency (CAF) development from a complex dynamic or dynamic usage-based (DUB) systems view are well documented in the literature (Verspoor et al., 2021). ...However, the analyses in these studies are mostly limited to elementary to intermediate level L2 learners from instructed secondary school settings. The current study thus investigates the relationship between time and holistic judgments of proficiency and syntactic and lexical complexity development in the writings of a group of advanced sojourners during a semester spent abroad, addressing the empirical gaps pertained to different proficiency levels and context. The data are weekly diary entries produced over the course of a 12–17 week stay abroad. The data are analyzed for holistic proficiency gains and syntactic and lexical complexity measures through linear mixed-effects modelling. The results confirm the significance of random individual variation, but also suggests a common developmental path as the participants ended up with significant gains in their holistic proficiency but with more elaborate sentences with fewer verb phrases and less diverse vocabulary.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Drawing on Macaro's (2001) personal theories on code-switching (CS), this study aims to investigate why, how, and to what extent EFL instructors switch to their L1 during L2 instruction in the under ...researched tertiary level Turkish English as a foreign language (EFL) context. As part of a larger project, the data analyzed in this study were collected from 155 EFL instructors from six state universities in Turkey by means of an online questionnaire. Filling the methodological gap for the given context and linguistic phenomenon, an explanatory factor analysis and a subsequent discriminant function analysis were performed, indicating the differentiated perspectives and practices with regard to CS, the factors triggering its use, and the functions attributed, along with participants' attitudes towards its pedagogical effectiveness. Additionally, the qualitatively analyzed textual data from the same instrument confirmed the quantitative findings, aligning with the corresponding literature. Having moved the personal theories on CS proposed by Macaro (2001) to the context in question, the results revealed that instructors' CS attitudes and perceptions are influential in determining how much L1 should be used in the L2 classrooms depending on linguistic, pedagogical, communicative, and learner-oriented factors and functions.
The majority of research on expressions of
gratitude has generally examined data gathered
from discourse completion tasks, corpus,
and questionnaires, while a few studies have
analyzed data from ...naturally occurring talk
or text (Yuan, 2001). Expanding the research
on expressions of gratitude to a computermediated
communication (CMC) context,
this study investigated the discourse-pragmatic
characteristics of 100 messages from one of the
Internet movie database (IMDb) discussion
boards, ‘I Need to Know’. Drawing on the
speech act theory (Searle, 1976), and relational
work (Locher & Watts, 2005), this study aimed
to explore users’ expressions of gratitude when
closing conversation as an indicator of polite
(if not, politic) behavior of relational work
within a potentially “impolite” asynchronous
online context as compared to corpora data
from Global Web-based English (GloWbE)
for other CMC genres and to Contemporary Corpus of American English (COCA) and
British National Corpus (BNC) for spoken
examples.Accordingly, thanking formulae were
found to be in line with GloWbE, COCA, and
BNC, though there were differences in terms
of the frequencies of use. As for strategies and
functional sequences, the findings support the
literature on face to face (Eisenstein & Bodman,
1986; 1993) and CMC politeness (Darics,
2010). Lastly, the current study underscored
that regardless of the lack of close social ties
between the interactants and highly anonymous
nature of the context, relational work is still
significant for IMDb members.
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