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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Investigating Learner Preparedness For and Usage Patterns of Mobile Learning'
Author: GlennStockwell
Institution: 'Waseda University'
Linguistic Field: 'General Linguistics; Applied Linguistics; Language Acquisition; Pragmatics'
Abstract: While the use of mobile devices for language learning has sparked the interest of an increasing number of researchers in recent years (e.g., Aizawa & Kiernan, 2003; Thornton & Houser, 2005), our knowledge of learners' preferences for the mobile platform and their usage patterns remains limited. Are learners prepared to use mobile phones for performing language learning activities, or is there still a preference for desktop computer environments? Do learners make attempts to use mobile phones and then opt for a desktop computer instead? When and where do those learners who choose to use mobile phones use them, and why do they choose them? The current study investigated 75 learners of English at a Japanese university who were assigned vocabulary learning activities which they could choose to complete on either a mobile phone or desktop computer. It sought to determine their intentions to use mobile phones for language learning if other options were available, to compare this with their actual usage patterns, and to determine when and why learners used mobile phones. Learner attitudes and preferences were elicited through a post-survey, and usage patterns were determined through analysis of detailed server logs. The results are discussed in terms of the readiness of learners to undertake mobile-based language learning activities, and the issues having an effect on the establishment of the mobile phone as a language learning tool.

CUP at LINGUIST

This article appears in ReCALL Vol. 20, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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