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The invention of monolingualism
Winner of the 2018 Book Award awarded by the American Association for Applied Linguistics The Invention of Monolingualism harnesses literary studies, applied linguisitics, translation studies, and cultural studies to offer a groundbreaking investigation of monolingualism. After briefly describing what \"monolingual\" means in scholarship and public discourse, and the pejorative effects this common use may have on non-elite and cosmopolitan populations alike, David Gramling sets out to discover a new conception of monolingualism. Along the way, he explores how writers-Turkish, Latin-American, German, and English-language-have in recent decades confronted monolingualism in their texts, and how they have critiqued the World Literature industry's increasing hunger for \"translatable\" novels.
eBook
Complexity in classroom foreign language learning motivation
This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of the dynamic conditions operating in a foreign language classroom in Japan. Its reflexive, narrative approach shines light on the evolving nature of research and role of the researcher.
eBook
Grammatical gender in interaction : cultural and cognitive aspects
In Grammatical Gender in Interaction: Cultural and Cognitive Aspects Angeliki Alvanoudi explores the relation between grammatical gender in person reference, culture and cognition in Modern Greek conversation. The author investigates the cultural and cognitive aspects of grammatical gender, by drawing on feminist sociolinguistic and non-linguistic approaches, cognitive linguistics, research on linguistic relativity, studies on person reference in interaction and conversation analysis. The study presented in this book shows that the use of grammatical gender contributes to the routine achievement of sociocultural gender in interaction and that grammatical gender guides speakers' thinking of referents as female or male at the time of speaking.
eBook
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Journal Article
CHANGING SOUNDS AND FORMS IN ISRAELI HEBREW
The article starts with a characterization of Israeli Hebrew, and its development from a conglomeration of written sources going back to classical Hebrew, including ones from about 17 centuries when it was not spoken. As a result, what became accepted as Israeli Hebrew is a merged grammatical (and lexical) system, built upon written sources regarded as the normative standard that should dictate speech norms as well, and that any deviation from it would be detrimental. Some Hebraists question whether a language that was not spoken for so long can still be regarded as “Hebrew,” or even as a Semitic language. The average Israeli fails to recognize the inevitability of change in language development through history, and the existence of multiple levels of language uses (registers) side-by-side, each of which is just as legitimate as the other. We follow with illustrations of the expansion of new word formation from existing bases through linear derivation by means of suffixes, a most transparent process, alongside discontinuous (root+pattern) derivation. We will also explore the changing treatment of possessive and existential sentences, the neutralization of numeral gender, the maintenance of fixed stress in certain classes of words, and a certain tendency towards rhythmic alternation of stressed and unstressed syllables. Some of these have precedents in earlier stages of Hebrew, and demonstrate that change is a natural result of Israeli Hebrew’s being a living language, and should not be regarded as evidence of its deterioration, becoming non-Semitic, an artificial hybrid language, or creole.
Journal Article