JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第3页

Navigating complexity: A critical perspective on language assessment in SLA/T 驾驭复杂性：SLA/T语言评估的批判性视角

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12978

Anastasia Drackert

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Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary 对话中的第二语言学习与教学（SLA/T）研究：共同构建共同点述评

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12971

Bimali Indrarathne

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Synergies extended 协同效应扩展

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12980

Tetyana Smotrova

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Conceptualizing identity construction in language teacher education 语文教师教育中身份建构的概念化

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-15 DOI: 10.1111/modl.12984

Darren K. LaScotte

{"title":"Conceptualizing identity construction in language teacher education","authors":"Darren K. LaScotte","doi":"10.1111/modl.12984","DOIUrl":"https://doi.org/10.1111/modl.12984","url":null,"abstract":"The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143417174","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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Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input 提高元分析质量：通过接触第二语言输入对笔记记录进行多元多水平元分析

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-11 DOI: 10.1111/modl.12985

Reza Norouzian, Zhouhan Jin, Stuart Webb

{"title":"Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input","authors":"Reza Norouzian, Zhouhan Jin, Stuart Webb","doi":"10.1111/modl.12985","DOIUrl":"https://doi.org/10.1111/modl.12985","url":null,"abstract":"Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhancing the accessibility of findings by using percentages. This reproducible study (https://rnorouzian.github.io/m/p.html) employed a 3M approach and used the (M)UTOS framework to examine the effect of note‐taking on learning through exposure to L2 input. Retrieving 55 effect sizes from 27 studies, the 3M approach found that there was at least a 63% likelihood for note‐taking treatments to produce a meaningfully positive benefit (≥0.2 gain on the effect‐size scale) on learning outcomes and revealed that the type of note‐taking treatment, measurement type, input mode, and learners’ proficiency levels were particularly influential.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143393452","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, 2 《现代语言学报》第109卷第2期

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-11 DOI: 10.1111/modl.12993

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Congratulations to the NFMLTA/MLJ Award and Grant Recipients 祝贺NFMLTA/MLJ奖和奖助金获得者

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-11 DOI: 10.1111/modl.12992

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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 : 2024-12-07 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

3区文学

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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