Apples - Journal of Applied Language Studies最新文献_第8页

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201907163639

C. Kristoffersen

引用次数: 0

Beliefs about oral corrective feedback in an Argentinean EFL university classroom 阿根廷大学英语课堂对口头纠正反馈的看法

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/apples/urn.201907063591

Adelina Sánchez Centeno, Silvana Yanina Ponce

{"title":"Beliefs about oral corrective feedback in an Argentinean EFL university classroom","authors":"Adelina Sánchez Centeno, Silvana Yanina Ponce","doi":"10.17011/apples/urn.201907063591","DOIUrl":"https://doi.org/10.17011/apples/urn.201907063591","url":null,"abstract":"Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students’ emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher’s classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher’s beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132883410","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: 3

The monolingual habitus of German society challenging the interests of an autochthonous minority language 德国社会的单语习惯挑战了本土少数民族语言的利益

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/apples/urn.201909124143

H. F. Marten, Maris Saagpakk

引用次数: 0

Assessing interactional skills in a paired speaking test 在配对口语测试中评估互动技能

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201903011694

Linda Borger

{"title":"Assessing interactional skills in a paired speaking test","authors":"Linda Borger","doi":"10.17011/APPLES/URN.201903011694","DOIUrl":"https://doi.org/10.17011/APPLES/URN.201903011694","url":null,"abstract":"The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard to the co-constructed nature of IC, making investigations into raters’ perceptions of the construct essential to inform test score interpretation. This qualitative study explores features of IC that raters attended to as they evaluated performances in a paired speaking test, part of a Swedish national test of English as a Foreign Language (EFL). Two groups of raters, 17 EFL teachers from Sweden, using national standards based on the Common European Framework of Reference for Languages (CEFR), and 14 raters from Finland and Spain, using CEFR scales, rated six audio-recorded paired performances, and provided written comments to explain their scores and account for salient features. The findings of the content analysis indicate that raters attended to three main interactional resources: topic development moves, turn-taking management, and interactive listening strategies. As part of the decision-making process, raters also considered the impact of test-takers’ interactional roles and how candidates’ performances were interrelated. In the paper, interaction strategies that were perceived as more or less successful by raters are highlighted. The findings have implications for our understanding of raters’ operationalization of IC in the context of paired speaking tests, and for the development of rating scales and guidelines that reflect the social dimensions of the construct.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124185695","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: 12

Developing and using tasks for the assessment of speaking 开发和使用任务来评估口语

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201903011693

Neus Figueras

引用次数: 0

Theoretical approaches and frameworks to language maintenance and shift research 语言维持与转换研究的理论方法与框架

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.17011/APPLES/URN.201903051738

Ayman Tawalbeh

引用次数: 4

Three perspectives on the role of teacher beliefs in the language classroom 教师信念在语言课堂中的作用的三个视角

Apples - Journal of Applied Language Studies Pub Date : 1900-01-01 DOI: 10.47862/apples.103078

Line Krogager Andersen

{"title":"Three perspectives on the role of teacher beliefs in the language classroom","authors":"Line Krogager Andersen","doi":"10.47862/apples.103078","DOIUrl":"https://doi.org/10.47862/apples.103078","url":null,"abstract":"This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows that the combination of the different perspectives on teacher beliefs allows for a meaningful interpretation of the relationship between teacher beliefs and teaching practice, that the two teachers’ beliefs about language learning and teaching play an important role in their transformation of teaching plans to teaching practice and that their different practices lead to different language learning affordances in the two classrooms. The article concludes by suggesting that the interplay between teaching activities, students’ engagement and teacher beliefs may be a fruitful place of inquiry for future research.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700820","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