Language Learning Journal最新文献_第2页

Formal and informal foreign language learning at university: blurring the boundaries 大学正规和非正规外语学习：模糊界限

IF 2

Language Learning Journal Pub Date : 2024-01-25 DOI: 10.1080/09571736.2024.2306157

Jennifer Bruen, Iker Erdocia

引用次数: 0

Overt and null subjects in Bulgarian: comparing monolingual adults and children to child heritage speakers in Germany in their use of Bulgarian 保加利亚语中的显性主体和隐性主体：比较德国单语成人和儿童与讲遗产语言的儿童在使用保加利亚语方面的情况

IF 2

Language Learning Journal Pub Date : 2023-12-29 DOI: 10.1080/09571736.2023.2294347

Dobrinka Genevska-Hanke, Cornelia Hamann

引用次数: 0

Which extralinguistic factors affect written production skills in foreign language attrition? A longitudinal study of Greek learners having acquired French in a formal instructional setting 哪些语言外因素会影响外语学习者的书面表达能力？对在正规教学环境中学习法语的希腊学习者的纵向研究

IF 2

Language Learning Journal Pub Date : 2023-12-28 DOI: 10.1080/09571736.2023.2294068

Kleopatra Mytara, Barbara Köpke

引用次数: 0

The effect of semantic and physical similarity on vocabulary learning 语义和物理相似性对词汇学习的影响

IF 2

Language Learning Journal Pub Date : 2023-11-27 DOI: 10.1080/09571736.2023.2286239

Nguyen Thien An Bach, Samuel Barclay

引用次数: 0

Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises 通过以单词为中心的练习，探索自我调节的词汇学习策略、熟练程度、工作记忆和词汇学习

Language Learning Journal Pub Date : 2023-10-25 DOI: 10.1080/09571736.2023.2267575

Mark Feng Teng

引用次数: 0

Student perspectives on improvisation as a tool for developing interactional competence: the case of Polish secondary students learning French 学生对即兴表演作为发展互动能力的工具的看法:波兰中学生学习法语的案例

Language Learning Journal Pub Date : 2023-10-22 DOI: 10.1080/09571736.2023.2251494

Julia Lipińska

{"title":"Student perspectives on improvisation as a tool for developing interactional competence: the case of Polish secondary students learning French","authors":"Julia Lipińska","doi":"10.1080/09571736.2023.2251494","DOIUrl":"https://doi.org/10.1080/09571736.2023.2251494","url":null,"abstract":"ABSTRACTImprovisational theatre activities can be used as a tool for developing interactional competence in a language classroom. The unpredictable nature of improvisation resembles authentic communication, as it requires topic negotiation, spontaneous reactions and cooperation. The present article examines the student perspective on improvisation, which helps gain a better understanding of how this teaching tool should be implemented in practice. The study reported here is part of an action study conducted with a group of Polish secondary students learning French who participated in improvisational activities in French over a period of three consecutive semesters. During group interviews at the end of the project, students were asked about their opinions on improvisation in a language classroom. Analysis shows students perceive improvisation as beneficial for their interactional competence, as it allows them to use the target language in life-like situations and enhances their perceived self-efficacy. Obstacles encountered by students are insufficient linguistic competences and stress related to public speaking. Students also provide valuable suggestions concerning the implementation of improvisation in a language classroom, which in their opinion should be introduced slowly, starting from ludic activities. They also consider the teacher's attitude an important factor in overcoming socio-affective obstacles to improvisation.KEYWORDS: Improvisationinteractional competencelanguage educationspoken interactionimprovisational theatretheatre activities Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Guest editorial: Emotion and creativity in language learning research and teaching 嘉宾评论:语言学习研究与教学中的情感与创造力

IF 2

Language Learning Journal Pub Date : 2023-09-27 DOI: 10.1080/09571736.2023.2251711

Simon Coffey, Peter De Costa

引用次数: 0

‘Cold spots’ in language degree provision in England 英国语言学位课程的“冷点”

Language Learning Journal Pub Date : 2023-09-25 DOI: 10.1080/09571736.2023.2257705

Becky Muradás-Taylor, Philip Taylor

{"title":"‘Cold spots’ in language degree provision in England","authors":"Becky Muradás-Taylor, Philip Taylor","doi":"10.1080/09571736.2023.2257705","DOIUrl":"https://doi.org/10.1080/09571736.2023.2257705","url":null,"abstract":"People have been raising the alarm about a language education crisis in the UK, particularly in England, for twenty years. Yet the crisis continues: the number of young people studying languages at school is low, especially in socioeconomically less-privileged areas. University programmes – particularly in universities with below average entry tariffs – are closing, but we do not understand the regional impact of this decline. This paper fills that gap by identifying ‘cold spots’: areas of the country where no universities offer language degrees. The programming language R was used to analyse the location of universities at various entry tariffs, and areas of the country further than a commutable distance of 60 km were identified. Large cold spots were found in the North, East and South West of England for universities offering languages at below average entry tariff, with the cold spot in the South West also present at higher entry tariffs. This is a social justice issue, since most students attend university close to home, with students from less-privileged socioeconomic backgrounds and some ethnic minority backgrounds more likely to commute. This leads to a key strategic recommendation: to open language degree programmes at one lower tariff university in each cold spot.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

‘Transported into like another space’: second language learners’ perspectives of their experience of flow “进入另一个空间”:第二语言学习者对心流体验的看法

Language Learning Journal Pub Date : 2023-09-20 DOI: 10.1080/09571736.2023.2249001

Anamaria Bodea, Pavel Trofimovich

{"title":"‘Transported into like another space’: second language learners’ perspectives of their experience of flow","authors":"Anamaria Bodea, Pavel Trofimovich","doi":"10.1080/09571736.2023.2249001","DOIUrl":"https://doi.org/10.1080/09571736.2023.2249001","url":null,"abstract":"ABSTRACTThis study explored the notion of flow, which refers to a person’s sense of being completely absorbed in a task, as it applies to second language (L2) learning and use. Previously, flow has been mainly examined through researcher-generated descriptions to which learners reacted using Likert-type scales. In this study, we examined flow through the perspectives of the individuals experiencing it, by asking them to describe any insights relevant to their experience. During four weeks, five undergraduate students taking L2 French or Spanish coursework reported their flow states in weekly diary entries and interviews. Students described a total of 15 flow states, reporting them most frequently in interaction inside and outside coursework (e.g. speaking to a friend/stranger, in a paired task) but also while taking an exam, studying grammatical forms, listening to a lecture, reading, and practicing a speech. Qualitative coding revealed seven dimensions of flow, where five previously reported dimensions (attention, interest, enjoyment, sense of accomplishment, skill–challenge balance) were supported and clarified through our analyses while the remaining two (oblivion, stress) were identified for the first time. Flow appeared to be linked to proceduralisation of L2 skills, as the element of automaticity was prominent in most descriptions of flow.KEYWORDS: Flowsecond languagelearnersinterviewsdiariesqualitative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada: [Grant Number 430-2020-01134].","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Expressing emotions, discussing controversial issues: a pilot study focused on veganism 表达情感，讨论有争议的问题:一项针对素食主义的试点研究

Language Learning Journal Pub Date : 2023-09-03 DOI: 10.1080/09571736.2023.2248152

Fabienne Baider, Cristelle Cavalla

引用次数: 0