Language Learning Journal最新文献_第3页

Guest editorial: digital language learning and teaching: practices and perspectives 客座评论:数字语言学习和教学:实践和观点

IF 2

Language Learning Journal Pub Date : 2023-07-24 DOI: 10.1080/09571736.2023.2225360

Walaa El-Henawy, Maria-del-Mar Suárez

引用次数: 0

‘Thank you for the music’: examining how songs can promote vocabulary learning in an EFL class “谢谢你的音乐”:在英语课堂上考察歌曲如何促进词汇学习

IF 2

Language Learning Journal Pub Date : 2022-06-29 DOI: 10.1080/09571736.2022.2092198

Paola Mannarelli, Raquel Serrano

引用次数: 0

Migrant pupils as motivated agents: a qualitative longitudinal multiple-case study of Russian-speaking pupils’ future ideal selves in English primary schools 流动学生作为动机主体:英语小学俄语学生未来理想自我的定性纵向多个案研究

IF 2

Language Learning Journal Pub Date : 2022-06-08 DOI: 10.1080/09571736.2022.2073383

Olena Gundarina

引用次数: 0

Context is everything: reflections on CLIL in the UK 背景决定一切:对英国CLIL教学的反思

IF 2

Language Learning Journal Pub Date : 2020-09-02 DOI: 10.1080/09571736.2020.1804104

A. Dobson

{"title":"Context is everything: reflections on CLIL in the UK","authors":"A. Dobson","doi":"10.1080/09571736.2020.1804104","DOIUrl":"https://doi.org/10.1080/09571736.2020.1804104","url":null,"abstract":"ABSTRACT Content and Language Integrated Learning (CLIL), involving teaching one or more subjects through the medium of the foreign language, is widespread in Europe, but only offered in a sprinkling of UK schools. Sustainability has been a persistent issue since the 1970s. The focus here is on England but various issues will be familiar to colleagues in other parts of the UK. The article traces CLIL's sporadic development, initiatives taken to support it, and the distinctive challenges it faces. The implementation issues are quite different from those in mainland Europe, where successful CLIL is usually associated with conditions rarely encountered in the UK. CLIL in Europe is almost synonymous with teaching through the medium of English; no other language has this standing in the UK, with the exception of those areas where Gaelic- or Welsh-medium education is well established. The article considers how some form of CLIL might be implemented in the UK and ways of supporting it in the context of national policies. The author draws on his perspective as one who was present when significant initiatives were proposed in the European Union, the Council of Europe and the UK.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"48 1","pages":"508 - 518"},"PeriodicalIF":2.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2020.1804104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59544005","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: 3

Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries 语言教学中的翻译、教学翻译与语码转换:边界的重构

IF 2

Language Learning Journal Pub Date : 2018-11-15 DOI: 10.1080/09571736.2018.1534260

Lucía Pintado Gutiérrez

{"title":"Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries","authors":"Lucía Pintado Gutiérrez","doi":"10.1080/09571736.2018.1534260","DOIUrl":"https://doi.org/10.1080/09571736.2018.1534260","url":null,"abstract":"ABSTRACT The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as monographs that recognise ‘pedagogical translation’ as a beneficial and increasingly accepted practice. However, conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as ‘pedagogical translation’) or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation. The goal is to consider the plethora of concepts related to translation in language teaching (TILT) and to explore how they may be connected with the reconceptualisation of translation in language pedagogy. This will open up useful avenues for a more thorough incorporation of translation into foreign language education, particularly at the secondary and college level, and will propose future lines of research and pedagogical sound praxis.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"43 1","pages":"219 - 239"},"PeriodicalIF":2.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2018.1534260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543993","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: 4

Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study 任务重复及其对英语儿童意义策略协商和配对动态的影响:一项探索性研究

IF 2

Language Learning Journal Pub Date : 2016-10-01 DOI: 10.1080/09571736.2016.1185799

María del Pilar García Mayo, Ainara Imaz Agirre

{"title":"Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study","authors":"María del Pilar García Mayo, Ainara Imaz Agirre","doi":"10.1080/09571736.2016.1185799","DOIUrl":"https://doi.org/10.1080/09571736.2016.1185799","url":null,"abstract":"Little research has been carried out on the effect of task repetition on young learners’ negotiation of meaning (NoM) strategies and on pair dynamics. The present study aims to fill this gap by analysing the interaction of 60 dyads of third- and fourth-year primary English as a foreign language learners (8–9, 9–10 years old, respectively) while they perform communicative tasks and assessing whether task repetition has an impact on those constructs. The participants, with a beginner proficiency level established by standardised tests, completed different tasks in dyads at two testing times: at Time 1, all participants completed a spot-the-difference task. At Time 2, 21 dyads repeated exactly the same task, 16 dyads completed a similar task with a different content (procedural repetition group) and the last 23 dyads completed a guessing game. The video-recorded oral production was transcribed and codified for NoM strategies (clarification requests, confirmation and comprehension checks, self- and other-repetition, L1 use) and pair dynamics. Results indicate that, overall, there were no statistically significant differences between production at Time 1 and at Time 2 regarding NoM strategies. Regarding pair dynamics, task repetition seems to have a positive effect on collaborative patterns.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"44 1","pages":"451 - 466"},"PeriodicalIF":2.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2016.1185799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543952","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: 37

Does L1 make a difference? Evidence from the receptive vocabulary size of Spanish and German EFL primary school learners L1有影响吗?来自西班牙语和德语小学英语学习者接受性词汇量的证据

IF 2

Language Learning Journal Pub Date : 2016-04-02 DOI: 10.1080/09571736.2012.737358

M. P. Agustín Llach

{"title":"Does L1 make a difference? Evidence from the receptive vocabulary size of Spanish and German EFL primary school learners","authors":"M. P. Agustín Llach","doi":"10.1080/09571736.2012.737358","DOIUrl":"https://doi.org/10.1080/09571736.2012.737358","url":null,"abstract":"The present paper explores and compares the receptive vocabulary sizes of two groups of learners of different native languages. One of the most widely used vocabulary size tests is the Vocabulary Levels Test designed by Nation. Some reservations have been raised in relation to the adequacy of the Vocabulary Levels Test to estimate the vocabulary size of learners with Romance languages. In order to examine this reservation, this paper sets out to describe and compare the vocabulary size estimates of two groups of learners with different mother tongues, Spanish and German. A total of 41 German and 41 Spanish native speakers participated in the study. They averaged between 9 and 10 years of age and attended the 4th grade of primary education. Proficiency level tests revealed that their English level was comparable. Analysis of the results of the Vocabulary Levels Test show that mean and median values are very similar between the two language groups and no significant differences could be found. Results are discussed in light of critical constraints on word knowledge and vocabulary acquisition such as age and word origin.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"38 1","pages":"214 - 235"},"PeriodicalIF":2.0,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2012.737358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543865","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: 5

Second language vocabulary growth at advanced level 第二语言词汇增长达到高级水平

IF 2

Language Learning Journal Pub Date : 2016-01-02 DOI: 10.1080/09571736.2012.708054

Meral Ozturk

引用次数: 3

English and Swedish in CLIL student texts CLIL学生文本中的英语和瑞典语

IF 2

Language Learning Journal Pub Date : 2015-09-02 DOI: 10.1080/09571736.2015.1053280

Maria Lim Falk

{"title":"English and Swedish in CLIL student texts","authors":"Maria Lim Falk","doi":"10.1080/09571736.2015.1053280","DOIUrl":"https://doi.org/10.1080/09571736.2015.1053280","url":null,"abstract":"This study investigates Swedish students' ability to produce the discourse of the subject history, in a situation where they had to demonstrate historical knowledge in written explanations, and where both English and Swedish are involved. The students attend a content and language integrated learning (CLIL) programme at the upper secondary school level. The study highlights the roles of both languages in CLIL, thus including both English and the L1 Swedish. The research questions concern language choice, field-specific lexis and genre. These variables are related to the teacher's assessment in terms of grading, in order to discover possible connections between linguistic choices on the part of the students and the degree of success in terms of grades. While the students had quite a lot of input in English during the history course, they mainly choose to write the exam in Swedish. The elements of English in the texts are primarily used for field-specific lexis. Texts with elements of English also tend to be slightly less successful than texts written in Swedish only. The overall achievements in this exam were quite low, even though the students used their strongest language. Few students display the significant linguistic resources needed in the production of successful historical explanations. Texts assessed with high grades represent content by means of linguistic choices that correspond to the typical patterns of the field, more than the texts with lower grades. The results confirm the importance of paying attention to both languages in CLIL education.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"43 1","pages":"304 - 318"},"PeriodicalIF":2.0,"publicationDate":"2015-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2015.1053280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543936","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: 9

Vocabulary growth of the advanced EFL learner 高级英语学习者的词汇增长

IF 2

Language Learning Journal Pub Date : 2015-01-02 DOI: 10.1080/09571736.2012.708053

Meral Ozturk

引用次数: 42