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

Synergies extended

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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

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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

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

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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

3区文学

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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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

3区文学

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

3区文学

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}

引用次数: 0