Studies in Second Language Learning and Teaching最新文献_第2页

An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language 从生态学角度看伊朗英语外语学习者的同情心流向

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-11-17 DOI: 10.14746/ssllt.32804

Gang Wang, Soheila Soleimanzadeh, Majid Elahi Shirvan

{"title":"An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language","authors":"Gang Wang, Soheila Soleimanzadeh, Majid Elahi Shirvan","doi":"10.14746/ssllt.32804","DOIUrl":"https://doi.org/10.14746/ssllt.32804","url":null,"abstract":"As a social-interactional positive behavior, the flow of compassion (i.e., self-compassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner’s (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semi-structured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"42 5","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139266120","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

Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback 会话交互过程中修改的输出和元语言:对交互反馈的定性观察

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.31128

Laia Canals

引用次数: 0

Dialogic investigations: Motivation in Japanese language learning 对话调查:日语学习动机

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.34374

Toshiyuki Nakamura

{"title":"Dialogic investigations: Motivation in Japanese language learning","authors":"Toshiyuki Nakamura","doi":"10.14746/ssllt.34374","DOIUrl":"https://doi.org/10.14746/ssllt.34374","url":null,"abstract":"Over the past 15 years, the L2 motivational self system (Dörnyei, 2005, 2009) has been a dominant framework in the field of second language (L2) motivation. Yet, since the model’s introduction, there has been a theoretical discordance between the two components associated with future self-images (the ideal L2 self and the ought-to L2 self) and the third component related to the actual process of learning (the L2 learning experience). To remedy this shortcoming, this study draws on Bakhtin’s (1981, 1986) theory of dialog. Bakhtin claims that any use of language is a dialog between self and others and that language is learned through the assimilation of speech genres used by others for similar purposes in typical situations of social communication. The analysis of interview data obtained from three Japanese-as-a-second-language learners shows how situation-specific and future-oriented motivations are related to each other. The learners’ engagement in dialog with imagined Japanese speakers is developed through their engagement in dialog with actual Japanese speakers, and regardless of whether the dialog is actual or imagined, the participants orient themselves to speech genres of the language that correspond to particular social contexts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235907","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 collocation development in L2 German from students’ perspective: A contrasting case study 从学生的角度探讨第二语言德语搭配的发展:一个对比案例研究

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.32539

Griet Boone, June Eyckmans

{"title":"Exploring collocation development in L2 German from students’ perspective: A contrasting case study","authors":"Griet Boone, June Eyckmans","doi":"10.14746/ssllt.32539","DOIUrl":"https://doi.org/10.14746/ssllt.32539","url":null,"abstract":"Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study–a qualitative component of a mixed-methods longitudinal project–presents an in-depth exploration of the intro- and retrospective views of five Dutch-speaking L2 students of German on their 3-year collocation learning process. It focuses on the individual factors that enhanced or hindered L2 collocation development, and on the extent to which effective and less effective collocation learners differed regarding their L2 motivation, exposure and use, learning experience, and learning strategies. Extreme sampling strategy was used and five contrasting cases of learners were selected (three effective versus two less effective collocation learners). Data were gathered through semi-structured interviews and learners’ written reflections on five specific collocations. Findings indicate that the effective collocation learners showed a higher intrinsic motivation, more engagement in informal learning activities, more extensive social interaction in the L2, more awareness towards collocations, a higher degree of self-regulation, and a higher number of learning strategies than the less effective collocation learners. Based on these findings, pedagogical implications are provided.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136154584","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

How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension 关于母语的外显教学如何以及为什么可以减少跨语言影响的负面影响?来自母语理解的准确性和反应时间特征的证据

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.31456

Kevin McManus

{"title":"How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension","authors":"Kevin McManus","doi":"10.14746/ssllt.31456","DOIUrl":"https://doi.org/10.14746/ssllt.31456","url":null,"abstract":"This study revisits and extends McManus and Marsden (2019a) to better understand how and why providing additional explicit information (EI) about learners’ first language (L1) alongside EI and comprehension practice in the second language (L2) improved the accuracy, speed, and stability of L2 comprehension of the French Imparfait, a functionally complex and late-acquired target feature. Building on previous L2 research that has provided instruction about L1 without analyzing L1 knowledge/use, the current study examines learners’ item-by-item comprehension of L1 sentences that was completed during the L2 instruction to better understand the learning mechanisms at play in McManus and Marsden’s (2019a) findings. Two groups of English-speaking learners (L2+L1, L2+L1prac; N = 36) received the same EI about aspect in French, followed by comprehension practice of French and English sentences. The L2+L1 group received additional EI about aspect in English. Results showed no impact of the instruction on L1 accuracy in either group, but the speed of L1 comprehension changed over time in the L2+L1 group. It is argued that the L2+L1 instruction directed attention to and clarified crosslinguistic differences in how L2 and L1 express the same meanings, which rendered the L2 practice more effective for noticing Imparfait and developing appropriate strategies for processing L2 forms. Implications for theory-building and instructional design are discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235755","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

Individual differences in computer-assisted language learning research 计算机辅助语言学习研究中的个体差异

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.38970

Banban Li

引用次数: 3

Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks 在认知简单和复杂的互动口语任务中外语享受的动态波动

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.31194

Tzu-Hua Chen

{"title":"Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks","authors":"Tzu-Hua Chen","doi":"10.14746/ssllt.31194","DOIUrl":"https://doi.org/10.14746/ssllt.31194","url":null,"abstract":"Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since task complexity might interact with learners’ perceptions of task difficulty, it is important to investigate how task complexity impacts FLE changes. Informed by the complex dynamic systems theory, this study employed a mixed-methods multiple case study design to study patterns and causes of high and low FLE arousals. The participants were four pairs of Taiwanese high-intermediate EFL university students who were engaged in simple or complex storytelling tasks with speech acts of refusals. The speakers’ interactions were triangulated with an individual learner’s rating of FLE on a per-second scale and stimulated recalls. Results revealed idiosyncratic patterns of FLE fluctuations of peer interlocutors and a high degree of overlap in sources of low and high FLE in both groups. Speakers reported high FLE as a result of interesting storylines inherent in task design and created by peers, the use of picture prompts, peer collaboration, and task performance. Performance problems, failure to retrieve appropriate vocabulary, task design, and lack of ideas led to low FLE arousals. The findings suggest that task complexity combined with other task-induced, social, and individual factors to affect the fluctuations of FLE. Implications for task design and oral communication instruction to promote FLE are discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136154355","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

Foundational principles of task-based language teaching 任务型语言教学的基本原则

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.38285

Qiong Wang

引用次数: 0

The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching 创造性第二语言学习者词汇检索策略的使用:聚类和转换的计算分析

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI: 10.14746/ssllt.28818

Almudena Fernández-Fontecha, James Ryan

引用次数: 0

The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context EMI对西班牙本科工程背景下学生英语写作能力的影响

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38279

María Del Mar Sánchez-Pérez

{"title":"The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context","authors":"María Del Mar Sánchez-Pérez","doi":"10.14746/ssllt.38279","DOIUrl":"https://doi.org/10.14746/ssllt.38279","url":null,"abstract":"This study analyzes the influence of English medium instruction (EMI) on student English writing development in a Spanish undergraduate context, a language skill that remains underexplored in EMI research at tertiary level. Through a longitudinal pre- and post-test method, it explores the writing progress of EMI engineering students as compared to the achievement of a group of English as a foreign language (EFL) learners, according to different quantitative and qualitative writing measures. Results show a positive impact of EMI on student writing development at the levels of lexical accuracy and vocabulary. However, other writing areas, such as syntax, grammar, organization, or fluency, appeared unaffected. These findings challenge, to some extent, the widespread assumption that EMI contributes to improving student English language proficiency. This study suggests that sole exposure to the language in EMI contexts does not suffice to improve students’ English writing abilities beyond the area of vocabulary. Therefore, it argues for the inclusion of language skill support within EMI programs to provide students with opportunities to achieve a comprehensive development of their English language and writing competence.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78705036","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