Language Awareness最新文献

{"title":"Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation","authors":"Phung Dao, Suong Thi Thu Hoang, Mai Xuan Nhat Chi Nguyen","doi":"10.1080/09658416.2022.2152828","DOIUrl":"https://doi.org/10.1080/09658416.2022.2152828","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42655248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse-based grammar instruction in ESL academic writing: a mixed methods study","authors":"Tomoko Oyama, Hyunho Kang","doi":"10.1080/09658416.2022.2163495","DOIUrl":"https://doi.org/10.1080/09658416.2022.2163495","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43905073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study","authors":"Kozo Yanagawa","doi":"10.1080/09658416.2022.2161557","DOIUrl":"https://doi.org/10.1080/09658416.2022.2161557","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42505040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for interactive listening in modern foreign language learning","authors":"Mu-Hsuan Chou","doi":"10.1080/09658416.2022.2047194","DOIUrl":"https://doi.org/10.1080/09658416.2022.2047194","url":null,"abstract":"Abstract In two-way interactive listening, listeners are expected to use interactional skills or strategies to understand meaning, recognize interlocutors’ intentions, make responses, and establish common ground. However, strategy use can be affected by learner differences and affective factors. The present study investigated the effects of group difference (students majoring in five modern foreign languages) and an affective factor (self-perceived communication confidence) on Chinese native speakers’ strategies for interactive listening. A questionnaire survey was conducted to explore the listening strategies used by 445 college students, and semi-structured interviews were conducted with 20 students to uncover listening difficulties in their language majors. A two-way between-groups MANOVA test revealed statistically significant main effects for language majors and communication confidence on overall and on certain types of strategy for interactive listening. Spanish language majors were found to use strategies more frequently than English, French, German, or Japanese major students. Students in all five language majors with higher self-perceived communication confidence used inference-making, phonological and nonverbal strategies more frequently than low-confidence students. Certain listening difficulties were found to be language specific. In general, vocabulary size as well as lexical segmentation were reported as main listening difficulties, followed by morphological and syntactic variation, and fast speech rate.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"169 - 191"},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45726107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prompting language learners to guess the meaning of idioms: do wrong guesses linger?","authors":"Xinqing Wang, F. Boers, P. Warren","doi":"10.1080/09658416.2022.2153859","DOIUrl":"https://doi.org/10.1080/09658416.2022.2153859","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42406741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues","authors":"Aleksandra Dobrego, A. Konina, Anna Mauranen","doi":"10.1080/09658416.2022.2131801","DOIUrl":"https://doi.org/10.1080/09658416.2022.2131801","url":null,"abstract":"Abstract We investigated how native and fluent users of English segment continuous speech and to what extent they use sound-related and structure-related cues. As suggested by the notion of multi-competence, L1 users are not seen as ideal models with perfect command of English, and L2 users not as lacking in competence. We wanted to see how language experience affects speech segmentation. We had participants listen to extracts of spontaneous spoken English and asked them to mark boundaries between speech segments. We found that in chunking authentic speech, both groups made the most use of prosody, with L1 users relying slightly more on it. However, the groups did not differ in segmentation strategies and performed alike in efficiency and agreement. Results show that in line with multi-competence, native speakers do not have an advantage over fluent speakers in higher-level speech processes, and that the outcome of natural speech comprehension does not significantly depend on the different language experiences at high levels of fluency. We suggest that research on speech segmentation should take natural continuous speech on board and investigate fluent users independently of their L1s to gain a more holistic view of processes and consequences of speech segmentation.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"487 - 507"},"PeriodicalIF":2.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48690099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective","authors":"Wenting Chen","doi":"10.1080/09658416.2022.2119993","DOIUrl":"https://doi.org/10.1080/09658416.2022.2119993","url":null,"abstract":"Abstract While previous research has identified misalignment of L2 teachers’ beliefs and practices on written corrective feedback (WCF), much remains to be known about whether and how writing teachers’ beliefs may vary across contexts and evolve over time, as well as the extent to which their beliefs are manifested in their practice. To address this issue, this study draws upon the perspective of complexity theory to explore the data collected in a case study of two novice Chinese EFL teachers’ changes in beliefs and practices about WCF across student-centred contexts and teacher-centred contexts. Data were collected from multiple resources, including interviews, drafts of students’ writing, and teacher on-script WCF. The data revealed a complex process of change in teachers’ beliefs about WCF that underwent distinct stages across contexts. Misalignments between teachers’ WCF beliefs and practices and possible reasons for these differences (e.g. teacher professional identity, affective factors, and individual student differences) are also discussed. This study deepens our understanding of writing teachers’ complex beliefs about feedback practices and sheds new light on feedback pedagogy in L2 writing classrooms.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"465 - 486"},"PeriodicalIF":2.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language","authors":"J. Wangdi, Kristof Savski","doi":"10.1080/09658416.2022.2115052","DOIUrl":"https://doi.org/10.1080/09658416.2022.2115052","url":null,"abstract":"ABSTRACT IN ENGLISH There is now increased awareness of the need to challenge ‘common sense’ ideologies of language in education, turning language classrooms into spaces of analysis and liberation. Key to achieving this goal is equipping students with the skills needed to navigate diverse, complex discourses about language (critical thinking), as well as fostering an agentive disposition among them (critical language awareness). This article reports on research which examined how these qualities can be developed by involving language learners in analysis of public signs (linguistic landscape). 33 undergraduate students at a public university in Bhutan were recruited to participate in an extra-curricular activity in which they were asked to independently collect examples of public signs from the capital Thimphu and engage in guided analysis and discussion of the linguistic and visual features of the signs. Analysis of video recordings of learner interaction as well as of the textual data produced during and after the activity indicated that critical thinking processes were activated with relative regularity. In combination with pre- and post-activity interviews, these data also indicated that activating critical thinking through the activity also allowed several of the learners to take up a more agentive position in discourses about language in Bhutan. ABSTRACT IN DZONGKHA ད རེས ནངས པར ཁ སྐད རིག རྩལ དང ལྷག པར སློབ སྟོན སློབ སྦྱོང གི སྐབས ཁ སྐད འབད སྤྱོད གཏང ནི དང ཁ སྐད དེ བསམ དཔྱད འབད ནི གི དོན ལུ བསྟར སྤྱོད འབད ནི ལུ ཁག ཆེཝ ཨིནམ མི དམངས ལུ གོ དོན དང གདོང ལེན བསམ དཔྱད འབད དགོཔ དེ ཧ ཅང གི ཁག ཆེཝ སྦེ འགྱོ སྟེ ཡོདཔ ཨིན། དེ བཟུམ སྦེ འབད ཚུགས པའི ཐབས ལམ དྲག ཤོས དེ ར སློབ ཕྲུག ཚུ ལུ གོ བ བརྡ དོན སྤྲོད ལེན འབད བའི སྐབས ཞིབ བརྟག རིག པ དང ཁ སྐད ཚུ འདྲ མིན སྣ ཚོགས ཀྱི ཐོག ལས ལག ལེན འཐབ སྟེ ལག ལེན པ ཚུ གི ནང འཁོད སྤྱིར གྱི རིག པ བརྗེ སོར འབད ནི ལུ བརྩོན ནི དེ ཨིན མས། རྩོམ ཤོག དེ གིས ཁ སྐད ལྷབ མི ཚུ གི ནང འཁོད བརྡ བྱང ཚུ ལྷག སྟེ ཡི གེ གི སྡེབ དང ཁ སྐད མ འདྲཝ ཐོག ལག ལེན འཐབ མི ཚུ དབྱེ དཔྱད འབད ཐོག རིག རྩལ ཚུ ག དེ སྦེ ཡར རྒྱས གཏང ནི ཨིན ན ཚུ གི སྐོར ལས ཁོང ར གིས གྲོས བསྡུར འབད ཡོདཔ དང དེ གི གནད བསྡུད དེ ཡང བརྡ བྱང ཚུ དབྱེ དཔྱད མ འབད བའི ཧེ མ དྲིས ལན གཅིག དང ལས སྣ འབད ཚར བའི ཤུལ ལས དྲིས ལན གཅིག འབད ཐོག བསྡུ ལེན འབད དེ ཡོདཔ ཨིན། བསྡུ ལེན འབད ནི གི དོན ལུ བཅའ མར གཏོགས མི ཡང གཙུག ལག གཞི རིམ གྱི སློབ སློབ ཕྲུག ༣༣ དེ ཅིག ཨིནམ དང སློབ ཕྲུག ཚུ གིས ཐིམ ཕུག ནང འཁོད ལས ཁོང ར གང འདོད ཀྱི མི དམངས བརྡ བྱང ཚུ བསྡུ སྒྲིག འབད དེ དེ ཚུ གི དགོས མཁོ དང ཁ སྐད དེ ལས མཐོང ཚུལ སྣ ཚོགས ཚུ དབྱེ དཔྱད འབད དེ ཡོདཔ ཨིན། གནད བསྡུ པ ཚུ གིས བསམ དཔྱད འབད མི ཚུ གློག བརྙན སྒྲ བཟུང འབད མི ཚུ དབྱེ དཔྱད འབད བལྟཝ ད བསམ དཔྱད རིག པ དེ དུས རྒྱན ཡར རྒྱས འགྱོ ཡོདཔ སྦེ མངོན གསལ བྱུང ཡི། གནད བསྡུ ཚུ ཡང ཞིབ འཚོལ པ རང གིས སློབ ཕྲུག ཚུ ལས སྣ མ འབད བའི ཧེ མ དང འབད ཚར བའི ཤུལ ལས དྲི ལན འབད དེ དབྱེ དཔྱད འབད དེ ཡོདཔ ཨིན། དེ གི སྐབས ལས སྣ དེ གིས སློབ སྦྱོང པ ཚུ གི རྒྱུད ལུ བསམ དཔྱད ཀྱི རིག པ ཡར རྒྱས གཏང བཅུག ཚུགས ཡོད སྦེ མངོན གསལ བྱུང ཡི། Plan language summary While teaching language historically involved focussing","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"443 - 464"},"PeriodicalIF":2.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The native/non-native teacher debate: insights into variables at play","authors":"Kebir Colmenero, D. Lasagabaster","doi":"10.1080/09658416.2022.2110253","DOIUrl":"https://doi.org/10.1080/09658416.2022.2110253","url":null,"abstract":"Abstract Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on students’, parents’, and teachers’ preferences towards NESTs and NNESTs through questionnaires and group discussions. Data was gathered from 507 students, parents, and teachers, who were asked to assess language teachers in four different categories. Results suggest that some variables (i.e., course, extracurricular English classes, type of teacher, gender, and country of origin) influence participants’ preferences for each type of teacher.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"363 - 384"},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"List of reviewers","authors":"","doi":"10.1080/09658416.2022.2057090","DOIUrl":"https://doi.org/10.1080/09658416.2022.2057090","url":null,"abstract":"Published in Language Awareness (Vol. 31, No. 3, 2022)","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}