Thursday Online Presentation Session 3 Foreign Languages Education & Applied Linguistics

Session Chair: Karen Cheung

12:55-13:20

68138 | How Much Digitalk Has Entered the Academe: Awareness and Attitude of Filipino Teachers Towards IPE Conventions

Maria Isabel Comillo, De La Salle Santiago Zobel - Vermosa Campus, Philippines

The growing language evolution demonstrated on Internet Philippine English (IPE) have led to the emergence of new linguistic features be it localized words or non-standard forms. In order to document these linguistic developments and understand how much has entered the academic domain, the present study investigates the newly invented words and non-standard forms in IPE and the awareness and attitude of language teachers towards the conventions in digital writing. The present analysis utilized a 75,000-word corpus collected from five digital genres namely social media, instant messaging, emails, websites, and blogs. The present study determined 30 newly invented IPE words from the dataset, and examples for the non-standard forms earlier identified by Gustilo et al. in 2020. In terms of the perception data, 50 Filipino language teachers belonging to the younger generation from different regions of the country were recruited. Results of the perception data revealed that teachers have full awareness on the given wordlist and non-standard forms as they have already observed it on their students’ academic speeches and written outputs. These findings clearly suggest that these conventions have now entered and have been utilized in the academic domain. As regards the attitude of the teachers towards these conventions, results revealed that majority of the teachers are in favor in using the newly invented words both in the academic speeches and writing of their students, while majority remained hesitant in accepting the non-standard forms in academic writing. Implications for future studies were forwarded.

13:20-13:45

69177 | Effects of Structural Priming and Lexical Residual Activation on the Acquisition of the English “Noun + Relative Clause” by L1 Chinese Learners

Xueli Li, Chulalongkorn University, Thailand

Nattama Pongpairoj, Chulalongkorn University, Thailand

This study investigated L1 Chinese learners’ acquisition of the English "Noun + Relative Clause" based on Structural Priming (SP)(K. Bock & Griffin, 2000, J. K. Bock, 1986; K. Bock, 1989) and Lexical Residual Activation (LRA) (Levelt, Roelofs, & Meyer, 1999, Cleland . A, 2003). It was hypothesized that based on SP, when L1 Chinese learners were primed by the English "Noun + Relative clause", when the priming and the target structures shared different headnouns, they would produce more "Noun + Relative Clause" than when they were primed by the English "Adj + Noun", and the priming effect was significant. Also, based on SP and LRA, when the priming and the targe stuctures shared the same headnoun, the increasing priming effect would be enhanced. The participants were 90 first year non-English major students attending Guizhou University of Finance and Economics, and 10 native English speakers. A picture description task was used to elicite data. The results showed, that after having been primed by the English "Noun + Relative Clause" when the priming and target structure shared different headnouns, L1 Chinese learners produced more "Noun + Relative Clause" than "Adj + Noun", and the priming effect was significant (p < 0.05). When the priming and the target structures shared the same headnoun, the increasing priming effect was enhanced, and the enhancement was significant (p < 0.05). The hypotheses were therefore confirmed. The study contributed to Second Language Acquistion in that SP and LRA would facilitate L1 Chinese learners’ acquisition of English "N + Relative Clause", although this structure is non-exist in the learners’ L1. The study also gave pedagogical implications in that application of SP and LRA would facilitate as well as enhance the acquisition of L2 structures.

13:45-14:10

68552 | Content and Language Integrated Learning for NCS Students Using a Picture-Book Approach: An Action Research in Hong Kong Kindergartens

Karen Cheung, Hong Kong Baptist University, Hong Kong

This paper examines the function of content and language integrated learning (CLIL) approach in complementary multilingual kindergarten classrooms for non-Chinese-speaking (NCS) children learning Chinese characters in Hong Kong. The module of this study was implemented with a picture-book approach. The participants comprised 28 learners of Chinese in the third year of kindergarten (K3) from both two kindergartens in Hong Kong. The student participants came from Nepal, Pakistan, the Philippines, and India. The participants’ learning of vocabulary was tested using a pre-test and delayed post-test design. The results reveal that the CLIL module with picture –book approach had similar positive effects on both speaking and reading. The lessons were videotaped, and the teachers were interviewed after the one-year intervention. The results of the pre-test analyses are discussed along with how they could inform researchers, and pedagogical implications for teachers are presented.