Studies in Second Language Learning and Teaching最新文献

Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory 低年级初学者通过输入和输出任务学习词汇：工作记忆的作用

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-24 DOI: 10.14746/ssllt.36123

M. Teng

{"title":"Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory","authors":"M. Teng","doi":"10.14746/ssllt.36123","DOIUrl":"https://doi.org/10.14746/ssllt.36123","url":null,"abstract":"Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners’ vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM – complex WM and phonological short-term memory – may influence two instructional approaches (i.e., input and output tasks) on picking up new words. 93 young learners studying English as a foreign language (EFL) participated in input and output tasks and four vocabulary assessments. These assessments functioned as a pretest, immediate posttest, and delayed posttest. The participants also took two WM tests: an operation span test for complex WM and a word repetition test for phonological short-term memory. The results demonstrated that: (1) both input and output tasks significantly influenced the learning and retention of new words, (2) complex WM did not substantially predict task effects on the learning and retention of new words, and (3) phonological WM had a notable impact on learning and retaining new words under the input and output task conditions. The findings emphasize the role of WM for EFL young learners’ vocabulary learning through tasks.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Instructed second language acquisition research methods 指导第二语言习得研究方法

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-24 DOI: 10.14746/ssllt.38919

Caihong Liu, Fei Li

引用次数: 0

Teachers reflecting on boredom in the language classroom 教师反思语文课堂中的无聊现象

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-17 DOI: 10.14746/ssllt.42828

Banban Li, Yalan Zeng

引用次数: 0

Modelling trait and state willingness to communicate in a second language: An experience sampling approach 用第二语言进行交流的特质和状态意愿模型：经验取样法

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-17 DOI: 10.14746/ssllt.37541

Ju Seong Lee, Ming Ming Chiu

{"title":"Modelling trait and state willingness to communicate in a second language: An experience sampling approach","authors":"Ju Seong Lee, Ming Ming Chiu","doi":"10.14746/ssllt.37541","DOIUrl":"https://doi.org/10.14746/ssllt.37541","url":null,"abstract":"This study investigates whether demographics, L2 enjoyment, L2 anxiety, psychological well-being, or Informal Digital Learning of English (IDLE) affected willingness to communicate in L2 (L2 WTC) at trait and state levels. Across two weeks, 16 Hong Kong EFL students completed pre-and post-trait-level surveys and generated 1,120 state-level responses via the experience sampling method (ESM). The survey findings revealed that students who were older, had higher language proficiency, or had higher pre-WTC digitally reported higher L2 WTC in the classroom. Students who studied English longer, had higher language proficiency, had higher pre-psychological well-being, had a higher standard deviation L2 WTC over 14 days, or had higher teacher appreciation showed higher L2 WTC outside of class. Students with higher language proficiency, higher pre-WTC digitally, or higher post-psychological well-being reported higher L2 WTC in digital settings. The ESM findings revealed that students with higher teacher appreciation, currently engaged in productive IDLE or both receptive and productive types of IDLE, currently experienced greater L2 enjoyment, or currently experienced greater well-being had higher L2 WTC now. Our findings contribute to (a) L2 WTC, informal language learning, and positive psychology theories, and (b) teachers’ strategies to enhance students’ L2 WTC overall and in the moment.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Recast frequency and the acquisition of English articles in a computer-mediated context 计算机辅助环境下的英语文章重现频率与习得

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-11 DOI: 10.14746/ssllt.30085

Hedayat Sarandi, Hossein Nassaji

{"title":"Recast frequency and the acquisition of English articles in a computer-mediated context","authors":"Hedayat Sarandi, Hossein Nassaji","doi":"10.14746/ssllt.30085","DOIUrl":"https://doi.org/10.14746/ssllt.30085","url":null,"abstract":"This study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one pre-intermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The learners in the HF and LF recast groups completed five and two tasks, respectively, in a video-conferencing environment and received oral recasts on their incorrect use of English articles. Learners in the test control group only took the pre and posttests, and learners in the task control group completed five tasks without receiving feedback on the target structure. The outcome was measured through online picture description and error correction tasks. Findings showed that in the picture description task, learners in the HF group performed significantly better than those in the LF recast group and the control groups. In the error correction task, the results revealed a short-term advantage for learners in the HF group, which faded away in the delayed posttest. Significant correlations were also found between the recast frequency and learners’ score improvement in the immediate and delayed picture description tasks but not in the error correction tasks. These results suggest that recast quantity may play an important role in improving learners’ accuracy of their oral production.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context 探索语法学习策略量表在中国 EFL 环境中的心理测量特性

IF 3.7 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-07-11 DOI: 10.14746/ssllt.39357

Yongliang Wang, Ali Derakhshan, M. Pawlak, Mostafa Mehdizadeh

{"title":"Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context","authors":"Yongliang Wang, Ali Derakhshan, M. Pawlak, Mostafa Mehdizadeh","doi":"10.14746/ssllt.39357","DOIUrl":"https://doi.org/10.14746/ssllt.39357","url":null,"abstract":"Learning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar. Meaningful communication in a second language hinges on implicit or highly automatized grammar knowledge, which, given the limitations of classroom-based grammar instruction, must for the most part be developed by learners themselves outside the classroom and this can best be achieved through adept use of grammar learning strategies (GLS). Our knowledge of the GLS, however, is scant, an issue that can be addressed either by designing reliable GLS measurement instruments or revalidating the few existing ones. This study adopts the latter approach by investigating the psychometric properties of Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI) in the Chinese context. The tool was administered to 923 English majors, and the responses were subjected to exploratory and confirmatory factor analyses. We found that all seven strategy categories included in the original instrument showed acceptable composite reliability and discriminant validity. The paper concludes by suggesting further revalidation of the GLSI and proposing avenues of research that employ methodological innovations to shed further light on GLS.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 2

CEFR-informed learning, teaching and assessment: A practical guide 以 CEFR 为依据的学习、教学和评估：实用指南

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-06-05 DOI: 10.14746/ssllt.32669

Hai Xu, Guangmin Li

引用次数: 0

Autonomy in language education: Theory, research and practice 语言教育中的自主性：理论、研究与实践

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-06-05 DOI: 10.14746/ssllt.36077

Nana Long

引用次数: 0

Research methods for understanding child second language development 了解儿童第二语言发展的研究方法

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-06-03 DOI: 10.14746/ssllt.39455

Danni Lu, Tao Li

引用次数: 0

A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies 语言学习倦怠、负面情绪和不良情绪调节策略的网络方法

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-04-19 DOI: 10.14746/ssllt.35845

Yabing Wang, Na Wang, Bin Shen

{"title":"A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies","authors":"Yabing Wang, Na Wang, Bin Shen","doi":"10.14746/ssllt.35845","DOIUrl":"https://doi.org/10.14746/ssllt.35845","url":null,"abstract":"Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given the increasing acknowledgment of network analysis as an advanced and appropriate method for unraveling the complex relationships among psychological constructs in applied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as a foreign language (EFL). The results of the network analysis revealed that shame, emotional exhaustion, and avoidance emerged as the most central nodes within negative emotions, burnout, and maladaptive emotion regulation strategies, respectively; shame, emotional exhaustion, and avoidance were also the most powerful bridging nodes linking the aforementioned three constructs. Notably, the robust bridging association between emotional exhaustion and anxiety was observed. Overall, Chinese EFL students may experience high levels of burnout and negative emotions and apply counter-productive regulation strategies in English learning, but these reactions are intertwined rather than independent of each other. Students who are overwhelmed by anxiety and shame are more prone to burnout symptoms, while those dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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