Theory and Practice of Second Language Acquisition最新文献

Preface 前言

Theory and Practice of Second Language Acquisition Pub Date : 2023-08-28 DOI: 10.31261/tapsla.15289

Danuta Gabryś-Barker, A. Wojtaszek

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The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology 学生学习商务英语的动机与商务英语及其术语知识的关系

Theory and Practice of Second Language Acquisition Pub Date : 2023-08-21 DOI: 10.31261/tapsla.14121

Teresa Maria Włosowicz

{"title":"The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology","authors":"Teresa Maria Włosowicz","doi":"10.31261/tapsla.14121","DOIUrl":"https://doi.org/10.31261/tapsla.14121","url":null,"abstract":"The study investigates the relationship between English Philology students’ motivation for studying Business English and their actual knowledge of business terminology, some underlying economic concepts and basic rules of business correspondence. It is hypothesized that students who have higher motivation also possess more extensive knowledge of Business English, yet motivation alone is not enough but must be accompanied by a real effort put in studying the language. The study consisted of a test focusing on business terminology, the correction of errors in a business letter, and a test of selected economic concepts, followed by a questionnaire. As the results show, both the students’ motivation and knowledge of Business English are varied. In particular, their knowledge varies between years of studies and areas of terminology or skills. In fact, some of the terms proved difficult even for relatively advanced students. Thus, even though motivation does play a role, its role does not seem to be decisive, as Business English is a complex field whose mastery requires extensive study and a lot of sustained effort. However, their awareness of their language needs is quite high, so they are likely to remain motivated and to attain a high level of competence in Business English.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44001034","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}

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Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English 句法-语篇界面结构的习得：二语英语的后言语主体

Theory and Practice of Second Language Acquisition Pub Date : 2023-08-18 DOI: 10.31261/tapsla.13311

Liljana Mitkovska, E. Bužarovska, Natasha Stojanovska-Ilievska

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“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners “三个月过去了，我听起来还是像个说英语的人”:英法合作伙伴讲述的成功与失败的故事

Theory and Practice of Second Language Acquisition Pub Date : 2023-08-18 DOI: 10.31261/tapsla.12609

S. Scheuer, Céline Horgues

{"title":"“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners","authors":"S. Scheuer, Céline Horgues","doi":"10.31261/tapsla.12609","DOIUrl":"https://doi.org/10.31261/tapsla.12609","url":null,"abstract":"This paper reports on two ways in which success and failure can be operationalized and quantified in a non-institutional L2 learning context such as language tandem setting. We draw on the SITAF database, where we gathered 25 hours of video-recorded conversations held by 21 pairs, each consisting of a native speaker of English and a native speaker of French. The tandems performed collaborative tasks in both languages, thus giving each participant ample opportunity to be both the ‘expert’ and the ‘novice’ (learner) part of the dialogue. The tandem partners met regularly and autonomously outside of the recording sessions, and making progress in their L2 was one of their declared goals. Two possible measures of success in achieving this goal are: (1) the quality and quantity of learner uptake which followed the expert’s corrective feedback (CF) during the recorded conversations. Significant differences between the two L1 groups were observed: while 52% of the CF given by the native French speakers met with total uptake, over 52% of the English CF generated no uptake at all; (2) the participants’ own narratives of progress, as both the experts and the learners, obtained through questionnaires they filled out at the end of the program. Our study aims to contribute to the discussion on the stakes of successful L2 informal learning (with a focus on the acquisition of L2 pronunciation) by adopting a perspective which combines learners’ spoken output data and learners’ perceptions of their own language learning activity.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43396844","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}

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The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions 正交透明性和类型学对二语学习者认知的影响

Theory and Practice of Second Language Acquisition Pub Date : 2023-08-16 DOI: 10.31261/tapsla.11388

Rachel Garton

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Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator 双重人种学叙事中的语言教师身份与情感：教师、家长和教师教育者的视角

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-21 DOI: 10.31261/tapsla.12686

Joanna Rokita-Jaśków, Dorota Werbińska

{"title":"Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator","authors":"Joanna Rokita-Jaśków, Dorota Werbińska","doi":"10.31261/tapsla.12686","DOIUrl":"https://doi.org/10.31261/tapsla.12686","url":null,"abstract":"Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414001","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}

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Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia 在以英语为媒介的高等教育中培养第二语言口语的工具:来自波兰和澳大利亚的经验

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-21 DOI: 10.31261/tapsla.12816

J. Pitura, Heejin Chang

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Zoltán Dörnyei, Katerina Mentzelopoulos, „Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity" Multilingual Matters, 2022, xviii + 196 pp. Zoltán Dörnyei, Katerina Mentzelopoulos，“来自达到母语水平的特殊语言学习者的经验:动机、认知和认同”，《多语言问题》，2022年，第18 + 196页。

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-21 DOI: 10.31261/tapsla.15148

Antony Hoyte-West

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Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge 对理解词汇知识八个方面习得的贡献

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-21 DOI: 10.31261/tapsla.13865

K. Hartshorn, Aylin Surer

{"title":"Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge","authors":"K. Hartshorn, Aylin Surer","doi":"10.31261/tapsla.13865","DOIUrl":"https://doi.org/10.31261/tapsla.13865","url":null,"abstract":"With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44711678","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}

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Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners 无望的案例还是难以破解的难题?“困难”外语学习者的故事

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-20 DOI: 10.31261/tapsla.12573

Katarzyna Nosidlak

{"title":"Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners","authors":"Katarzyna Nosidlak","doi":"10.31261/tapsla.12573","DOIUrl":"https://doi.org/10.31261/tapsla.12573","url":null,"abstract":"In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44298082","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}

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