Iral-International Review of Applied Linguistics in Language Teaching最新文献_第8页

Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL 探究合作写作对年轻学习者文本的直接和长期影响：二语与外语

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-19 DOI: 10.1515/iral-2022-0062

Izaskun Villarreal, Amaia Martínez-Sánchez

{"title":"Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL","authors":"Izaskun Villarreal, Amaia Martínez-Sánchez","doi":"10.1515/iral-2022-0062","DOIUrl":"https://doi.org/10.1515/iral-2022-0062","url":null,"abstract":"Abstract Context or the teaching/learning environment has only recently been recognized as a mediating variable in L2/FL written performance. These studies are multisite and have not yet targeted another feature of context: the sociolinguistic status of the target language. Likewise, scarce research exists examining the prolonged effects of collaboration. The present classroom-based study fills this void by investigating the effects of collaboration on the (a) jointly written texts; (b) subsequent individual texts; and (c) texts written in two distinct sociolinguistic status target languages of two groups of 11–12-year-old Spanish primary education students. Distributed into a control (CG) (N = 17) and an experimental group (EG) (N = 10 pairs), they wrote three descriptive texts in each language, L2 Basque and FL English: the first and third individually and the second one individually by the CG and in pairs by the EG. The texts were examined qualitatively with a rubric and quantitatively for fluency and accuracy measures. Immediate and prolonged effects of collaboration were observed on accuracy, while fluency decreased and global qualitative scores varied very little. Additionally, unlike in the CG, language-dependent differences were not attested in the EG which suggests that collaborative writing is an expedient tool to increase attention to language and limit the mediating effects of the learning context.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45460279","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

The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study 中学英语学习者在试卷中使用元话语的研究——基于语料库的研究

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-16 DOI: 10.1515/iral-2022-0155

Edsoulla Chung, P. Crosthwaite, Cynthia Lee

引用次数: 3

Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners 对聋人和听力障碍多语言学习者的语言研究方法进行范围审查

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-13 DOI: 10.1515/iral-2022-0206

Joanna Cannon, Nicole Marx

引用次数: 1

Bidirectional cross-linguistic influence in motion event conceptualisation in bilingual speakers of Spanish and English 西班牙语和英语双语者运动事件概念化的双向跨语言影响

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-12 DOI: 10.1515/iral-2022-0179

Fraibet Aveledo, P. Athanasopoulos

引用次数: 0

How concept-based language instruction works in teaching thinking for speaking in an L2 基于概念的语言教学在二语口语思维教学中的作用

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-12 DOI: 10.1515/iral-2022-0073

Gale Stam, Kimberly Urbanski, J. Lantolf, Tetyana Smotrova

{"title":"How concept-based language instruction works in teaching thinking for speaking in an L2","authors":"Gale Stam, Kimberly Urbanski, J. Lantolf, Tetyana Smotrova","doi":"10.1515/iral-2022-0073","DOIUrl":"https://doi.org/10.1515/iral-2022-0073","url":null,"abstract":"Abstract This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Spanish learners of L2 English changed as a result of Concept-Based Language Instruction. Learners’ pretest narrations showed primarily L1 patterns with some intermittent L2 TFS patterns. Following instruction, learners showed a shift to more L2 TFS patterns both linguistically and crucially gesturally, including the use of manner verbs, accumulation of path components within a single clause along with multiple path gestures, and boundary crossing gestures. These findings indicate that explicit Concept-Based Language Instruction is able to produce changes in TFS patterns that have not been possible even with extensive immersion.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47029546","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

Aural vocabulary, orthographic vocabulary, and listening comprehension 听觉词汇、正字法词汇和听力理解

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-09 DOI: 10.1515/iral-2022-0100

Y. Hamada, Kozo Yanagawa

{"title":"Aural vocabulary, orthographic vocabulary, and listening comprehension","authors":"Y. Hamada, Kozo Yanagawa","doi":"10.1515/iral-2022-0100","DOIUrl":"https://doi.org/10.1515/iral-2022-0100","url":null,"abstract":"Abstract Vocabulary is a key variable to successful listening comprehension. Research has explored the relationship between aural and orthographic vocabularies and listening comprehension. This current study examined the relationships among aural vocabulary, orthographic vocabulary, and listening comprehension within the same Japanese cohort in an integrated manner. The test data of 155 Japanese EFL students, who took identical aural and orthographic vocabulary tests (the listening vocabulary levels test [LVLT] and new vocabulary levels test [NVLT], respectively) and a high-stakes listening test (Test of English for International Communication (TOEIC) for Parts I and II), were analyzed. The results indicated that aural and orthographic vocabulary are closely related but not identical. Moreover, orthographic vocabulary is more connected to the word- and propositional-level understanding of extended texts than to aural vocabulary for the Japanese group. More specifically, the 2,000-word and 4,000-word level and the academic vocabulary of the orthographic vocabulary predicted 27% of the variance of the listening comprehension test performance, whereas only the academic words of the aural vocabulary predicted 8%.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44474976","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

Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development 即时提示与延迟提示、场依赖和独立认知风格与二语发展

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-06 DOI: 10.1515/iral-2022-0137

Ehsan Rassaei, Hamdollah Ravand

{"title":"Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development","authors":"Ehsan Rassaei, Hamdollah Ravand","doi":"10.1515/iral-2022-0137","DOIUrl":"https://doi.org/10.1515/iral-2022-0137","url":null,"abstract":"Abstract Recent research has provided evidence that corrective feedback (CF) timing can play a significant role in feedback effectiveness. However, given that immediate and delayed feedback are differentially contextualized, little is known about the mediating role of learners’ field dependence/independence (FDI) cognitive style on the effectiveness of immediate and delayed prompts. To this end, the present study examined the effects of immediate and delayed prompts as well as the mediating role of learners’ FDI on the development of English articles by EFL learners. Fifty eight EFL learners were randomly assigned into two treatment conditions as well as a control group. The participants’ FDI orientation was measured through the group embedded figures test (GEFT). The treatment groups differed from each other in terms of whether the participants received prompts immediately after errors were made or at the end of the treatment task. The results obtained from post-tests and delayed post-tests showed that providing prompts immediately following learners’ errors is more effective than delaying them until the communicative activity is over. Furthermore, regression analysis revealed that the effectiveness of immediate prompts, and not delayed prompts, is significantly predicted by learners’ FDI cognitive style.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44108909","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

Expansion of verb-argument construction repertoires in L2 English writing 二语写作中动词构词库的扩充

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-01-04 DOI: 10.1515/iral-2022-0145

Ji-Hyun Park, Min-Chang Sung

{"title":"Expansion of verb-argument construction repertoires in L2 English writing","authors":"Ji-Hyun Park, Min-Chang Sung","doi":"10.1515/iral-2022-0145","DOIUrl":"https://doi.org/10.1515/iral-2022-0145","url":null,"abstract":"Abstract This paper investigates the use of English verb-argument constructions (VACs) in second language writing in light of usage-based constructionist approaches to language development. It employs a comprehensive list of VACs to analyze every sentence in 390 essays written by L2 learners of three levels, i.e., Low, Mid, and High, and examines the theoretical hypotheses that the repertoires of VACs expand along with L2 proficient profile and that individual VACs, albeit varying in their expansion patterns, compose a structured inventory based on constructional information. Results indicate that L2 learners of higher proficiency used significantly more types of VACs than those of lower proficiency. It is also found that significant expansions of individual VACs appeared at different L2 proficiency levels. For example, the use of [Verb + NP complement] construction significantly increased between Low and Mid, not between Mid and High, whereas the [Verb + Prepositional object] construction significantly expanded throughout the three proficiency levels. Finally, there were strong cluster effects in the expansion of VACs as small sets of VACs showed similar by-text co-occurrence patterns.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42497273","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

Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain 任务复杂性、任务重复和第二语言写作复杂性:探索任务型写作领域的相互作用

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2022-12-26 DOI: 10.1515/iral-2022-0123

Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian

{"title":"Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain","authors":"Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian","doi":"10.1515/iral-2022-0123","DOIUrl":"https://doi.org/10.1515/iral-2022-0123","url":null,"abstract":"Abstract Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of proficiency and development in L2 writing. In doing so, 96 ESL learners performed written argumentative task versions with varying cognitive complexity in a counterbalanced fashion and then complete a task difficulty questionnaire. Afterward, they repeated the tasks in the opposite order at a one-week interval. The essays were analyzed using fine-grained syntactic complexity measures (reported by Lu’s L2 syntactic complexity analyzer, 2010). Linear mixed-effects models indicated significant main effects of task complexity and task repetition on different facets of syntactic complexity with robust effect sizes. However, no significant interaction effect between task complexity and task repetition was observed. These findings provide a reliable and accurate understanding of how syntactic complexity plays a role in the current accounts of connections between task features, implementation variables, and L2 writing task performance.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48173990","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

Low-level visual processing of motion events as a window into language-specific effects on perception 运动事件的低水平视觉处理，作为了解语言对感知影响的窗口

IF 1.5 2区文学

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2022-12-20 DOI: 10.1515/iral-2022-0048

Norbert Vanek, X. Fu

引用次数: 2