Language switching in the thinking processes underlying second-language composing task performance among mandarin-english bilinguals in the context of computer studies
Notice bibliographique
Résumé
The dialectical relationship between language and thought has been closely scrutinized from various perspectives in philosophy and psychology. The present dissertation examines this relationship in the context of bilingualism. Numerous studies have shown that bilinguals frequently switch between their two languages in the process of composing tasks in a second language. However, little is known about when and why bilingual people switch languages in these situations, and how language switching relates to their thought processes as well as to their success in second-language tasks. I examined, within a theoretical framework of language of and for thought, the qualities of bilingual thinking demonstrated by bilingual students during their verbal reports on the performance of their second language tasks with a view to identifying the nature of language switching in their cognitive processing. 20 Mandarin/English bilinguals with different levels of second language (English) proficiency studying at a college in Ontario produced concurrent verbal reports while composing two types of second-language tasks in the context of their computer science studies. A retrospective verbal report was also elicited from each participant during a follow-up interview. Their written texts were evaluated by independent college course instructors based on a task-relevant scale. The think-aloud protocols were analyzed in terms of idea units and language switching. I analyzed the thinking contexts and propositional structures underlying specific types of thought, and participants' perceptions of these, using two-way repeated ANOVA and correlations, to assess differences and commonalities. Different qualities of thinking prompted different uses of first and second languages. The extent of the first language use correlated positively to success in the second language tasks. The findings further suggest that language switching in composing during second-language task performance relates to levels of cognitive demands associated with specific categories of thought. These findings challenge certain theoretical assumptions about the factors influencing language switching and provide important implications for theories, research, and pedagogical practices vis-a-vis bilingual cognition and second-language education in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».