Volume 30, 2018

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https://prism.ucalgary.ca/handle/1880/108948

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Browsing Volume 30, 2018 by Subject "learning strategy"

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    Calgary Working Papers in Linguistics, Volume 30, Fall 2018
    (Calgary Working Papers in Linguistics, 2018-11-05) Abdollahnejad, E.; Abu Amsha, D.; Burkinshaw, K.; Daniel, A. D.; Nelson, B. C.
    The editors of this issue, Elias Abdollahnejad, Dua'a Abu Amsha, Kelly Burkinshaw, Adam D. Daniel, and Brett C. Nelson, are pleased to present the thirtieth issue of the Calgary Working Papers in Linguistics published by the Department of Linguistics in the School of Languages, Linguistics, Literatures, and Cultures at the University of Calgary. The papers published here represent works in progress and as such should not be considered in any way final or definitive.
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    Conversational code-switching among intermediate learners of French at Alliance Française de Kampala, Uganda
    (Calgary Working Papers in Linguistics, 2018-11-05) Haggerty, Harriet K.
    Using a framework based on conversation analysis (Auer 1984, 1995), this paper presents an analysis of second / foreign language (L2) learner code-switching between English (L1) and French (L2) in an intermediate foreign language classroom. The study aimed at finding out why, how and when intermediate learners of French at Alliance Française de Kampala employ code-switching in the learning of L2. This paper presents a description, categorization and analysis of the processes of code-switching among intermediate learners of French at Alliance Française de Kampala. It was found that learners code switch when not only their knowledge in the L2 fails them, i.e. for participant-related functions, but also discourse-related functions that contextualize the interactional meaning of their utterances. It was also found that the intermediate learners of French at Alliance Française de Kampala use code-switching as a learning strategy specifically during small group activities. Learners would switch when clarifying or giving the meaning of new vocabulary or lexical items they came across when reading or discussing texts.