Foreign Language Annals最新文献

Foreign Language Annals forthcoming policy on the use of GenAI 《外语年鉴》即将出台的GenAI使用政策

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-09-10 DOI: 10.1111/flan.70017

Kristin J. Davin, Francis John Troyan

引用次数: 0

The griot's dream 格里奥的梦

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-09-08 DOI: 10.1111/flan.70018

Milton Alan Turner

引用次数: 0

Translanguaging in a culturally and linguistically diverse Mandarin FLES program 在一个文化和语言多样化的普通话的翻译程序

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-08-06 DOI: 10.1111/flan.70011

Xinyue Lu, Zhongfeng Tian

{"title":"Translanguaging in a culturally and linguistically diverse Mandarin FLES program","authors":"Xinyue Lu, Zhongfeng Tian","doi":"10.1111/flan.70011","DOIUrl":"https://doi.org/10.1111/flan.70011","url":null,"abstract":"This study explores translanguaging practices in a K-5 Mandarin Foreign Language in Elementary School (FLES) program in the United States. Using an ethnographic case study approach, it examined how a Mandarin teacher enacted translanguaging practices in two fourth-grade Mandarin classrooms and explored the affordances these practices provided for her multilingual students. The analysis of classroom video-recordings and artifacts revealed that by leveraging students' home languages (e.g., Spanish), multimodal and semiotic resources, and peer collaboration, the teacher created opportunities for students to express their understanding in various ways, challenged monolingual ideologies, and empowered multilingual identities. The study highlights how teachers can enact translanguaging by making intentional pedagogical choices that harness available resources in the classroom. It also challenges the assumption that exclusive target-language use is the most effective route to proficiency, advocating instead for pedagogical approaches that recognize and build upon students' multilingual identities as assets in world language learning.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"556-579"},"PeriodicalIF":1.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145128875","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

Does order of instruction matter? A language program intervention for preterite-imperfect learning 教学顺序重要吗？一种针对非完美学习的语言程序干预

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-08-06 DOI: 10.1111/flan.70012

Claudia Sánchez-Gutiérrez, Sophia Minnillo, Ana Ortega Pérez, Ana Ruiz-Alonso-Bartol

{"title":"Does order of instruction matter? A language program intervention for preterite-imperfect learning","authors":"Claudia Sánchez-Gutiérrez, Sophia Minnillo, Ana Ortega Pérez, Ana Ruiz-Alonso-Bartol","doi":"10.1111/flan.70012","DOIUrl":"https://doi.org/10.1111/flan.70012","url":null,"abstract":"Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order-of-instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order-of-instruction by implementing a program-wide intervention in a beginner Spanish program at a large US university (N = 697 students) which reverted the timing of teaching the preterite and imperfect (imperfect before preterite). Except for the order in which the tenses were taught, all aspects of the curriculum remained identical across the preterite-first and the imperfect-first groups. Results from a cloze test and an analysis of student narrative texts demonstrate that teaching the imperfect first had neither a significant effect on suppliance nor on appropriate use of preterite-imperfect forms, thus rejecting the hypothesis that order-of-instruction plays a central role in L2 Spanish tense-aspect development.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"677-702"},"PeriodicalIF":1.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145128874","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

Intelligibility and input variability influence adaptation to unfamiliar L2 pronunciation in L2 可理解性和输入变异性影响二语学习者对不熟悉的二语发音的适应

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-08-06 DOI: 10.1111/flan.70013

Hitoshi Nishizawa

引用次数: 0

Patching The Leaky Bucket: Understanding WL teacher identity-agency and attrition 补漏桶：了解WL教师身份代理和流失

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-08-04 DOI: 10.1111/flan.70009

Kelly M. Moser

引用次数: 0

Task-based needs analysis for a Medical Spanish course 基于任务的医学西班牙语课程需求分析

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-07-20 DOI: 10.1111/flan.70007

Leticia Rincón Herce, Madeline Critchfield

引用次数: 0

Self-regulation and the learning of Chinese characters by foreign language learners 自我调节与外语学习者的汉字学习

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-07-17 DOI: 10.1111/flan.70003

Ning Jiang, Heath Rose

引用次数: 0

The academic landscape for Russian heritage learning in U.S. colleges: Understanding institutional practices and identifying opportunities 美国大学俄罗斯遗产学习的学术前景：了解制度实践并发现机会

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-07-04 DOI: 10.1111/flan.70002

Olesya Kisselev, Irina Dubinina, Dmitrii Pastushenkov, Jason Merrill

{"title":"The academic landscape for Russian heritage learning in U.S. colleges: Understanding institutional practices and identifying opportunities","authors":"Olesya Kisselev, Irina Dubinina, Dmitrii Pastushenkov, Jason Merrill","doi":"10.1111/flan.70002","DOIUrl":"https://doi.org/10.1111/flan.70002","url":null,"abstract":"Language classrooms in North America have changed significantly in the past decades. They no longer serve only mainstream second language learners whose primary exposure to the target language is in the classroom; instead, they now often include heritage language learners, whose exposure to the language began at home and who arrive at college-level language programs with varying degrees of general proficiency and variably developed literacy skills. Heritage speakers are a valuable resource in fostering national expertise in world languages and cultures (Rivers & Brecht, 2018) and may help boost dwindling university enrollment numbers. To better understand how institutional approaches and policies impact the success of heritage learners, this descriptive survey-based study examined responses from experienced Russian language instructors representing 43 Russian language programs across the United States. The online survey provided data for quantitative analysis, including raw numbers, percentages, descriptive statistics, and confidence intervals, as well as insights from open-ended responses. The results show that Russian heritage language learners often remain invisible to institutions and administrators. Institutionalized spaces for heritage students, such as specialized courses, appropriate placement tests, and customized pathways to the completion of a minor or major are not always available.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"604-625"},"PeriodicalIF":1.5,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145128819","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

Generative AI for learning languages other than English: L2 writers' current uses and perceptions of ethics 用于学习英语以外语言的生成式人工智能：第二语言作者当前的使用和道德观念

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2025-06-30 DOI: 10.1111/flan.70005

Matt Kessler, Juan M. Rostrán Valle, Kübra Çekmegeli, Sean Farrell

{"title":"Generative AI for learning languages other than English: L2 writers' current uses and perceptions of ethics","authors":"Matt Kessler, Juan M. Rostrán Valle, Kübra Çekmegeli, Sean Farrell","doi":"10.1111/flan.70005","DOIUrl":"https://doi.org/10.1111/flan.70005","url":null,"abstract":"The emergence of generative artificial intelligence (GenAI) chatbots has created opportunities and challenges for higher education. Extant scholarship has explored GenAI's capabilities and topics involving teachers' and students' perceptions of these tools. However, there is limited research exploring (1) whether second language (L2) learners actively leverage GenAI tools on their own for writing purposes in languages other than English (LOTEs), and (2) whether learners believe GenAI tools are ethical for L2 writing in educational settings. This study explores these gaps by adopting a sequential mixed methods design. First, a survey examined L2 learners (N = 287) of five LOTEs, exploring students' uses of GenAI tools for L2 writing and their beliefs about its ethicality. Second, a case study was conducted with three learners, in which interviews and video screen capture were leveraged to further understand issues of usage and ethics. The findings suggest that although many students have used GenAI tools, only 14.6% actively reported using them for L2 writing purposes. Still, such writers reported using GenAI in 12 distinct ways. Finally, 82.2% of students believed GenAI tools are ethical for different purposes. These findings are discussed with an eye toward future writing research and pedagogy.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"508-531"},"PeriodicalIF":1.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145129486","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