"Keep your friends close": Przyswajanie języka obcego poprzez interakcje rówieśnicze a edukacja zdalna w dobie pandemii

• Autorzy: Jarynowski Andrzej , Czopek Karolina , Paradowski Michał B.

Warianty tytułu

EN

Keep Your Friends Close: How Student Interactions Facilitate Second Language Acquisition. Corollaries for Times of the Pandemic

• Języki publikacji: PL

Abstrakty

EN

This paper focuses on second language acquisition in the context of social interactions naturally taking place among learners, especially in immersion/Study Abroad settings. We showcase the methodology of social network analysis, which has recently shed new light on the relationship between the individual position in the social network and language acquisition, helping to determine which contexts, intensity and direction of interactions are most conducive to L2 progress. At the time of the current COVID-19 pandemic, physical interactions can pose an epidemiological risk. Thus, we conclude with a discussion concerning the challenge of maximising students’ exposure to the target language in the context of emergency remote learning.

Słowa kluczowe

EN

social network analysis; interaction; second language acquisition; COVID-19; emergency remote instruction

• Wydawca: Uniwersytet Warmińsko-Mazurski w Olsztynie
• Czasopismo: Acta Neophilologica
• Rocznik: 2021
• Tom: XXIII/2
• Strony: 115-132

Daty

wydano

2021-10-01

Twórcy

autor

Jarynowski Andrzej

• Uniwersytet Warszawski,

autor

Czopek Karolina

• Uniwersytet Warszawski,

autor

Paradowski Michał B.

• Uniwersytet Warszawski,

Bibliografia

• Bourdieu Pierre. 1986. The forms of capital. W: Handbook of theory and research for the sociology of education. Ed. Richardson J. Westport: Greenwood: 241-258.
• Brecht Richard D., Davidson Dan E., Ginsberg Ralph B. 1995. Predictors of foreign language gain during study abroad. In: Second language acquisition in a study abroad context. Ed. Freed B.F. Amsterdam: John Benjamins: 37-66.
• Cho Hichang, Gay Geri, Davidson Barry, Ingraffea Anthony. 2007. Social networks, communication styles, and learning performance in a CSCL community. “Computers & Education” No 49 (2): 309-329.
• Coleman John C. 1980/2011. The nature of adolescence. Ed. 4. Londyn: Routledge.
• Collentine Joseph. 2004. The effects of learning contexts on morphosyntactic and lexical development. “Studies in Second Language Acquisition” No 26 (2): 227-248.
• Carroll John B. 1967. Foreign language proficiency levels attained by language majors near graduation from college. “Foreign Language Annals” No 1 (2): 131-151.
• Centrum Polityk Publicznych. 2020. Raport z badania: „Kształcenie na odległość oczami dyrektorów szkół, nauczycieli, uczniów i rodziców”. W: https://mcdn.edu.pl/3d-flip-book/raport-z-badania-ksztalcenie-na-odleglosc-oczami-nauczycieli-dyrektorow-szkol-uczniow-i-rodzicow/ [Dostęp18 III 2021].
• Davidson Dan E. 2010. Study abroad: When, how long, and with what results? New data from the Russian front. “Foreign Language Annals” No 43 (1): 6-26.
• Davidson Richard J., McEwen Bruce S. 2012. Social influences on neuroplasticity: Stress and interventions to promote well-being. “Nature Neuroscience” No 15 (5): 689-695.
• DeKeyser Robert M. 2010. Monitoring processes in Spanish as a second language during a study abroad program. “Foreign Language Annals” No 43 (1): 80-92.
• Długosz Piotr. 2020a. Raport z badań „Krakowscy studenci w sytuacji zagrożenia pandemią koronawirusa”. Kraków: UP.
• Długosz Piotr. 2020b. Raport z badań „Krakowska młodzież w warunkach kwarantanny COVID-19”. Kraków: UP.
• Długosz Piotr. 2020c. Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków. Kraków: UP.
• Domański Henryk. 2004. O ruchliwości społecznej w Polsce. Warszawa: IFiS PAN.
• ECDC. 2020a. COVID-19 in children and the role of school settings in COVID-19 transmission. Stockholm: ECDC.
• ECDC. 2020b. COVID-19 in children and the role of school settings in COVID-19 transmission - first update. Stockholm: ECDC.
• ECDC. 2020c. COVID-19 vaccination and prioritisation strategies in the EU/EEA. Stockholm: ECDC. In: https://www.ecdc.europa.eu/sites/default/files/documents/COVID-19-vaccination-and-prioritisation-strategies.pdf [Dostęp 18 III 2021]
• Faretta–Stutenberg Mandy, Morgan-Short Kara. 2018. Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidence. In: The Routledge handbook of study abroad research and practice. Eds. Sanz C., Morales-Front A. London: Routledge: 421-435.
• Fazackerley Anna. 2020. UK language students prepare for virtual year abroad in their bedrooms. In: https://www.theguardian.com/education/2020/jun/13/uk-language-students-prepare-for-virtual-year-abroad-in-their-bedrooms [Dostęp 9 XI 2020].
• Freed Barbara F. 1990. Language learning in a study abroad context: The effects of interactive and non-interactive out-of-class contact on grammatical achievement and oral proficiency. In: Linguistics, language teaching and language acquisition: The interdependence of theory, practice, and research (GURT 1990). Ed. Atlantis J. Washington: Georgetown University Press: 459-477.
• Freed Barbara F. 1995. Do students who study abroad become more fluent? In: Second language acquisition in a study abroad context. Ed. Freed B.F. Filadelfia – Amsterdam: John Benjamins: 123-148.
• Gass Susan. 1997. Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
• Gautier Rozenn. 2019. Understanding socialisation and integration through social network analysis: American and Chinese students during a stay abroad. In: Study Abroad, Second Language Acquisition and Interculturality. Ed. Howard M. Clevedon: Multilingual Matters: 207-236.
• Gokhale Anuradha A. 1995. Collaborative Learning Enhances Critical Thinking. “Journal of Technology Education” No 7 (1): 22-30.
• Golonka Ewa M. 2006. Predictors revised: Linguistic knowledge and metalinguistic awareness in second language gain in Russian. “Modern Language Journal” No 90 (4): 496-505.
• Haug Nils, Geyrhofer Lukas, Londei Alessandro, Dervic Elma, Desvars-Larrive Amélie, Loreto Vittorio, Pinior Beate, Thurner Stefan, Klimek Peter. 2020. Ranking the effectiveness of worldwide COVID-19 government interventions. “Nature Human Behaviour” No 4: 1303-1312.
• Hernández Todd A. 2016. Short-term study abroad: Perspectives on speaking gains and language contact. “Applied Language Learning“ No 26 (1): 39-64.
• Hommes Juliette, Rienties Bart, de Grave Willem, Bos Gerard, Schuwirth Lambert, Scherpbier Albert. 2012. Visualising the invisible: A network approach to reveal the informal social side of student learning. “Advances in Health Sciences Education” No 17 (5): 743-757.
• Isabelli Casilde A. 2004. The acquisition of the null subject parameter properties in SLA: Some effects of positive evidence in a naturalistic learning context. “Hispania” No 87 (1): 150-162.
• Isabelli-García Christina. 2006. Study abroad social networks, motivation, and attitudes: Implications for second language acquisition. In: Language learners in study abroad contexts. Eds. DuFon M.A., Churchill E. Clevedon: Multilingual Matters: 231-258.
• Isabelli-García Christina. 2010. Acquisition of Spanish gender agreement in two learning contexts: Study abroad and at home. “Foreign Language Annals” No 43 (2): 289-303.
• Jarynowski Andrzej, Wójta-Kempa Monika, Płatek Daniel, Czopek Karolina. 2020.
• Attempt to understand public health relevant social dimensions of COVID-19 outbreak in Poland. “Society Register” No 4 (3): 7-44. DOI: 10.14746/sr.2020.4.3.01
• Jelińska Magdalena, Paradowski Michał B. 2021a. Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multi-national contextual perspective. “Online Learning Journal” No 25 (1): 303-328 [Special Issue on the COVID-19 Emergency Transition to Remote Learning]. DOI: 10.24059/olj.v25i1.2492
• Jelińska Magdalena, Paradowski Michał B. 2021b. Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation and adjustment. “Frontiers in Psychology” No 12, 648443. DOI: 10.3389/fpsyg.2021.648443
• Juan-Garau Maria. (2014). Oral accuracy growth after formal instruction and study abroad. W: Language acquisition in study abroad and formal instruction contexts.
• Ed. Peréz-Vidal C. Philadelphia – Amsterdam: John Benjamins: 87-111.
• Jelińska Magdalena, Paradowski Michał B. 2021c. The impact of demographics, life and work circumstances on college and university instructors’ well-being during quaranteaching. “Frontiers in Psychology” No 12, 643229. DOI: 10.3389/fpsyg.2021.643229
• Kinginger Celeste. 2009. Language learning and study abroad: A critical reading of research. Londyn: Palgrave-Macmillan.
• Kinginger Celeste. 2011. Enhancing language learning in study abroad. “Annual Review of Applied Linguistics” No 31: 58-73.
• Kucała Marian. 1960. O słownictwie ludzi wyzbywających się gwary. „Biuletyn Polskiego Towarzystwa Językoznawczego” nr 19: 141-156.
• Kuhfeld M., Tarasawa B., Johnson A., Ruzek E., Lewis K. (2020, Nov). Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. In: https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf [Dostęp 1 XII 2020].
• Kurzela Irena, Kamiński Aleksander, Sowa Kazimierz Z. 1967. Z badań nad środowiskiem domu studenckiego. Warszawa: Państwowe Wydawnictwo Naukowe.
• Kuttiatt Vijesh S., Menon Ramesh P., Abraham Philip R., Sharma Shilpa. 2020. Should schools reopen early or late? Transmission dynamics of COVID-19 in children. “The Indian Journal of Pediatrics” No 87: 755-756.
• Lafford Barbara A. 2004. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. “Studies in Second Language Acquisition” No 26 (2): 201-225.
• Lafford Barbara, Collentine Joseph G. 2006. The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language: From research to application. In: The art of teaching Spanish: Second language acquisition from research to praxis.
• Eds. Salaberry R., Lafford B. Waszyngton, DC: Georgetown University Press: 103-126.
• Language acquisition in study abroad and formal instruction contexts (Vol. 13). 2014. Ed. Pérez-Vidal C. Amsterdam: John Benjamins Publishing Company.
• Language learners in study abroad contexts. 2006. Eds. DuFon M.A., Churchill E. Bristol, UK: Multilingual Matters.
• Li Shuai. 2014. The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. “System” Vol. 45: 103-116.
• Li Xue, Xu Wei, Dozier Marshall, He Yazhou, Kirolos Amir, Theodoratou Evropi. 2020. The role of children in transmission of SARS-CoV-2: A rapid review. “Journal of Global Health” No 10 (1): 011101.
• Llanes Àngels, Muñoz Carmen. 2009. A short stay abroad: Does it make a difference? “System” Vol. 37: 353-365.
• Magnan Sally S., Back Michele. 2007. Social interaction and linguistic gain during study abroad. “Foreign Language Annals” No 40 (1): 43-61.
• Mandavilli Apoorva. 2020. Citing educational risks, scientific panel urges that schools reopen. In: https://www.nytimes.com/2020/07/15/health/coronavirus-schools-reopening.html [Dostęp 9 XI 2020].
• Marijuan Silvia, Sanz Cristina. 2018. Expanding boundaries: Current and new directions in study abroad research and practice. “Foreign Language Annals” No 51 (1): 185-204.
• Martinsen Rob A. 2010. Short-term study abroad: Predicting changes in oral skills. “Foreign Language Annals” No 43 (3): 504-530.
• McManus Kevin. 2019. Relationships between social networks and language development during study abroad. “Language, Culture and Curriculum” No 32 (3): 270-284.
• Mendelson Vija G. 2004. “Hindsight is 20/20:” Student perceptions of language learning and the study abroad experience. “Frontiers: The Interdisciplinary Journal of Study Abroad” No 10 (1): 43-63.
• Mitchell Rosamond, Tracy-Ventura Nicole, McManus Kevin. 2017. Anglophone students abroad: Identity, social relationships, and language learning. Londyn: Routledge.
• Moreno Jacob L. 1934. Who shall survive? A new approach to the problem of human interrelations. Washington: Nervous and Mental Disease Publishing Company.
• Nowosielska Paulina. 2020. Uczniowie zagubieni w pandemii. Część nie zda do następnej klasy, MEN umywa ręce. W: https://edukacja.dziennik.pl/aktualnosci/artykuly/7755052,nauczanie-zdalne-szkola-promocja-uczniowie-rodzice-nauczyciele-problemy-epidemia.html [Dostęp 9 XI 2020].
• O’Brien Irena, Segalowitz Norman, Freed Barbara, Collentine Joe. 2007. Phonological memory predicts second language oral fluency gains in adults. “Studies in Second Language Acquisition” No 29 (4): 557-581.
• Okarska-Napierała Magdalena, Mańdziuk Joanna, Kuchar Ernest. 2021. SARS-CoV-2 Cluster in Nursery, Poland. “Emerging Infectious Diseases” Vol. 27 (1): 317-319.
• Papatsiba Vassiliki. 2006. Study abroad and experiences of cultural distance and proximity: French Erasmus students. In: Languages for intercultural communication and education. Eds. Byram M., Feng A. Clevedon: Multilingual Matters: 108-133.
• Paradowski Michał B. 2017. M/Other tongues in language acquisition, instruction, and use. Warszawa: Instytut Lingwistyki Stosowanej UW.
• Paradowski Michał B., Chen Chih-Chun, Cierpich Agnieszka, Jonak Łukasz. 2012.
• From linguistic innovation in blogs to language learning in adults: What do interaction networks tell us? In: Social computing, social cognition, social networks and multiagent systems. Eds. Dodig-Crnković G., Rotolo A., Sartor G., Simon J., Smith C. Birmingham: University of Birmingham: 120-125. In: http://events.cs.bham.ac.uk/
• turing12/proceedings/11.pdf.
• Paradowski Michał B., Jarynowski Andrzej, Czopek Karolina, Jelińska Magdalena. 2020. Peer interaction among intensive immersive language course participants: Comparing the impact of face-to-face vs online delivery. Badanie prerejestrowane. DOI: 10.17605/OSF.IO/2S4CV
• Paradowski Michał B., Jarynowski Andrzej, Czopek Karolina, Jelińska Magdalena. 2021a. Peer interactions and second language learning: The contributions of Social Network Analysis in Study Abroad vs At-Home environments. In: Language, mobility and study abroad in the contemporary European context. Eds. Mitchell R., Tyne H. New York: Routledge: 99-116. DOI: 10.4324/9781003087953-8
• Paradowski Michał B., Jarynowski Andrzej, Jelińska Magdalena, Czopek Karolina. 2021b. Out-of-class peer interactions matter for second language acquisition during short-term overseas sojourns: The contributions of Social Network Analysis [Selected poster presentations from the American Association of Applied Linguistics conference, Denver, USA, March 2020]. “Language Teaching” No 54 (1): 139-143. DOI: 10.1017/S0261444820000580
• Paradowski Michał B., Jelińska Magdalena. w recenzji a. The impact of disparities and awareness thereof on educators’ psychological overload during emergency remote teaching: The mediating roles of logistics, perception of student coping and appraisal of situational impact.
• Paradowski Michał B., Jelińska Magdalena. w recenzji b. Like trying to fit the circle peg in the square hole”: Linguistics instructors’stress levels during emergency remote teaching in times of the COVID-19 pandemic.
• Paradowski Michał B., Jelińska Magdalena. w recenzji c. Teaching languages online through the COVID-19 pandemic: Prior experience, perception of challenges, and course level predict technological engagement and concerns about learning outcomes.
• Paradowski Michał B., Jonak Łukasz. 2012. Diffusion of linguistic innovation as social coordination. “Psychology of Language and Communication” No 16 (2) [wydanie specjalne Language as a Tool for Interaction]: 53-64. DOI: 10.2478/v10057-012-0010-z
• Paradowski Michał B., Ochab Jeremi K., Cierpich-Kozieł Agnieszka, Chen Chih-Chun. w recenzji. How output outweighs input and interlocutors matter for Study-Abroad SLA: Novel insights from Social Network Analysis of learner interactions.
• Park Young Joon, Choe Young June, Park Ok, Park Shin Young, Kim Young-Man, Kim Jieun i in. 2020. Contact tracing during coronavirus disease outbreak, South Korea, 2020. “Emerging Infectious Diseases” No 26 (10): 2465-2468.
• Peer learning in higher education. 2001. Eds. Boud D., Cohen R., Sampson J. Londyn: Kogan Page.
• Plebańska Marlena, Szyller Aleksanda, Sieńczewska Małgorzata. 2020. Edukacja zdalna w czasach COVID-19. W: https://files.librus.pl/articles/00pic/20/07/09/librus/a_na-uczanie_zdalne_oczami_nauczycieli_i_uczniow_RAPORT.pdf [Dostęp 9 XI 2020].
• Polanyi Livia. 1995. Language learning and living abroad: Stories from the field. In: Second language acquisition in a study abroad context. Ed. Freed B.F. Philadelphia: John Benjamins: 271-292.
• Psacharopoulos George, Collis Victoria, Patrinos Harry A., Vegas Emiliana. 2020. Lost wages: The COVID-19 cost of school closures. World Bank Policy Research Working Paper. In: https://www.iza.org/publications/dp/13641/lost-wages-the-covid-19-cost-of-school-closures [Dostęp 9 XI 2020].
• Putnam Robert D. 1993. Making democracy work: Civic traditions in modern Italy. Princeton, NJ: Princeton University Press.
• Putnam Robert D. 2001. Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.
• Pyrć Krzysztof. 2021. SARS-CoV-2 w Polsce. W: https://sarswpolsce.pl/?page_id=7 [Dostęp 16 III 2021].
• Renaissance. 2020. How kids are performing: Tracking the impact of COVID-19 on reading and mathematics achievement. In: https://www.renaissance.com/how-kids-are-performing/ [Dostęp 24 XI 2020].
• Segalowitz Norman, Freed Barbara F. 2004. Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. “Studies in Second Language Acquisition” No 26 (2): 173-199.
• Soderpalm Helena. 2020. Sweden’s health agency says open schools did not spur pandemic spread among children. In: https://www.reuters.com/article/us-health-coronavirus-sweden-schools/swedens-health-agency-says-open-schools-did-not-spur-pandemic-spread-among-children-idUSKCN24G2IS [Dostęp 9 XI 2020].
• Tullock Brandon, Ortega Lourdes. 2017. Fluency and multilingualism in study abroad: Lessons from a scoping review. “System” Vol. 71: 7-21.
• Wang Chilin. 2010. Toward a second language socialization perspective: Issues in study abroad research. “Foreign Language Annals” No 43 (1): 50-63.
• White Lydia. 1987. Against comprehensible input: The input hypothesis and the development of second-language competence. “Applied Linguistics” No 8 (2): 95-110.
• Wieczorek Tomasz, Kołodziejczyk Agata, Ciułkowicz Marta, Maciaszek Julian, Misiak Błażej, Rymaszewska Joanna, Szcześniak Dorota. 2021. Class of 2020 in Poland: Students’ mental health during the COVID-19 outbreak in an academic setting.
• “International Journal of Environmental Research and Public Health” No 18 (6): 2884.Wilkinson Sharon. 1998. Study abroad from the participants’ perspective: A challenge to common beliefs. “Foreign Language Annals” No 31 (1): 23-39.
• Wilkinson Sharon. 2002. The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. “The Modern Language Journal” No 86 (2): 157–173.
• Zappa-Hollman Sandra, Duff Patricia A. 2015. Academic English socialization through individual networks of practice. “TESOL Quarterly” No 49 (2): 333-368.
• PMC