Iral-International Review of Applied Linguistics in Language Teaching最新文献_第6页

Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test 语篇能力的跨等级评分——对普通英语水平测试口语表现的分析

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-05-12 DOI: 10.1515/iral-2022-0154

Yen-liang Lin, Yu-Chan Tsai, C. C. Hsieh

{"title":"Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test","authors":"Yen-liang Lin, Yu-Chan Tsai, C. C. Hsieh","doi":"10.1515/iral-2022-0154","DOIUrl":"https://doi.org/10.1515/iral-2022-0154","url":null,"abstract":"Abstract While discourse competence (DC) has been identified as the core competence in English as a foreign language (EFL) learning and communication, only a few empirical studies have focused on DC in speaking assessments. This study investigates the discourse features (i.e., cohesion and coherence) of Taiwanese candidates’ performances in an argumentative exposition task in the General English Proficiency Test (GEPT) by analyzing the construction of cohesion and coherence across four band scores (i.e., Bands 2, 3, 4, and 5). Cohesion analysis showed that all the three types of cohesion devices (i.e., grammatical, logical, and lexical) develop linearly with increasing band score levels. The higher-score test-takers (Bands 4 and 5) adopted grammatically and semantically more appropriate references to establish an accurate relation with the referents. They also tended to use a higher frequency of overall conjunctions (particularly additive) and repetition to promote logical and lexical cohesion. Coherence analysis found that high-score candidates were more equipped to produce a response that complies with the expected generic structure of argumentative tasks. While more complex theme-rheme patterns appeared more frequently in the discourse of higher-score candidates, theme reiteration patterns were only observed in Band 2. These results illustrate how Taiwanese EFL learners demonstrate DC with cohesive and coherence strategies in speaking test performance across band scores. Pedagogical implications for language teaching and learning are then discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012424","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: 0

The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation 腹部增强技术对母语西班牙语、日语和普通话者英语发音的影响

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-05-11 DOI: 10.1515/iral-2022-0159

M. Yeldham

{"title":"The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation","authors":"M. Yeldham","doi":"10.1515/iral-2022-0159","DOIUrl":"https://doi.org/10.1515/iral-2022-0159","url":null,"abstract":"Abstract Research by this author found abdominal enhancement techniques can address difficulties in Mandarin and Cantonese speakers’ English pronunciation by helping them: (1) maintain long vowel/diphthong sounds for their required duration; and (2) adequately voice fricative consonants. This current study aimed to further understand the impact of these techniques, chiefly on learners from other L1s who also characteristically find these areas of pronunciation problematic. Consequently, I charted the progress of a Spanish speaker and a Japanese speaker as they were taught the techniques in an English pronunciation course. A cohort of Mandarin speakers from the same course was additionally examined. This was partly for comparability purposes with the Spanish and Japanese speakers, but also because some new areas of learner response to the techniques were examined in the study that had not previously been examined for Mandarin speakers. Following the instruction, I was also able to examine the Spanish and Mandarin speakers one year later to check for further progress. The study found the learners from the three L1s responded to the techniques in different ways, and often for apparently different reasons. Consequently, tentative theoretical claims regarding the techniques’ impact on such learners were developed, along with preliminary instructional guidelines.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48472434","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: 0

Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese 话语标记语的功能、社会文化解释及会话影响——以二语汉语禅说为例

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-05-08 DOI: 10.1515/iral-2022-0230

X. Chen, W. Ren

引用次数: 1

Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context 调查在英国留学背景下低水平EAP课堂中与-à-vis学习者交谈的意愿

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-05-01 DOI: 10.1515/iral-2022-0219

Qianqian Zhou

{"title":"Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context","authors":"Qianqian Zhou","doi":"10.1515/iral-2022-0219","DOIUrl":"https://doi.org/10.1515/iral-2022-0219","url":null,"abstract":"Abstract A large body of research has investigated the factors which underlie willingness to communicate (WTC). However, scant scholarly attention has been paid to WTC vis-à-vis learner talk, i.e., how intentions to talk translates into talk. Drawing on Dörnyei’s retrodictive qualitative modelling template, this research comprises a qualitative multiple-case study of three South Korean students who were learning English in a low-proficiency EAP classroom in the UK study-abroad context. Specifically, the study examined what factors facilitated or hindered their WTC-talk realisation. Methodological triangulation was achieved by means of classroom observations, audio-stimulated recall interviews and semi-structured interviews. Findings revealed five individual factors and four contextual factors which formed various interactional patterns and interdependently influenced the three students’ WTC-talk realisation. Such interactional patterns showcase how individual and contextual factors interact and contribute to WTC and individual differences in communication frequency in the EAP classroom. The study provides novel empirical evidence for the influence of the Korean Confucian-based culture of learning and communication on students’ L2 practice. Informed by the complex dynamic systems theory, the study concludes with pedagogical implications that aim to inspire EAP practitioners to cultivate WTC-friendly classes that optimise the realisation of learner talk.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166829","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

Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning 基于图像图式的教学在注重形式和意义之间取得最佳平衡的情况下增强了二语结构学习

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-04-21 DOI: 10.1515/iral-2023-0015

Hyun-Bin Hwang

{"title":"Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning","authors":"Hyun-Bin Hwang","doi":"10.1515/iral-2023-0015","DOIUrl":"https://doi.org/10.1515/iral-2023-0015","url":null,"abstract":"Abstract This study investigated the effectiveness of L2 instruction on the learning of English caused-motion constructions (e.g., Jane put the balls into the box, Harry swam Peter to the beach). Korean EFL high school students (N = 156) were randomly assigned to three instructional conditions and one control group. While the metalanguage group relied on explicit uses of grammar jargon, the input flood group read narrative stories in which the instances of a prototypical verb were presented with higher frequency than other verbs. The image-schema group, which adopted a balanced approach to form and meaning attention, studied the core meaning of the target construction. Mixed-effects logistic regressions on Korean-to-English translation tests revealed that the image-schema group was most effective in terms of learnability and generalizability. The benefits of image-schema-based instruction were attributed to simultaneous attention to form and meaning, which might lead to deeper processing. Image-schema-based-instruction is discussed as a viable alternative for L2 construction learning.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154163","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: 0

Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication 调查同步小组讨论任务中的沟通意愿：离真正的沟通又近了一步

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-04-21 DOI: 10.1515/iral-2022-0092

Shahin Nematizadeh, Y. Cao

引用次数: 0

The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English 母语汉语成人对二语英语的三级法语一般现在时和现在进行时习得

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-03-09 DOI: 10.1515/iral-2022-0178

S. Kong

{"title":"The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English","authors":"S. Kong","doi":"10.1515/iral-2022-0178","DOIUrl":"https://doi.org/10.1515/iral-2022-0178","url":null,"abstract":"Abstract The study examines the acquisition of L3 French present form by advanced L2 English learners of L1 Chinese within the framework of the Typological Primacy Model (TPM) of Rothman (2011) and the Interpretability Hypothesis of Tsimpli and Dimitrakopoulou (Tsimpli, Ianthi-maria & Maria Dimitrakopoulou. 2007. The Interpretability Hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242. The meaning-form distinction of the present form in relation to habitual and event-in-progress interpretations varies between French, English, and Chinese, but is constrained by the presence/absence of tense and agreement features. Thirty-two adult L1 Chinese speakers of high proficiency L2 English/low proficiency L3 French and thirty adult L1 Chinese speakers of low proficiency L2 English together with a native English control group and a French control group were invited to take part in an acceptability judgement test. The results provide partial support to the TPM, which posits that the perceived typological similarity between L3 and the previously acquired languages conditions transfer in L3 initial state. The findings are, instead, more consistent with the Interpretability Hypothesis, which assumes the inaccessibility of uninterpretable syntactic features in subsequent language acquisition. What remain available in adult multilingual acquisition are interpretable syntactic features, computational devices, and other aspects of Universal Grammar (UG).","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639091","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: 0

The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners 理想二语自我和内在动机对年轻中国二语学习者参与阅读表现的不同影响

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-03-07 DOI: 10.1515/iral-2022-0189

Xinhua Zhu, Shui-duen Chan, Yuan Yao, Siyu Zhu

{"title":"The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners","authors":"Xinhua Zhu, Shui-duen Chan, Yuan Yao, Siyu Zhu","doi":"10.1515/iral-2022-0189","DOIUrl":"https://doi.org/10.1515/iral-2022-0189","url":null,"abstract":"Abstract Although motivational variables have been extensively examined in the context of English as a second/foreign language (ESL/EFL), they have received little attention when learning Chinese as a second language (CSL), especially among elementary school students in lower grades. Considering the significant impact of psychological variables on language learning and the dilemma of Chinese reading for non-Chinese speaking (NCS) students from Hong Kong, this study examined the structural relationship between the ideal L2 self and intrinsic motivation, as well as their impacts on the learning engagement and reading performance of 475 Hong Kong first-grade NCS students. Two findings were noteworthy: (1) under the simultaneous consideration of the above-mentioned variables, intrinsic motivation affects learning engagement and Chinese reading performance more than the ideal self; (2) the indirect effects of intrinsic motivation on reading performance through learning engagement are more significant than its direct effect on reading performance. The implications of the findings are discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41965165","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

Frontmatter 头版头条

2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-03-01 DOI: 10.1515/iral-2023-frontmatter1

引用次数: 0

Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language 领域一般砂砾和领域特定砂砾:概念结构、测量和与德语作为外语的成就的联系

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-02-27 DOI: 10.1515/iral-2022-0196

Chengchen Li, Yuan Yang

{"title":"Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language","authors":"Chengchen Li, Yuan Yang","doi":"10.1515/iral-2022-0196","DOIUrl":"https://doi.org/10.1515/iral-2022-0196","url":null,"abstract":"Abstract The study examined the underlying structures, psychometric properties, and predictive validity of the following domain-general and domain-specific grit scales: The (L2) Grit Scales and the Long-term (L2) Grit Scales. Seven hundred German-as-a-FL learners from six secondary schools in China filled in the four grit scales and a scale measuring self-perceived German proficiency. Two hundred and eighty-nine out of them participated in a subsequent German exam and their German teachers rated their German proficiency. The main results are as follows: (1) both domain-general grit and L2 grit represented a unitary first-order construct with two correlated but distinct factors, namely, consistency of interest and perseverance of efforts; (2) only the Grit Scale and the L2 Grit Scale showed sound psychometric properties; (3) both domain-general grit and L2 grit were positively correlated with L2 achievement; (4) domain-general grit completely lost its predictive power on L2 achievement when combined with L2 grit in the same regression models. Our findings resonate with prior calls for prioritizing L2-specific grit research over domain-general grit research in L2 contexts.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45886179","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: 4