Research master thesis | Linguistics (research) (MA)
open access
This thesis sets out to explore relationships between attitudes to language learning and context as influential factors on the production, and perceived offensiveness and acceptability of L2...Show moreThis thesis sets out to explore relationships between attitudes to language learning and context as influential factors on the production, and perceived offensiveness and acceptability of L2 English swearwords. Using a sample of 111 L1 Dutch, L2 secondary school learners of English, this study uses a three-part approach to further understand L2 English swearing behaviour. The participants first completed a production task. In this task they replied to six hypothetical text- messages following a DCT approach that were manipulated on speaker (authoritative/non- authoritative). Following this, they completed an attitudes task consisting of 24 stimuli to be able to shed further light on attitudes to L2 English learning and swearing as possible influential variable on L2 swearing behaviour. Lastly, based on previous studies by Dewaele (2004, 2016, 2017) and Jay & Janschewitz (2008), the participants completed a perception task in which they rated the perceived offensiveness and acceptability of four swearwords in 4 different contexts. These contexts were manipulated on speaker (authoritative/non-authoritative) and location (formal/informal). For the production task, the findings suggest that participants are more likely to use swearwords in a closed-DCT design. Further, an effect of speaker is found as significantly more swearwords were used when the participants were in conversation with a friend rather than a parent. Swearing, however, occurred rather infrequently, which is partly explained by the negative attitudes of the participants to the use of swearwords. Continuing, the results of the perception task revealed significant effects of speaker (p = 0.001) and location (p = 0.005) on offensiveness ratings, and a significant effect of speaker on acceptability ratings (p = 0.001). Further, a strong negative correlation was revealed between offensiveness and acceptability. Lastly, a comparison between the ratings of offensiveness by the participants and native speaker scales of offence (Millwood-Hargrave, 2000; McEnery, 2006; OFCOM, 2016) show that the non-native participants significantly rate offensiveness lower than native speakers. These results re-affirm findings by other researchers such as Dewaele (2004, 2016, 2017) and Jay & Janschewitz (2008), and indicate that ratings of acceptability are largely dependent on ratings of offensiveness.Show less
In the field of second language acquisition, the role of the mother tongue in acquiring a brand new linguistic system has been widely debated by many researchers. For a long time, experts in the...Show moreIn the field of second language acquisition, the role of the mother tongue in acquiring a brand new linguistic system has been widely debated by many researchers. For a long time, experts in the field held on to conservative notions about the relationship between the L1 and L2, and research and language acquisition paradigm in the past leaned towards an L1 interference model, which had blamed the mother tongue for most, if not all, challenges experienced by learners in acquiring an L2. Modern literature surrounding language acquisition, however, point to a change in trend and attitudes involving the use of L1 in acquiring an L2. Extensive studies involving primary research data have been undertaken to dispel the notion of L1 interference and, instead, encourage incorporating L1 in L2 instruction. The research questions that this thesis hopes to address and answer are: Does using L1 in the L2 classroom benefit English as a second and foreign language learners? What factors might hinder the effectiveness of using L1 in acquiring an ESL/EFL in the classroom? In the end, this paper will endeavour to suggest ways L1 should be integrated into classroom language teaching situations. This research study will undertake to review and consolidate all previous work done on the hindrance of using the L1, on one hand, and the effectiveness of L1 use in the L2 classroom on the other. Practical ways of using the L1 will be provided, using examples from research done involving primary data from the literature. To substantiate this section, teacher attitudes and classroom practices in using L1 in ESL situations in an international school in Amsterdam will also be presented.Show less
On the subject of education opinions differ as to how one could teach a group of students. In the past years new approaches have been put forward. The purpose of this thesis is to find out what the...Show moreOn the subject of education opinions differ as to how one could teach a group of students. In the past years new approaches have been put forward. The purpose of this thesis is to find out what the best way is to teach students when teaching English as a second language. For the purpose of this study two groups of students have been approached in their beginning phase of learning English in high school. A single topic was chosen (passives) and the two groups were taught in two different ways. The first group group was taught an instruction based lesson which was defined by the Skill Acquisition Theory as the best teaching method. The second group was taught in a more communicative manner, propagated by the Sociocultural Theory. Both groups made the same test to find out which method led to fewer mistakes. Surprisingly, it was the second group who scored better. Even without explicit rule teaching the students were more capable of doing the exercises they were presented with and they were more capable of doing a writing assignment. It may thus be concluded that for similar groups of students and this particular topic the communicative approach works best.Show less
