Ewa Golonka - Academia.edu (original) (raw)
Papers by Ewa Golonka
Linguistic Approaches to Portuguese as an Additional Language, 2020
The Cambridge Handbook of Bilingual Processing
rom diplomatic negotiation to translation of foreign communications to interpreting in conflict z... more rom diplomatic negotiation to translation of foreign communications to interpreting in conflict zones, language skills are vital to national security. Because it is sometimes difficult to predict which languages will be of strategic importance in the future, U.S. Government agencies need to select and train personnel in new languages as quickly as possible. A common strategy is to identify personnel who are already working in a foreign language and train them in a new language, an approach known as cross-training, which includes conversion.1 Research on cross-training per se is very limited and consists primarily of a few documented cases of cross-training courses that were shorter than regular courses but produced similar results. The currently available evidence from the fields of psycholinguistics and Second Language Acquisition (SLA) suggests that multilingual learning can be affected by an individual’s cognitive control and overall proficiency in previously learned languages, and that previous linguistic knowledge and language learning experience can also affect the individual’s learning of consecutive languages. In particular, it has been documented that language similarity of the L3 to any known language may improve learning. However, little is known about specific ways to achieve successful cross-training via multilingual pedagogy. The goal of the current report is to open a new avenue of investigation by considering multilingual cross-training issues from a psycholinguistic perspective by reviewing the existing literature on the processing and acquisition of multiple languages. Over the last 30 years, a growing body of psycholinguistic research has been devoted to the study of bilingual language processing and second language (L2) acquisition. Although the term “L2” is often used in the scientific literature to refer to any language other than one’s native tongue (L1), relatively little research has focused on issues that are specific to learning or processing a third language (L3) or beyond. In this report we review existing research on the psycholinguistic and cognitive factors that may affect the learning and use of languages beyond the L2. Before we begin, it is important to clarify terminology:
Language Learning & Technology, 2017
Prior research has shown that intermediate-level adult learners of Russian who worked interactive... more Prior research has shown that intermediate-level adult learners of Russian who worked interactively with partners using text chat improved their vocabulary and oral production skills more than students who worked independently (Tare et al., 2014). Drawing on the dataset from Tare et al. (2014), the current study follows up to explore the nature of the students’ (N = 25) interactions during the text chat activities to determine potential sources of the gains. All 18 activities developed for the study encouraged interaction to complete tasks in pairs. A detailed coding of 169 text chat transcripts examined instances of peer–peer interactions. Our quantitative and qualitative analyses explored whether and to what extent real-time interactive language tasks foster the kinds of language-related moves that may support greater language learning. Results show that students spontaneously engaged in various behaviors which may support language learning, such as providing language-related assi...
Russian Language Journal, 2010
Existing research provides evidence that learning one foreign language, and learning it well, mak... more Existing research provides evidence that learning one foreign language, and learning it well, makes learning another much easier. Learning another foreign language as an adult is easier both for those who acquired a second language (L2) in childhood and for those who acquired a second language as adolescents or adults in school. The learning of multiple languages within school settings in European countries, such as Benelux, Germany, Switzerland, and Austria, is a common experience. In the United States, deliberate adult third language (L3) instruction-which accounts for learner's knowledge of other foreign languages-has been primarily in U.S. government training institutes. 2 In these training institutes, two types of third language instruction are practiced: conversion and cross-training. Conversion refers to the retraining of individuals with demonstrated proficiency in one foreign language into a closely related language; for instance, L2 speakers of Russian learning Serbian/Croatian. Cross-training refers to L3 instruction in which learners acquire an unrelated language, e.g., L2 speakers of German learning Arabic. Where does the evidence come from? The bulk of empirical evidence supporting the claim that learning L3 is easier than L2 comes from studies that demonstrate the positive and facilitative effects of bilingualism on the acquisition of subsequent languages. For instance, several studies found that bilingual subjects showed a higher level of L3 proficiency than monolingual ones while learning a third language for the same period of time
Communications in Computer and Information Science, 2015
Structural topic modeling (STM) is a recently introduced technique to model how the content of a ... more Structural topic modeling (STM) is a recently introduced technique to model how the content of a collection of documents changes as a function of variables such as author identity or time of writing. We present two proof-of-concept applications of STM using Russian social media data. In our first study, we model how topics change over time, showing that STM can be used to detect significant events such as the downing of Malaysia Air Flight 17. In our second study, we model how topical content varies across a set of authors, showing that STM can be used to cluster Twitter users who are sympathetic to Ukraine versus Russia as well as to cluster accounts that are suspected to belong to the same individual (so-called "sockpuppets"). Structural topic modeling shows promise as a tool for analyzing social media data, a domain that has been largely ignored in the topic modeling literature.
Communications in Computer and Information Science, 2015
Sockpuppets are online identities controlled by a user or group of users to manipulate the dissem... more Sockpuppets are online identities controlled by a user or group of users to manipulate the dissemination of information in digital environments. This manipulation can distort computational assessments of public opinion in social media. Using Russian-language Twitter data from the Ukrainian crisis in 2014, we present a proof-of-concept model employing character n-gram methods to detect sockpuppets. Previous research has demonstrated that n-gram authorship attribution methods can capture lexical preferences, including grammatical and orthographic preferences, while also being less computationally intensive than grammatical or compression language models. Additionally, they can be applied to any language data irrespective of orthography. In this study, a Naïve Bayes classifier was constructed using normalized frequencies of parsed character bigrams to contrast author bigram use. The created model illustrated that suspected sockpuppet accounts were less likely to be correctly classified, showing lower precision, recall, and f-measure rates than other accounts, as predicted.
The Modern Language Journal, 2015
Despite years of research on vocabulary learning and teaching, relatively little is known about s... more Despite years of research on vocabulary learning and teaching, relatively little is known about strategies for effective mastery of vocabulary in less commonly taught languages. The current study focuses on English native speakers studying Modern Standard Arabic to identify effective ways to present and learn new vocabulary using tasks varying in the degree of lexical context provided and the amount of cognitive effort needed to complete them.
This study examines the importance of interaction for second language (L2) acquisition by analyzi... more This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In a between-subjects design, participants in two intermediatelevel Russian classes were assigned to the two conditions and completed study tasks three times a week for six weeks. In the interactive condition, student pairs engaged in synchronous text-chat sessions, completing tasks designed to encourage interaction through information-, reasoning-, or opinion-gaps. In the individual condition, students completed comparable writing activities on their own. Both conditions provided the same language input and required production, over an equivalent amount of time. Language gains were assessed through vocabulary, writing, and speaking pre-and post-tests. Students in the interactive condition showed greater gains in vocabulary knowledge and oral production than students in the individual condition; no differences were found in students' writing accuracy or complexity. Students in the interactive condition also produced more Russian types and tokens in their homework assignments than students in the individual condition, both at the beginning and later in the study. These results support the benefits of interactive homework for L2 learning and production.
Journal of Educational Psychology, 2014
In previous studies of homework in core academic subjects, positive student attitudes toward home... more In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.
Computer Assisted Language Learning, 2012
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
The Routledge Handbook of Study Abroad Research and Practice, 2018
Linguistic Approaches to Portuguese as an Additional Language, 2020
The Cambridge Handbook of Bilingual Processing
rom diplomatic negotiation to translation of foreign communications to interpreting in conflict z... more rom diplomatic negotiation to translation of foreign communications to interpreting in conflict zones, language skills are vital to national security. Because it is sometimes difficult to predict which languages will be of strategic importance in the future, U.S. Government agencies need to select and train personnel in new languages as quickly as possible. A common strategy is to identify personnel who are already working in a foreign language and train them in a new language, an approach known as cross-training, which includes conversion.1 Research on cross-training per se is very limited and consists primarily of a few documented cases of cross-training courses that were shorter than regular courses but produced similar results. The currently available evidence from the fields of psycholinguistics and Second Language Acquisition (SLA) suggests that multilingual learning can be affected by an individual’s cognitive control and overall proficiency in previously learned languages, and that previous linguistic knowledge and language learning experience can also affect the individual’s learning of consecutive languages. In particular, it has been documented that language similarity of the L3 to any known language may improve learning. However, little is known about specific ways to achieve successful cross-training via multilingual pedagogy. The goal of the current report is to open a new avenue of investigation by considering multilingual cross-training issues from a psycholinguistic perspective by reviewing the existing literature on the processing and acquisition of multiple languages. Over the last 30 years, a growing body of psycholinguistic research has been devoted to the study of bilingual language processing and second language (L2) acquisition. Although the term “L2” is often used in the scientific literature to refer to any language other than one’s native tongue (L1), relatively little research has focused on issues that are specific to learning or processing a third language (L3) or beyond. In this report we review existing research on the psycholinguistic and cognitive factors that may affect the learning and use of languages beyond the L2. Before we begin, it is important to clarify terminology:
Language Learning & Technology, 2017
Prior research has shown that intermediate-level adult learners of Russian who worked interactive... more Prior research has shown that intermediate-level adult learners of Russian who worked interactively with partners using text chat improved their vocabulary and oral production skills more than students who worked independently (Tare et al., 2014). Drawing on the dataset from Tare et al. (2014), the current study follows up to explore the nature of the students’ (N = 25) interactions during the text chat activities to determine potential sources of the gains. All 18 activities developed for the study encouraged interaction to complete tasks in pairs. A detailed coding of 169 text chat transcripts examined instances of peer–peer interactions. Our quantitative and qualitative analyses explored whether and to what extent real-time interactive language tasks foster the kinds of language-related moves that may support greater language learning. Results show that students spontaneously engaged in various behaviors which may support language learning, such as providing language-related assi...
Russian Language Journal, 2010
Existing research provides evidence that learning one foreign language, and learning it well, mak... more Existing research provides evidence that learning one foreign language, and learning it well, makes learning another much easier. Learning another foreign language as an adult is easier both for those who acquired a second language (L2) in childhood and for those who acquired a second language as adolescents or adults in school. The learning of multiple languages within school settings in European countries, such as Benelux, Germany, Switzerland, and Austria, is a common experience. In the United States, deliberate adult third language (L3) instruction-which accounts for learner's knowledge of other foreign languages-has been primarily in U.S. government training institutes. 2 In these training institutes, two types of third language instruction are practiced: conversion and cross-training. Conversion refers to the retraining of individuals with demonstrated proficiency in one foreign language into a closely related language; for instance, L2 speakers of Russian learning Serbian/Croatian. Cross-training refers to L3 instruction in which learners acquire an unrelated language, e.g., L2 speakers of German learning Arabic. Where does the evidence come from? The bulk of empirical evidence supporting the claim that learning L3 is easier than L2 comes from studies that demonstrate the positive and facilitative effects of bilingualism on the acquisition of subsequent languages. For instance, several studies found that bilingual subjects showed a higher level of L3 proficiency than monolingual ones while learning a third language for the same period of time
Communications in Computer and Information Science, 2015
Structural topic modeling (STM) is a recently introduced technique to model how the content of a ... more Structural topic modeling (STM) is a recently introduced technique to model how the content of a collection of documents changes as a function of variables such as author identity or time of writing. We present two proof-of-concept applications of STM using Russian social media data. In our first study, we model how topics change over time, showing that STM can be used to detect significant events such as the downing of Malaysia Air Flight 17. In our second study, we model how topical content varies across a set of authors, showing that STM can be used to cluster Twitter users who are sympathetic to Ukraine versus Russia as well as to cluster accounts that are suspected to belong to the same individual (so-called "sockpuppets"). Structural topic modeling shows promise as a tool for analyzing social media data, a domain that has been largely ignored in the topic modeling literature.
Communications in Computer and Information Science, 2015
Sockpuppets are online identities controlled by a user or group of users to manipulate the dissem... more Sockpuppets are online identities controlled by a user or group of users to manipulate the dissemination of information in digital environments. This manipulation can distort computational assessments of public opinion in social media. Using Russian-language Twitter data from the Ukrainian crisis in 2014, we present a proof-of-concept model employing character n-gram methods to detect sockpuppets. Previous research has demonstrated that n-gram authorship attribution methods can capture lexical preferences, including grammatical and orthographic preferences, while also being less computationally intensive than grammatical or compression language models. Additionally, they can be applied to any language data irrespective of orthography. In this study, a Naïve Bayes classifier was constructed using normalized frequencies of parsed character bigrams to contrast author bigram use. The created model illustrated that suspected sockpuppet accounts were less likely to be correctly classified, showing lower precision, recall, and f-measure rates than other accounts, as predicted.
The Modern Language Journal, 2015
Despite years of research on vocabulary learning and teaching, relatively little is known about s... more Despite years of research on vocabulary learning and teaching, relatively little is known about strategies for effective mastery of vocabulary in less commonly taught languages. The current study focuses on English native speakers studying Modern Standard Arabic to identify effective ways to present and learn new vocabulary using tasks varying in the degree of lexical context provided and the amount of cognitive effort needed to complete them.
This study examines the importance of interaction for second language (L2) acquisition by analyzi... more This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In a between-subjects design, participants in two intermediatelevel Russian classes were assigned to the two conditions and completed study tasks three times a week for six weeks. In the interactive condition, student pairs engaged in synchronous text-chat sessions, completing tasks designed to encourage interaction through information-, reasoning-, or opinion-gaps. In the individual condition, students completed comparable writing activities on their own. Both conditions provided the same language input and required production, over an equivalent amount of time. Language gains were assessed through vocabulary, writing, and speaking pre-and post-tests. Students in the interactive condition showed greater gains in vocabulary knowledge and oral production than students in the individual condition; no differences were found in students' writing accuracy or complexity. Students in the interactive condition also produced more Russian types and tokens in their homework assignments than students in the individual condition, both at the beginning and later in the study. These results support the benefits of interactive homework for L2 learning and production.
Journal of Educational Psychology, 2014
In previous studies of homework in core academic subjects, positive student attitudes toward home... more In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.
Computer Assisted Language Learning, 2012
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
The Routledge Handbook of Study Abroad Research and Practice, 2018