Relc Journal最新文献_第9页

Designing Teaching for Transfer in English for Academic Purposes 学术英语迁移教学的设计

IF 3 2区文学

Relc Journal Pub Date : 2022-11-27 DOI: 10.1177/00336882221135452

Heon Jeon

{"title":"Designing Teaching for Transfer in English for Academic Purposes","authors":"Heon Jeon","doi":"10.1177/00336882221135452","DOIUrl":"https://doi.org/10.1177/00336882221135452","url":null,"abstract":"Transfer of learning is an important goal of English for Academic Purposes (EAP) education where multilingual students learn knowledge and skills of academic literacy to use in other contexts of writing. Despite the importance of learning transfer in EAP, it does not often take place without mindful teaching for transfer. EAP teachers should make active efforts to help students shape the habit of transfer thinking and experience successful transfer while taking EAP courses. This action research aims at promoting learning transfer by designing and implementing pedagogical tools guided by the notion of high road transfer: (a) transfer guideline, (b) transfer feedback, (c) transfer journals, and (d) transfer imagination activity. The teaching for transfer innovation lasted over the 16-week semester in the target course where multilingual students, who use English as a second/foreign language, learned skills (e.g., how to design PowerPoint slides using different modes of communication, critical reading, source-use skills, synthesizing, finding sources, revising, editing, and reference style) and knowledge of writing (e.g., multimodality and rhetorical situation). Each pedagogical tool was implemented in the classroom so that students maintain their awareness of the importance of learning transfer while taking the target course. Overall, the teaching for the transfer project had positive impacts on articulating what students learn from the target course, leading to actual transfer of learning to other contexts of writing. Future pedagogical directions for promoting learning transfer in EAP are discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"72 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73395439","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

Transformative Learning: English Language Teachers’ Experience of Engagement in Classroom Research in Singapore 转型学习:新加坡英语教师参与课堂研究的经验

IF 3 2区文学

Relc Journal Pub Date : 2022-11-25 DOI: 10.1177/00336882221135456

Susan Gwee, H. Toh-Heng

{"title":"Transformative Learning: English Language Teachers’ Experience of Engagement in Classroom Research in Singapore","authors":"Susan Gwee, H. Toh-Heng","doi":"10.1177/00336882221135456","DOIUrl":"https://doi.org/10.1177/00336882221135456","url":null,"abstract":"This qualitative study, situated within an interpretivist paradigm, hypothesized that teachers who engage in their own classroom research are more likely to undergo changes to their habits of mind regarding their pedagogical practices, thus experiencing transformative learning. Twelve English language teachers from Singapore primary and secondary schools, who had received research funding and completed their research projects, participated in semi-structured, face-to-face interviews. The teacher-researchers’ research studies were found to be student-focused. Their research process was time-consuming and arduous, but their learning experience was emotional. The findings also revealed that teacher-researchers’ research experience from participating in a research project had had an impact on their teaching practices, on their learning, and on their students’ learning and engagement as well as on the educational community. These findings offer evidence that teacher-researchers adopt a certain stance of inquiry towards teaching and learning as a result of engaging in classroom research and that their pedagogical practices have been transformed through the adoption of the habit of having an inquiry stance, and through the adoption of the habit of sharing successful pedagogical practices with others.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89211964","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

Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment 第二语言定向动机流:正负反馈对精力投入和目标承诺影响的研究

IF 3 2区文学

Relc Journal Pub Date : 2022-10-26 DOI: 10.1177/00336882221130172

Nourollah Zarrinabadi, Masoumeh Soleimani

引用次数: 1

Improving Performance and Metacognitive Awareness in Listening through Metacognitive Instruction for Chinese Language Learners 通过元认知教学提高汉语学习者的听力表现和元认知意识

IF 3 2区文学

Relc Journal Pub Date : 2022-10-09 DOI: 10.1177/00336882221129645

Limei Zhang, Xiaoqin Yu, Christine CM Goh

引用次数: 1

Revisiting Praise as Feedback in L2 Writing: Where are we Going? 重新审视第二语言写作中的赞美反馈:我们将走向何方?

IF 3 2区文学

Relc Journal Pub Date : 2022-09-25 DOI: 10.1177/00336882221123100

Yu Zhou, Shulin Yu, Peisha Wu

{"title":"Revisiting Praise as Feedback in L2 Writing: Where are we Going?","authors":"Yu Zhou, Shulin Yu, Peisha Wu","doi":"10.1177/00336882221123100","DOIUrl":"https://doi.org/10.1177/00336882221123100","url":null,"abstract":"While a plethora of studies have been conducted on corrective feedback in L2 writing, praise as feedback has received less attention in L2 writing despite its well-acknowledged motivating functions in education and psychology (For economy of expression, the word “praise” will be used consistently throughout this paper to denote “praise as feedback”). To fill this gap, this review article aims to provide a bird's eye view of praise in L2 writing. This paper reports praise givers’ perceptions and practices, praise receivers’ perceptions and the effect of praise from reviewed studies. Specifically, this paper highlights the issue of ill-defined praise in L2 writing, the mismatch between teachers’ positive perceptions and their practices, inconsistent findings regarding the effectiveness of praise as well as motivating functions of praise. Based on these findings, this article argues that more attention should be given to unleashing the potential of praise through teachers’ giving balanced and quality praise and more investigations of praise with longitudinal research design and multiple data sources so as to advance our understandings of feedback in student L2 writing development.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"41 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85755843","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

Cognitive Diagnosis in Language Assessment: A Thematic Review 语言评估中的认知诊断:专题综述

IF 3 2区文学

Relc Journal Pub Date : 2022-08-30 DOI: 10.1177/00336882221122357

Huang Mei, Huilin Chen

引用次数: 0

Emotions in Student Teachers’ L2 Learning Experiences: Do Language Ideologies Play a Role? 情感在学生教师的第二语言学习体验中的作用:语言意识形态是否起作用?

IF 3 2区文学

Relc Journal Pub Date : 2022-08-11 DOI: 10.1177/00336882221116436

C. Sung

{"title":"Emotions in Student Teachers’ L2 Learning Experiences: Do Language Ideologies Play a Role?","authors":"C. Sung","doi":"10.1177/00336882221116436","DOIUrl":"https://doi.org/10.1177/00336882221116436","url":null,"abstract":"This paper reports on a qualitative study which investigated a group of student teachers’ emotions in their second language (L2) learning experiences, with particular attention to the mediating role of language ideologies. The findings revealed that the participants reported both positive emotions (enjoyment and pride) and negative emotions (anxiety, frustration and embarrassment) in their L2 learning experiences. In particular, these different emotions were found to be mediated by multiple and sometimes conflicting language ideologies, including the ideology of native-speakerism, the World Englishes ideology and the ideology of language as a tool for communication. The findings also showed that the different emotions evoked in the participants’ L2 learning experiences not only impacted on their identities as L2 learners and L2 users/communicators in divergent ways, but also shaped their goals and agentive efforts in their subsequent L2 learning. Overall, the analysis points to the complex, dynamic and reciprocal relationship between emotions, language ideologies, identities and agency in understanding the affective dimension of L2 learning in a more holistic manner. It also calls attention to the potential of incorporating reflections on L2 learning experiences in student teachers’ professional development programmes in order to enhance their emotional awareness for L2 learning and teaching.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"35 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85068678","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

Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings 跨语言和跨符号化在多语教育环境中对内容和语言的关键整合

IF 3 2区文学

Relc Journal Pub Date : 2022-08-01 DOI: 10.1177/00336882221114480

B. Sohn, Pedro dos Santos, Angel M. Y. Lin

{"title":"Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings","authors":"B. Sohn, Pedro dos Santos, Angel M. Y. Lin","doi":"10.1177/00336882221114480","DOIUrl":"https://doi.org/10.1177/00336882221114480","url":null,"abstract":"Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"3 1","pages":"355 - 370"},"PeriodicalIF":3.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90420983","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

Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools 教师代理在尼泊尔多语种英语学校创造跨语言空间

IF 3 2区文学

Relc Journal Pub Date : 2022-08-01 DOI: 10.1177/00336882221113950

P. Phyak, Pramod K. Sah, N. Ghimire, Anju Lama

{"title":"Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools","authors":"P. Phyak, Pramod K. Sah, N. Ghimire, Anju Lama","doi":"10.1177/00336882221113950","DOIUrl":"https://doi.org/10.1177/00336882221113950","url":null,"abstract":"This paper focuses on teacher agency in creating a ‘translanguaging space’ in Nepal’s multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students’ participation in classroom activities. The findings of the study reveal that teachers create a translanguaging space to counter the official English-only monolingual ideology and draw on students’ home languages to address their learning needs and their own pedagogic challenges. By using students’ home languages in teaching both the content and English language subjects, the teachers in this study demonstrate a transformative agency to create a multilingual classroom space where students feel safe to use their existing language abilities and epistemologies in learning process. The findings of the study imply that policymakers need to build on teachers’ multilingual agency and their critical ideological awareness to develop pedagogical approaches that recognize students’ diverse linguistic identities and learning needs.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"85 1","pages":"431 - 451"},"PeriodicalIF":3.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74939652","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: 10

Translanguaging in Language Teaching and Learning: Current Practices and Future Directions 语言教学中的译语:当前实践与未来方向

IF 3 2区文学

Relc Journal Pub Date : 2022-08-01 DOI: 10.1177/00336882221114478

F. Fang, L. Zhang, Pramod K. Sah

{"title":"Translanguaging in Language Teaching and Learning: Current Practices and Future Directions","authors":"F. Fang, L. Zhang, Pramod K. Sah","doi":"10.1177/00336882221114478","DOIUrl":"https://doi.org/10.1177/00336882221114478","url":null,"abstract":"The field of applied linguistics and teaching English to speakers of other languages has experienced various reforms in relation to the ontology and epistemology of English language education. From the early debate challenging the dichotomy of native and non-native speakers of English (Liu, 1999) and the development of World Englishes (Kachru, 1992), to the more recent acceleration of Global Englishes language teaching (Rose and Galloway, 2019) and multimodal and translanguaging as a theory, method, or approach of language education (García and Li, 2014; Li, 2022; Li and García, 2022), it seems that English language education has witnessed more than a ‘multilingual turn’ (May, 2014); it is going through a critical ‘transera’ that recognizes both linguistic and cultural diversity, and views social, cultural, and multimodal resources as valuable assets in learning for inclusive education (Dovchin and Lee, 2019). The question still remains regarding whether such native-oriented, fixed, elusive, impossible but patronizing learning goals should respond to the new sociocultural and psychological considerations and diversity of the landscape of English language education. Given the complexity of how languages are used in various settings, it is essential that English be viewed as a global language, with multifaceted linguistic, cultural and multimodal practices. The very essentialist view of English language learning and teaching, which embodies the native-speakerism ideology, regards native-speaker ‘standard’","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"46 1","pages":"305 - 312"},"PeriodicalIF":3.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88321446","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: 17