JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第2页

Explanations for language choice in the social context of the L2 classroom 在第二语言课堂的社会背景下对语言选择的解释

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-10-26 DOI: 10.1111/modl.12960

Ulrikke Rindal

{"title":"Explanations for language choice in the social context of the L2 classroom","authors":"Ulrikke Rindal","doi":"10.1111/modl.12960","DOIUrl":"https://doi.org/10.1111/modl.12960","url":null,"abstract":"The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the beliefs of teachers and students from two cases of Norwegian use during English lessons, applying video‐stimulated recall in semistructured interviews to elicit reflections about observed language choices in concrete classroom interactions. The findings revealed the complexity of factors influencing language choice in the L2 classroom. First, although teachers agreed on a mainly English ideal, competing beliefs led to varying instructional practices. Second, monolingual ideals were stronger among the students in comparison with their teachers, but these ideals operated alongside an affective dimension of language choice in interactions with the teacher and group work with peers. The study demonstrates how teacher and student beliefs are influenced by macro‐level sociopolitical discourses about multilingualism and indicates that language choice is influenced by such beliefs in combination with more temporary stances and roles.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490874","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}

引用次数: 0

The effectiveness of cognitive linguistics‐inspired language pedagogies: A systematic review 认知语言学启发的语言教学法的有效性：系统回顾

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-10-24 DOI: 10.1111/modl.12959

Dilin Liu, Jie Qin

{"title":"The effectiveness of cognitive linguistics‐inspired language pedagogies: A systematic review","authors":"Dilin Liu, Jie Qin","doi":"10.1111/modl.12959","DOIUrl":"https://doi.org/10.1111/modl.12959","url":null,"abstract":"This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics‐inspired language pedagogies (CL‐ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding, and analysis. Then, besides noting a sharp increase of research on CL‐ILPs in the past 20 years, the review presents four main findings: (a) While various language features have been taught in CL‐ILPs, the teaching targets of CL‐ILPs have been mainly low‐schematic constructions, such as phrasal verbs and prepositions, but a few recent studies have explored the teaching of clause‐ or sentence‐level structures including conditional clauses, (b) conceptual metaphor, cognitive grammar, construction grammar, and cognitive semantics have been the main guiding cognitive linguistics theories applied in language teaching, and the hallmark teaching practices of CL‐ILPs include the use of technology‐supported or technology‐delivered visuals, schemas, and diagrams; embodied activities; and group and/or pair work, (c) methodologies used in CL‐ILP research have become increasingly sophisticated, and (d) CL‐ILPs have been found to be effective in 93.5% (i.e., 58) of the 62 reviewed studies covering learners of different age groups, first languages, and learning contexts. These findings are discussed to uncover insights concerning CL‐ILP research. Pedagogical implications and future research directions are also discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490843","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}

引用次数: 0

A small lens on timescales and multimodality in classroom language learning emotions 课堂语言学习情感中的时标和多模态小视角

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-10-21 DOI: 10.1111/modl.12957

Richard J. Sampson

{"title":"A small lens on timescales and multimodality in classroom language learning emotions","authors":"Richard J. Sampson","doi":"10.1111/modl.12957","DOIUrl":"https://doi.org/10.1111/modl.12957","url":null,"abstract":"Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article draws on data from an L+ discussion activity. Via the activity, the practitioner–researcher identified an emotional outcome of interest and examined the historical buildup to this phenomenon. A narrative of the research process applied aims to illustrate the ways in which multimodal analysis and interrogation of psychological timescales might illuminate intersections between the social and individual. Rather than delineating a complete description of the research, the article strives to intimate possibilities and stimulate more nuanced, situated, and dynamic empirical work into the emergence of emotions in instructed L+ learning. While not the primary focus, some of the teleological (functional) aspects of emotions and emotional expression are also unearthed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486706","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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Forthcoming in The Modern Language Journal, 109 (Supplement 2025) 即将发表于《现代语言杂志》，109（增刊 2025）

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-10-04 DOI: 10.1111/modl.12958

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Triangulating learner corpus and online experimental data: Evidence from gender agreement and relative clauses in L2 Greek 学习者语料库和在线实验数据的三角分析：第二语言希腊语中性别一致和相对从句的证据

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-08-30 DOI: 10.1111/modl.12951

Despina Papadopoulou, Nikolaos Amvrazis, Gerakini Douka, Alexandros Tantos

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Issue Information ‐ TOC 发行信息 - TOC

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-08-28 DOI: 10.1111/modl.12955

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Issue Information ‐ Copyright Page 发行信息 - 版权页

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-08-28 DOI: 10.1111/modl.12956

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Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives 第二语言课堂口语任务中的情绪和情绪调节：一项结合特异动力和定量视角的混合方法研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-08-05 DOI: 10.1111/modl.12950

Jakub Bielak, Anna Mystkowska‐Wiertelak

{"title":"Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives","authors":"Jakub Bielak, Anna Mystkowska‐Wiertelak","doi":"10.1111/modl.12950","DOIUrl":"https://doi.org/10.1111/modl.12950","url":null,"abstract":"This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants registered their emotion ratings per second. In stimulated‐recall interviews, they revealed the causes of emotional intensity fluctuations and ER strategies used to manage the emotions. Additionally, the adapted Cognitive Emotion Regulation Questionnaire was used to collect quantitative data from a larger same‐population sample (N = 103). The major high ecological validity results concerned (a) the highly individual patterns of emotional intensity fluctuations, with FLA fluctuating more than FLE, (b) the common triggers and mitigators of FLA and FLE—including specific errors, performance deficits, and message‐conceptualization problems—and FLE triggers and mitigators related to its social aspect, (c) the varying degrees of the relationship between FLE and FLA, which depends on communication dynamics, and (d) a range of ER strategies, including their chains (sequences) and clusters (co‐occurrence), with a special focus on the most common category—namely, cognitive ER, some types of which emerged as automatic ER processes.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141895271","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}

引用次数: 0

Improving self‐regulated learning of speaking skills in foreign languages 提高外语口语技能的自我调节学习能力

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-31 DOI: 10.1111/modl.12953

Esther De Vrind, Fred J. J. M. Janssen, Jan H. Van Driel, Nivja H. De Jong

{"title":"Improving self‐regulated learning of speaking skills in foreign languages","authors":"Esther De Vrind, Fred J. J. M. Janssen, Jan H. Van Driel, Nivja H. De Jong","doi":"10.1111/modl.12953","DOIUrl":"https://doi.org/10.1111/modl.12953","url":null,"abstract":"In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes occurred in students’ self‐regulation of their speaking skills and to what extent students perceived the self‐evaluation procedure as motivating and adaptive to their needs. The results showed that shifts were found in the focus of students’ diagnoses and improvement plans for their own speaking performances. It was also found that the perceived need for teachers’ assistance decreased. Moreover, students found support to be adaptive and appreciated the activities in the self‐evaluation procedure—especially producing and executing an improvement plan. In conclusion, this study contributes to the development of knowledge about guiding students’ self‐regulation of speaking skills by adding concrete design principles to realize such a learning process.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862353","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}

引用次数: 0

English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis 英语学习者对 L2 口语流利性的信念：隐喻分析的启示

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-27 DOI: 10.1111/modl.12952

Mohammad Naghavian

{"title":"English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis","authors":"Mohammad Naghavian","doi":"10.1111/modl.12952","DOIUrl":"https://doi.org/10.1111/modl.12952","url":null,"abstract":"Second language (L2) learners hold different learning beliefs that influence their interpretation of classroom experiences and their L2 learning process. Developing a thorough understanding of such beliefs is therefore imperative. This article reports the representations of Iranian English‐as‐a‐foreign‐language (EFL) learners’ beliefs about L2 speaking fluency as revealed by elicited metaphors and follow‐up interviews. A group of 24 Iranian EFL learners majoring in teaching English as a foreign language were asked to conceptualize L2 speaking fluency through metaphor. Learners’ metaphorical representations were examined using metaphor analysis and organized into eight metaphor themes through thematic analysis. The findings suggest that metaphor is a suitable tool for gaining insight into learners’ beliefs about L2 speaking fluency and capturing its complex, multifaceted nature. Various aspects were conceptualized, which revealed that learners had a deep understanding of L2 speaking fluency and could represent its multifaceted nature in the learning process. Additionally, this research sheds light on contextual factors that might contribute to learners’ beliefs. The findings fill a gap in research concerning EFL learners’ beliefs about L2 speaking fluency and have useful implications for L2 teachers, learners, and researchers.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769126","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}

引用次数: 0