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3区文学

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}

引用次数: 0

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}

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(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education (身份的（重新）构建和（重新）协商：中学后语言教师和社会正义教育案例研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-16 DOI: 10.1111/modl.12948

Kate Paesani, Lauren Goodspeed, Mandy Menke, Helena Ruf

{"title":"(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education","authors":"Kate Paesani, Lauren Goodspeed, Mandy Menke, Helena Ruf","doi":"10.1111/modl.12948","DOIUrl":"https://doi.org/10.1111/modl.12948","url":null,"abstract":"This study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How do experienced postsecondary language teachers (re)construct and (re)negotiate their identities while developing social justice teaching materials? Findings, based on multicycle descriptive coding, reveal that participants’ past experiences, personal values, feelings of self‐doubt, and positionality as content‐based language teachers influenced their language teacher identity, as did tensions within and across three activity systems: the curriculum development project, classroom teaching, and the coordination of multisection courses. These findings have important implications for teacher professional development and community building related to social justice in language education.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141631636","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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Literature and second language vocabulary learning: The role of text type and teaching approach 文学与第二语言词汇学习：文本类型和教学方法的作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-05 DOI: 10.1111/modl.12946

Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, Heike Krüsemann

{"title":"Literature and second language vocabulary learning: The role of text type and teaching approach","authors":"Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, Heike Krüsemann","doi":"10.1111/modl.12946","DOIUrl":"https://doi.org/10.1111/modl.12946","url":null,"abstract":"This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative, respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners’ personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre‐ and posttest: meaning recall of vocabulary contained in the texts, and learners’ general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141553392","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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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-17 DOI: 10.1111/modl.12934

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-17 DOI: 10.1111/modl.12935

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