Journal of Linguistics and Language Teaching - Volume 11 (2020) Issue 1

JLLT Volume 11 (2020) Issue 1 Articles: Inez De Florio-Hansen (Kassel, Germany):Motivation in Teaching and Learning Foreign Languages: Effective Strategies for the ClassroomJournal of Linguistics and Language Teaching 11 (2020) 1, 13-35 Abstract (German):This paper builds on the publication Effective Motivation Strategies for French Language Teaching (De Florio-Hansen 2019) and examines in which areas of teaching—both for the first and additional foreign languages—the teacher can influence the motivation of individual learners. General motivation theories and models are critically examined, along with perspectives that specifically relate to foreign language teaching. As a result, motivational strategies are proposed that—under the teacher’s guidance—positively affect motivational processes and can lead to improved learning outcomes. Abstract (English):The present article analyzes those domains of foreign language learning in which teachers may influence the motivation of individual learners. General motivation theories and models, as well as perspectives that focus on the foreign language classroom, are examined critically and constructively. Finally, strategies are described that can promote motivational processes and improve students’ learning outcomes. ________________________________________________________________________________________   Naxhi Selimi (Schwyz, Switzerland) & Biljana Ivanovska (Štip, North Macedonia):Supporting the Language Development of Preschool Children Growing Up BilingualJournal of Linguistics and Language Teaching 11 (2020) 1, 37-53 Abstract (German):This paper presents the results of a pilot study that measured the language development of bilingual preschool children (n=22) in German-speaking countries, providing suggestions for possible language promotion. The data show a clear increase in the development of German as a second language, indicating that family-based institutions contribute to children’s language development. The first language, however, develops heterogeneously, with a negative development in eight children. This result suggests subtractive bilingualism and the beginning of the suppression of the first language by the second language, German. It follows that fossilization of the first language can only be minimized through targeted support for these children in both their first and second languages. Abstract (English):This paper presents the results of a pilot study, which, in two measurements, assessed the level of bilingual preschool children (n=22) in German-speaking countries and proposed language promotion strategies. The data show a clear increase in the development of German as a second language and highlight that family-supporting institutions contribute to language development. However, the first language develops negatively for some children. This suggests subtractive bilingualism and the beginning of the suppression of the first language by the second language, German. Therefore, fossilization of the first language can only be minimized through targeted support in both the first and second languages. ________________________________________________________________________________________   Adil Ishag & Gamar Albooni (Khartoum, Sudan):An Investigation of Foreign Language Anxiety Among Sudanese EFL StudentsJournal of Linguistics and Language Teaching 11 (2020) 1, 55-68 Abstract:Foreign language anxiety has a debilitating and detrimental effect on various stages of language learning. The present study investigates the relationship between foreign language anxiety and students’ achievement in English, exploring gender differences and the most common sources of anxiety. A total of 156 undergraduate Sudanese EFL students participated in the empirical investigation. A modified version of the Foreign Language Classroom Anxiety Scale was used, alongside students' Grade Point Average (GPA) as an indicator of language achievement. The results showed that foreign language anxiety decreased as language achievement increased. Furthermore, the fear of negative evaluation was found to be the most prevalent source of anxiety, followed by communication apprehension. Several suggestions are proposed to minimize students’ anxiety in foreign language learning. ________________________________________________________________________________________   Berit Aronsson (Umeå, Sweden):A Study of Learner Profiles in Spanish as a Second Language in a Swedish Instructional Setting: Writing versus SpeakingJournal of Linguistics and Language Teaching 11 (2020) 1, 69-90 Abstract (English):This study evaluates the test results of oral and written production for a group of 15-16-year-old Swedish L2 learners of Spanish in an instructional setting. The test results are evaluated according to the Swedish grade descriptors for the tested level and the descriptors of the Common European Framework of Reference for Languages (CEFR). The results show that the subjects generally perform better in writing than in speaking. This is consistent with both the Swedish grade descriptors and the CEFR scale ratings. The results are discussed in relation to the conditions for learning a second language in a formal instructional setting, with little exposure to the target language outside the school context. A possible dominance of writing-based activities in the classroom and a low degree of extramural exposure are suggested as potential explanatory factors for the results. Abstract (Spanish):El estudio evalúa el resultado de una tarea de producción oral y escrita del Español Lengua Extranjera (ELE) realizada por aprendientes suecos de 15-16 años en un contexto de aprendizaje formal. Los resultados se evalúan de acuerdo con los descriptores de calificación suecos para el nivel evaluado y los descriptores del Marco Común Europeo de Referencia para las Lenguas (MCER). Los resultados demuestran que los sujetos generalmente se desempeñan mejor en la escritura que en el habla. Este resultado persiste también en la comparación con las clasificaciones de la escala MCER. Los resultados se discuten en relación con las condiciones para aprender una L2 en un entorno de instrucción formal con poca exposición a la lengua meta fuera del contexto escolar. Se sugieren un posible dominio de actividades basadas en la escritura en el aula y un bajo grado de exposición extramural como posibles factores explicativos de los resultados. ________________________________________________________________________________________   Marta Bartolí Rigol & Empar Devís Herraiz (Barcelona, Spain):Methodological Proposals for Teaching the Intonation of Politeness in CatalanJournal of Linguistics and Language Teaching 11 (2020) 1, 91-107 Abstract:The objective of this research was to discover the melodic features of mitigating politeness used by Catalan speakers with the aim of providing methodological resources for teachers of Catalan as a foreign language. The activities designed offer students the opportunity to practice the intonation of politeness to avoid conflicts caused by melodic misunderstandings. This paper outlines the results obtained from the acoustic analysis of the data and its perceptual validation, as well as a series of methodological proposals that will be of considerable use for teaching.