Journal of Second Language Studies最新文献

Towards cultivating plurilingual selves in early-years foreign language learning 在幼儿外语学习中培养多语言自我

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-04-25 DOI: 10.1075/jsls.00028.maa

Mohamed Ridha Ben Maad

{"title":"Towards cultivating plurilingual selves in early-years foreign language learning","authors":"Mohamed Ridha Ben Maad","doi":"10.1075/jsls.00028.maa","DOIUrl":"https://doi.org/10.1075/jsls.00028.maa","url":null,"abstract":"\u0000 Although plurilingualism has been extensively researched in the area of foreign-language education and identity\u0000 formation, no such effort has been equally documented outside the European context. In view of this disparity, the present article\u0000 focuses on this research area in a context where the mainstream language learning experience ascribes only peripheral importance\u0000 to the transformational value accentuated by pluringual pedagogies. It is accordingly believed that these alternative pedagogical\u0000 initiatives, such as the awakening to languages approach, language learning is a space where youngsters undergo intellectual,\u0000 affective, and attitudinal transformations. The article reports on three studies with different methodological courses, yet all\u0000 subsumed under the framework of awakening 5-to 8-year-old children to foreign languages. Both quantitative and qualitative\u0000 results, reported from this experimental triad, attested to the emergence and development of the plurilingual\u0000 self as a form of identity that is well receptive to intercultural diversity. Aside from the empirical\u0000 substance accentuating the plurilingual self as a researchable concept, the present findings would give substance\u0000 to the voices for reshuffling priorities in the early foreign language learning agenda.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654659","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

Review of Durrant (2023): 回顾《达兰特》（2023 年）：

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-03-14 DOI: 10.1075/jsls.00026.ade

Victor Adedayo, Qudus Adebayo

引用次数: 0

Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task 测量汉语第一语言使用者在完成英语作为第二语言的视频解说任务时的焦虑程度

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-02-12 DOI: 10.1075/jsls.00027.wan

Qiong Wang, Shaofeng Li, Martin East

{"title":"Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task","authors":"Qiong Wang, Shaofeng Li, Martin East","doi":"10.1075/jsls.00027.wan","DOIUrl":"https://doi.org/10.1075/jsls.00027.wan","url":null,"abstract":"\u0000 The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an\u0000 oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video\u0000 narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory\u0000 factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,\u0000 environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the\u0000 largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task\u0000 anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait\u0000 anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and\u0000 researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843423","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

Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task 测量汉语第一语言使用者在完成英语作为第二语言的视频解说任务时的焦虑程度

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-02-12 DOI: 10.1075/jsls.00027.wan

Qiong Wang, Shaofeng Li, Martin East

{"title":"Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task","authors":"Qiong Wang, Shaofeng Li, Martin East","doi":"10.1075/jsls.00027.wan","DOIUrl":"https://doi.org/10.1075/jsls.00027.wan","url":null,"abstract":"\u0000 The present study investigated the nature of Chinese as First Language (L1) speakers’ anxiety when completing an\u0000 oral task in English as Foreign Language (L2). Chinese second-year university students (n = 96) performed a video\u0000 narration task and completed questionnaires measuring their trait anxiety, foreign language anxiety, and task anxiety. Exploratory\u0000 factor analysis identified the underlying sub-facets of the task anxiety construct, including language-related difficulties,\u0000 environment-related anxiety, setting-related anxiety and physiological symptoms. Language-related difficulties explained the\u0000 largest amount of variance and emerged as the most influential factor. Structural equation modelling demonstrated that task\u0000 anxiety was an independent construct subject to direct influence from foreign language anxiety and indirect influence from trait\u0000 anxiety. Findings suggest that task anxiety is a context-specific construct that warrants distinct attention from teachers and\u0000 researchers. Implications for helping students to cope with anxiety in task-based pedagogy and practice are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783541","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

The role of complexity in the ability to notice incoherent uses of connectives for L2 复杂性对注意到 L2 不连贯使用连接词的能力的作用

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-02-09 DOI: 10.1075/jsls.00025.wet

Mathis Wetzel, Sandrine Zufferey, Pascal Gygax

引用次数: 0

The role of complexity in the ability to notice incoherent uses of connectives for L2 复杂性对注意到 L2 不连贯使用连接词的能力的作用

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-02-09 DOI: 10.1075/jsls.00025.wet

Mathis Wetzel, Sandrine Zufferey, Pascal Gygax

引用次数: 0

Using lexical bundles to teach prepositions to Korean EFL students 使用词组向韩国 EFL 学生教授介词

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-01-18 DOI: 10.1075/jsls.00022.kan

Sanghee Kang, Yu Kyoung Shin, I. Yoo

引用次数: 0

VOT for plosives in the indigenous languages of Balochistan 俾路支土著语言中的复音词 VOT

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2024-01-18 DOI: 10.1075/jsls.23002.sye

N. A. Syed, Shah Bibi

{"title":"VOT for plosives in the indigenous languages of Balochistan","authors":"N. A. Syed, Shah Bibi","doi":"10.1075/jsls.23002.sye","DOIUrl":"https://doi.org/10.1075/jsls.23002.sye","url":null,"abstract":"\u0000 Different models of L3 acquisition have different predictions about the cross-linguistic effects of previous\u0000 learning. The ‘Cumulative Enhancement Model’ predicts that both L1 and L2 have cumulative facilitative effects on L3, but L2 the\u0000 Status Factor (L2SF) claims that L2 has stronger effects on L3 acquisition. Similarly, while the Typological Primacy Model claims\u0000 that among the already acquired languages, a typologically similar language transfers more properties to L3, the Linguistic\u0000 Proximity Model predicts a transfer of structurally similar properties from the previously learnt languages. On the other hand,\u0000 the Scalpel Model, besides considering linguistic similarity, gives importance to factors such as frequency of use and nature of\u0000 the input, language dominance, and learning context. The current paper contributes to this debate by presenting data collected\u0000 from two groups of Balochi learners of English in Balochistan (Pakistan) who were taught British English (BrE) aspiration contrast\u0000 in plosives at the allophonic level after they had acquired Pakistani English (PakE) as adult L2 learners. Thus, Balochi was L1,\u0000 PakE L2, and BrE L3 of the learners. After teaching for more than a year, the learners were tested for accuracy in VOTs for BrE\u0000 plosives. The results support the L2SF and Scalpel Model.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615666","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

The effects of frequency, duration, and intensity on L2 learning through Duolingo 频率、持续时间和强度对多邻国外语学习的影响

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2023-08-25 DOI: 10.1075/jsls.00021.plo

Ekaterina Sudina, Luke Plonsky

引用次数: 0

The detriment that error production creates is affected by non-L1 speakers’ linguistic group membership 错误产生造成的损害受非母语使用者所属语言群体的影响

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2023-07-06 DOI: 10.1075/jsls.00020.kir

Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson

{"title":"The detriment that error production creates is affected by non-L1 speakers’ linguistic group membership","authors":"Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson","doi":"10.1075/jsls.00020.kir","DOIUrl":"https://doi.org/10.1075/jsls.00020.kir","url":null,"abstract":"\u0000 We present three studies that investigate the effect of group-level language ability expectations on language\u0000 ability judgements. Study 1 identifies expected English-language ability levels that native English speakers’ have for a number of\u0000 non-native English-speaker groups. Based on the results, two text-based written-guise studies were conducted investigating the\u0000 level of detriment that grammatical and lexical/typographical errors created on English-language ability ratings for different\u0000 author guises (Swedish, Chinese, English) in formal (Study 2) and informal contexts (Study 3). In both contexts, grammatical\u0000 errors produced by the guise representing the lower-ability non-L1 group were overlooked, while the same errors produced by the\u0000 other guises significantly lowered the ability ratings. Our results coincide with the idea of the ‘sympathetic native speaker’ and\u0000 expand it, suggesting that expected language level based on linguistic group membership inversely affects the level of\u0000 sympathy/tolerance demonstrated. We link this to possible pedagogical implications.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532652","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