Language Teaching for Young Learners最新文献_第4页

Review of Shin, Savic & Machida (2021): The 6 Principles for Exemplary Teaching of English Learners: Young Learners in a Multilingual World Shin, Savic & Machida(2021):《英语学习者模范教学的六项原则:多语言世界中的青年学习者》

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-03-18 DOI: 10.1075/ltyl.00025.gun

Müzeyyen Nazlı Güngör

引用次数: 0

SCRELE (Shanghai Center for Research in English Language Education) biennial conference 2021 SCRILE（上海英语教育研究中心）2021年双年度会议

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-02-14 DOI: 10.1075/ltyl.21021.wan

Yang Wang

引用次数: 0

Formulaic time buyers for young foreign language learners 年轻外语学习者的公式化时间买家

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-02-14 DOI: 10.1075/ltyl.21006.ghe

Parvin Gheitasi, J. Enever

{"title":"Formulaic time buyers for young foreign language learners","authors":"Parvin Gheitasi, J. Enever","doi":"10.1075/ltyl.21006.ghe","DOIUrl":"https://doi.org/10.1075/ltyl.21006.ghe","url":null,"abstract":"\u0000 Multiword units of language, known as formulaic sequences, are pervasive and essential in communication (Wray, 2008). Although issues related to formulaicity have been under investigation in a\u0000 number of research studies (e.g. Conklin & Schmitt, 2008; Wood, 2006), the present study is different in investigating the functions of formulaic sequences in the\u0000 oral language production of young learners in the context of English as a foreign language. A class of 11 students (aged 9 to 11)\u0000 was observed and video recorded for 16 sessions (90 minutes per session). Following transcription of selected speech samples,\u0000 formulaic sequences were identified based on pre-established criteria. Analysis enabled categorisation of a range of functions for\u0000 formulaic sequences in learners’ oral language production. Results revealed evidence that formulaic sequences performed a variety\u0000 of roles in the learners’ language production. These sequences helped young language learners to improve their fluency, to\u0000 economize effort on processing and also to buy time for processing. A significant novel finding of this study was evidence that\u0000 language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Current Research into Young Foreign Language Learners‘ Literacy Skills 青少年外语学习者读写能力的研究现状

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-02-14 DOI: 10.3726/b19101

Yvonne Knospe

引用次数: 0

Task design in online one-to-one classes with young learners 少儿在线一对一课堂的任务设计

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-01-25 DOI: 10.1075/ltyl.21002.tho

Ros Thorburn

{"title":"Task design in online one-to-one classes with young learners","authors":"Ros Thorburn","doi":"10.1075/ltyl.21002.tho","DOIUrl":"https://doi.org/10.1075/ltyl.21002.tho","url":null,"abstract":"\u0000This study investigated how effective four tasks were in supporting meaningful spoken language production between young learners and their teachers. The context of the study, online one-to-one lessons, is commonplace but largely unresearched. Transcripts from seventeen teacher-student dyads using four tasks were analysed using conversation analysis. These were then coded and the number of instances of meaningful communication counted. The number of instances of pushed output and negotiation of meaning were also noted. The most successful task was an open opinion-gap task, which motivated the young learners. Crucially, the task outcome (a plan of a shopping centre) allowed learners to check their teachers had understood them. Teacher misunderstandings gave learners opportunities to take control of the discourse and negotiate meaning. Aspects of task design which impeded meaningful communication included sentence stems, which resulted in drill-like interactions. Task topics familiar to learners but unfamiliar to teachers hindered meaningful communication. Also, tasks located near the end of a lesson sequence tended to result in less meaningful communication than those nearer the start.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58996229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Child-centred ethics in second language education 第二语言教育中的以儿童为中心的伦理

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2022-01-17 DOI: 10.1075/ltyl.21019.pin

A. Pinter

引用次数: 0

“Very easy, it’s an English class, therefore they should not rely on a French text” “很简单，这是一门英语课，因此他们不应该依赖法语文本”

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2021-12-06 DOI: 10.1075/ltyl.21004.pay

Caroline Payant, Philippa Bell

{"title":"“Very easy, it’s an English class, therefore they should not rely on a French text”","authors":"Caroline Payant, Philippa Bell","doi":"10.1075/ltyl.21004.pay","DOIUrl":"https://doi.org/10.1075/ltyl.21004.pay","url":null,"abstract":"\u0000 In the context of additional language (AL) learning, teachers need to focus on the development of language\u0000 proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new\u0000 meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of\u0000 target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for\u0000 high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory\u0000 study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary\u0000 and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to\u0000 uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers\u0000 (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most\u0000 beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a\u0000 bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48010771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Self-efficacy beliefs among non-specialist teachers in primary English education 小学英语非专业教师的自我效能感

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2021-12-03 DOI: 10.1075/ltyl.21010.mat

Shoichi Matsumura

{"title":"Self-efficacy beliefs among non-specialist teachers in primary English education","authors":"Shoichi Matsumura","doi":"10.1075/ltyl.21010.mat","DOIUrl":"https://doi.org/10.1075/ltyl.21010.mat","url":null,"abstract":"\u0000Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58996293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

What is an ecosystem? 什么是生态系统？

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2021-07-27 DOI: 10.1075/ltyl.20010.lli

Ana Llinares, Nashwa Nashaat-Sobhy

{"title":"What is an ecosystem?","authors":"Ana Llinares, Nashwa Nashaat-Sobhy","doi":"10.1075/ltyl.20010.lli","DOIUrl":"https://doi.org/10.1075/ltyl.20010.lli","url":null,"abstract":"\u0000 In Content and Language Integrated Learning (CLIL) contexts, students are expected to express disciplinary\u0000 knowledge in a second/foreign language. One construct that has proven useful for the identification and realization of language\u0000 functions in disciplinary knowledge is Dalton-Puffer’s (2013) model of cognitive\u0000 discourse functions (CDFs). Additionally, Systemic Functional Linguistics (SFL) has already been proven useful for distinguishing\u0000 lexico-grammatical features that characterise different CDFs in CLIL students’ productions (e.g., Nashaat-Sobhy & Llinares, 2020; Evnitskaya & Dalton-Puffer,\u0000 2020). In this article, we use SFL to analyse the oral and written realisations of the CDF Define by 6th grade students\u0000 participating in a CLIL program in Madrid, Spain. A total of 83 students responded to the same prompt (on science) in writing (in\u0000 the form of a blog) as well as orally (in the form of an interview). In the oral interviews the co-construction of definitions by\u0000 the students with the interviewer (researcher) and another peer are explored using the notion of Legitimation Code Theory and the\u0000 concept of semantic waves (Maton, 2013). The analysis of students’ definitions is also\u0000 related to primary CLIL teachers’ evaluations using comparative judgement.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49064226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Language-related episodes by young CLIL learners 年轻CLIL学习者的语言相关事件

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2021-07-27 DOI: 10.1075/ltyl.20005.mar

María Martínez-Adrián, M. J. Gutierrez-Mangado, Francisco Gallardo-del-Puerto, María Basterrechea

{"title":"Language-related episodes by young CLIL learners","authors":"María Martínez-Adrián, M. J. Gutierrez-Mangado, Francisco Gallardo-del-Puerto, María Basterrechea","doi":"10.1075/ltyl.20005.mar","DOIUrl":"https://doi.org/10.1075/ltyl.20005.mar","url":null,"abstract":"\u0000 Task modality has been found to affect the production, nature and resolution of Language Related Episodes (LREs).\u0000 However, a substantial number of investigations have been conducted with adult learners (i.e. García Mayo & Azkarai, 2016; Niu, 2009; Payant & Kim, 2019), except for García Mayo and Imaz Agirre\u0000 (2019) with child learners. Besides, there is a lack of investigations examining the incorporation of LREs in the final\u0000 output of oral and written tasks. In addition, previous studies have not controlled for either the different levels of accuracy\u0000 that both task modalities demand as a consequence of their on-line and off-line nature or the opportunity for revising the output\u0000 equally in both modalities. This paper compiles the findings from various studies conducted with the same cohorts of 5th and 6th\u0000 primary school learners that have overcome the aforementioned methodological limitations, all of which will make possible a more\u0000 comprehensive understanding of modality effects in terms of LRE production. In addition, it tackles the relationship between\u0000 task-modality and variables such as the use of previously known languages, pair dynamics and pairing method (gender, proficiency\u0000 and self-selection). Likewise, it adds to the scant research on young learners’ attitudes towards the tasks administered.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45924242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4