JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第5页

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}

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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

Spoken word choreographies in additional language learning practices in upper secondary school: Entanglements between languaging‐and‐dancing 高中额外语言学习实践中的口语编排：语言与舞蹈之间的纠葛

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-27 DOI: 10.1111/modl.12949

Sofia Jusslin, Lotta Kaarla, Kaisa Korpinen, Niina Lilja

{"title":"Spoken word choreographies in additional language learning practices in upper secondary school: Entanglements between languaging‐and‐dancing","authors":"Sofia Jusslin, Lotta Kaarla, Kaisa Korpinen, Niina Lilja","doi":"10.1111/modl.12949","DOIUrl":"https://doi.org/10.1111/modl.12949","url":null,"abstract":"There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies—that combine dance and the learning of Swedish as an additional language at a Finnish upper secondary school. The study engages with new materialist theories to understand languaging as an activity and relational, embodied, and material processes. Using diffractive analysis with comics‐based research strategies, the analysis suggests that languaging‐and‐dancing become entangled through four doings: exploring, re‐working, co‐creating, and negotiating‐and‐switching. The spoken word choreographies offer a potentially valuable way to teach language in their move beyond students’ potential restrictions of vocabulary, structure, and grammar in the language to emphasize playfulness and creative explorations as part of language‐learning processes. In conclusion, the study proposes that dancing and spoken word, and the combination thereof, bring specific qualities to creating smooth languaging spaces that embrace wild, playful, creative, and unpredictable forces and movements in language‐learning practices.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769138","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

Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person 奋斗与坚韧的故事：通过历史考察两位西班牙教师的亲身经历

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-19 DOI: 10.1111/modl.12947

Kristin J. Davin, Richard Donato

{"title":"Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person","authors":"Kristin J. Davin, Richard Donato","doi":"10.1111/modl.12947","DOIUrl":"https://doi.org/10.1111/modl.12947","url":null,"abstract":"The purpose of this study was to examine the career trajectories of two teachers in the United States and their decision to leave teaching Spanish. Data for the study emerged from the teachers’ narratives about their school‐based experiences and the consequences of those experiences on their decisions to reorient their work in the educational community. We adopted the theoretical framework of history in person to analyze the interactions between the teachers’ own personal histories with the histories of the institutions in which they taught. Data collection began during the two teachers’ student‐teaching semester and continued for 5 years after their initial induction into the language teaching profession and included interviews and email communications. The context was North Carolina, a state experiencing a severe teacher shortage and conflicts regarding teacher compensation. Findings highlight the challenges these teachers faced and how their interactions with historically institutionalized struggles were consequential to their professional futures. Implications for research, policy, and teacher preparation are discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730569","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