Annual Review of Applied Linguistics最新文献_第10页

Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms 在多米尼加共和国留学：为21世纪课堂培养具有文化和语言反应能力的教师

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000090

Shondel J. Nero

引用次数: 7

Experiences of International Language Teachers at a Turkish University 土耳其一所大学国际语言教师的经验

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000120

Hasibe Kahraman, Ashleigh Pipes

引用次数: 2

East African Transnational Adolescents and Cross-Border Education: An Argument for Local International Learning 东非跨国青少年与跨境教育：本地国际学习的一个论据

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000041

K. King, Martha Bigelow

引用次数: 8

Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach 在国外学习期间纠正反馈的机会:一种混合方法

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000016

Lara Bryfonski, C. Sanz

{"title":"Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach","authors":"Lara Bryfonski, C. Sanz","doi":"10.1017/S0267190518000016","DOIUrl":"https://doi.org/10.1017/S0267190518000016","url":null,"abstract":"ABSTRACT The provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N = 19) recorded group conversations with native speakers (N = 10) at the beginning, middle, and end of a 6-week stay in Barcelona, Spain. Results indicate a significant decrease in the provision of corrective feedback by both native speakers and peer learners over the course of the program. Qualitative analyses revealed that both learners and natives alike engage in negotiations for meaning throughout the program, which for learners resulted in successful recall on tailor-made quizzes. The use of the first language by both the study abroad students and the native speakers promoted these opportunities in some instances. Results are discussed in terms of their contribution to the study abroad literature as well as to research into the effects of feedback on second language development.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"38 1","pages":"1 - 32"},"PeriodicalIF":3.7,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190518000016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43945801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 13

Language Learning Sans Frontiers: A Translanguaging View 语言学习无国界:跨语言视角

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000053

Li Wei, Wing Yee (Jenifer) Ho

引用次数: 46

Learning Chinese through Contextualized Language Practices in Study Abroad Residence Halls: Two Case Studies 在留学生宿舍中通过情境化语言实践学习汉语:两个案例研究

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S0267190518000077

C. Kinginger, Qian Wu

{"title":"Learning Chinese through Contextualized Language Practices in Study Abroad Residence Halls: Two Case Studies","authors":"C. Kinginger, Qian Wu","doi":"10.1017/S0267190518000077","DOIUrl":"https://doi.org/10.1017/S0267190518000077","url":null,"abstract":"ABSTRACT A key question about study abroad concerns the relative benefits and qualities of various living arrangements as sites for learning language and culture. A widely shared assumption seems to be that students choosing homestays enjoy more opportunities for engagement in high-quality interactive settings than do those who opt for residence halls. However, research on outcomes has to date produced only weak evidence for a homestay advantage, suggesting a need to understand the nature of language socialization practices in various living situations. While a number of studies have examined the nature of homestay interaction, only a few have focused on language use in residence halls or other settings where students may interact with peers who are expert second language users. Informed by a Vygotskian approach to the study of development, this article examines the specific qualities of contextualized language practices through two case studies of U.S.-based learners of Mandarin in Shanghai and their Chinese roommates. In the first case, a friendly relationship emerged from routine participation in emotionally charged conversational narrative. In the second, both participants’ interest in verbal play and humor led to enjoyment as well as profoundly intercultural dialogue. In each case, there is evidence to show that all parties enjoyed opportunities to learn. These findings suggest that residence halls can be very significant contexts for learning in study abroad settings.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"38 1","pages":"102 - 121"},"PeriodicalIF":3.7,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190518000077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45636686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 19

Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language 任务型教学中的任务型学习:对外汉语教师的培养

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2018-09-01 DOI: 10.1017/S026719051800003X

ZhaoHong Han

{"title":"Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language","authors":"ZhaoHong Han","doi":"10.1017/S026719051800003X","DOIUrl":"https://doi.org/10.1017/S026719051800003X","url":null,"abstract":"ABSTRACT Task-based language teaching (TBLT) is increasingly becoming known for its distinct edge in developing learners’ functional competence. Although its potential in promoting content learning has yet to be realized and explored, it should be high, given TBLT's primary attention to meaning. To what extent does the potential play out in foreign language teacher education, a domain involving much content learning, is both an intellectually stimulating and practically meaningful question. This article reports on a semester-long study investigating task-based learning in a Chinese language teacher-training program that promotes TBLT. The participants were three Chinese-speaking trainees, who, while being exposed to TBLT, performed ongoing tasks. Data from one task—writing weekly reading journals—were analyzed for both content and language, quantitatively (using robust automated tools) and qualitatively. The results show tangible gains on both counts—understanding TBLT (content) and the ability to articulate it (language). The conceptual and methodological implications of the findings are discussed for future research.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"38 1","pages":"162 - 186"},"PeriodicalIF":3.7,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S026719051800003X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43240544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 13

APL volume 37 Cover and Back matter APL第37卷封面和封底

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2017-09-01 DOI: 10.1017/s0267190517000198

引用次数: 0

Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice 探索儿童第二语言习得的独特性:学习、教学、评估和实践

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2017-09-01 DOI: 10.1017/S0267190517000174

Jenefer Philp, M. Borowczyk, Alison Mackey

{"title":"Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice","authors":"Jenefer Philp, M. Borowczyk, Alison Mackey","doi":"10.1017/S0267190517000174","DOIUrl":"https://doi.org/10.1017/S0267190517000174","url":null,"abstract":"This issue was designed to include a wide range of research on children's second language learning. Here we provide a short overview of each of the articles contained in this issue, many of which bring up novel ideas and topics, as well as new takes on familiar themes that sometimes challenge prior conceptions and, ideally, inspire new understandings of child language acquisition, and policies, and practices in instructed settings. The 15 articles in this issue are based in instructed and naturalistic settings and include reviews and experimental work, and collectively represent learners between 5 to 18 years old. The language backgrounds include Mandarin (first language [L1]), Arabic (L1), Basque (L1), Cantonese (L1), English (second language [L2]), Hebrew (L1, L2), Spanish (L1, L2), and Thai (L1). Topics include the uniqueness of child second language acquisition (SLA); learning in majority language classrooms; best practices in bilingual schooling, cognition, and SLA in younger learners; testing and assessment relating to age and language choice; and methodological contributions that arise from the particular challenges of researching child second language development in instructed and naturalistic settings.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"37 1","pages":"1 - 13"},"PeriodicalIF":3.7,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190517000174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45870340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Three Theories of the Effects of Language Education Programs: An Empirical Evaluation of Bilingual and English-Only Policies 语言教育效果的三种理论：双语和纯英语政策的实证评价

IF 3.7 1区文学

Annual Review of Applied Linguistics Pub Date : 2017-09-01 DOI: 10.1017/S0267190517000137

J. Macswan, M. Thompson, K. Rolstad, Kara T. McAlister, Gerda Lobo

{"title":"Three Theories of the Effects of Language Education Programs: An Empirical Evaluation of Bilingual and English-Only Policies","authors":"J. Macswan, M. Thompson, K. Rolstad, Kara T. McAlister, Gerda Lobo","doi":"10.1017/S0267190517000137","DOIUrl":"https://doi.org/10.1017/S0267190517000137","url":null,"abstract":"ABSTRACT We empirically evaluated three theoretical models—the threshold hypothesis, transfer theory, and time-on-task theory—for educating English language learners (ELLs), with a focus on the role of language factors in explaining achievement differences among ELLs. Participants were 196 sixth graders with Spanish language backgrounds who started learning English in kindergarten and then were continuously enrolled in a U.S. school. Structural equation modeling was used to estimate the extent to which Spanish and English language and literacy—skills that are emphasized differentially in competing theories for educating ELLs—predict academic achievement assessed in English. Results indicated that Spanish literacy, over and above English language proficiency, was substantially predictive of academic achievement, consistent with the transfer theory. This model was a more focused version of the threshold hypothesis, in that the weaker predictor of Spanish oral language proficiency was excluded. Time-on task theory was not supported.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"37 1","pages":"218 - 240"},"PeriodicalIF":3.7,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190517000137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45104998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 20