Chinese Journal of Applied Linguistics最新文献_第2页

Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study 在自我调节的翻转课堂中发展 EFL 学习者的关联词知识：混合方法研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-04-11 DOI: 10.1515/cjal-2023-0405

Is’haaq Akbarian, Fatemeh Elyasi

{"title":"Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study","authors":"Is’haaq Akbarian, Fatemeh Elyasi","doi":"10.1515/cjal-2023-0405","DOIUrl":"https://doi.org/10.1515/cjal-2023-0405","url":null,"abstract":"This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"147 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward Teaching Innovatively: L2 Teachers’ Belief Change and Development 走向创新教学：中级语文教师的信念转变与发展

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-04-11 DOI: 10.1515/cjal-2023-0408

Chaochang Wang, Li-Jiuan Tsay

{"title":"Toward Teaching Innovatively: L2 Teachers’ Belief Change and Development","authors":"Chaochang Wang, Li-Jiuan Tsay","doi":"10.1515/cjal-2023-0408","DOIUrl":"https://doi.org/10.1515/cjal-2023-0408","url":null,"abstract":"Rapid technological advances and enhanced global cooperation have led to tremendous changes in access to information and new modes of communication and, hence, calls have been made for instantaneous adjustments in education (Fullan, 2007). Despite global access to internet-enhanced modes of communication and up-to-date information on all subjects – including those relating to new and effective approaches to pedagogy – traditional teacher-centered teaching prevails in many EFL contexts. This is the case even though this approach to teaching has been insufficient to address challenges in EFL teaching. This study explores how the teaching beliefs of 12 EFL teachers changed as they learned to teach innovatively and to teach with features of learner-centeredness and L2 interaction. In the context of a MA program capstone course, the teachers were introduced to the essential elements, such as learner-centeredness and L2 interaction, involved in four approaches to teaching innovatively: task-based language teaching, problem-posing, scripting and oral interpretation, and extensive reading. The data analyzed comprised the teachers’ belief reports, written reflections on teaching interactively, interview accounts, and the teacher educator’s observational notes. The results of this study revealed changes in teachers’ beliefs about innovative teaching with the aforementioned features, the influential forces bringing about the change, and teachers’ growing expertise in using and drawing on concepts in teaching practice.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"256 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation Into Learners’ Cognitive Processes in Data-Driven Learning: Case Studies of Six Learners of Chinese 数据驱动学习中学习者认知过程的调查：六名汉语学习者的案例研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-04-11 DOI: 10.1515/cjal-2023-0404

Tanjun Liu, Meilin Chen

{"title":"An Investigation Into Learners’ Cognitive Processes in Data-Driven Learning: Case Studies of Six Learners of Chinese","authors":"Tanjun Liu, Meilin Chen","doi":"10.1515/cjal-2023-0404","DOIUrl":"https://doi.org/10.1515/cjal-2023-0404","url":null,"abstract":"Data-driven learning (DDL), the direct use of corpus by learners in the second language classroom, has been shown to be effective in improving learners’ acquisition of various English linguistic items (Boulton & Cobb, 2017). However, it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other than English. This study aims to closely examine the cognitive processes of six learners of Chinese in using printed concordance-based materials to learn Chinese resultative constructions. These materials contained adapted complete concordance sentences drawn from the Lancaster Corpus for Mandarin Chinese (McEnery & Xiao, 2004). The results show that in general, learners employed various strategies when scrutinising the concordance lines, particularly cognitive strategies such as summarising and grouping. Differences among individual learners were also found: learners who used more diverse strategies with higher frequencies could successfully infer the regularities, which led to learning gains. The study provides some implications for effective teacher guidance in DDL.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"42 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Borrowing of English Inflectional Morphemes Into Chinese Newspapers 中文报纸借用英语词形变化的研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2024-04-11 DOI: 10.1515/cjal-2023-0406

Chuanbin Ni, Xiaobing Jin

{"title":"Investigating the Borrowing of English Inflectional Morphemes Into Chinese Newspapers","authors":"Chuanbin Ni, Xiaobing Jin","doi":"10.1515/cjal-2023-0406","DOIUrl":"https://doi.org/10.1515/cjal-2023-0406","url":null,"abstract":"It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–’s (possessive), –(e)s (plural), –ed (past tense, past participle), –ing (present participle), –en (past participle),–s (the 3rd person singular), –er (comparative), and –est (superlative)] into Chinese with a corpus of Chinese newspapers collected from 2005 to 2021. The findings of this study suggest a significant presence of the systematically borrowed English inflectional morphemes into Chinese newspapers in terms of borrowability. Based on the analysis of the linguistic features and frequency distribution of the borrowed morphemes into Chinese newspapers, it can be concluded that the English inflectional morphemes borrowed can be well adapted into Chinese.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese Abstracts 中文摘要

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0309

引用次数: 0

Insights From Informal Research Mentoring of Three University EFL Teachers 三位大学英语教师非正式研究性辅导的启示

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0303

Chunmei Yan, Wuming Gong, Chunyan Zou, Jun Li

引用次数: 0

A Decade of Research Into Second Language Acquisition: A State-of-the-Science Review (2009-2019) 二语习得研究十年:科学评述(2009-2019)

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0304

Huili Wang, Hanning Guo, Lianrui Yang, Brent Wolter

引用次数: 0

Chinese Learners’ Use of Translation in Learning Academic Subjects in English-Medium Instruction Context 英语教学语境下中国学习者在学术科目学习中的翻译运用

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0306

Xiaohan Zhang, Bin Zou

{"title":"Chinese Learners’ Use of Translation in Learning Academic Subjects in English-Medium Instruction Context","authors":"Xiaohan Zhang, Bin Zou","doi":"10.1515/cjal-2023-0306","DOIUrl":"https://doi.org/10.1515/cjal-2023-0306","url":null,"abstract":"Abstract Many researchers have identified learning strategies that university students adopt to overcome difficulties in programs taught in English, among which translation is a potentially helpful one. This study explores Chinese undergraduate students’ perceptions of translation as a learning strategy when learning content in the English-medium instruction (EMI) context. Although a number of studies have investigated translation used by learners in second or foreign language acquisition, those studies were rare in the EMI context of tertiary education, particularly in China. By focusing on students’ perspectives, this study provides an insight into how translation is used to assist academic learning in EMI context and highlights its effectiveness. Data consisted of semistructured interviews with 14 volunteer Chinese undergraduates of various majors. It is found that most of the participants resorted to translation to deal with language-related problems, especially in English reading and writing activities. They usually translated utilizing various machine translators, which did not always have a fulfilling effect on students’ learning. Although the majority considered translation helpful for academic learning, it might not be the preferred solution to subject-related confusion for Chinese undergraduate students learning in the EMI context.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Correlation Between English and French Proficiency of Chinese Trilingual Learners 中国三语学习者英语和法语水平的相关性研究

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0305

Yang Yang

引用次数: 0

Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community 四名中国高中英语教师在合作行动研究共同体中的相互学习探索

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-09-01 DOI: 10.1515/cjal-2023-0301

Hongying Zheng, Tingting Huan

{"title":"Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community","authors":"Hongying Zheng, Tingting Huan","doi":"10.1515/cjal-2023-0301","DOIUrl":"https://doi.org/10.1515/cjal-2023-0301","url":null,"abstract":"Abstract English as a Foreign Language (EFL) teachers’ professional development has been attached much importance with the advent of the National English Curriculum Standards (NECS in short) for Senior High Schools as it initiates the shift from knowledge-skill-oriented education to competence-oriented education. As an effective way for teachers’ professional development, collaborative action research community is introduced in this study to provide teachers with opportunities for mutual engagement, meaning negotiation, and a shared repertoire. Four senior high school EFL teachers from four different schools were studied in a collaborative action research community to explore how teachers from diversified backgrounds achieve mutual learning for their professional development. With data collected from observation, interviews, and journals, the study reveals that diversity and partiality help maintain mutual engagement in the community of practice. Meaning negotiation and mutual accountability in a joint enterprise contribute to the coherence of the community. Moreover, the participative activity of online and offline group discussion and the common topic of thinking visualization were treated as sources of a shared repertoire, an essential indication of a harmonious community. In this case, this study extrapolates how the collaborative action research community achieves harmony to support teachers’ professional development in action research.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0