Languages, Literatures, & Cultures
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Item DOES MODALITY MATTER? AURAL AND WRITTEN VOCABULARY IN SECOND LANGUAGE LISTENING AND READING COMPREHENSION(2024) Iizuka, Takehiro; Hui, Bronson; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the significance of the mode of delivery—aural versus written—in second language (L2) vocabulary knowledge and L2 comprehension skills. One of the unique aspects of listening comprehension that sets it apart from reading comprehension is the mode of delivery—language input is delivered not visually but aurally. Somewhat surprisingly, however, this difference has not always been considered, and in fact L2 listening studies are more often accompanied by written tests (of, e.g., vocabulary knowledge) than by aural tests. Few studies have systematically examined the impact of modality on comprehension skills and linguistic variables such as vocabulary either, despite the long-standing view of language skills being multimodal. In this study, therefore, I first examined the degree to which aural and written vocabulary is separate constructs. Then I examined how each of those constructs explains listening and reading comprehension skills differently. By using latent variable modeling, I also addressed limitations in previous studies, including undue influence from measurement error and unique characteristics of particular tests.One hundred eighty-five adult Japanese learners of English took four aural and four written English vocabulary tests, with parallel test formats across the modalities to allow for comparison. The effect of words was averaged out by counterbalancing eight property-matched sets of words. The participants also took listening and reading comprehension tests. The dimensionality of vocabulary knowledge was examined by comparing one-factor and multi-factor models. The unique contribution of aural and written vocabulary knowledge to listening and reading comprehension was evaluated by latent variable path analysis. The difference in the sizes of aural and written vocabulary knowledge was examined by latent means modeling. The results of the study were nuanced. Modality effects were observed in the sense that (1) a two-factor model of vocabulary knowledge with aural and written vocabulary had a significantly better fit to the data than a one-factor model, (2) aural vocabulary knowledge uniquely explained some variance in listening comprehension skills, and (3) the participants’ aural vocabulary size was significantly smaller than their written vocabulary size. However, the effects of modality were limited in the sense that (1) the aural and written vocabulary knowledge factors were very highly correlated and (2) the common part of the two factors—general vocabulary knowledge—explained much more variance in each of listening and reading comprehension skills than modality-specific knowledge. These results suggest that, although aural versus written test modality effects do seem to exist in L2 vocabulary knowledge and comprehension skills, its practical impact is small compared with that of general vocabulary knowledge at least in the context where words are presented in isolation as in the present study.Item SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS(2020) Al Thowaini, Buthainah M; Jiang, Nan; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A fundamental inquiry within bilingual processing research addresses the underlying mechanisms of lexical access. Research involving bilinguals of orthographically similar scripts has revealed that cross-language activation is non-selective, which supposedly causes the bilingual brain to regularly manage the activation of two languages. Such continuous management of two languages has led some researchers to argue that the bilingual experience contributes to enhanced executive control. The research on selectivity in lexical access, nevertheless, has overwhelmingly involved bilingual speakers of orthographically similar scripts, with a scarcity of studies involving bilingual speakers of orthographically distinct scripts. Additionally, while active management of both languages is expected for bilinguals, little is known about whether language selectivity is related to individual variation in executive control. Instead, research investigating executive functions (EFs) in relation to bilingual processes has primarily been conducted within the context of switch costs, which has been associated with methodological issues. In light of the issues outlined above, the current study investigated selectivity in lexical access among bilinguals of orthographically distinct scripts and the relationship between the degree of selectivity and EFs (i.e., top-down goal maintenance, interference resolution, and working memory capacity). In addition to adopting an individual differences approach to lexical access, the study manipulated the degree of language task demands (comprehension and production). The study employed alternative non-switch tasks to investigate the relationships between EFs and cross-language activation. One hundred and thirty-eight Arabic-English bilinguals, 25 English native speakers, and 24 Arabic native speakers participated in a phoneme monitoring task and a masked primed lexical decision task involving monolingual materials. Bilingual participants also completed non-verbal visuo-spatial and visual single n-back tasks, as well as an AX-CPT task. The analyses revealed non-selective lexical access in language production but were inconclusive for language comprehension, where participants varied in the degree of selectivity. In addition, the results, although preliminary, demonstrated that top-down goal maintenance partially accounted for some of the variances in the degree of selectivity in language comprehension and production. The results suggest that selectivity is influenced by task-dependent variables as well as individual differences in executive functions.Item Towards Cross-Border Hispanic Theatre: Breaking Barriers of Language, Space, and Time - Bilingual Website (English-Spanish) www.hispanictheatre.org(2013) Morales Chacana, Lina J.; Messinger Cypess, Sandra; Spanish Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The need for critical reflection and dissemination of cross-border Hispanic theatre is the main focus of this research. Through this work I explore the influence of the paradigm shift from modernity to postmodernity in Western and Hispanic drama. I also delve into the impact of the new systems of representation of history and interdisciplinary studies on Hispanic theatre. In addition, I address the interconnections between history and literature, which have modified dramatic narrative processes and techniques as well as the construction of characters. In conclusion, I present a bilingual (Spanish-English) web site, www.hispanictheatre.org, devoted to cross-border Hispanic theater. This is a type of theatre that, in essence, reconstructs history, revises canons, problematizes discourses, establishes relationships between local and global issues, and takes into account the audience context; it is a transmedia creation produced by collaborative efforts, and is committed to breaking barriers of language, space, and time.Item In the Margins: Representations of Otherness in Subtitled French Films(2008-05-05) Turek, Sheila; Eades, Caroline; French Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Translation involves integration of a multitude of disciplines and perspectives from which to compare two or more cultures. When translation is extended to film dialogue, in subtitling, the target language viewer unfamiliar with the source language must rely upon the subtitles to access the film's dialogue provided within the space of the verbal exchange, and often the subtitles offer an altered version of the dialogue, particularly given the time and space constraints of the medium. Subtitling, a unique form of translation, not only involves interlingual transfer but also intersemiotic transfer from a spoken dialogue to a written text. This work examines the linguistic treatment of three marginalized groups--homosexuals, women, and foreigners--as expressed in subtitles. In many instances, translation of certain elements in the films, such as forms of address and general referential language, change the meaning for the TL viewer. Cultural references present in the oral dialogue often get omitted or modified in the subtitles, altering the TL viewer's perception of the narrative and characters. These differently rendered translations have connotative qualities that are often differ significantly from the oral dialogue. In many cases, epithets and grammatically gendered language in the SL dialogue get diluted or omitted in the TL subtitles; likewise, power relationships expressed through use of forms of address, such as titles or tutoiement and vouvoiement, cannot be adequately conveyed, and the TL viewer is excluded from this nuanced form of discourse. Cultural references providing supplemental information, including non-dialogic text, are not always rendered in the subtitles, depriving the TL viewer of additional layers of meaning. In dual-language films featuring foreigners, nuances expressed by code switching and code mixing cannot be completely represented in the subtitles. Close analysis of subtitles within the framework of the sociolinguistic and cultural interpretations of the resultant TL dialogue reveals a great deal about the transmission and reception of cultural ideas and has not been addressed to this extent from this perspective. It is to be hoped that this study will inspire interest in further explorations of this nature and contribute to the ever-growing corpus of research in subtitling studies.