Papers by anna lia proietti ergun
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Oct 21, 2017
Studi recenti hanno messo in luce il fatto che le strutture all'interfaccia tra sintassi ed altri... more Studi recenti hanno messo in luce il fatto che le strutture all'interfaccia tra sintassi ed altri sistemi cognitivi sono più difficili da acquisire. L'ipotesi dell'interfaccia (II) (Sorace, 2006; Sorace & Serratrice, 2009; Sorace, 2011) è stata proposta per spiegare come alcune strutture linguistiche siano più vulnerabili di altre a fenomeni di interferenza. L'II suppone l'esistenza di due distinte categorie di interfacce, quelle interne, dove la sintassi incontra altri moduli interni come la semantica e la fonetica e quelle esterne, dove la sintassi incontra altri sistemi cognitivi. Secondo la II le strutture all'interfaccia esterna sono quelle che creano maggiori problemi agli apprendenti di L2. All'inizio si era teorizzato che l'interferenza linguistica avvenisse limitatamente alle lingue che presentano opzioni parametriche distinte; di recente alcuni studi hanno dimostrato che l'interfaccia tra sintassi e discorso è vulnerabile anche in coppie di lingue tipologicamente simili, quando cioè le condizioni in analisi sono le stesse nella L1 e nella L2 (Bini, 1993, Margaza e Bel 2006). Questo studio utilizza la II sull'interlingua degli apprendenti turchi di italiano rispetto al parametro del soggetto nullo. In particolare ci si propone di analizzare la distribuzione e la comprensione del soggetto nullo negli apprendenti turchi di livello intermedio ed avanzato.
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Mar 21, 2019
Anaphora resolution in Italian-Turkish late bilinguals in immigrant setting / A. L. Ergun (p. 384... more Anaphora resolution in Italian-Turkish late bilinguals in immigrant setting / A. L. Ergun (p. 384-397
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Dec 2, 2017
Frontiers in Psychology, Feb 24, 2023
The present study is the first to investigate the extent to which positive language education can... more The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention ("3 Good Things" and "Use your Strength and Virtues in a Creative Way") and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = −1.3, p > 0.05), SWB (t(49) = −0.58, p > 0.05), and stress (t(49) = −0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk's Λ = 0.81, partial η 2 = 0.023. The Between Subjects' Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R 2 = 0.20, R 2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R 2 = 0.35, R 2 adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom.
RLA. Revista de Lingüística Teórica y Aplicada
Educazione Linguistica Language Education, 2013
<div> <p>Cultural Intelligence is defined as the capacity to interact in an efficient... more <div> <p>Cultural Intelligence is defined as the capacity to interact in an efficient and positive way in multicultural environments. Cultural Intelligence has been studied also in relation with adult bi/multilingualism. Studies which focus on the correlation between Cultural Intelligence and early bilingualism are still lacking. The present study, in spite of having been conducted on a restricted number of subjects, may enlighten the fact that knowing a foreign language even at a beginner stage may empowers the child in regards to Cultural Intelligence and in a global world as we are living in, it could be a valuable input to reflect on in an attempt to create new generations that are adequately intelligent to interact in an increasingly multicultural environment.</p> </div>
Journal of Multilingual and Multicultural Development
ABSTRACT In the last ten years, positive emotion in foreign language learning has been increasing... more ABSTRACT In the last ten years, positive emotion in foreign language learning has been increasingly investigated in many research areas, including Foreign Language Enjoyment (FLE). FLE has been defined as a positive emotion felt when an individual’s psychological needs are met. This study investigates the relationship between perceived levels of Subjective Well-Being (SWB) and Stress (PS), as well as the degree of multilingualism (DM) and their effect on FLE when learning an additional language. The data were collected from 68 students (35 trilingual and 33 bilingual) who were learning an additional language (Italian or French). Statistical analyses showed that SWB and PS were unrelated. The strongest predictors of the FLE was SWB, with PS having a small but significant effect. Trilingual subjects were found to have significantly more FLE, whereas there was no statistically significant difference for SWB and PS. The findings are discussed in light of previous research on FLE, which confirms that SWB and DM, as well as a low level of stress, play an important role in enjoying learning a new language. The implication of this study is discussed both for language teaching and language policy formulation.
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT, 2022
ABSTRACT
In the last ten years, positive emotion in foreign language learning has
been increasing... more ABSTRACT
In the last ten years, positive emotion in foreign language learning has
been increasingly investigated in many research areas, including
Foreign Language Enjoyment (FLE). FLE has been defined as a positive
emotion felt when an individual’s psychological needs are met. This
study investigates the relationship between perceived levels of
Subjective Well-Being (SWB) and Stress (PS), as well as the degree of
multilingualism (DM) and their effect on FLE when learning an
additional language.
The data were collected from 68 students (35 trilingual and 33
bilingual) who were learning an additional language (Italian or French).
Statistical analyses showed that SWB and PS were unrelated. The
strongest predictors of the FLE was SWB, with PS having a small but
significant effect. Trilingual subjects were found to have significantly
more FLE, whereas there was no statistically significant difference for
SWB and PS. The findings are discussed in light of previous research on
FLE, which confirms that SWB and DM, as well as a low level of stress,
play an important role in enjoying learning a new language. The
implication of this study is discussed both for language teaching and
language policy formulation.
This study reports on acceptability judgment (AJ) and translation data from 10 simultaneous Turki... more This study reports on acceptability judgment (AJ) and translation data from 10 simultaneous Turkish-Italian bilinguals with age-matched Turkish and Italian monolinguals as control group. The linguistic property investigated is postverbal subjects occurring with unaccusative verbs. The results of the AJ task in Turkish revealed significant difference between groups. However, in the Italian AJ task, significant variability was found in younger bilinguals. Only bilinguals participated in the translation task. In translation into Turkish, always pragmatically appropriate sentences were produced. When translating into Italian significant variability was found in younger bilinguals and those enrolled in Turkish schools.
Journal of the European Second Language Association, 2020
The present study tests the implicit assumption in most SLA research that sources of individual d... more The present study tests the implicit assumption in most SLA research that sources of individual differences in the single foreign language (FL), typically English, of a learner apply to all other FLs of that learner. We thus investigated whether the values and relationships between the same learners' classroom emotions, attitudes and motivation in two different FLs, namely Italian and English, were identical and whether they had a similar effect on course marks in both languages. Participants were 110 Turkish pupils in an Italian immersion school in Istanbul, Turkey. A positive relationship was found between FL Enjoyment (FLE) across the FLs but no relationship existed between levels of FL Classroom Anxiety (FLCA) and attitudes/motivation in both FLs. Within-FL correlation analyses revealed that FLE and attitudes/motivation were positively correlated in both FLs. FLCA was negatively linked with FLE and with attitudes/motivation in both FLs. Multiple regression analyses showed that pupils with high FLCA had lower course marks in both FLs. Attitudes/motivation was a much stronger positive predictor of course marks in Italian than in English, where FLCA was the strongest (negative) predictor. FLE was not a significant predictor of course marks. We conclude that while broad similarities exist in the relationships between emotions, attitudes/motivation and course marks in the two FLs, it is unclear why the effect of attitudes/motivation on course marks was much stronger for the weaker FL, while FLCA was much stronger for the stronger FL. Differences could be linked to meso-level and macro-level differences between the FLs or to the effect of unseen mediating variables such as teaching style or assessment.
Hamburg Studies on Linguistic Diversity, 2015
The present study is concerned with global foreign accent (FA) in heritage speakers (HS). Specifi... more The present study is concerned with global foreign accent (FA) in heritage speakers (HS). Specifically, we investigate whether (i) HS acquire a native accent in both languages and (ii) whether age of onset (AoO) is relevant. FA was examined in 21 adult HS of Turkish in Germany (AoO in German 0-9 years). FA was assessed for both languages with 15 monolingual raters judging speech samples of 10 seconds. Speakers were divided into two groups: Simultaneous bilinguals (2L1ers) with AoO in German before age 3 vs. early second language learners (eL2ers) with AoO in German after age 4. Our analysis revealed that most speakers had a native accent in one language and a foreign accent in the other, independently of AoO.
System, 2021
The present quantitative study is part of the new wave of research into the psychology of languag... more The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele &amp; King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological factors, Well-being and Resilience and one novel emotional factor, namely Foreign Language Teaching Enjoyment (FLTE), adapted from previous studies on learners&#39; Foreign Language Enjoyment. Correlations analyses followed by a multiple regression analysis showed that Resilience was the strongest predictor of FLTE, explaining 12.4% of variance, followed by Well-being which explains a further 3.9% of variance. The findings of the study are discussed in the light of previous studies. We suggest that happy and resilient teachers who enjoy their profession constitute the very basis of students&#39; progress, as the positive emotional atmosphere they establish in the classroom is a precondition for linguistic and psychological growth. The new 9-item scale is recommended for future research on FLTE.
Open Linguistics
This study compared the acceptability judgment task (AJT) and translation task (TT) in 10 simulta... more This study compared the acceptability judgment task (AJT) and translation task (TT) in 10 simultaneous Turkish–Italian bilinguals with age-matched Turkish and Italian monolinguals as a control group. The position of subjects occurring with unaccusative verbs was investigated as the linguistic property. The results of the AJT in Turkish revealed no significant difference between the groups. However, in the Italian AJT, high variability was found in the younger bilinguals. Only bilinguals could participate in the TT. The participants, while translating into Turkish, always produced pragmatically appropriate sentences. In the case of translation to Italian, a significant effect correlated with the position of the subject in the Turkish stimulus was found.
Rassegna Italiana di Linguistica Applicata, 51 (2-3), 203-220, 2020
The present study looks at the relationship between classroom Enjoyment, Attitudes/Motivation and... more The present study looks at the relationship between classroom Enjoyment, Attitudes/Motivation and Language Anxiety in 110 Turkish pupils’ first language (L1) and in Italian, their foreign language (FL) in an immersion school. This is one of the first studies to compare emotions in the L1 and FL classrooms. It revealed similar levels of Attitude/Motivation in Turkish and Italian but significantly higher levels of Anxiety and marginally higher levels of Enjoyment in the FL classroom. A positive correlation was found between Enjoyment in Turkish and Italian Language classrooms. Age and gender had limited effects. Anxiety was the only variable that was correlated (negatively) to exam results in both languages, both confirming previous findings for FL and expanding it into L1 performance.
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Papers by anna lia proietti ergun
In the last ten years, positive emotion in foreign language learning has
been increasingly investigated in many research areas, including
Foreign Language Enjoyment (FLE). FLE has been defined as a positive
emotion felt when an individual’s psychological needs are met. This
study investigates the relationship between perceived levels of
Subjective Well-Being (SWB) and Stress (PS), as well as the degree of
multilingualism (DM) and their effect on FLE when learning an
additional language.
The data were collected from 68 students (35 trilingual and 33
bilingual) who were learning an additional language (Italian or French).
Statistical analyses showed that SWB and PS were unrelated. The
strongest predictors of the FLE was SWB, with PS having a small but
significant effect. Trilingual subjects were found to have significantly
more FLE, whereas there was no statistically significant difference for
SWB and PS. The findings are discussed in light of previous research on
FLE, which confirms that SWB and DM, as well as a low level of stress,
play an important role in enjoying learning a new language. The
implication of this study is discussed both for language teaching and
language policy formulation.
In the last ten years, positive emotion in foreign language learning has
been increasingly investigated in many research areas, including
Foreign Language Enjoyment (FLE). FLE has been defined as a positive
emotion felt when an individual’s psychological needs are met. This
study investigates the relationship between perceived levels of
Subjective Well-Being (SWB) and Stress (PS), as well as the degree of
multilingualism (DM) and their effect on FLE when learning an
additional language.
The data were collected from 68 students (35 trilingual and 33
bilingual) who were learning an additional language (Italian or French).
Statistical analyses showed that SWB and PS were unrelated. The
strongest predictors of the FLE was SWB, with PS having a small but
significant effect. Trilingual subjects were found to have significantly
more FLE, whereas there was no statistically significant difference for
SWB and PS. The findings are discussed in light of previous research on
FLE, which confirms that SWB and DM, as well as a low level of stress,
play an important role in enjoying learning a new language. The
implication of this study is discussed both for language teaching and
language policy formulation.