The Language Learning Journal最新文献_第10页

Becoming a speaker of multiple languages: an investigation into UK university students’ motivation for learning Chinese 成为多语者:英国大学生学习汉语动机调查

The Language Learning Journal Pub Date : 2021-11-30 DOI: 10.1080/09571736.2021.1996621

Kayoko Mayumi, Ying Zheng

引用次数: 6

‘I do not know what’s that word in English, but I will tell you about my cousin’: EFL learners’ communication strategies in online oral discussion tasks “我不知道那个词在英语里是什么意思，但我会告诉你我的表弟”:英语学习者在在线口语讨论任务中的交流策略

The Language Learning Journal Pub Date : 2021-11-23 DOI: 10.1080/09571736.2021.1989017

N. Aljohani, Barbara E. Hanna

{"title":"‘I do not know what’s that word in English, but I will tell you about my cousin’: EFL learners’ communication strategies in online oral discussion tasks","authors":"N. Aljohani, Barbara E. Hanna","doi":"10.1080/09571736.2021.1989017","DOIUrl":"https://doi.org/10.1080/09571736.2021.1989017","url":null,"abstract":"ABSTRACT In a context in which opportunities for oral interaction are limited (English as a foreign language courses at a Saudi tertiary institution), we carried out an action research project evaluating the introduction of computer-mediated spoken language tasks with a group of intermediate learners. Although the students were confronted with multiple challenges ranging from unfamiliarity with educational technology, through recurrent bandwidth issues, to their own limited linguistic repertoires, they showed themselves able to participate in discussion with increasing facility and levels of responsibility for conversation management. In this paper, we focus on the communication strategies (CS) which they deployed to achieve this. While CSs were not the subject of explicit instruction, the students showed themselves able to draw on their repertoires and on the strategies implicitly modelled by their instructor over the six weeks of speaking activities using the SpeakApps platform. We examine what these strategies were: change in CSs over time; CS use in different conversational configurations (teacher-led group discussion; student-led group discussion and peer-peer pair discussion); impacts of the audio-only nature of discussion on CS choice. The paper points to promising directions for future practice and research.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124342194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions 探索任务型语言教学法成功实施的障碍:对教师认知研究的回顾

The Language Learning Journal Pub Date : 2021-11-23 DOI: 10.1080/09571736.2021.1989015

Shazia Hasnain, Santoshi Halder

{"title":"Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions","authors":"Shazia Hasnain, Santoshi Halder","doi":"10.1080/09571736.2021.1989015","DOIUrl":"https://doi.org/10.1080/09571736.2021.1989015","url":null,"abstract":"ABSTRACT\u0000 There has been ample research establishing the effectiveness of the task-based language teaching approach on improving learners’ language skills. Some studies have also taken account of teachers’ experience and their views of working in task-based classrooms, as experimentation with an approach is different from implementing it in real classroom situations. Studying teachers’ perceptions can help us understand the practicality of the task-based approach. The present study investigates teachers’ reluctance to implement TBLT and scrutinises teachers’ positive and negative perceptions towards the approach. A review methodology was utilised, whereby 16 empirical studies on teachers’ perception towards TBLT were selected from the years 2004 to 2019. The review revealed that the challenges faced by teachers or apprehended by them in TBLT classrooms were typically similar. Most of the teachers were aware of the task-based approach, but they lacked thorough knowledge and practical experience. Many of them expressed the idea that task-based methods were appropriate for college and university students rather than school children. The review concludes with suggestions to improve the implementation of the task-based approach, emphasising stakeholders’ roles and the importance of appropriate training for teachers in TBLT.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122141335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

A community service learning experience with student teachers of English: enacting social justice in language education in a community centre 与英语实习教师的社区服务学习经验:在社区中心的语言教育中实现社会公正

The Language Learning Journal Pub Date : 2021-11-23 DOI: 10.1080/09571736.2021.1971741

M. Porto

{"title":"A community service learning experience with student teachers of English: enacting social justice in language education in a community centre","authors":"M. Porto","doi":"10.1080/09571736.2021.1971741","DOIUrl":"https://doi.org/10.1080/09571736.2021.1971741","url":null,"abstract":"ABSTRACT\u0000 This article reports a service learning experience carried out by volunteer university student teachers of English during 2017–2018 in a non-governmental organisation in Argentina. In collaboration with their university teachers, they taught workshops using intercultural literature in English for underserved children aged 8-12. Drawing on intercultural citizenship theory and intercultural service learning, which both combine language learning with citizenship goals and social justice and human rights foundations, the aim of the service learning experience was to challenge the conditions of possibility for the children involved. Designed as a case study in combination with action research, varied data types were collected (reflection logs, workshop plans, teacher field notes, artefacts created by the children, photographs and video-recordings of workshops). Qualitative data analysis involved three phases (holistic, inductive and deductive). Findings are presented in a vignette with glimpses of an ethnographic description of the context and a narrative account of the first workshop intended to portray the ‘conditions of possibility’ in the setting. The study shows that language learning was transformatory as the children took small actions in their social milieu using varied semiotic resources to convey their messages. Implications for language education with a social justice basis are discussed.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114820823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Feminisation, masculinisation and the other: re-evaluating the language learning decline in England 女性化，男性化和其他:重新评估英国语言学习的衰退

The Language Learning Journal Pub Date : 2021-11-16 DOI: 10.1080/09571736.2021.1989016

Abigail Parrish

{"title":"Feminisation, masculinisation and the other: re-evaluating the language learning decline in England","authors":"Abigail Parrish","doi":"10.1080/09571736.2021.1989016","DOIUrl":"https://doi.org/10.1080/09571736.2021.1989016","url":null,"abstract":"ABSTRACT Modern Foreign Language (MFL) education has long been described as being ‘in crisis’ by virtue of a long decline in the numbers of students being entered for exams at age 16 and 18. Whilst this decline is generally attributed to policy, harsh grading and the rise of global English, this paper challenges this view by positioning the decline at the intersection of the feminising of the subject and an othering of the speakers of the languages taught. Using a loosely Foucauldian form of discourse analysis, academic literature, published reports on language needs and language teaching, and original qualitative data from two studies are drawn together. A feminising discourse around the subject of MFL is identified, juxtaposed with a masculinising discourse around education more generally, leading to the devaluing of the subject. Edward Said’s orientalism is explored as a framework for the discussion of the media and public ‘othering’ of the speakers of the languages commonly taught and the ‘fetishisation’ of less commonly taught languages. It is argued that overcoming the decline in uptake of modern foreign languages will require reconceptualising of the problem at policy level and a change in the media and public discourses surrounding the subject.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121096780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Riding the happiness curve: the wellbeing of mid-career phase language teachers 驾驭幸福曲线:职业生涯中期语言教师的幸福感

The Language Learning Journal Pub Date : 2021-10-30 DOI: 10.1080/09571736.2021.1979632

Sun-In Shin, Sarah Mercer, Sonja Babic, Giulia Sulis, Astrid Mairitsch, Jim King, Jun-xi Jin

{"title":"Riding the happiness curve: the wellbeing of mid-career phase language teachers","authors":"Sun-In Shin, Sarah Mercer, Sonja Babic, Giulia Sulis, Astrid Mairitsch, Jim King, Jun-xi Jin","doi":"10.1080/09571736.2021.1979632","DOIUrl":"https://doi.org/10.1080/09571736.2021.1979632","url":null,"abstract":"ABSTRACT Mid-career teachers are often described as experienced and comfortable in their jobs with higher motivation and self-efficacy (Hargreaves 2005); yet, at the same time, the mid-career phase has also been portrayed as a period marked by a career plateau and feelings of stagnation (Farrell 2014). Despite the criticality of this career phase and the paradoxical research findings, mid-career teachers' lives have been rarely examined in-depth (Day and Gu 2010). This study employed semi-structured interviews with 16 mid-career foreign language teachers at secondary schools in the two different settings, Austria and England, to explore the characteristics of this career phase and the factors contributing to the wellbeing of these teachers. Inductive data analysis revealed that these mid-career language teachers benefitted from an established sense of confidence but also sought further professional growth opportunities. The teachers drew positivity and satisfaction from the meaning they took from their work, although their wellbeing appeared occasionally threatened by tensions between their job commitments and additional responsibilities in both personal and professional domains. The findings contribute to a more nuanced understanding of this under-researched population and indicate the kind of support such teachers would need to remain in the profession and thrive during this critical period.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123246524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The effect of teacher language use in Spanish EFL classrooms 教师语言使用对西班牙语课堂教学的影响

The Language Learning Journal Pub Date : 2021-09-22 DOI: 10.1080/09571736.2021.1970794

Sonia Shabaka-Fernández

引用次数: 2

The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference? 手机辅助同伴反馈对英语学习者口语表现和焦虑的影响:语言有影响吗?

The Language Learning Journal Pub Date : 2021-08-26 DOI: 10.1080/09571736.2021.1957990

Marjan Ebadijalal, N. Yousofi

{"title":"The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?","authors":"Marjan Ebadijalal, N. Yousofi","doi":"10.1080/09571736.2021.1957990","DOIUrl":"https://doi.org/10.1080/09571736.2021.1957990","url":null,"abstract":"ABSTRACT Foreign language anxiety (FLA) has extensively been reported to interfere with second language learning and performance. To mitigate anxiety, researchers have called for the inclusion of technology into foreign language classes and providing learners with corrective feedback on their performance. One factor that may affect the comprehensibility of such feedback is whether it is carried out through the learners’ first language (L1) or second language (L2). As a preliminary endeavour, the present study employed a sequential explanatory mixed-methods approach to investigate the effects of using L1, as compared with L2, during mobile-assisted oral peer feedback (OPF) on speaking performance and anxiety of 32 Iranian English as a foreign language (EFL) learners. To shed further light on the initial findings, semi-structured individual interviews were conducted with 23 volunteered participants. The results verified the significant advantage of L1 OPF over L2 OPF in lowering the participants’ FLA within a computer-mediated communication (CMC) context. Mobile-assisted OPF was also deemed efficacious in enhancing the participants’ oral proficiency, self-confidence, willingness to communicate, risk-taking, engagement, and self-directed performance.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124843226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China 中学英语课堂文学教学:四位资深教师阅读课程的个案研究

The Language Learning Journal Pub Date : 2021-08-10 DOI: 10.1080/09571736.2021.1958905

Xiaomei Sun

{"title":"Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China","authors":"Xiaomei Sun","doi":"10.1080/09571736.2021.1958905","DOIUrl":"https://doi.org/10.1080/09571736.2021.1958905","url":null,"abstract":"ABSTRACT The benefits of using literature in second or foreign language teaching have been re-gaining attention and recognition in recent years. With the aim of exploring possible pedagogical approaches and teacher perceptions, this study investigates four reading programmes implemented by experienced teachers in Chinse secondary schools. Different young adult novels were used in these programmes, facilitated by such activities as keeping a reading log and explicit vocabulary learning. This exploratory multiple case study lasted for six months, collecting data from teacher participants’ reflective journals, semi-structured interviews, related documents, and artefacts. Using the framework of comprehensive approach to foreign literature teaching (Bloemert et al. 2019. Students’ perspective on the benefits of EFL literature education. The Language Learning Journal 47, no. 3: 371–384), this study finds that only two of the four dimensions were implemented by the teacher participants: language approach was used predominantly in supporting the reading programmes, while reader approach was mainly applied in writing-after-reading activities. This study provides evidence that reading-writing integration into L2 literature teaching promotes reflection on reading content and internalisation of language input. By presenting some of the difficulties and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future practice and research.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122068608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The effect of a collaborative translation task on the learning and retention of pragmatic knowledge 协同翻译任务对语用知识学习和记忆的影响

The Language Learning Journal Pub Date : 2021-08-09 DOI: 10.1080/09571736.2021.1957989

A. Kargar, A. Ahmadi

{"title":"The effect of a collaborative translation task on the learning and retention of pragmatic knowledge","authors":"A. Kargar, A. Ahmadi","doi":"10.1080/09571736.2021.1957989","DOIUrl":"https://doi.org/10.1080/09571736.2021.1957989","url":null,"abstract":"ABSTRACT As language acquisition research supports the value of the interactive scaffolded environment and awareness-raising communicative tasks for the development of pragmatic knowledge, the present study attempted to investigate the effect of Collaborative Translation Task (CTT) on learning and retention of request speech act strategies. The main objective of the study was to determine whether collaborative translation tasks, either from or to the target language, presented in a supportive expert-novice environment, might lead to more efficient learning and retention of pragmatic knowledge. For this purpose, an experimental study was designed with four experimental groups and one control group, receiving different types of treatment including CTTs, and structured input with and without explicit instruction. Three equivalent forms of discourse completion tasks (DCT) were given to 150 low-intermediate participants as a pre-test, a post-test and a two-month follow-up delayed post-test. The results of the study indicated that CTTs appeared to have enabled noticing and deeper processing of both pragmalinguistic and sociopragmatic knowledge and resulted in improved learning and retention of pragmatic knowledge. The results also provide positive evidence for House's (2008) hypothesis that translation has the potential to raise pragmatic and cross-cultural awareness.","PeriodicalId":221589,"journal":{"name":"The Language Learning Journal","volume":"386 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134177874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1