Theory and Practice of Second Language Acquisition最新文献_第2页

Diagnostic Abilities of Novice Teachers 新教师的诊断能力

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-20 DOI: 10.31261/tapsla.12621

Ewa Tołoczko

{"title":"Diagnostic Abilities of Novice Teachers","authors":"Ewa Tołoczko","doi":"10.31261/tapsla.12621","DOIUrl":"https://doi.org/10.31261/tapsla.12621","url":null,"abstract":"This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.","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":"43146715","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: 0

Language Teacher Identity Outside the State-School Context 州立学校语境之外的语文教师身份

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-20 DOI: 10.31261/tapsla.13190

Kirsten Hempkin

{"title":"Language Teacher Identity Outside the State-School Context","authors":"Kirsten Hempkin","doi":"10.31261/tapsla.13190","DOIUrl":"https://doi.org/10.31261/tapsla.13190","url":null,"abstract":"The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.","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":"46201107","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: 0

Language Teacher Wellbeing in the Private School Context: A Case Study 民办学校语境下的语文教师幸福感个案研究

Theory and Practice of Second Language Acquisition Pub Date : 2023-07-20 DOI: 10.31261/tapsla.12576

K. Budzińska

引用次数: 0

Schmitt, N., & Rodgers, M. P. H. (Eds.) An Introduction to Applied Linguistics (3rd ed.) Routledge, Taylor & Francis. 2020. 404 pp. Schmitt，N.和Rodgers，M.P.H.（编辑）应用语言学导论（第三版）Routledge，Taylor和Francis。2020.404页。

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-07 DOI: 10.31261/tapsla.13742

Muhammad Fahruddin Aziz, Herlandri Eka Jayaputri

引用次数: 1

Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter? 听力策略与二语听力理解:测试方法重要吗?

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-07 DOI: 10.31261/tapsla.12097

B. Mahdavy, Masoomeh Mousavi Namavar

{"title":"Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?","authors":"B. Mahdavy, Masoomeh Mousavi Namavar","doi":"10.31261/tapsla.12097","DOIUrl":"https://doi.org/10.31261/tapsla.12097","url":null,"abstract":"Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43172047","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: 0

Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning 语音切分概率与亚音节切分在语言学习中的应用

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-07 DOI: 10.31261/tapsla.12468

E. Luef, Pia Resnik

{"title":"Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning","authors":"E. Luef, Pia Resnik","doi":"10.31261/tapsla.12468","DOIUrl":"https://doi.org/10.31261/tapsla.12468","url":null,"abstract":"High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44271383","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

Approaches to Teaching Agreement and Disagreement in Selected Coursebook Series 《教材选集》中一致与不一致的教学方法

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-05 DOI: 10.31261/tapsla.12006

Silvie Válková, Jana Kořínková

引用次数: 0

Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries 从《学习者日记》看外语读者的元认知信念

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-05 DOI: 10.31261/tapsla.12691

Monika Kusiak-Pisowacka

{"title":"Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries","authors":"Monika Kusiak-Pisowacka","doi":"10.31261/tapsla.12691","DOIUrl":"https://doi.org/10.31261/tapsla.12691","url":null,"abstract":"Metacognition is a complex construct widely investigated in SLA studies, also those that focus on reading skills and reading comprehension. Ample research points to metacognition as a strong predictor in developing foreign language reading skills, thus promoting metacognitive strategies in FL education is highly recommended. This paper presents a report on a study in which Polish FL learners kept a diary for a period of one month and wrote comments in reference to the reading classes in which they participated. The data obtained from the students’ narrations allowed to examine the learners’ metacognitive beliefs defined in the study as knowledge about cognition, consisting of three components: person knowledge, task knowledge, and strategy knowledge (Flavell, 1981). The diary data were analyzed in a global narrative way, which enabled the researcher to examine a complex character and a dynamic nature of metacognition in relation to the reading lessons. The findings underline a double role that learner diaries played in this study: as a research tool useful in investigating learners’ metacognition and an effective task that seemed to facilitate the learners’ reflection skills.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217552","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: 0

EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic 冠状病毒大流行期间沙特大学英语教师对长期转向在线学习的看法

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-05 DOI: 10.31261/tapsla.12096

Ahmed Al Shlowiy, Khaled Layali

{"title":"EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic","authors":"Ahmed Al Shlowiy, Khaled Layali","doi":"10.31261/tapsla.12096","DOIUrl":"https://doi.org/10.31261/tapsla.12096","url":null,"abstract":"Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43649545","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: 0

Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy 让学生对语法学习负责:以学习者为中心、力求准确的技巧报告

Theory and Practice of Second Language Acquisition Pub Date : 2023-04-03 DOI: 10.31261/tapsla.11512

Zuzana Nováková

{"title":"Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy","authors":"Zuzana Nováková","doi":"10.31261/tapsla.11512","DOIUrl":"https://doi.org/10.31261/tapsla.11512","url":null,"abstract":"Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46970650","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: 0