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Editor's message 编者寄语
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-06-12 DOI: 10.1111/flan.12707
{"title":"Editor's message","authors":"","doi":"10.1111/flan.12707","DOIUrl":"https://doi.org/10.1111/flan.12707","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 2","pages":"237"},"PeriodicalIF":2.7,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50130144","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
“Sorry, that's all I know!”: A study on web-based pragmatic instruction for novice learners “对不起，我只知道这些!”:基于网络的新手语用教学研究
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-06-01 DOI: 10.1111/flan.12706
Noelle Kerber, Jacqueline Shea, Marta Tecedor
{"title":"“Sorry, that's all I know!”: A study on web-based pragmatic instruction for novice learners","authors":"Noelle Kerber,&nbsp;Jacqueline Shea,&nbsp;Marta Tecedor","doi":"10.1111/flan.12706","DOIUrl":"10.1111/flan.12706","url":null,"abstract":"<p>This study examines the impact of instructor-led (IL) versus self-access (SA) web-based pragmatic instruction on novice second language learners' (<i>n</i> = 28) awareness and oral production of Spanish apologies. Two sections of a second-semester Spanish course were assigned to either the IL or the SA group. The web-based resource <i>Dancing with Words</i> was used to provide pragmatic instruction. Participants in the SA group worked through the materials individually, and participants in the IL group received support and guidance from the instructor. A quasi-experimental, pre-/posttest design was used to measure participants' pragmatic competence (i.e., awareness and production skills) before and after a 5-week intervention period. Results indicate three major findings: (1) learners follow developmental trajectories similar to those identified in study abroad, (2) instructor guidance is important for novice learners' development of pragmatic competence, and (3) special consideration should be given to instructional materials to ensure they align with the instructional context and goals.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"645-666"},"PeriodicalIF":2.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917776","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
Synchronous and asynchronous online collaborative writing: A study on Chinese language learners 同步与异步网络协作写作：对汉语学习者的研究
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-29 DOI: 10.1111/flan.12704
Meixiu Zhang, Qi Liu
{"title":"Synchronous and asynchronous online collaborative writing: A study on Chinese language learners","authors":"Meixiu Zhang,&nbsp;Qi Liu","doi":"10.1111/flan.12704","DOIUrl":"10.1111/flan.12704","url":null,"abstract":"<p>Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language classrooms. Fourteen Chinese as a foreign language (CFL) learners completed Google Docs-based CW tasks in two modalities: A synchronous CMC modality entailing video-chatting in Zoom and an asynchronous CMC modality where learners interacted in Google Docs with delayed time. Through analyzing multiple data sources (i.e., peer interaction, written products, editing logs, interviews), we found that, while CMC modality did not impact writing performance, CFL learners had more language learning opportunities and more positive learning experiences in the synchronous mode than in the asynchronous one. The findings revealed multiple challenges that require attention when implementing asynchronous CW tasks in teaching.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"740-763"},"PeriodicalIF":2.7,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067622","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
Envisioning a successful professional self through a negotiation-themed advanced Chinese course 通过以谈判为主题的高级汉语课程，设想一个成功的职业自我
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-25 DOI: 10.1111/flan.12705
Zhini Zeng, Junqing (Jessie) Jia
{"title":"Envisioning a successful professional self through a negotiation-themed advanced Chinese course","authors":"Zhini Zeng,&nbsp;Junqing (Jessie) Jia","doi":"10.1111/flan.12705","DOIUrl":"10.1111/flan.12705","url":null,"abstract":"<p>A great deal of research has recognized the necessity of receiving proper predeparture training for being able to truly benefit from international internship experiences. However, few researchers have taken the next step by exploring how domestic programs could pedagogically and psychologically prepare students for their professional experiences abroad. This study examines the role that a language-for-specific-purposes course plays in the process of preparing students for their upcoming internship experiences in the target culture, with a focus on intercultural negotiation. The findings suggest the students were able to successfully develop the cultural awareness and communicative skills necessary to engage in the negotiation of cultural boundaries. Furthermore, the study discusses how the introduction of a role model, in-depth workplace scenarios, and creating a holistic view of one's learning experiences are the three pedagogical elements that contribute to the construction of a professional L2 self.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"764-785"},"PeriodicalIF":2.7,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43299216","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
Engaging with the world: Applying connected learning in a university language learning context 融入世界:在大学语言学习环境中应用关联学习
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-22 DOI: 10.1111/flan.12691
James York
{"title":"Engaging with the world: Applying connected learning in a university language learning context","authors":"James York","doi":"10.1111/flan.12691","DOIUrl":"10.1111/flan.12691","url":null,"abstract":"<p>This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom context, instantiated through the Bridging Activities pedagogical framework. Students considered their interests, made groups, and joined Reddit communities. Self-selected texts were then analyzed with rigorous teacher mediation. Students participated by creating Reddit posts and several presentations detailing their text analysis and participation. Qualitative and quantitative data were collected from these presentations and questionnaires. Findings revealed that students in this context focused predominantly on gaming and anime communities, and participated multimodally using text, images, videos, and polls. Regarding language learning, attention was paid to cultural similarities and differences, vocabulary, acronyms, and slang. Student perceptions were positive, with 96% of students considering the topics covered appropriate to their future language needs. Additionally, the opportunity to engage in intercultural communication with target language users was considered novel, meaningful, and empowering. Pedagogical implications of using public websites in FL instruction and future research ideas are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 2","pages":"334-361"},"PeriodicalIF":2.7,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061816","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: 1
Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing 在我看来像谷歌:讲师在第二语言西班牙语写作中检测机器翻译的能力
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-09 DOI: 10.1111/flan.12690
Luciane Maimone, Jason Jolley
{"title":"Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing","authors":"Luciane Maimone,&nbsp;Jason Jolley","doi":"10.1111/flan.12690","DOIUrl":"10.1111/flan.12690","url":null,"abstract":"<p>This article reports the results of an empirical study designed to determine the degree to which college instructors of Spanish can distinguish between machine translation (MT) and non-MT writing samples produced by second language (L2) learners of Spanish in an intermediate-level writing course. We also investigated relationships between detection accuracy rates, instructor teaching experience, and text type (narrative or argumentative), as well as signs instructors consider indicators of both kinds of writing. Results demonstrated that instructors were able to distinguish MT from non-MT writing with a high degree of accuracy by relying on a broad array of indicators. However, neither text type difference nor instructor experience related significantly to detection ability. These findings have practical implications for the L2 classroom with regard to instructor response to MT use and the integration of MT tools to support L2 writing development.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"627-644"},"PeriodicalIF":2.7,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43682345","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
College-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic 大学水平的世界语言教师背景特征及其对疫情期间在线语言教学的看法
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-07 DOI: 10.1111/flan.12689
Li Jin, Yi Xu, Elizabeth Deifell
{"title":"College-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic","authors":"Li Jin,&nbsp;Yi Xu,&nbsp;Elizabeth Deifell","doi":"10.1111/flan.12689","DOIUrl":"10.1111/flan.12689","url":null,"abstract":"<p>The COVID-19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college-level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self-confidence in online language teaching, and stress felt during the pandemic). A mixed-methods approach was adopted to analyze data collected from a large-scale online questionnaire and follow-up interviews. The results show very complex relationships between college-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis-prompted and planned online language teaching in the future.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"137-162"},"PeriodicalIF":2.7,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43407036","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
Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices 不同的方法，相似的结果:准备外语教师实施高杠杆教学实践
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-02 DOI: 10.1111/flan.12688
Scott Kissau, Kristin J. Davin, Helga Haudeck, Chuang Wang
{"title":"Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices","authors":"Scott Kissau,&nbsp;Kristin J. Davin,&nbsp;Helga Haudeck,&nbsp;Chuang Wang","doi":"10.1111/flan.12688","DOIUrl":"10.1111/flan.12688","url":null,"abstract":"<p>Research has identified 10 high-leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States and Germany, to better understand how the two very different programs prepare their candidates to implement HLTPs, which HLTPs are emphasized, and how successful they are at preparing their aspiring teachers to implement one practice that has been identified in the research as particularly important (facilitating target language comprehensibility). Survey, teaching observation, and interview data collected from teacher candidates and their instructors suggested the critical nature of select HLTPs, that some of the subcomponents of one of these practices may be more challenging for novice teachers to master than others, and that there may be multiple approaches to preparing foreign language teachers to implement HLTPs.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"950-971"},"PeriodicalIF":2.7,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12688","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840300","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
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher- and lower-proficiency readers 二语汉语阅读理解中词汇深度知识的不同方面:比较高水平和低水平的读者
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-05-02 DOI: 10.1111/flan.12687
Tianxu Chen, Dongbo Zhang
{"title":"Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher- and lower-proficiency readers","authors":"Tianxu Chen,&nbsp;Dongbo Zhang","doi":"10.1111/flan.12687","DOIUrl":"10.1111/flan.12687","url":null,"abstract":"<p>Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framework, this study investigated 238 L2 Chinese learners who were college-level students in China, using a set of reading-related tasks. The results showed that (1) vocabulary breadth and grammatical knowledge independently contributed to L2 reading comprehension with grammatical knowledge being a more deciding factor; (2) different aspects of vocabulary depth (i.e., polysemy and synonymy), over and above vocabulary breadth and grammatical knowledge, played an independent role; and (3) more importantly, lower-proficiency learners relied more on vocabulary breadth whereas higher-proficiency learners made more use of vocabulary depth during text-level comprehension.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"786-806"},"PeriodicalIF":2.7,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44294672","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
Editor's message 编者寄语
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2023-03-30 DOI: 10.1111/flan.12685
{"title":"Editor's message","authors":"","doi":"10.1111/flan.12685","DOIUrl":"https://doi.org/10.1111/flan.12685","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 1","pages":"7"},"PeriodicalIF":2.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50125919","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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