Studies in Second Language Learning and Teaching最新文献_第10页

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages “我觉得作为一名语言教师，自己成为一名学习者让我受益匪浅”:不同语言教师报告的影响多语教学法实施的因素

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.5

Raees Calafato

{"title":"“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages","authors":"Raees Calafato","doi":"10.14746/ssllt.2021.11.4.5","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.4.5","url":null,"abstract":"To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82142234","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: 9

Reviewers for Volume 11/2021 第11/2021卷的审稿人

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.9

Ssllt Ssllt

引用次数: 0

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness 第二语言听力理解:焦虑和享受在听力元认知意识中的作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.2

Lanxi Wang, P. MacIntyre

{"title":"Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness","authors":"Lanxi Wang, P. MacIntyre","doi":"10.14746/ssllt.2021.11.4.2","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.4.2","url":null,"abstract":"Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87830174","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: 13

Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English 第二语言语法语素的准确顺序:来自不同水平土耳其英语学习者的语料库证据

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.6

Erdem Akbas, Zeynep Ölçü-Dinçer

{"title":"Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English","authors":"Erdem Akbas, Zeynep Ölçü-Dinçer","doi":"10.14746/ssllt.2021.11.4.6","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.4.6","url":null,"abstract":"The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84599013","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: 1

Directed motivational currents: A systematic review 定向动机电流:系统回顾

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.3

Safoura Jahedizadeh, Ali H. Al-Hoorie

{"title":"Directed motivational currents: A systematic review","authors":"Safoura Jahedizadeh, Ali H. Al-Hoorie","doi":"10.14746/ssllt.2021.11.4.3","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.4.3","url":null,"abstract":"Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74594953","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: 8

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system 我为什么要学英语?第二语言动机自我系统视角下的西班牙语体育科学大学生的动机取向

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-12-26 DOI: 10.14746/ssllt.2021.11.4.4

J. Bobkina, María-José Gómez-Ortiz, María Cristina Núñez del Río, S. Sastre-Merino

{"title":"Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system","authors":"J. Bobkina, María-José Gómez-Ortiz, María Cristina Núñez del Río, S. Sastre-Merino","doi":"10.14746/ssllt.2021.11.4.4","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.4.4","url":null,"abstract":"The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86992894","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: 4

Review of Learning words from reading: A cognitive model of word-meaning inference; Author: Megumi Hamada; Publisher: Bloomsbury Academic, 2021; ISBN: 978-1-3501-5368-4; Pages: 168 从阅读中学习单词:一种词义推断的认知模式作者:滨田惠美;出版社:Bloomsbury Academic, 2021;ISBN: 978-1-3501-5368-4;页:168

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-11-20 DOI: 10.14746/ssllt.2021.11.4.8

Breno B. Silva

引用次数: 0

Review of Individual differences in language learning: A complex systems theory perspective; Authors: Carol Griffiths, Adem Soruç; Publisher: Palgrave Macmillan, 2020; ISBN: 978-3-030-52900-0; Pages: 220 复杂系统理论视角下的语言学习个体差异研究综述作者:Carol Griffiths, Adem Soruç;出版社:Palgrave Macmillan, 2020;ISBN: 978-3-030-52900-0;页:220

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-11-20 DOI: 10.14746/ssllt.2021.11.4.7

Mengyao Ma, X. Gao

引用次数: 0

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension 探讨词汇对英语学习者阅读理解的重要性

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.3

G. Brooks, Jon Clenton, Simon Fraser

引用次数: 16

Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks 主题熟悉和故事延续在青少年英语外语学习者写作任务中的作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.4

G. Bui, Xuewei Luo

{"title":"Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks","authors":"G. Bui, Xuewei Luo","doi":"10.14746/ssllt.2021.11.3.4","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.3.4","url":null,"abstract":"Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85087930","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: 5