English Teaching and Learning最新文献

在大學英語寫作教學中使用谷歌翻譯來提升跨語言認識及自主學習能力在大学英语写作教学中使用谷歌翻译来提升跨语言认识及自主学习能力

English Teaching and Learning Pub Date : 2023-11-09 DOI: 10.1007/s42321-023-00161-w

Fay Chen, Wenli Tsou

引用次数: 0

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety 计算机辅助发音训练对英语学习者使用超音段特征和外语口语焦虑的影响

English Teaching and Learning Pub Date : 2023-11-07 DOI: 10.1007/s42321-023-00159-4

Nima Almasifar, Farrokhlagha Heidari

引用次数: 0

Fading in Teacher-Learner Scaffolding Interactions: a Case of Novice and Experienced Language Teachers 教师-学习者脚手架互动的衰落:以初学和有经验的语言教师为例

English Teaching and Learning Pub Date : 2023-11-06 DOI: 10.1007/s42321-023-00160-x

Amir Kardoust

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英語為外語教師對師生關係之認知：來自伊朗的聲音英语为外语教师对师生关系之认知：来自伊朗的声音

English Teaching and Learning Pub Date : 2023-09-21 DOI: 10.1007/s42321-023-00158-5

Farzad Khani, Behruz Lotfi Gaskaree

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英語(L3)顯性後設認知寫作策略訓練對阿拉伯語、法語、英語三語學習者寫作成果之影響英语(L3)显性后设认知写作策略训练对阿拉伯语、法语、英语三语学习者写作成果之影响

English Teaching and Learning Pub Date : 2023-09-21 DOI: 10.1007/s42321-023-00156-7

Hassane Razkane, Adil Youssef Sayeh, Samir Diouny, Mohamed Yeou

引用次数: 0

Operationalising Pluriliteracies in a Lesson Planning Tool for Vocational CLIL Teachers 在职业CLIL教师课程规划工具中运用多元素养

English Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1007/s42321-023-00153-w

Tatjana Bacovsky-Novak

{"title":"Operationalising Pluriliteracies in a Lesson Planning Tool for Vocational CLIL Teachers","authors":"Tatjana Bacovsky-Novak","doi":"10.1007/s42321-023-00153-w","DOIUrl":"https://doi.org/10.1007/s42321-023-00153-w","url":null,"abstract":"Abstract Whilst researchers agree that the integration of content and language goals is the operative principle behind any successful CLIL programme, there is an ongoing debate over how we can best conceptualise this integration for practical use. A promising way of integrating content and language goals in CLIL teaching is foregrounding the subject/pluriliteracies skills relevant to the respective CLIL subjects, and using them as a guide to offer targeted language support and multimodal scaffolding measures. Yet the content teachers typically involved in CLIL programmes in Austria are seldom trained in subject literacy education or foreign language teaching methodology, which makes the task of translating a content and language integrated model into CLIL practice especially demanding. This becomes even more challenging at Austrian technical colleges, where CLIL programmes typically focus on highly specialised technical content subjects in which cognitive demand is high in terms of both content and language. To support teachers at technical colleges in implementing an integrated CLIL model, this project aims at developing a CLIL lesson planning tool that operationalises subject literacy for the context of technical colleges. Following a design-based research (DBR) approach, the tool is designed in collaboration with two novice CLIL teachers and tested in their respective subjects recycling technology and control engineering. Both the process and the outcome of this project offer new insights into CLIL lesson planning and vocational CLIL in general. The lesson planning tool itself holds the potential to improve CLIL practice in the often-neglected context of vocational CLIL, thus bridging the gap between theory and practice.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428116","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

英語在臺灣語言維護中的角色：是危機還是轉機？英语在台湾语言维护中的角色：是危机还是转机？

English Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1007/s42321-023-00149-6

Chia-Ying Yang

{"title":"英語在臺灣語言維護中的角色：是危機還是轉機？","authors":"Chia-Ying Yang","doi":"10.1007/s42321-023-00149-6","DOIUrl":"https://doi.org/10.1007/s42321-023-00149-6","url":null,"abstract":"Abstract This study explores localized language education—Daighi—in the plurilingual context of Taiwan focusing on the potential role that English might play in Daighi education, through a pluriliteracies lens. Research suggests that English is perceived as a threat to local languages like Daighi (Hong, 2002; Yang, 2020). However, this study proposes rethinking English as a resource that not only helps the maintenance of Daighi but also provides a potential opportunity to develop literacies across both languages. Twenty primary school Daighi teachers were interviewed with classroom observations as supplementary data. The research questions explore the role of English in Daighi classrooms: how it is perceived by Daighi teachers and used in practice. The findings indicate that English is seen as an important language that links to internationalization; in terms of English use in practice, it was observed that Daighi teachers draw on English as a resource to communicate, teach grammar, spelling, and pronunciation. English can therefore be (re)conceptualized as an important resource in Daighi learning and teaching. This calls for further research to explore the potential that a pluriliteracies approach may bring in order to benefit both languages and bridge threatened language learning and teaching through English, specifically in a plurilingual community such as Taiwan.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427857","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

Young Migrants’ Pluriliteracies Practices in an After-School Program in South Korea 韩国青年移民课外项目的多元文化实践

English Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1007/s42321-023-00150-z

Jinsil Jang

引用次数: 0

Multiliteracies-Enhanced Practices as Empowerment Pedagogy for Teaching Transnational English Language Learners in a CLIL-Based EAP Course in Canada 加拿大基于clil的EAP课程中，多元读写能力强化实践作为赋权教学法对跨国英语学习者的教学

English Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1007/s42321-023-00154-9

Heejin Song, Olga Makinina, Jacqueline Ng

引用次数: 0

CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups CLIL学生在非课程话题上的学术语言表现:高接触组与低接触组的比较

English Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1007/s42321-023-00151-y

Ana Llinares, Nashwa Nashaat-Sobhy

{"title":"CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups","authors":"Ana Llinares, Nashwa Nashaat-Sobhy","doi":"10.1007/s42321-023-00151-y","DOIUrl":"https://doi.org/10.1007/s42321-023-00151-y","url":null,"abstract":"Abstract In Content and Language Integrated Learning (CLIL) contexts, when students are prompted to express content in a second language, they are expected to draw on their knowledge of the topic at hand and use linguistic resources they have learnt implicitly or explicitly in the content and/or language class. In some CLIL programs, while some students study academic subjects like history in the L2, other students study fewer and more practical subjects such as art. This is the case with high-exposure (HE) and low-exposure (LE) groups, respectively, in the Madrid bilingual secondary school programs. Thus, HE students are expected to perform better in the expression of academic content in the L2, but it is not clear if this is also the case when prompted to write about a topic that is not part of their curriculum. In this study, we compare the texts written by groups of CLIL students with different degrees of exposure to English (HE and LE) in response to a prompt on the Women’s Movement (Feminism) eliciting Cognitive Discourse Functions, such as defining or evaluating, among others. The aim of the study was to compare how HE and LE students make specialist-knowledge claims and use their voices in this topic, which they have not been instructed in, across different CDFs. Results show differences both across groups (HE and LE) and across CDFs, showing an advantage for knowledge transfer in the HE group.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687305","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