Australian Review of Applied Linguistics - Volume 47, Issue 2, 2024

Abstract

This study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students’ goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020), goal formation is deconstructed and analysed to throw new light on students’ psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants’ desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021).

Abstract

There are few published estimates of vocabulary sizes amongst students in tertiary education. Research does not offer estimates of the vocabulary size tertiary students might be expected to possess, though estimates exist for K-12 education, some EFL contexts, and the general population. Such research is important. For reading comprehension during tertiary education, a vocabulary of minimally 10,000 words is recommended, along with proficiency in academic vocabulary. A recent study of three universities in the United Kingdom concluded pedagogical intervention was required, since estimates indicated undergraduates knew fewer than 10,000 words. A subsequent study of a New Zealand university found students knew 16,000 words and pedagogical intervention was not required. The current study investigates 433 tertiary students at an Australian university to determine if students required vocabulary support. It contributes to a research record allowing for comparisons internationally, nationally, and over time. Methods employed included the Vocabulary Size Test/VST and Academic Vocabulary Test/AVT. Results indicate an average vocabulary size of 16,117 words, with academic vocabulary well-known.

Abstract

This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, socializing with other Korean speakers at church and in peer groups aided their learning of a wide range of registers in context, while providing culturally sensitive places for the participants to explore their identities. Nevertheless, the study also found that the participants encountered racial and linguistic hierarchical structures from which they were marginalized, which delayed their construction of positive bilingual identities. The findings enable a deeper understanding of how family-internal and family-external factors shape immigrant children’s identities, and suggest that substantial institutional and societal support are needed to foster immigrant children’s bilingualism and biculturalism.

Abstract

This paper reports on a pilot implementation of the FL2 approach and resources, developed to support tertiary students’ wellbeing as well as their second language learning (L2). The FL2 approach and learning activities were piloted in two Spanish language courses at Australian universities. Evaluation data were collected through an online survey of participating students and compared to the results of previous pilots conducted with students of Italian. Responses to scale items and open-ended questions indicate that the majority of participants greatly enjoyed their experiences in the courses and were satisfied with the learning opportunities provided, which shows potential for the FL2 approach. Evaluations of seven Positive Psychology-informed learning activities also piloted in this study were more nuanced. Taken together, these results suggest that designing curriculum to support student wellbeing as well as disciplinary learning can yield positive results. However, careful consideration must be given to alignment between FL2 activities and curriculum, as well as to students’ individual differences in the reception of Positive Psychology-informed activities.

Abstract

There is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.

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