Theory and Practice of Second Language Acquisition最新文献_第3页

The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing 同情在语文教师向网络教学转变中的作用

Theory and Practice of Second Language Acquisition Pub Date : 2023-02-16 DOI: 10.31261/tapsla.13123

Astrid Mairitsch, Sonja Babic, Sarah Mercer, Giulia Sulis, Sun-Yun Shin

{"title":"The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing","authors":"Astrid Mairitsch, Sonja Babic, Sarah Mercer, Giulia Sulis, Sun-Yun Shin","doi":"10.31261/tapsla.13123","DOIUrl":"https://doi.org/10.31261/tapsla.13123","url":null,"abstract":"Research on compassion has received increasing attention over the past decades (Seppälä et al., 2017). However, empirical studies focusing on the role of compassion for teachers still remain sparse to date. This paper reports on a study designed to investigate the wellbeing of 21 language teachers across the globe during the first wave of the COVID-19 pandemic crisis. In particular, the study sought out to examine the ways in which compassion and self-compassion contributed to the wellbeing of language teachers during this time. Data were generated through in-depth, semi-structured individual online interviews and were analyzed from a Grounded Theory perspective (Charmaz, 2006). Findings revealed that acts of compassion in the workplace and in the private lives of the teachers played a crucial role in shaping our participants’ wellbeing during this time of crisis. Furthermore, self-compassion emerged as an important factor influencing the wellbeing of teachers during the pandemic crisis. Indeed, compassion and self-compassion served as core elements in their teaching and appeared to affect their relationships with their students, colleagues, and headteachers. In the absence of compassion, the stressful and challenging situation they were already experiencing was exacerbated. These findings imply the potential benefits of compassion and self-compassion training for teachers, administrators, and policymakers to support and promote wellbeing in the educational workplace.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44200124","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

Chinese University Students’ Beliefs about English Language Learning and Self-efficacy 中国大学生英语学习信念与自我效能感

Theory and Practice of Second Language Acquisition Pub Date : 2023-02-06 DOI: 10.31261/tapsla.12797

Meihua Liu

引用次数: 0

Theory and Practice of Second Language Acquisition Pub Date : 2023-02-02 DOI: 10.31261/tapsla.12575

Magdalena Szyszka

引用次数: 0

Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners 提高学生参与度和动机：伊朗英语学习者的视角

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.11768

Yahya Ghelichli, S. Seyyedrezaei, Zari Sadat Seyyedrezaei

{"title":"Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners","authors":"Yahya Ghelichli, S. Seyyedrezaei, Zari Sadat Seyyedrezaei","doi":"10.31261/tapsla.11768","DOIUrl":"https://doi.org/10.31261/tapsla.11768","url":null,"abstract":"One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42616145","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

The The Development of Vocabulary and Overall Proficiency in English as an Additional (Third) Language. What Matters More, Daily Use or Age of Onset? 英语作为附加（第三）语言的词汇发展和整体能力。更重要的是什么，日常使用还是发病年龄？

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.11862

L. Cilibrasi, D. Marková

{"title":"The The Development of Vocabulary and Overall Proficiency in English as an Additional (Third) Language. What Matters More, Daily Use or Age of Onset?","authors":"L. Cilibrasi, D. Marková","doi":"10.31261/tapsla.11862","DOIUrl":"https://doi.org/10.31261/tapsla.11862","url":null,"abstract":"While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538473","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

The Effects of Mobile-mediated Explicit and Implicit Feedback onThe Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions EFL Learners’ Use of English Prepositions 移动中介的显性和隐性反馈对英语学习者英语介词使用的影响

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.11943

Danial Babajani Azizi, Nourollah Gharanjik, Mahmood Dehqan

{"title":"The Effects of Mobile-mediated Explicit and Implicit Feedback onThe Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions EFL Learners’ Use of English Prepositions","authors":"Danial Babajani Azizi, Nourollah Gharanjik, Mahmood Dehqan","doi":"10.31261/tapsla.11943","DOIUrl":"https://doi.org/10.31261/tapsla.11943","url":null,"abstract":"Making mistakes is a natural part of learning process requiring correction; accordingly, corrective feedback is indispensable. On this ground, the present study compared the effects of mobile-mediated explicit and implicit corrective feedback on Iranian EFL learners’ use of English prepositions of manner and movement. To this end, the participants including 60 learners were randomly assigned to three groups of 20 individuals on WhatsApp application. These three groups included two experimental and one control groups. The treatment groups sat for a pre-test, received instruction on the errors under study, and practiced correcting them in response to the corrective feedback condition. Next, participants took immediate post-test and delayed post-test. The statistical analysis revealed that although the control group was more proficient than its experimental counterparts on the pre-test, their performance did not improve on immediate and delayed post-tests. However, both of the experimental groups significantly improved on immediate post-test and retained their gains on the delayed post-test. The pedagogical implication is provided for both teachers and learners.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42195443","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

Larissa Aronin, Eva Vetter (Eds.) (2021). Dominant Language Constellations Approach in Education and Language Acquisition. Springer — by Lisa Marie Brinkmann 拉里萨·阿罗宁，伊娃·维特（编辑）（2021）。教育和语言习得中的主导语言星座法。施普林格——丽莎·玛丽·布林克曼

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.12378

Lisa Marie Brinkmann

引用次数: 0

Mentoring as Professional Development for Mentors 辅导是导师的专业发展

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.11716

Aleksandra Szymańska-Tworek

{"title":"Mentoring as Professional Development for Mentors","authors":"Aleksandra Szymańska-Tworek","doi":"10.31261/tapsla.11716","DOIUrl":"https://doi.org/10.31261/tapsla.11716","url":null,"abstract":"The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654999","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

The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study 高龄学习者课堂英语交际意愿、内在动机、课堂环境与教师即时性的关系——一项初步研究

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.8989

A. Borkowska

{"title":"The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study","authors":"A. Borkowska","doi":"10.31261/tapsla.8989","DOIUrl":"https://doi.org/10.31261/tapsla.8989","url":null,"abstract":"The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129771","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

Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill 附加教学模式对EAP学习者阅读理解技能的影响

Theory and Practice of Second Language Acquisition Pub Date : 2022-07-29 DOI: 10.31261/tapsla.10432

Mahzad Karimi, Elahe Ghorbanchian

{"title":"Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill","authors":"Mahzad Karimi, Elahe Ghorbanchian","doi":"10.31261/tapsla.10432","DOIUrl":"https://doi.org/10.31261/tapsla.10432","url":null,"abstract":"With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814747","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