Theses and Dissertations from UMD
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Item Moderating Effects of Difficulty on Individual Differences' Prediction of Intensive Second Language Proficiency Attainment(2024) Pulupa, Catherine Maria; Hui, Bronson; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The United States government is perennially in need of employees with proficiency in critical foreign languages to communicate with foreign counterparts and maintain relationships worldwide. In order to fulfill this need, the government devotes significant resources training federal employees to advanced levels of language proficiency through intensive courses aimed at developing communicative language skills that reflect the work that employees will perform in their work advancing the interests of the United States abroad. Notable proportions of employees fail to meet proficiency goals at the end of training, and little is known about what learner individual differences drive whether or not employees will meet their proficiency goals in order to perform their work on behalf of the United States. To this aim, the current investigation utilizes multiple analyses to explore and explain the interrelationships between learner individual differences, language difficulty, and proficiency attainment throughout training. The investigation constitutes two related analyses. First, a path-analytic approach examines associations between a cognitive (aptitude) measure and non-cognitive (motivation, familiarity with curricula, previous advanced second language learning) measures with student proficiency achievement throughout training. A second analysis builds on the first: the path-analytic model incorporates a measure of difficulty of the language studied by the students to determine how difficulty influences language learning and ultimate attainment within the context of individual differences in L2 speaking and reading. Results demonstrated consistent influence of language aptitude on proficiency attainment, and notable influences of previous L2 acquisition and the alignment of training to individuals’ language use goals. L2 difficulty moderated the relationships between individual differences and proficiency assessment scores during several points in training. The findings support an understanding of adult L2 acquisition that more fully considers learners’ goals and previous L2 experiences and consideration of the impact that difficulty can have on individual learners’ abilities to achieve target proficiency goals.Item TOWARD A THEORY-BASED ACCOUNT OF THE L2 VOCABULARY PROCESSING AND LEARNING BENEFITS OF READING WHILE LISTENING(2024) Malone, Jonathan; Gor, Kira; Hui, Bronson; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The tantalizing prospects of learning benefits from multimodal conditions on second language (L2) learning in general, and L2 vocabulary development in particular, have important implications. Indeed, opening a language learning app on any device provides the immediate experience of simultaneous input modalities, and a wide range of input types. But how helpful is multimodality to vocabulary learning, especially when the focus of the learner is on the meaning of a text? Researchers have manipulated input to compare a variety of learning conditions and examined vocabulary learning gains. However, relatively few within second language acquisition (SLA) have utilized real-time monitoring of learner behavior to examine how learners encounter new words over multiple exposures during a reading task, and how the quality of these encounters may or may not influence explicit learning outcomes. Even fewer have mapped differences in the developmental trajectory of form-form and form-meaning mapping for new words at the group level, comparing reading only (RO) with reading while listening (RWL). Crucially, to my knowledge, none have made or tested predictions within RWL on possible psycholinguistic source(s) of reported benefits. Our understanding of outcome benefits, along with implications for optimizing input in classroom or individual instructed contexts, is thereby quite limited. My dissertation study was designed to address each of these issues. 119 advanced English learners read or read while listening to a 7,400-word short story under incidental conditions (time pressure, focus on comprehension, and unannounced posttest outcomes). The text was embedded with 25 target pseudoword items 10 times each, with target items replacing real nouns in object positions. Measures of real-time form learning were defined as faster reading times and fewer total visits to the new words across encounters (Godfroid, 2020b), and there were three post-exposure measures of explicit word knowledge (form recognition, meaning recognition, meaning recall). New to this area of vocabulary research, outcome items were presented in randomized item modality (visual or auditory), to ensure congruence between treatment and test items and reducing modality-specific testing bias (Jelani & Boers, 2018). Group-level comparisons examined differences in (1) developmental trajectory of form familiarity and meaning integration for RO and RWL groups, (2) learning outcomes, and (3) effects of multi-componential L2 proficiency and phonological short-term memory (PSTM) skills on processing and learning outcomes. Within-RWL analyses operationalized a theoretical source of benefit (reading slightly ahead of the audio) and its impact on reading time and posttest learning gains. Findings indicated differences between RO and RWL across three measures of eye movements: (1) gaze duration (GD), a measure of form familiarity with new words; (2) total reading time (TRT), a measure of meaning integration; and (3) visit count, or the total number of encounters looking at the words. The overall pattern for RWL indicated longer initial reading times for new words, fewer re-readings, and steadier decrease in GD and TRT across encounters. Additionally, differences in learning outcomes were most clearly revealed through auditory test items, with RWL superior to RO across all three posttest outcome measures, and a group by item modality interaction. In other words, RWL indicated superior overall effects compared with RO across all items in form recognition and meaning recall, across all three posttests in auditory items, and better scores on visual than auditory items in RO (but equal across test item modality in RWL). Within-RWL analyses revealed that reading ahead of the audio was a positive predictor of TRT, as well as the most difficult of the three outcome measures (meaning recall). While PSTM predicted processing of new words, it did not predict outcomes for any of the three measures of vocabulary learning gains for advanced-level L2 readers. In sum, this study provides convergent evidence that process (form-form / form-meaning acquisition) and product (learning gains) are both positively impacted for new words under multimodal incidental conditions for advanced L2 learners, along with an initial indication that audiovisual asynchrony may play a role in RWL benefits in learning new words above and beyond L2 proficiency or memory skills.Item HIDDEN SPIRITUALITY: MARGINALIZED DESIRE IN THE WORKS OF ALBERT COHEN(2023) Blank, Samuel Galen; Frisch, Andrea; Mahalel, Adi; French Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation studies the role of marginalized desire in the works of Swiss-French author Albert Cohen; specifically, marginalized desire within same-sex and Jewish-Christian interfaith relationships, which have historically been deemed socially and religiously corrupt and therefore have been seen to constitute boundaries to spiritual legitimacy. Therefore, this study seeks to understand why Cohen grants such marginalized desires the same spiritual legitimacy as mainstream desire in his novels, and what can be learned from the effects of this decision. Albert Cohen’s relationship to marginalization is explored across the various chapters, which address immigration, oscillations between tradition and modernity, and curiosity towards same-sex and interfaith couplehood. The final chapter of this dissertation presents a pedagogical implementation of this material. Initially perceived as an outsider, Albert Cohen used imaginative literature to compensate for this supposed errant state, as he actively sought to conquer French culture and forge his place in the Francophone Europe of the 20th century. The result is a novel that creates a refraction of pluralistic Judaism with an affirming spirituality, one that showcases the common righteousness in all of humanity. For Cohen, this righteousness exists beyond cultural constructions such as nationality, religion, or sexual orientation. Inspired by his own life experiences, the author depicts same-sex attraction as just beyond his complete ability to conquer, in essence just beyond his world, which is synonymous with the Eternal. Ultimately, this spiritual elevation of marginalized desire conducted by the author reflects a proximity to God that is possible regardless of social and cultural boundaries to spirituality.Item EXAMINING ENGLISH-AS-A-FOREIGN-LANGUAGE TEACHERS’ AND STUDENTS’ LANGUAGE PRACTICES AND LANGUAGE ATTITUDES THROUGH THE LENS OF TRANSLANGUAGING AND HUMANIZING PEDAGOGY – A QUALITATIVE STUDY ON AN INTERNATIONAL HIGH SCHOOL IN CHINA(2023) Zong, Jiaxuan; MacSwan, Jeff; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on translanguaging and humanizing pedagogy has primarily focused on English-as-a-second-language (ESL) contexts, while little attention has been given to the examination and these practices in English-as-a-foreign-language (EFL) settings. This qualitative case study aims to address this gap by employing empirical evidence from various sources, including classroom observations, student surveys, student and teacher interviews, and quantitative data analysis of student surveys. The study examines teachers’ understanding of and practices with translanguaging and humanizing pedagogy, as well as students’ perceptions and experiences with these pedagogical movements. In light of humanizing pedagogy studies involving pedagogical codeswitching and translanguaging practices, this research is informed and guided by the combined theoretical framework of translanguaging and humanizing pedagogy, derived from the literature review. The research design consists of four main phases: pilot studies and purposeful sampling, QUALITATIVE data collection and analysis, quantitative data collection and analysis, and qualitative data analysis and triangulation. Through thematic analysis, this study reveals three major findings: (1) teachers’ and students’ strong needs and teachers’ self-debate of translanguaging practices, (2) the enactment of humanizing pedagogy through translanguaging practices by teachers, and (3) the enhancement of multilingual and multicultural awareness through translanguaging and humanizing pedagogy practices. Also, the study identifies two additional findings of importance, including the lack of a healthy professional development community for teachers and the entrenched privileges associated with native speakerism and the native speaker fallacy. These findings demonstrate the importance of language teachers being cognizant of the benefits of using students’ first language while acknowledging the criticality of balance in its use. Furthermore, the adherence to an English-only policy may lead to ineffective English language educational experiences, as demonstrated in one of the cases in this study. In addition, the incorporation of students’ first language by educators promotes the implementation of humanizing pedagogy practices, such as drawing on students’ background knowledge, making class content accessible to all students, and enhancing critical consciousness towards different languages and cultures. Moreover, engaging in translanguaging practices fosters a safe and dynamic space for both multilingual students and their teachers to co-construct their understanding of language and its role in conceptual development. By using multiple languages as mediational instruments, these practices enhance metalinguistic awareness and encourage critical reflection on linguistic and cultural differences. Finally, the study offers potential implications and recommendations relevant to teacher preparation programs and language educators.Item Variation in Interlanguage: Evidence from Internal and External Patterning of Morphosyntactic Variability in the Speech of Second Language Learners(2022) Zheng, Qi; Jiang, Nan; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Language is inherently variable, and learner language is particularly variable. The variationist paradigm considers learner language a heterogeneously variable yet inherently rule-governed system. Specifically, learners’ alternation between native-like and nonnative-like variants of a variable or invariable target native speaker (NS) form constitutes learner language variation. Variation is also viewed as an indication of a transitional phase towards acquisition (e.g., Regan, 2013; Tagliamonte, 2011). With a particular concentration on second language (L2) morphosyntactic variation, this dissertation explored inter-learner variation and intra-learner variability together with interlanguage development by analyzing Japanese L2 learners’ oral performances in English oral proficiency interviews. The research observed and studied the variation pattern in the interview data and identified the linguistic, paralinguistic, and nonlinguistic factors and factor groups which may give rise to Japanese L2 learners’ repeated exercise of their interlanguage grammar for four morphosyntactic features: preposition/particle, article, object pronoun-dropping, and modal auxiliary verb. The data were analyzed by using classification trees, random forests, and mixed-effects variable rule methods which together identified a hierarchy of variable importance among potential factors and factor groups and the influential factor levels within each significant factor group. With modern mixed models, the dissertation concluded that the observed morphosyntactic variation is subject to inter-lingual and intra-learner factors. Additionally, learners may also have individualized baselines and grammar. More importantly, the findings of the current research have provided important theoretical and empirical justification on whether and how individual patterns mirror the interlanguage patterns and hence an inter-lingual developmental understanding of L2 morphosyntactic competence.Item The HLL-Turned-Language-Teacher: Exploring the Relationship Between Heritage-Language Maintenance and Pedagogical Content Knowledge(2022) García, Andrés A.; Martin-Beltran, Melinda; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)For over four decades now, fields like applied linguistics and world-language education, have investigated heritage languages, the “nonsocietal or nonmajority languages” (Valdés, 2005, p. 411) typically used in the homes and communities of immigrants and their descendants. While still growing and diversifying, heritage language (HL) research has often focused on how users of these languages—also known as heritage language learners (HLLs)—are different from other language learners, and how teachers can best adapt their instruction to their needs. With so much literature focusing on either HLLs as learners or their teachers, this study aims to bring together these topics in a novel way. Specifically, this multiple-case study centers around three adult HLLs who currently work as teachers of language-related subjects, and it aims to explore whether there is a relationship between their life experiences with HL maintenance and their pedagogical content knowledge. The research questions explored in this study are: 1. How do the focal HLL-turned-language-teachers in this study describe their experiences with HL maintenance and development?2. What kinds of pedagogical content knowledge (PCK) are evident in the practice of these HLLs-turned-language-teachers? 3. How do these HLL-turned-language-teachers’ experiences with HL maintenance and development relate to their PCK as L2 teachers? Data collection included teaching observations, interviews with the focal teachers and some of their colleagues who know their teaching directly, and the gathering of relevant teaching artifacts and documents. Data analysis, meanwhile, occurred in a two-tiered approach: within-case and cross-case. That is, each focal case was analyzed individually first, and then patterns were sought across cases during the second phase of data analysis. Findings from this study support the idea that the HL maintenance experiences of HLLs-turned-language-teachers affect their PCK. Moreover, there is remarkable consistency across cases; for not only did they all report the influence of similar factors in their HL maintenance (e.g., supportive families and communities, constant exposure to their HLs through written and spoken media), but they also embraced similar pedagogical techniques and behaviors as part of their PCKs (e.g., translanguaging and native-language supports, building strong bonds with their students). Furthermore, in rationalizing many of these moves by alluding to learning experiences they did not have growing up, or to their own struggles with HL grammar rules, these teachers also show consistency in the potential connections between their life experiences as HLLs and their pedagogy and PCK. Implications from this study, then, are pertinent to heritage-language studies as well as language teacher education, and they include calls to expand the notion of PCK to account for the influence of experiences with language maintenance and loss. Regarding practitioners, this study underscores the relevance of biographical reflection to pedagogical decision-making, and it encourages teachers who wish to make the most of this sort of reflection to expand their notion of “pedagogy” to include student-teacher relationship-building—if it does not do so already.Item EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS(2020) Hillman, Kyoko Kobayashi; Ross, Steven J; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on advanced L2 adult learners and viable classroom instruction for them has become increasingly important along with increasing global connections. This study investigated the effects of different kinds of spoken input modification on listening comprehension and incidental vocabulary learning by 106 advanced Chinese speakers of Japanese in Japan. The participants were randomly assigned to four types of input (genuine, simplified, elaborated, modified elaborated) used in four short academic talks by Japanese professionals. Each talk contained eight low-frequency nouns, each appearing three times. Learning outcomes were assessed using three different measures: form-recognition, meaning recognition with contextual information, and meaning recognition via L2 definitions. Participants responded to three types of comprehension questions (replication, synthesis, inference) while listening to the talks. Scores from an online proficiency test and two working memory (WM) tasks served as moderator variables.Results showed that elaborated input was the most effective of the four types for both comprehension and incidental vocabulary learning. Results also showed that modified elaborated input, a novel input modification type that contained the same elaboration but with shorter sentences, was more effective when higher WM was available. In contrast, elaborated input was least influenced by WM capacities. Regarding the relationships between input modification and type of comprehension questions, modified elaborated input had a marginally significant effect on replication items. For synthesis and inference items, statistically significant effects for input type were not found, contradicting previous results in the literature. Proficiency showed significant effects on all tests, whereas WM showed interaction effects with simplified and modified elaborated input. In light of these findings, the study concludes that (a) elaborated input is more beneficial for advanced L2 learners than genuine input regardless of WM, (b) modified elaborated input with short sentences requires WM, (c) input elaboration is more effective than input enhancement for incidental vocabulary learning for both form and meaning recognition, and (d) enhanced incidental vocabulary conditions using greater input elaboration are likely to provide L2 learners with better input and opportunities to learn more lexical items incidentally.Item THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH(2019) KARATAS, NUR BASAK; Gor, Kira; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation investigates the morphological and morphosyntactic processing of case-marking by native and nonnative speakers of Turkish, through behavioral and electrophysiological responses. The study explores the locus of case processing costs during first (L1) and second language (L2) word recognition both in isolation and in sentences. It identifies the factors leading to persistent problems that late L2 learners face in attaining native-like processing of case assignment. To this end, the first experiment (a visual lexical decision task) examines whether different case forms generate differential processing costs, based on four main comparisons that reflect case properties and its status in the inflectional paradigm: 1) structural (genitive, accusative) vs. lexical (dative) case; 2) argument (accusative, dative) vs. non-argument (genitive); 3) higher (genitive) vs. lower type frequency (accusative, dative), and 4) citation form (nominative) vs. oblique cases (genitive, accusative, dative). The behavioral findings show significantly larger processing costs (i.e., longer reaction times and lower accuracy rates) for the genitive than the nominative case (citation form) across both subject groups, and than other oblique cases in L2 group only. ERP findings show significantly larger processing costs for the genitive than the accusative, and for the dative than the accusative only in L2 group. When the same case-inflected nouns were placed in a sentence context, larger N400 effects were found for the genitive, compared to the nominative and accusative in L1 group only. Together, these results suggest that different case forms generate differential processing costs in both subject groups, and L2 learners’ difficulty with the non-argument genitive and lexical dative oblique cases are at the level of form rather than sentence structure. The second (sentence) experiment also examined the processing of case errors (i.e., substitution of the accusative for the dative or vice versa on the object). ERP findings show a qualitative difference between L1 and L2 morphosyntactic patterns: P600 was missing while early negativities (N400 and left anterior negativity, LAN) were present in L2 group. These results suggest that advanced L2 learners evaluate the verb argument structure (LAN) and semantic fit (N400), but do not attempt to reparse the sentence (P600), unlike native speakers.Item A Cultural Balancing Act: The Learning, Beliefs and Practices of Novice Indonesian Teachers of English(2019) Kidwell, Tabitha; Peercy, Megan M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)English teachers must be prepared to attend to the intercultural aspects of language learning. In Indonesia, this challenge is compounded by education policies that also require teachers to sustain Indonesian cultural values. Without explicit preparation or guidance, these two expectations could be quite challenging to novice teachers. The objective of this study was to better understand how novice Indonesian teachers of English balance those demands, by examining their learning, beliefs, practices regarding teaching about culture. This study was a qualitative ethnographic case study of English teacher preparation practices at a Muslim university in Central Java, complemented by embedded case studies (Yin, 2009) of 14 recent graduates during their early years of teaching. Data sources included: course syllabi; 97 class observations: interviews with 20 university faculty members, 21 current students and 20 recently graduated novice teachers: six professional learning community sessions with novice teachers; and journal entries by novice teacher participants. Data were analyzed using the constant comparison method (Corbin & Strauss, 2014) and a cross-case analysis. Findings showed that Indonesian English teachers had many opportunities to learn about culture, both within and outside of coursework, but they rarely learned methods to teach their future students about culture. Consequently, many did not include unfamiliar cultural content in their lessons. Concerning novice teachers’ beliefs and practices, this study identifies participants as primarily locally-oriented or globally-oriented, differentiated by their access to and investment in cultural learning opportunities. Globally-oriented teachers, who had had intercultural experiences themselves, were more likely to teach about unfamiliar cultures, despite contextual factors and limited preparation. This work highlights the need for language teacher education programs to help novice teachers learn to teach about culture, as well as the importance of offering intercultural experiences to novice teachers before and during their early careers. The distinction between locally-oriented teachers and globally-oriented teachers may allow language teacher educators to more purposefully prepare language teachers to address cultural content and develop their future students’ intercultural competence. In the future, more focused preparation efforts regarding teaching about culture would allow novice teachers to more effectively prepare their students to meaningfully engage across cultural differences.Item “Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua(2018) Walberg, Lindsay; Stromquist, Nelly; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The Nicaraguan Ministry of Education (MINED) developed a national language policy to include English as a required subject for the entire five years of secondary school. This case study explores how teachers implement English language mandates in public high schools in rural Nicaragua along with how they are supported by Ministry-provided resources, curriculum, and training. For students living in rural Nicaragua, educational opportunities are affected by the complex interaction of geographic, socioeconomic, and political influences. The traditional narrative of rural Nicaragua is one of scarcity – insufficiently developed infrastructure, a shortage of qualified teachers, inadequate resources, generational poverty, geographic isolation, and limited access to modern technology. This study adds a more nuanced perspective to this deficit narrative by exploring how educators draw upon existing resources to implement and expand upon the mandated language curriculum. This qualitative inquiry also highlights additional perspectives on how stakeholders, such as teachers, parents, students, and administrators, conceptualize the value and utility of English language education. Although the MINED articulates the purpose of English acquisition as a catalyst for greater engagement in a globalized economy, stakeholders express different views of its importance and usefulness to their everyday realities. The findings indicate that the MINED has provided increased support for English instruction by creating a complete English language curriculum, distributing new English textbooks for all grade levels, increasing access to technology, enhancing electronic resources through a well-designed educative portal, and establishing a system of regular collaborative planning meetings. Although these developments represent a significant improvement, there remain serious challenges regarding school infrastructure, large class sizes, integration of technology in rural areas, assessment of student learning, and linking English curriculums to the reality of college and career readiness. Students, parents, and school staff consistently express a strong belief that learning English is important and potentially useful in the four areas of university study, employment, intercultural communication, and immigration. Although students are highly motivated to learn English for future economic, academic, and social benefits, all stakeholders acknowledge that students are not proficient in English after five years of study in a rural high school.