Studies in Second Language Learning and Teaching最新文献_第4页

Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis 应用语言学期刊的质量和声望模型：文献计量学和综合分析

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40215

Yiran Xu, Jingyuan Zhuang, Ryan Blair, Amy I. Kim, Fei Li, Rachel Thorson Hernández, Luke Plonsky

{"title":"Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis","authors":"Yiran Xu, Jingyuan Zhuang, Ryan Blair, Amy I. Kim, Fei Li, Rachel Thorson Hernández, Luke Plonsky","doi":"10.14746/ssllt.40215","DOIUrl":"https://doi.org/10.14746/ssllt.40215","url":null,"abstract":"The importance of academic journals in second language (L2) research is evident on at least two levels. Journals are, first of all, central to the process of disseminating scientific findings. Journals are also critical on a professional level as most L2 researchers must publish articles to advance their careers. However, not all journals are perceived as equal; some may be considered more prestigious or of higher quality and may, therefore, achieve a greater impact on the field. It is therefore necessary that we understand the identity and quality of L2 research journals, yet very little research (e.g., Egbert, 2007; VanPatten & Williams, 2002) has considered these issues to date. The current study sought to explore L2 journal identity and quality, and the relationship between these constructs. In order to do so, a database was compiled based on three different types of sources: (1) a questionnaire eliciting L2 researchers’ perceptions of the quality and prestige of 27 journals that publish L2 research (N = 327); (2) manual coding of different types of articles (e.g., empirical studies, review papers), data (quantitative, qualitative, mixed), research settings, and authorship patterns (K = 2,024) using the same 27 journals; and (3) bibliometric and submission data such as impact factors, citation counts, and acceptance rates. Descriptive statistics were applied to explore overall quality and prestige ratings as well as publication trends found in each journal. The relationships between those patterns and subjective ratings were also examined. In addition, regression models were built to determine the extent to which perceptions of journal quality and prestige could be explained as a function of journal and article features. We discuss the findings of the study in terms of on-going debates concerning publication practices, study quality, impact factors, journal selection, and the “journal culture” in applied linguistics.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150472","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

Interaction in written texts: A bibliometric study of published research 书面文本中的互动：已发表研究成果的文献计量学研究

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40220

Ken Hyland, F. Jiang

引用次数: 0

Introduction to the special issue on Introducing bibliometrics in applied linguistics 在应用语言学中引入文献计量学特刊导言

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40213

Luke Plonsky

引用次数: 0

Research on the learning/teaching of L2 listening: A bibliometric review and its implications 关于第二语言听力学习/教学的研究：文献计量学回顾及其影响

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40216

L. Lei, Yaochen Deng, Dilin Liu

引用次数: 0

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":null,"pages":null},"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":null,"pages":null},"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

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":null,"pages":null},"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

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":null,"pages":null},"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

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