{"title":"Second language listening pedagogy","authors":"Morteza Bagheri, Martin East","doi":"10.1075/aral.21047.bag","DOIUrl":"https://doi.org/10.1075/aral.21047.bag","url":null,"abstract":"\u0000This study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers’ authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“I want my children to become global citizens”","authors":"S. Joo, Alice Chik, Emilia Djonov","doi":"10.1075/aral.22035.joo","DOIUrl":"https://doi.org/10.1075/aral.22035.joo","url":null,"abstract":"\u0000Increasing globalisation has spurred a flow of migrants worldwide. These movements include exchanges of migrants’ linguistic repertoires across regions, transforming the ways in which they define themselves in a multilingual society. Unlike identity categories such as ethnic identity, the contested concept of citizenship identity has remained underexplored in heritage language (HL) research. Focusing on Korean migrant families in Australia, this study extends the limited knowledge about the roles of citizenship in HL maintenance across different generations. Specifically, drawing on interviews with six Korean-speaking parents and their children, this study compares the ways in which migrant parents and their primary and secondary school-aged children relate a HL to their citizenship status. Thematic analysis reveals that while HL-speaking children tend to associate their language with national or ethnic identities, migrant parents are more likely to identify their children as global citizens whose HL competencies are essential for their future career and economic advantage. The study contributes to scholarship at the intersection of HL, citizenship, and globalisation.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clarence Green, Melania Pantelich, M. Barrow, Daya Weerasinghe, Rachel Daniel
{"title":"Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian\u0000 university","authors":"Clarence Green, Melania Pantelich, M. Barrow, Daya Weerasinghe, Rachel Daniel","doi":"10.1075/aral.21099.gre","DOIUrl":"https://doi.org/10.1075/aral.21099.gre","url":null,"abstract":"There are few published estimates of vocabulary sizes amongst students in tertiary education. Research does not\u0000 offer estimates of the vocabulary size tertiary students might be expected to possess, though estimates exist for K-12 education,\u0000 some EFL contexts, and the general population. Such research is important. For reading comprehension during tertiary education, a\u0000 vocabulary of minimally 10,000 words is recommended, along with proficiency in academic vocabulary. A recent study of three\u0000 universities in the United Kingdom concluded pedagogical intervention was required, since estimates indicated undergraduates knew\u0000 fewer than 10,000 words. A subsequent study of a New Zealand university found students knew 16,000 words and pedagogical\u0000 intervention was not required. The current study investigates 433 tertiary students at an Australian university to determine if\u0000 students required vocabulary support. It contributes to a research record allowing for comparisons internationally, nationally,\u0000 and over time. Methods employed included the Vocabulary Size Test/VST and Academic Vocabulary Test/AVT. Results indicate an\u0000 average vocabulary size of 16,117 words, with academic vocabulary well-known.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}