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

Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage? 通过基于概念的语言教学发展英语情态的第二语言语义知识：认知语言学材料有优势吗？

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-09 DOI: 10.1111/modl.70033

Helen Zhao, James P. Lantolf

{"title":"Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?","authors":"Helen Zhao, James P. Lantolf","doi":"10.1111/modl.70033","DOIUrl":"https://doi.org/10.1111/modl.70033","url":null,"abstract":"This study investigates the pedagogical impact of integrating cognitive linguistics (CL) into concept‐based language instruction (C‐BLI) for teaching English modal verbs. Eighty‐nine Mandarin‐speaking university learners were assigned to one of three instructional conditions: C‐BLI with CL‐based conceptualizations (C‐BLI‐CL), C‐BLI with non‐CL functional grammar explanations (C‐BLI‐nonCL), and traditional definition‐based instruction (control). All groups completed pre‐, post‐, and delayed post‐tests measuring conceptual languaging and cloze‐based modal accuracy. Results showed that both C‐BLI groups outperformed the control group, but the C‐BLI‐CL group demonstrated significantly higher gains in meaningful and systematic languaging, as well as sustained accuracy in modal usage over time. In contrast, the C‐BLI‐nonCL group showed greater verbal explicability but experienced an accuracy decline at the delayed post‐test. The findings support the compatibility of CL and C‐BLI in promoting durable L2 development and suggest that instructional design grounded in conceptual coherence facilitates deeper learning. Implications are discussed for advancing meaning‐oriented grammar pedagogy through concept‐based and cognitively informed approaches.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146017","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

Introduction to responses to Lantolf, Poehner, and Rieker's (2025) “Crisis! Commentary on 'synergies' in second language acquisition and teaching (SLA/T) and how the field may advance” (a response to Atkinson, Michel, and Ribeiro (Eds.) (2025) MLJ special issue: “Synergies in second language acquisition and teaching (SLA/T)”) 对兰托夫、波纳和里克（2025）《危机！评论第二语言习得和教学中的“协同效应”（SLA/T）以及该领域如何发展”（对阿特金森，米歇尔和里贝罗（主编）的回应）（2025） MLJ特刊：《第二语言习得与教学中的协同效应》

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-05 DOI: 10.1111/modl.70042

Marije Michel, Dwight Atkinson

引用次数: 0

On the need of pluralism and common ground in SLA 论二语习得的多元性和共同性

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-05 DOI: 10.1111/modl.70043

Simona Pekarek Doehler, Steven L. Thorne, Søren W. Eskildsen, Marije C. Michel

引用次数: 0

Advocating theoretical plurality and methodological flexibility toward humanistic synergy in SLA/T research: A response to Lantolf, Poehner, and Rieker (2025) 在SLA/T研究中倡导人文协同的理论多元性和方法灵活性：对Lantolf、Poehner和Rieker（2025）的回应

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-31 DOI: 10.1111/modl.70041

Yongyan Zheng, Miyuki Sasaki, Xuesong Gao

引用次数: 0

The effect of multimodal input on L2 learners' reading comprehension: A preregistered eye‐tracking study 多模态输入对二语学习者阅读理解的影响：一项预注册眼动追踪研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-20 DOI: 10.1111/modl.70023

Tetiana Tytko, Bronson Hui, Nick B. Pandža

{"title":"The effect of multimodal input on L2 learners' reading comprehension: A preregistered eye‐tracking study","authors":"Tetiana Tytko, Bronson Hui, Nick B. Pandža","doi":"10.1111/modl.70023","DOIUrl":"https://doi.org/10.1111/modl.70023","url":null,"abstract":"Multimodal materials (e.g., written text supplemented by images and/or audio) are commonplace in language classrooms. While they have been consistently shown to be beneficial for vocabulary acquisition, the efficacy of multimodal input in scaffolding text comprehension is less clear. Conflicting findings have also been reported in terms of the relationship between comprehension and attention to pictures as measured by eye tracking. In this preregistered study, we provide further empirical evidence to this research base by testing a new population, adult beginners, and by including a reading‐only, no‐image condition as the baseline. In a counterbalanced within‐subject design, 65 learners of Spanish were exposed to different parts of a story on an eye tracker under three experimental conditions: reading only (RO), reading + image (RI), and reading + image + audio (RIA). Results revealed that comprehension was higher in the RIA and RI than in the RO condition, indicative of the usefulness of the audio and/or the image. The number of looks at the images was higher in the RIA condition, confirming that the audio allowed readers to attend to the pictorial information provided. Attention to the image, however, positively predicted comprehension scores only for the RIA condition.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006000","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

Defying the odds: Exceptional heritage language maintenance among Chinese‐Australian children 不顾困难：澳大利亚华裔儿童对传统语言的特殊维护

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-20 DOI: 10.1111/modl.70035

Yining Wang, Jian Wang

{"title":"Defying the odds: Exceptional heritage language maintenance among Chinese‐Australian children","authors":"Yining Wang, Jian Wang","doi":"10.1111/modl.70035","DOIUrl":"https://doi.org/10.1111/modl.70035","url":null,"abstract":"This study explores how Chinese‐Australian families defy systemic pressures toward English monolingualism to achieve exceptional heritage language maintenance (HLM). Through a tripartite Family Language Policy (FLP) framework—ideologies, management and practices—the research examines three ‘positive deviant’ children who sustain high‐level Chinese proficiency in Australia. The research, conducted between 2017 and 2020, employs a qualitative approach through interviews, conversations, observations and documentation of literacy resources to explore the children's linguistic adjustment, bilingual practices, HL learning, socialization and proficiency. Findings highlight the interplay of deliberate FLP, child agency and transnational resource mobilization in achieving exceptional HLM. By centring rare successes, this research shifts discourse from HL attrition to resilience, offering actionable insights for families and policymakers navigating bilingualism in host sociolinguistic climates. However, findings also reveal systemic barriers and class disparities that perpetuate linguistic marginalization, fostering elite bilingualism accessible primarily to privileged families. It calls for educational reforms valuing multilingualism and redistributive policies to support diverse diasporic communities.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146005999","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

Situating identity‐based motivation theory in second language acquisition: Foundations, comparisons, and implications 第二语言习得中基于身份的动机理论：基础、比较和启示

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-19 DOI: 10.1111/modl.70032

Sophia Strietholt

引用次数: 0

A nuclear families word list for French 法语的核心家庭单词表

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-14 DOI: 10.1111/modl.70021

Thomas Cobb, Christina Lindqvist, Mårten Ramnäs

{"title":"A nuclear families word list for French","authors":"Thomas Cobb, Christina Lindqvist, Mårten Ramnäs","doi":"10.1111/modl.70021","DOIUrl":"https://doi.org/10.1111/modl.70021","url":null,"abstract":"This between‐languages replication study relates the development and testing of a nuclear, families‐based, pedagogical word list for French as was previously done for English. A word family includes base and inflected words (or lemmas) plus derivations. A nuclear family is reduced to the most frequent of these, with less frequent members set aside according to a frequency criterion. Such a list is needed in French because existing French word lists are impractically large in size yet insufficient in coverage and being lemma based obscure the relationship between base, inflected, and derived words. The base list for nuclearization in French was created through a process of finding, fleshing out, and familizing a lemma list. The resulting base list is 3000 word families (25,141 word types) with 96%–98% coverage across a range of text types, in itself unique in French pedagogy. Nuclearizing the base list involved deriving one or more sublists from the base list through two user choices, a corpus representing a particular topic of interest or level of study and a frequency criterion within that corpus for inclusion of base list word types. The resulting nuclear list is 2,871 families in 10,458 word types with ∼90% coverage in texts potentially used in reading instruction.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145968406","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

Teachers promoting advocacy through social justice English language education: A collaborative action research study 教师倡导社会正义英语教育：一项合作行动研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-13 DOI: 10.1111/modl.70034

Darío Luis Banegas, María Gimena San Martín, Fabiana Sacchi, Melina Porto

{"title":"Teachers promoting advocacy through social justice English language education: A collaborative action research study","authors":"Darío Luis Banegas, María Gimena San Martín, Fabiana Sacchi, Melina Porto","doi":"10.1111/modl.70034","DOIUrl":"https://doi.org/10.1111/modl.70034","url":null,"abstract":"This article reports on a 2‐year collaborative action research project carried out in 2022–2023, which investigated the intersection of social justice and advocacy in English language teaching. The aim was to describe how English as a foreign language (EFL) teachers working at state secondary schools in two Argentinian cities harnessed their agency to mobilise advocacy among their secondary school students. Theoretically grounded in social justice language education, advocacy in language education, and teacher agency, participants were seven in‐service EFL teachers, five pre‐service teachers, and 220 secondary school students, of whom 30 were adult learners. Research instruments comprised open‐ended questionnaires, teaching artefacts, lesson plans, classroom observations and interviews. Reflective thematic analysis was used. Findings indicate that the teachers enacted a set of principles as their identity as advocates for social justice through situated pedagogical practices: (a) teachers’ reflexivity, (b) shift from a focus‐on‐form teaching approach to critical approaches to language teaching, (c) localisation, (d) social responsibility and action cultivation and (e) synergy between teachers’ and students’ agency. Teacher agency, mobilised through reflection and action, became a driving force and an organising device. Implications for language teacher education for social justice and advocacy are considered.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145954984","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

“ They is me!”: Redefining “traditional” students through narratives of Black world language teachers “他们就是我！”：通过黑人世界语言教师的叙述重新定义“传统”学生

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-01-13 DOI: 10.1111/modl.70028

Tasha Austin, Aminah Raysor, Dawnavyn James

引用次数: 0