JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第4页

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}

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

3区文学

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

3区文学

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

3区文学

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

引用次数: 0

Withdrawal 退出

3区文学

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}

引用次数: 0

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