JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第7页

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}

引用次数: 0

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

引用次数: 0

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

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

3区文学

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}

引用次数: 0

Forthcoming in The Modern Language Journal, 109 (Supplement 2025) 即将发表于《现代语言杂志》，109（增刊 2025）

3区文学

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

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-08-28 DOI: 10.1111/modl.12955

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