Trustworthiness of think‐aloud protocols in the study of translation processesLi, Defeng
doi: 10.1111/j.1473-4192.2004.00067.xpmid: N/A
Research on translation processes using think‐aloud protocols (TAPs) as the research design has recently received increasing attention. Such studies over the past two decades have produced many interesting yet by no means definitive findings about mental activities during the process of translation. As the research community strives for more in‐depth investigations into translation processes, some researchers have rightly expressed concerns over the rigor and trustworthiness of such studies. To address this concern, the article first summarizes important safeguards that must be put in place in data‐based qualitative research to ensure this critical element of trustworthiness. These safeguards are then used to evaluate the research designs of 15 published reports on investigations of translation processes using TAPs. It was found that many of the safeguards were not incorporated in most of the surveyed studies, thus leaving much to be desired in their designs and reports. Implications for future TAP research and publishing are also discussed.
Non‐native‐speaker teachers and English as an International LanguageLlurda, Enric
doi: 10.1111/j.1473-4192.2004.00068.xpmid: N/A
This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non‐native‐speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with the increasing appreciation of NNS teachers – both in ESL and EFL contexts – are creating the right conditions for the gradual acceptance of English as a Lingua Franca, with the consequence of a decrease in the role of native‐speaker teachers in setting the principles and norms on which this lingua franca will be taught in the future.
Aspects of advanced foreign language proficiency: Internet‐mediated German language playBelz, Julie A.; Reinhardt, Jonathon
doi: 10.1111/j.1473-4192.2004.00069.xpmid: N/A
Adult foreign language play has been an under‐explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer‐mediated communication may afford opportunities for its occurrence. It is further argued that examination of this phenomenon provides insights into issues of advanced foreign language proficiency. The article presents a case study of a 19‐year‐old American college student who was a participant in a telecollaborative course between the United States and Germany in the fall of 2002. Data are drawn from (a) his course web site, (b) his in‐class electronic correspondence with his German keypals, (c) his out‐of‐class correspondence with these same keypals and his German‐speaking girlfriend, (d) his cumulative course portfolio, and (e) focus group interviews.
Bilingual lexical development: a Persian–Swedish word association studyNamei, Shidrokh
doi: 10.1111/j.1473-4192.2004.00070.xpmid: N/A
Previous word association studies show that the first language (L1) mental lexicon is organized mainly on a semantic basis, while the organization of the second language (L2) mental lexicon in the early stages of development is phonologically based, indicating a less profound lexical knowledge. This study examines whether or not this is the case by comparing 100 Persian–Swedish bilingual subjects with 100 native speakers of Swedish and Persian. The elicitation instrument was the Kent‐Rosanoff association list (1910), and the subjects’ task was to give a single‐word response to each stimulus word. The results show that phonologically‐based associations occur in both the L1 and the L2 as a function of the degree of word knowledge. Phonologically‐based organization is a primary acquisition feature of every individual word, and it is not abandoned even during the advanced stages of language proficiency, whether in the L1 or the L2. It was found that words that are barely known may elicit phonologically‐based associations, those that are partially known may have a strong syntactic organization, and well‐known words are connected to other words mainly on a semantic basis.
Attitudes and strategies as predictors of self‐directed language learning in an EFL contextGan, Zhengdong
doi: 10.1111/j.1473-4192.2004.00071.xpmid: N/A
The article reports on a study that examined self‐directed language learning (SDLL) attitudes and strategies that may be characteristic of Chinese EFL students. A description of the development of the instrument used to measure these attitudes and strategies in an EFL context is provided, the results of which showed that SDLL strategies seem to be directly implicated in language proficiency. Attitudes to SDLL do not seem to have a strong direct effect on proficiency, but major attitude components are closely associated with all SDLL strategy components, possibly exerting their effect mainly through the mediation of strategies. The data suggest that students’ SDLL attitudes and strategies were apparently determined by the constraints of the specific contexts of teaching and learning. In addition, the data seem to cast doubt on the stereotypic notions of passive and dependent Asian learners. Implications of the results for instructional interventions and institutional support are discussed.