Studies in Second Language Learning and Teaching最新文献_第8页

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":"1 1","pages":""},"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":"74 1","pages":""},"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

Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools 出版用创意写作:阿根廷中学动机、参与和语言发展的行动研究

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.5

D. Banegas, Robert J. Lowe

引用次数: 1

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":"40 1","pages":""},"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

Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships 年轻二语读者的词形教学与阅读发展:因果关系的范围审查

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.2

S. Ke, Dongbo Zhang

引用次数: 3

Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors 通过写作活动创新教师反馈，提高中学生对搭配错误的认识

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.6

B. Reynolds, M. Teng

引用次数: 4

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study 中国中学教师的第二语言评价观念:一项混合方法研究

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI: 10.14746/ssllt.2021.11.3.7

Maggie Ma, Gavin Bui

{"title":"Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study","authors":"Maggie Ma, Gavin Bui","doi":"10.14746/ssllt.2021.11.3.7","DOIUrl":"https://doi.org/10.14746/ssllt.2021.11.3.7","url":null,"abstract":"Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"37 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79221689","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