Relc Journal最新文献_第10页

Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions 研究译语作为一种可行的教学实践:来自中国英语作为外语学生认知的证据

IF 3 2区文学

Relc Journal Pub Date : 2022-07-27 DOI: 10.1177/00336882221113653

Zhihui Will Jiang, L. Zhang, Naashia Mohamed

{"title":"Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions","authors":"Zhihui Will Jiang, L. Zhang, Naashia Mohamed","doi":"10.1177/00336882221113653","DOIUrl":"https://doi.org/10.1177/00336882221113653","url":null,"abstract":"Translanguaging as pedagogical practice and a theory of language has gained increasing importance in recent years. However, little research has reported Chinese English-as-a-foreign-language students’ perceptions of translanguaging; neither has research examined the predictive effects of the factors contributing to the amount of student translanguaging in the Chinese English-as-a-foreign-language classrooms. This study intended to fill the gap by inviting 292 Chinese English-as-a-foreign-language students to respond to a questionnaire that explores students’ perception of translanguaging. Two research questions were addressed: first, how do students’ attitudes to translanguaging vary across second-language proficiency? Second, how is the amount of student translanguaging predicted by students’ attitudes to translanguaging and the amount of teacher translanguaging? The results of a one-way analysis of variance revealed a statistically significant difference among the four groups in attitudes to teacher translanguaging and students’ translanguaging. A post hoc test found that non-English major first-year university students had a significantly higher level of acceptance of teachers’ and students’ translanguaging than English major first-year university students. Multiple regression analysis showed that the amount of teacher translanguaging and student attitudes to translanguaging explained a significant quantity of the variance in the amount of student translanguaging. The implications of the study were also discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"10 1","pages":"371 - 390"},"PeriodicalIF":3.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86554426","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: 6

Examining Team-teaching Competencies in a Taiwanese Bilingual Academic Subject Classroom: A Bilingual NEST's Autoethnography 台湾双语学术科目课堂的团队教学能力检视:双语NEST的自我民族志

IF 3 2区文学

Relc Journal Pub Date : 2022-07-27 DOI: 10.1177/00336882221114969

Keith M. Graham

{"title":"Examining Team-teaching Competencies in a Taiwanese Bilingual Academic Subject Classroom: A Bilingual NEST's Autoethnography","authors":"Keith M. Graham","doi":"10.1177/00336882221114969","DOIUrl":"https://doi.org/10.1177/00336882221114969","url":null,"abstract":"This autoethnographic study reports on a team-teaching experience in a bilingual education class in Taiwan. For decades, governments in East Asia have promoted team teaching between a native English-speaking teacher (NEST) and a local teacher (LT) in English as a foreign language (EFL) classrooms. These programs are now expanding to include bilingual education academic subject classrooms. With this expansion, there is a need for scholarship to inform bilingual education team-teaching professional development (PD). The author, a NEST and teacher educator, collaborated with a science LT for a 4-week bilingual science unit. The purpose of the inquiry was to use the experience to propose a set of competencies to inform team-teaching PD. Data were collected through class video recordings, a reflective journal, and the LT's written reflection, which were analyzed through a lens of seven teacher competences. Despite both teachers’ extensive knowledge and experience, the study revealed the need for skills within each competence unique to bilingual education collaborations. These findings were used to propose a set of ten competencies that may be used to guide PD for team teachers in bilingual education.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"285 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74389460","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

Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators 培养批判性的翻译意识:教师和教师教育者的挑战与可能性

IF 3 2区文学

Relc Journal Pub Date : 2022-07-18 DOI: 10.1177/00336882221113659

Carlo Cinaglia, Peter I. De Costa

引用次数: 8

Perusall Encourages Critical Engagement with Reading Texts Perusall鼓励批判性地阅读文本

IF 3 2区文学

Relc Journal Pub Date : 2022-07-14 DOI: 10.1177/00336882221112166

Lucas Kohnke, F. Har

引用次数: 2

Global Englishes Pedagogical Activities for English-as-a-Foreign Language Settings and Beyond: Understanding Thai Teachers’ Practices 全球英语教学活动的英语作为一门外语设置和超越:了解泰国教师的做法

IF 3 2区文学

Relc Journal Pub Date : 2022-07-14 DOI: 10.1177/00336882221112193

Yusop Boonsuk, Fa-ezah Wasoh, Eric A. Ambele

{"title":"Global Englishes Pedagogical Activities for English-as-a-Foreign Language Settings and Beyond: Understanding Thai Teachers’ Practices","authors":"Yusop Boonsuk, Fa-ezah Wasoh, Eric A. Ambele","doi":"10.1177/00336882221112193","DOIUrl":"https://doi.org/10.1177/00336882221112193","url":null,"abstract":"As diverse linguacultural users of English use English in different contexts, the language has evolved into diverse varieties. With this transformation, traditional English-as-a-foreign-language-oriented pedagogies with strict compliance to native English norms are directly challenged by Global Englishes pedagogies. However, with fewer studies on Global Englishes-oriented activities in English-as-a-foreign-language contexts, this qualitative study sought to critically examine in and out of classrooms global Englishes-oriented activities implemented by 10 Thai teachers in 5 universities in order to raise learners’ Global Englishes awareness. Data were collected from semi-structured interviews and analyzed using qualitative content analysis based on the Global Englishes Language Teaching framework. The participants reported implementing five main Global Englishes activities in their teaching practices, including: (a) student–foreigner classroom interaction; (b) Global Englishes video-based Englishes exposure; (c) on-campus meet and greet; (d) Global Englishes discourse topics presentation; and (e) watching English-language films. The participants observed that these activities, if implemented, could greatly increase the students’ awareness and acceptance of English diversity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"735 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76807493","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

Speeko: An Artificial Intelligence-Assisted Personal Public Speaking Coach Speeko:人工智能辅助的个人演讲教练

IF 3 2区文学

Relc Journal Pub Date : 2022-06-22 DOI: 10.1177/00336882221107955

Bing Mei, Wenya Qi, Xiao Huang, Shuo Huang

引用次数: 2

Translingual Practices and English as an Additional Language: A Conversation with Professor Suresh Canagarajah 翻译实践和英语作为一门额外的语言:与Suresh Canagarajah教授的对话

IF 3 2区文学

Relc Journal Pub Date : 2022-06-09 DOI: 10.1177/00336882221104512

L. Zhang

引用次数: 7

Multimodal Digital Storytelling Presentations among Middle-School Learners of English as a Foreign Language: Emotions, Grit and Perceptions 中学英语作为外语学习者的多模态数字讲故事:情绪、毅力和感知

IF 3 2区文学

Relc Journal Pub Date : 2022-05-31 DOI: 10.1177/00336882221102233

Jun Chen Hsieh

引用次数: 3

The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises 第二语言水平和工作记忆在词汇练习中词汇学习中的作用

IF 3 2区文学

Relc Journal Pub Date : 2022-05-26 DOI: 10.1177/00336882221102228

M. Teng

{"title":"The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises","authors":"M. Teng","doi":"10.1177/00336882221102228","DOIUrl":"https://doi.org/10.1177/00336882221102228","url":null,"abstract":"This study investigates the effects of three word-focused exercise conditions on vocabulary learning. The exercises were developed based on the involvement load hypothesis. This study also explores how individual differences (e.g. second-language English proficiency level and working memory) affect vocabulary learning outcomes. A total of 180 Chinese students were equally and randomly assigned to 3 exercise conditions (reading comprehension plus marginal glosses, reading plus gap-fill and reading plus sentence writing). The Vocabulary Knowledge Scale was adapted to measure pre- and post-test vocabulary gains. An n-back task was developed to assess learners’ working memory capacity. Results showed that the sentence-writing group yielded the best performance in vocabulary learning, followed by the gap-fill group and finally the reading-comprehension group. General linear model results revealed that learners’ English proficiency level and working memory significantly predicted their vocabulary gains. This study expands on prior research by exploring learner-related factors in vocabulary learning. Relevant implications are discussed based on the findings.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"2012 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86426604","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

Using Multimodal Public Service Announcement Video Projects as Communicative Language Assessments 运用多模式公益广告视频项目进行交际语言评估

IF 3 2区文学

Relc Journal Pub Date : 2022-05-23 DOI: 10.1177/00336882221102234

Philip Greenblatt, Peter McDonald

{"title":"Using Multimodal Public Service Announcement Video Projects as Communicative Language Assessments","authors":"Philip Greenblatt, Peter McDonald","doi":"10.1177/00336882221102234","DOIUrl":"https://doi.org/10.1177/00336882221102234","url":null,"abstract":"Although multimodality has received vigorous attention and debate in English as a foreign language (EFL) research and classroom pedagogies, the practicality of using multimodal activities in curricula that are designed to teach language skills rather than multimodality is under researched. This paper contributes to the ongoing need for practical applications of multimodality in classroom contexts by describing how a multimodal video project was introduced into an EFL classroom in a Japanese university. The class was following a communicative curriculum prescribed by the university, which had not previously focused on multimodal approaches. The multimodal project was used to assess student's communicative performance. The students worked in groups to create public service announcement (PSA) videos, with the aim of delivering an informative message to highlight a health or social issue that they felt was important. In the project the students: (1) analysed several PSA videos; (2) researched social and health issues; and (3) worked together to plan, film, and edit a final digital product that was displayed in class for their peers. The authors found that the multimodal project worked successfully as a means of assessing communicative language because it generated a wide range of learning opportunities for improvement in English language proficiency and the students could engage in communicative activities with a high degree of autonomy and motivation. Moreover, students could gain experience communicating through multimodal platforms and improve their understanding of multimodal literacies. However, the multimodal project created challenges for the teacher in how to give effective feedback on students linguistic output as well as their multimodal output within the constraints of a busy language classroom.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88757848","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