Language Awareness最新文献_第8页

Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts 初学和有经验的二语教师在高等教育在线教学环境中的教学认知变化及其相关前因

IF 2 2区文学

Language Awareness Pub Date : 2022-02-03 DOI: 10.1080/09658416.2022.2033251

M. Karimi, Fatemeh Asadnia

{"title":"Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts","authors":"M. Karimi, Fatemeh Asadnia","doi":"10.1080/09658416.2022.2033251","DOIUrl":"https://doi.org/10.1080/09658416.2022.2033251","url":null,"abstract":"Abstract Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers’ thoughts. One such strand is the research on teachers’ pedagogical knowledge base, defined as the thought units/categories underlying teachers’ instructional performance. To address this gap, the present study investigated L2 teachers’ pedagogical knowledge base with a specific focus on online reading instruction at a tertiary education level and the antecedents of such pedagogical thoughts. To this end, three novice and three experienced teachers were recruited as participants. A complete online instructional session per teacher was video-recorded and used as a stimulus for inspecting their pedagogical thought units (PTUs) and the antecedents driving/shaping the thoughts. The findings revealed striking differences in the pedagogical thought categories (PTCs) of the two groups. The results further demonstrated that experienced teachers’ pedagogical knowledge was informed by both cognitive and social sources, whereas novice teachers’ thoughts were more cognitively oriented. In particular, experienced teachers highlighted prior teaching experiences, students’ feedback, and colleagues’ advice as the mediators guiding their PTUs. In contrast, novice teachers relied on knowledge from research-based theories and teacher education courses to inform their pedagogical thoughts.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"235 - 254"},"PeriodicalIF":2.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41416532","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}

引用次数: 2

Learning from Tina: a case study with a selective speaker 向蒂娜学习:一个有选择的演讲者的案例研究

IF 2 2区文学

Language Awareness Pub Date : 2022-01-14 DOI: 10.1080/09658416.2021.1996583

Kay Rosheim

引用次数: 0

Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration 支持在线自主语言学习技能：提高计算机支持协作意识的方法

IF 2 2区文学

Language Awareness Pub Date : 2021-12-21 DOI: 10.1080/09658416.2021.2018447

Ward Peeters, J. Mynard

{"title":"Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration","authors":"Ward Peeters, J. Mynard","doi":"10.1080/09658416.2021.2018447","DOIUrl":"https://doi.org/10.1080/09658416.2021.2018447","url":null,"abstract":"Abstract To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"132 - 152"},"PeriodicalIF":2.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46561523","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}

引用次数: 3

The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infelicities 提高教师和学生的语用意识在德语第二语言写作中的重要性:语法和词汇错误与语用语言错误的对比研究

IF 2 2区文学

Language Awareness Pub Date : 2021-12-09 DOI: 10.1080/09658416.2021.2012479

Antoine Luijkx, M. Gerritsen, M. V. Mulken

{"title":"The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infelicities","authors":"Antoine Luijkx, M. Gerritsen, M. V. Mulken","doi":"10.1080/09658416.2021.2012479","DOIUrl":"https://doi.org/10.1080/09658416.2021.2012479","url":null,"abstract":"Abstract One of the new scales in the CEFR Companion Volume is online interaction. The new descriptors cover goal-oriented online transactions, including written correspondence and the use of formulaic language. In Dutch business schools, students learn German for special purposes at B1/2 level: they are expected to master German in a professional context well enough to facilitate interactions and transactions. The question is how their not always flawless attempts at inviting a German colleague to a meeting are received by L1 language users. Is the level of B1/2 German sufficient to avoid bothersome situations? Is these learners’ mastery at B1/2 level sufficient to maintain a good relationship with a German partner? This study investigated whether communicative clashes might occur because of flawed German language use. Ninety-eight German business professionals, all L1 speakers of German, were asked to rate pragma-linguistic infelicities and syntactic, lexical and morphological errors in 16 business e-mails written by Dutch learners of German, using a 7-point Likert scale. The results showed that pragma-linguistic infelicities were considered more bothersome than syntactic, lexical or morphological errors, which suggests that L2 German writing courses should raise more explicit awareness of pragma-linguistic forces in intercultural communication. This idea is in line with recommendations contained in the new Companion Volume. Furthermore, it was studied whether knowledge of the writer’s foreign provenance and Dutch nationality affected the judgement of the German professionals. This was not the case.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"137 - 154"},"PeriodicalIF":2.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42578551","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}

引用次数: 2

The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement 学习者的社会经济地位和技术使用感知在第二语言学习动机和成就中的作用

IF 2 2区文学

Language Awareness Pub Date : 2021-12-09 DOI: 10.1080/09658416.2021.2014510

J. Lee, Hansol Lee

{"title":"The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement","authors":"J. Lee, Hansol Lee","doi":"10.1080/09658416.2021.2014510","DOIUrl":"https://doi.org/10.1080/09658416.2021.2014510","url":null,"abstract":"Abstract As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this end, 306 South Korean college students’ learner factors, motivation, and English achievement were measured. The results of the structural equation modeling analysis indicated that learners’ SES was positively associated with their perception of technology use and motivation and indirectly associated with their language learning achievement. Furthermore, we found that learners’ perception of technology use in language learning is associated with their motivation and achievement. In addition, among the several learner factors measured in this study, learners’ expectancy of being successful in language learning as part of achievement motivation emerged as the strongest predictor of their language learning achievement. An in-depth discussion of pedagogical and policy implications is also provided.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"217 - 234"},"PeriodicalIF":2.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48551350","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}

引用次数: 1

Understanding text-based studies of linguistic development through goals for academic writing 通过学术写作的目标理解基于文本的语言发展研究

IF 2 2区文学

Language Awareness Pub Date : 2021-12-07 DOI: 10.1080/09658416.2021.2002880

J. Lim, Magda Tigchelaar, C. Polio

{"title":"Understanding text-based studies of linguistic development through goals for academic writing","authors":"J. Lim, Magda Tigchelaar, C. Polio","doi":"10.1080/09658416.2021.2002880","DOIUrl":"https://doi.org/10.1080/09658416.2021.2002880","url":null,"abstract":"Abstract Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to textual features. We focused on six students in two English for academic purposes (EAP) writing classes, in which we conducted observations and teacher interviews. Students filled out an open-ended survey, wrote two essays using keystroke logging software, and participated in stimulated recall sessions. We first evaluated how instructional goals and practices aligned with students’ goals and writing behaviors. We first found that the instructors’ and students’ language-related goals did not completely match. Students had the goal of improving their language, but teachers focused on more global writing issues. In addition, teachers had a goal that students become independent editors of their language, but students missed opportunities to edit. A secondary yet important methodological finding was that the use of timed writing tasks in text-based studies did not allow students to apply explicit grammatical knowledge that the instructors expected the students to have. Pedagogical, research design, and assessments implications are provided.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"117 - 136"},"PeriodicalIF":2.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41762670","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}

引用次数: 2

The motivations of heritage and non-heritage students in learning portuguese in L(USA)land 美籍学生与非美籍学生学习葡萄牙语的动机

IF 2 2区文学

Language Awareness Pub Date : 2021-11-16 DOI: 10.1080/09658416.2021.2000996

Judy de Oliveira, Patricia Gubitosi

引用次数: 1

Developing critical language awareness in future English language educators across institutions and courses 培养跨机构和课程的未来英语教育工作者的批判性语言意识

IF 2 2区文学

Language Awareness Pub Date : 2021-11-15 DOI: 10.1080/09658416.2021.2002881

Leah Shepard‐Carey, Anuradha Gopalakrishnan

{"title":"Developing critical language awareness in future English language educators across institutions and courses","authors":"Leah Shepard‐Carey, Anuradha Gopalakrishnan","doi":"10.1080/09658416.2021.2002881","DOIUrl":"https://doi.org/10.1080/09658416.2021.2002881","url":null,"abstract":"Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"114 - 131"},"PeriodicalIF":2.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59478810","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}

引用次数: 7

Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions 合作写作中对形式的注意:第一语言和第二语言使用条件下的语言相关情节

IF 2 2区文学

Language Awareness Pub Date : 2021-11-01 DOI: 10.1080/09658416.2021.1998087

Meixiu Zhang, W. Crawford

{"title":"Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions","authors":"Meixiu Zhang, W. Crawford","doi":"10.1080/09658416.2021.1998087","DOIUrl":"https://doi.org/10.1080/09658416.2021.1998087","url":null,"abstract":"Abstract Previous research has noted an increased attention to language form as one of the many benefits of collaborative writing (CW). Although prior studies have investigated different variables (e.g. proficiency, pre-task modelling) to promote attention to form (often operationalized as a language-related episode, LRE), one crucial yet underexplored variable is whether a shared native language affects LRE use during CW. Researching this question informs an understanding of how L1 use influences the potential of CW in L2 classrooms. The present study considers LREs in both L1 and L2 use conditions. Thirty-five pairs of EFL learners were asked to complete two argumentative writing tasks collaboratively. In the first task, one group interacted in the L1 and another group interacted in the L2. In the second task, the groups switched the language used for interaction and wrote on a similar topic. Results showed that interacting in a shared L1 affords learners more opportunities to discuss and resolve lexis and mechanics related issues. Furthermore, learners in the L1 use condition were able to negotiate language use in a more elaborate manner and use a wider range of L2 lexical items. In light of these findings, the pedagogical implications of L1 use during CW are discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"194 - 212"},"PeriodicalIF":2.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45651612","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}

引用次数: 5

Evaluative language in applied linguistics research article discussions: exploring the functions and patterns of that-structures in argumentative texts 应用语言学研究文章中的评价语言探讨议论文中评价语言结构的功能和模式

IF 2 2区文学

Language Awareness Pub Date : 2021-10-28 DOI: 10.1080/09658416.2021.1990938

Ebtesam Abbasi Montazeri, A. Jalilifar, J. A. Hita

引用次数: 0