Apples - Journal of Applied Language Studies最新文献_第6页

Meaning-making in fifth-graders’ multimodal texts 五年级学生多模态文本的意义建构

Apples - Journal of Applied Language Studies Pub Date : 2020-10-19 DOI: 10.47862/apples.99133

Sofia Jusslin, Ulrik Magnusson, Katarina Rejman, R. Heilä-Ylikallio, S. Björklund

{"title":"Meaning-making in fifth-graders’ multimodal texts","authors":"Sofia Jusslin, Ulrik Magnusson, Katarina Rejman, R. Heilä-Ylikallio, S. Björklund","doi":"10.47862/apples.99133","DOIUrl":"https://doi.org/10.47862/apples.99133","url":null,"abstract":"Despite a growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops a vocabulary to approach multimodal texts in teaching. This study answers this call by presenting an analysis that adds to the field of multimodal writing research, and thus furthers the knowledge of different semiotic potentials of modes in student-produced texts. Drawing on a social semiotic approach to multimodality, a total of 299 texts, written by fifth-grade students from three schools in Sweden and Finland, are analyzed. The aim is to explore semiotic modes used in the student-produced written texts. The guiding research questions are: (1) What modes are used in the texts, and (2) what meanings are realized through the different modes in the texts. Results showed that six different modes were used to realize meanings in five categories: create representative meaning; visualize phenomena and assignments; foreground important areas; design the text; and decorate the paper. These categories offer a vocabulary that can describe semiotic potentials of the modes and how they realize different meanings in multimodal texts. Such a vocabulary can aid teachers in cultivating, supporting, and assessing students’ multimodal writings that contain multiple modes. From these results, we suggest that acknowledging the diversity of the modes and their meanings in student texts can help raise the awareness of how students also make meaning in modes beyond writing and image.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134132988","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

Measuring syntactic complexity in learner Finnish 芬兰语学习者句法复杂性的测量

Apples - Journal of Applied Language Studies Pub Date : 2020-10-19 DOI: 10.47862/apples.99134

Taina Mylläri

引用次数: 1

Normativity in English oral production in Finland and Japan 芬兰和日本英语口语制作中的规范性

Apples - Journal of Applied Language Studies Pub Date : 2020-10-19 DOI: 10.47862/APPLES.99132

Henna Paakki

引用次数: 2

Suomen kielen käyttämiseen liittyvät tunteet, käsitykset ja toimijuus - Finnish language users’ emotions, beliefs and agency

Apples - Journal of Applied Language Studies Pub Date : 2019-06-25 DOI: 10.17011/apples/urn.201910224568

Mia Scotson

{"title":"Suomen kielen käyttämiseen liittyvät tunteet, käsitykset ja toimijuus - Finnish language users’ emotions, beliefs and agency","authors":"Mia Scotson","doi":"10.17011/apples/urn.201910224568","DOIUrl":"https://doi.org/10.17011/apples/urn.201910224568","url":null,"abstract":"Tässä artikkelissa tarkastelen sosiokulttuurisen teorian näkökulmasta kahden korkeakoulutetun suomen kielen käyttäjän kielenoppimiseen ja kielen käyttämiseen liittyviä tunteita sekä sitä, miten tunteet ja käsitykset kytkeytyvät heidän toimijuuteensa kielenkäyttäjinä. Selvitän myös, millaisia muutoksia tunteissa, käsityksissä ja toimijuudessa on havaittavissa vuoden kuluessa. Pitkittäistutkimuksen aineisto koostuu pääasiassa haastatteluista, jotka on toteutettu aikuisten maahanmuuttajien kotoutumiskoulutuksen loppupuolella ja vuoden kuluttua koulutuksen päättymisestä. Kotoutumiskoulutuksen lopussa avainosallistujat kokivat kieliahdistukselle tyypillisiä tunteita ennen kaikkea suullisissa vuorovaikutustilanteissa informaalissa oppimisympäristössä. Tunteisiin kytkeytyivät osallistujien käsitykset itsestä, omasta kielitaidosta, kielenoppimisesta sekä puhe-kumppanista. Vuorovaikutusta vaikeutti erityisesti virheiden tekemisen pelko. Negatiiviset tunteet ja käsitykset rajoittivat osallistujien suomen kielen käyttäjän toimijuutta siten, että kotoutumiskoulutuksen lopussa osallistujat eivät hyödyntäneet ympäristönsä tarjoamia oppimismahdollisuuksia, vaan käyttivät mieluummin englantia vuorovaikutuksessa. Vuoden kuluessa kotoutumiskoulutuksen päättymisestä osal-listujien toimijuus suomen kielen käyttäjänä kehittyi eri suuntiin.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125908170","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

Foreign language anxiety 外语焦虑

Apples - Journal of Applied Language Studies Pub Date : 2019-03-19 DOI: 10.17011/APPLES/URN.201902191584

M. Nilsson

{"title":"Foreign language anxiety","authors":"M. Nilsson","doi":"10.17011/APPLES/URN.201902191584","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201902191584","url":null,"abstract":"Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122563553","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: 9

Sylvén, L. K. (2019). Investigating Content and Language Integrated Learning. Insights from Swedish High Schools. Bristol, UK: Multilingual Matters sylv<s:1>， L. K.(2019)。调查内容和语言综合学习。来自瑞典高中的见解。英国布里斯托尔:多语言事务

Apples - Journal of Applied Language Studies Pub Date : 2019-03-19 DOI: 10.17011/APPLES/URN.201905092525

Sotiria Pappa

引用次数: 2

The context of second foreign languages in Swedish secondary schools 瑞典中学第二外语教学的语境

Apples - Journal of Applied Language Studies Pub Date : 2019-03-02 DOI: 10.17011/APPLES/URN.201903011688

J. Granfeldt, Susan Sayehli, Malin Ågren

引用次数: 6

Teaching speaking 教学口语

Apples - Journal of Applied Language Studies Pub Date : 2019-02-19 DOI: 10.17011/apples/urn.201903011691

Heini-Marja Pakula

{"title":"Teaching speaking","authors":"Heini-Marja Pakula","doi":"10.17011/apples/urn.201903011691","DOIUrl":"https://doi.org/10.17011/apples/urn.201903011691","url":null,"abstract":"To be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? and 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123787574","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: 2

Learning French in the UK setting 在英国学习法语

Apples - Journal of Applied Language Studies Pub Date : 2019-01-22 DOI: 10.17011/APPLES/URN.201903011690

R. Mitchell, F. Myles

引用次数: 8

Can Do and Cannot Do 能做和不能做

Apples - Journal of Applied Language Studies Pub Date : 2018-07-08 DOI: 10.17011/APPLES/URN.201809144127

R. Baldwin, B. Apelgren

引用次数: 2