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Issue Information - Ed Board, ACTFL Officers Page 发行信息 - 教育委员会、ACTFL 官员页面
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-12-11 DOI: 10.1111/flan.12702
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引用次数: 0
Expanding access to research in Foreign Language Annals: Introducing OASIS
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-12-05 DOI: 10.1111/flan.12787
Francis J. Troyan, Kristin J. Davin
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引用次数: 0
Examining beginner Spanish learners' interactions during text chat: Self-monitoring and the impact of metacognitive instruction
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-26 DOI: 10.1111/flan.12774
Kara Moranski, Nicole Ziegler, Abbie Finnegan
{"title":"Examining beginner Spanish learners' interactions during text chat: Self-monitoring and the impact of metacognitive instruction","authors":"Kara Moranski,&nbsp;Nicole Ziegler,&nbsp;Abbie Finnegan","doi":"10.1111/flan.12774","DOIUrl":"https://doi.org/10.1111/flan.12774","url":null,"abstract":"<p>Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video-enhanced chat scripts to examine the behavior of beginner L2 Spanish learners (<i>n</i> = 46) completing decision-consensus tasks via text chat, investigating how learners interacted with the medium to self-monitor by deleting text before sending. Learners were also differentially assigned to receive metacognitive instruction (MI) to learn ways to provide corrective feedback to peers or engage in language-related episodes (LREs). Results showed that all learners frequently used text chat's affordances to self-correct and also integrated technology to resolve LREs (creating technology-assisted LREs). However, MI did not have a significant impact on the production of corrective feedback or LREs, potentially due to attentional resources expended during self-correction. These findings suggest that completing task-based activities within text chat may be beneficial for promoting beginner learners' linguistic processing and integrating technology to facilitate discussion of L2 form but less impactful for promoting peer feedback.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1026-1050"},"PeriodicalIF":1.5,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869218","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: 0
Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-25 DOI: 10.1111/flan.12786
Ida Chavoshan, Talar Kaloustian, Brett David Wells
{"title":"Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms","authors":"Ida Chavoshan,&nbsp;Talar Kaloustian,&nbsp;Brett David Wells","doi":"10.1111/flan.12786","DOIUrl":"https://doi.org/10.1111/flan.12786","url":null,"abstract":"<p>An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"921-943"},"PeriodicalIF":1.5,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869084","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: 0
L2 discourse marker use in interaction: The case of pues in Spanish
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-15 DOI: 10.1111/flan.12779
Sydney Dickerson, Lori Czerwionka
{"title":"L2 discourse marker use in interaction: The case of pues in Spanish","authors":"Sydney Dickerson,&nbsp;Lori Czerwionka","doi":"10.1111/flan.12779","DOIUrl":"https://doi.org/10.1111/flan.12779","url":null,"abstract":"<p>While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner communicative needs that drive the acquisition and use of DMs. This investigation contributes to research on interlanguage DM use by quantitatively investigating the frequency and functional distribution of the Spanish DM <i>pues</i> by L2 and L1 speakers of Spanish from a discourse-functional perspective and qualitatively examining <i>pues</i> as an interactional resource. Oral interviews with 58 L2 and 14 L1 speakers of Spanish were analyzed, revealing distinct frequency and distributional patterns across groups and unique L2 interactional needs that are supported with the DM <i>pues</i>. Results inform L2 learners and teachers of the importance of DMs for interactions and provide classroom implications.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1072-1093"},"PeriodicalIF":1.5,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How important is studying languages for undergraduate students and why (not) study languages? 学习语言对本科生有多重要，为什么（不）学习语言？
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-13 DOI: 10.1111/flan.12783
Koen Van Gorp, Emily Heidrich Uebel, Felix A. Kronenberg, Dianna Murphy
{"title":"How important is studying languages for undergraduate students and why (not) study languages?","authors":"Koen Van Gorp,&nbsp;Emily Heidrich Uebel,&nbsp;Felix A. Kronenberg,&nbsp;Dianna Murphy","doi":"10.1111/flan.12783","DOIUrl":"10.1111/flan.12783","url":null,"abstract":"<p>This study examines the value undergraduate students (<i>n</i> = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large-scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"900-920"},"PeriodicalIF":1.5,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12783","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Issue Information - Ed Board, ACTFL Officers Page 发行信息 - 教育委员会、ACTFL 官员页面
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12700
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引用次数: 0
Celebrating adoption of the Seal of Biliteracy in all 50 states 庆祝美国 50 个州通过双语扫盲印章
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12776
Kristin J. Davin, Francis J. Troyan
{"title":"Celebrating adoption of the Seal of Biliteracy in all 50 states","authors":"Kristin J. Davin,&nbsp;Francis J. Troyan","doi":"10.1111/flan.12776","DOIUrl":"https://doi.org/10.1111/flan.12776","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"590-592"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158502","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: 0
Strategic planning for professional engagement 专业参与战略规划
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12778
L. J. Randolph Jr.
{"title":"Strategic planning for professional engagement","authors":"L. J. Randolph Jr.","doi":"10.1111/flan.12778","DOIUrl":"https://doi.org/10.1111/flan.12778","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"587-589"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158500","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: 0
Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives 跨课程评估语言：批判性反思和学生学习视角
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-08-29 DOI: 10.1111/flan.12775
Emma R. Britton, Angelika Kraemer
{"title":"Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives","authors":"Emma R. Britton,&nbsp;Angelika Kraemer","doi":"10.1111/flan.12775","DOIUrl":"10.1111/flan.12775","url":null,"abstract":"<p>Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser-known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches (used in LAC and other language models) and advances a holistic framework, informed by multiple learning perspectives, to interpret students' experiences. Drawing on interviews with 16 students of Korean, Mandarin, and Spanish (as primary data) and triangulating interviews with observations in nine classrooms as well as other programmatic artifacts, it explores how participants reflected on their experiences and identifies the learning types that LAC appears to support. Findings indicate that LAC especially supported critical content-based language learning, language maintenance, and peer-to-peer collaboration among learners of mixed abilities. Implications for LAC program evaluation are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1051-1071"},"PeriodicalIF":1.5,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203321","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: 0
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