JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献

Issue Information ‐ Copyright Page 发行信息‐版权页

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-12-07 DOI: 10.1111/modl.12970

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Issue Information ‐ TOC 发布信息‐TOC

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-12-07 DOI: 10.1111/modl.12969

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First and second language use in an early total one‐way Chinese immersion classroom 第一语言和第二语言在早期全单向汉语浸入式课堂中的运用

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-28 DOI: 10.1111/modl.12965

Mengying Liu, Elaine Tarone

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Social virtual reality for L2 Spanish development: Learning how to interact with others in a high‐immersion virtual space 社交虚拟现实促进西班牙语第二语言的发展：学习如何在高沉浸度虚拟空间中与他人互动

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-26 DOI: 10.1111/modl.12968

Naoko Taguchi, Elizabeth Hanks

{"title":"Social virtual reality for L2 Spanish development: Learning how to interact with others in a high‐immersion virtual space","authors":"Naoko Taguchi, Elizabeth Hanks","doi":"10.1111/modl.12968","DOIUrl":"https://doi.org/10.1111/modl.12968","url":null,"abstract":"Research indicates that high‐immersion virtual reality (VR) has several unique affordances for language learning that contribute to learning outcomes, such as boosting learners’ confidence, engagement, and motivation. However, little is known about the extent to which VR promotes language skills, in particular learners’ verbal interaction using a second language (L2). The present study uses an intervention design to examine the impact of high‐immersion VR on L2 Spanish learners’ interactional development and perceptions of VR experience. Twenty‐six beginning‐level Spanish learners engaged in four social VR sessions over a 2‐week period. Learners’ perceptions of social VR were assessed through surveys and focus group interviews, and their changes in interaction‐involved language performance were evaluated. The results reinforce previous research in showing that learners felt a heightened sense of presence in VR and that interacting in Spanish in the immersive virtual space was more enjoyable and less nerve‐wracking than face‐to‐face conversation, albeit equally beneficial to learning. Quantitative analyses of learners’ interaction revealed significant improvement in terms of their engagement, clarity, and content appropriateness. However, participants reported that technical issues could at times limit the pedagogical usefulness of VR. These findings reinforce the use of social VR in L2 instruction and provide novel insights about performance gains and Spanish L2 pedagogy in a virtual space.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The role of individual learner differences in explicit language instruction 学习者个体差异在显性语言教学中的作用

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-18 DOI: 10.1111/modl.12963

Karen Roehr‐Brackin, Karolina Baranowska, Renato Pavlekovic, Paweł Scheffler

{"title":"The role of individual learner differences in explicit language instruction","authors":"Karen Roehr‐Brackin, Karolina Baranowska, Renato Pavlekovic, Paweł Scheffler","doi":"10.1111/modl.12963","DOIUrl":"https://doi.org/10.1111/modl.12963","url":null,"abstract":"Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional conditions: auditory inductive, written inductive, mixed inductive, and mixed deductive. International volunteers (N = 136) completed online language lessons in beginners’ Polish targeting two morphological features. Participants’ phonetic and language‐analytic abilities, level of multilingualism, and age predicted L2 achievement. A cluster analysis identified four learner profiles: high aptitude, low aptitude, memory oriented, and analytically oriented. Deductive instruction seemed to neutralise individual differences in aptitude, while ATI effects were observed in the single‐modality conditions, with auditory input favouring high‐aptitude learners and written input favouring high‐aptitude, analytically oriented, and memory‐oriented learners. We discuss the theoretical and practical import of these findings by highlighting the “capital” afforded by prior language learning experience, over and above the role of cognitive ability. In addition to the inductive–deductive contrast in explicit instruction, we emphasise the importance of input modality, which has hitherto been neglected in the field.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Index to Volume 108, 2024 第 108 卷索引，2024 年

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-11 DOI: 10.1111/modl.12966

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Memory and motivation in language revitalization practice 语言振兴实践中的记忆与动机

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-08 DOI: 10.1111/modl.12964

Allison Taylor‐Adams

{"title":"Memory and motivation in language revitalization practice","authors":"Allison Taylor‐Adams","doi":"10.1111/modl.12964","DOIUrl":"https://doi.org/10.1111/modl.12964","url":null,"abstract":"This article examines the relationship between collective memory and individual second‐language (L2) learning motivation as articulated in a qualitative research study with language revitalization practitioners. These practitioners learn and teach their languages and engage in other activities in order to bring Indigenous or ancestral languages into new use following a period of loss. In this study, 28 revitalization practitioners from eight language communities were interviewed about why they choose to learn their languages, what challenges they face, and what supports them in their practice. Interviews were first analyzed using inductive thematic analysis and were subsequently analyzed deductively to engage with research on the functions of autobiographical memory. Findings show how collective memories are made salient in the language revitalization experience, how individuals grapple with painful memories of what their communities and families endured as a result of colonization, and how these collective memories impact individual L2 motivation. These findings illustrate the importance of collective memory in theorizing L2 motivation in order to enhance understanding of context, dismantle overly individualistic interpretations of L2 motivation models, and open avenues for critically engaging with historical trauma and resistance.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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From the Editor: In recognition and with appreciation 编者的话

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-08 DOI: 10.1111/modl.12967

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Withdrawal 退出

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-11-01 DOI: 10.1111/modl.12962

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An asymmetrical partnership: The shifting onus of Hmong heritage language teaching from families to dual‐language programs 不对称的伙伴关系：苗族传统语言教学的责任从家庭转向双语项目

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-10-30 DOI: 10.1111/modl.12961

Lee Her

{"title":"An asymmetrical partnership: The shifting onus of Hmong heritage language teaching from families to dual‐language programs","authors":"Lee Her","doi":"10.1111/modl.12961","DOIUrl":"https://doi.org/10.1111/modl.12961","url":null,"abstract":"Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong–American families in relation to a Hmong–English dual‐language program (DLP) where their children are enrolled. Interviews, artifacts, and family‐recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their FLP. The findings reveal that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families’ more secondary role and, thus, home language practices that merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the DLP in heritage language maintenance, it was their beliefs in the value of Hmong that led to the different FLPs between the families. The article concludes with limitations and implications for schools interested in wanting to better serve their heritage language learners and families.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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