发布求助
文献互助 智能选刊 最新文献

Foreign Language Annals最新文献

筛选
英文 中文
The politics of language enrollment in US higher education 美国高等教育中语言入学的政治
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-03-05 DOI: 10.1111/flan.12798
Michael Gradoville
{"title":"The politics of language enrollment in US higher education","authors":"Michael Gradoville","doi":"10.1111/flan.12798","DOIUrl":"https://doi.org/10.1111/flan.12798","url":null,"abstract":"<p>This article examines enrollments in languages other than English in United States higher education from the perspective of geographical distribution. While the overall decline in language enrollments is well known, enrollments are also very unequal across states when accounting for population. By cross-referencing MLA language enrollment data with demographic data, numerous predictors were tested for their efficacy in explaining inequality in Fall 2021 language enrollments. The only predictor found to affect language enrollments in a state was the state's political leanings as defined by voting in the 2020 U.S. presidential election: the more strongly a state voted for the Republican candidate, the lower its rate of language enrollment. An analysis of the changes in enrollment between 2016 and 2021 also showed a non-significant trend whereby states that voted more strongly for the Republican candidate tended to have more enrollment decline than those that voted for the Democratic candidate.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"367-391"},"PeriodicalIF":1.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646847","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
Exploring the learning benefits of website-delivered pragmatics instruction: The case of L2 Mandarin Chinese 网站语用教学的学习效益探讨：以二语普通话为例
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-02-25 DOI: 10.1111/flan.12797
Li Yang
{"title":"Exploring the learning benefits of website-delivered pragmatics instruction: The case of L2 Mandarin Chinese","authors":"Li Yang","doi":"10.1111/flan.12797","DOIUrl":"https://doi.org/10.1111/flan.12797","url":null,"abstract":"<p>Among the wide applications of digital tools in second language (L2) pragmatics, the utilization of self-access websites as a medium for instructional delivery has promising potential. To further investigate the learning benefits of website-delivered instruction, this study reported on the design, implementation, and effectiveness of an open-access Chinese pragmatics site. It features three everyday speech acts in Chinese and consists of a variety of instructional resources. Thirty participants studying Chinese as a foreign language at a US university were recruited to engage in the web-based study outside of regular class time for 6 weeks. An oral discourse completion task was employed to examine the participants' pragmatic production, and an online survey was utilized to solicit their evaluations of the website. Overall, the findings suggested that the web-based materials were conducive to the participants' appropriate production of speech acts. In addition, the website was perceived as useful and valuable in serving as a tool for delivering pragmatics instruction. On the basis of the results, improvements in the design of the instructional site and directions for future research are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"417-437"},"PeriodicalIF":1.5,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647749","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
Relationships between writing, reading, and proficiency in Chinese immersion 中文浸入式写作、阅读与熟练程度的关系
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-02-23 DOI: 10.1111/flan.12796
Robin E. Harvey, Patricia J. Brooks
{"title":"Relationships between writing, reading, and proficiency in Chinese immersion","authors":"Robin E. Harvey,&nbsp;Patricia J. Brooks","doi":"10.1111/flan.12796","DOIUrl":"https://doi.org/10.1111/flan.12796","url":null,"abstract":"<p>This study aimed to further understanding of immersion language development by examining in-class freewriting, classroom-assessed reading, and year-end STAMP 4Se proficiency levels in 4th-grade Chinese immersion over an academic year. Specifically, we aimed to understand (1) how learners express themselves in freewriting, (2) growth in freewriting and Chinese reading levels across the year, and (3) relations between classroom-based measures and proficiency measured by year-end standardized tests of Chinese (STAMP 4Se). In freewriting, students used combinations of Chinese characters, Pinyin, homophones, English, and pictures. Writing and reading levels grew over the year, though the range was wide. Student reading levels measured by teachers were the most important predictor of year-end proficiency across the four STAMP 4Se domains, while freewriting predicted reading and writing proficiency. Students who engaged in digital texting activities demonstrated higher speaking proficiency. Pedagogical recommendations include incorporating freewriting, extensive reading, and digital texting to improve partner language proficiency.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"392-416"},"PeriodicalIF":1.5,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647736","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 in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after-school program 从事跨国教学和建立实践社区：职前教师在在线课后项目中的经验
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-27 DOI: 10.1111/flan.12795
Jungmin Kwon
{"title":"Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after-school program","authors":"Jungmin Kwon","doi":"10.1111/flan.12795","DOIUrl":"https://doi.org/10.1111/flan.12795","url":null,"abstract":"<p>Employing the concepts of transnational funds of knowledge and community practice, this ethnographic case study examines the experiences of preservice world language teachers in a year-long teaching methods course. It focuses on an online after-school program where preservice teachers taught languages and cultures to children from linguistically and culturally diverse backgrounds. The findings illustrate how a teacher candidate from a multilingual and immigrant background drew on her transnational lived experiences and encouraged students to think beyond the boundaries of languages, cultures, and countries. Findings also show how preservice teachers in the program learned from fellow teachers’ practices and built a shared repertoire of resources to engage in transnational ways of teaching language and culture. This study underscores the importance of providing clinical opportunities where preservice teachers can put theory into practice, incorporate transnational funds of knowledge that learners possess, and challenge linguistic, cultural, and geographic boundaries.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"247-268"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629803","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
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship? 译语与文化维持教学法：相互依存的关系？
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-27 DOI: 10.1111/flan.12791
Ingrid Rodrick Beiler, Luis S. Villacañas de Castro
{"title":"Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship?","authors":"Ingrid Rodrick Beiler,&nbsp;Luis S. Villacañas de Castro","doi":"10.1111/flan.12791","DOIUrl":"https://doi.org/10.1111/flan.12791","url":null,"abstract":"<p>Translanguaging has increasingly been embraced in equity-oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case-to-case synthesis examines this nexus in English foreign language (EFL) teaching through ethnographic and participatory methods with students belonging to historically oppressed peoples in Europe, including Indigenous Sámi (Norway) and Roma (Spain) students, respectively. In the Norwegian case, student translanguaging demonstrated possibilities to shift English teaching toward CSP in a setting where such pedagogical practices were largely absent. In the Spanish case, the creativity favored by pedagogical translanguaging became essential for the students to expand their cultural perspectives and grow through English in an extracurricular implementation of CSP. Together, these cases demonstrate the mutual dependence of CSP and translanguaging.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"159-181"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629900","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
Dimensions of communicative language teaching in online synchronous and face-to-face contexts: A comparison of student perceptions 在线同步和面对面情境下交际语言教学的维度：学生感知的比较
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-27 DOI: 10.1111/flan.12793
Rodica Frimu, Bernard Ibrahim Issa
{"title":"Dimensions of communicative language teaching in online synchronous and face-to-face contexts: A comparison of student perceptions","authors":"Rodica Frimu,&nbsp;Bernard Ibrahim Issa","doi":"10.1111/flan.12793","DOIUrl":"https://doi.org/10.1111/flan.12793","url":null,"abstract":"<p>This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from students in F2F language classes (<i>n</i> = 330) and synchronous online language classes (<i>n</i> = 315). The results generally show high levels of agreement between the two groups with statements pertaining to the implementation of all four principles, suggesting that overall, participants perceived the two learning contexts to be similar to one another. However, results reveal that for particular dimensions of these principles, students in the two contexts disagreed (small to medium effect sizes), indicating depressed levels of agreement for learners in the online context. We discuss how these areas of disagreement serve as an opportunity for enhancement of the implementation of specific components of CLT in online synchronous settings.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"70-89"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629804","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
Conceptualizing culture critically: Examining perspectives from additional language teachers 批判性地概念化文化：考察其他语言教师的观点
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-20 DOI: 10.1111/flan.12792
Marika Kunnas, Mimi Masson, Shawna M. Carroll
{"title":"Conceptualizing culture critically: Examining perspectives from additional language teachers","authors":"Marika Kunnas,&nbsp;Mimi Masson,&nbsp;Shawna M. Carroll","doi":"10.1111/flan.12792","DOIUrl":"https://doi.org/10.1111/flan.12792","url":null,"abstract":"<p>This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (<i>n</i> = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"182-205"},"PeriodicalIF":1.5,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629873","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
Code choice and translanguaging in Spanish classroom tasks 西班牙语课堂任务中的代码选择与翻译
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-19 DOI: 10.1111/flan.12794
Alfredo Urzúa
{"title":"Code choice and translanguaging in Spanish classroom tasks","authors":"Alfredo Urzúa","doi":"10.1111/flan.12794","DOIUrl":"https://doi.org/10.1111/flan.12794","url":null,"abstract":"<p>Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging practices calling for the use of full linguistic repertories can also benefit L2 learning, especially during collaborative tasks. It is thus important to explore translanguaging practices in classroom contexts. This study investigates code choice and translanguaging within collaborative oral tasks by focusing on the way college-level, Spanish language learners strategically alternate between languages to sustain and enhance their interactions. In particular, the positive role of L1 use during the pretask phase and its relation to L2 use during the task phase are examined.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"206-226"},"PeriodicalIF":1.5,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629890","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
The design and evaluation of an interactive AI companion for foreign language writing 交互式人工智能外语写作同伴的设计与评价
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-15 DOI: 10.1111/flan.12790
Nicole Mills, Hannah Hok, Arnaud Dressen, Quentin Veillas
{"title":"The design and evaluation of an interactive AI companion for foreign language writing","authors":"Nicole Mills,&nbsp;Hannah Hok,&nbsp;Arnaud Dressen,&nbsp;Quentin Veillas","doi":"10.1111/flan.12790","DOIUrl":"https://doi.org/10.1111/flan.12790","url":null,"abstract":"<p>The Modern Language Association (MLA) published a writing and artificial intelligence (AI) working paper that provided an overview of key issues, concerns, and recommendations to help language educators make principle-driven pedagogical decisions to support critical AI literacy. To address the MLA's recommendations, a collaborative AI writing companion project was designed that assists learners in a process-oriented, design approach to writing. The tool seeks to emphasize writing as a meaningful, collaborative process of communication that involves both learner autonomy and a focus on textual conventions. Perceptions of the platform's efficacy were assessed employing constructs from the psychology of language learning such as writing self-efficacy, anxiety, and self-efficacy for self-regulation and user experience measures such as perceived anthropomorphism, teaching presence, and enjoyment. Findings revealed that students' perceptions and enjoyment of the AI chatbot were associated with how competent students perceived themselves to be as writers and other self-reported outcomes.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"40-69"},"PeriodicalIF":1.5,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629860","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
Are my learners advanced?: Using measures of complexity and accuracy to analyze L2 Spanish writing 我的学习者高级吗？运用复杂和准确的方法分析第二语言西班牙语写作
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-01-03 DOI: 10.1111/flan.12788
Marie Mangold
{"title":"Are my learners advanced?: Using measures of complexity and accuracy to analyze L2 Spanish writing","authors":"Marie Mangold","doi":"10.1111/flan.12788","DOIUrl":"https://doi.org/10.1111/flan.12788","url":null,"abstract":"<p>One of the critiques of proficiency as defined by scales, such as that of ACTFL, is its lack of grounding in linguistic realities. Measures of complexity, accuracy, and fluency provide a route in which proficiency can be quantitatively measured by identifying linguistic correlates (see Brown et al., 2017; Long et al., 2012). This project aimed to identify the linguistic correlates that distinguish L2 Spanish writing at intermediate-high and advanced-low proficiency levels as defined by the Language Ability Self-Evaluation Resource. Forty writing samples comprised the data. Measures of lexical complexity (density and diversity), syntactic complexity (mean length of T-unit, number of clauses per T-unit, average length of error-free T-unit), and accuracy (ratio of error-free T-unit, number of errors per 100 words) were used to analyze the samples. Findings suggest that accuracy is the linguistic feature that best distinguishes intermediate from advanced proficiency in L2 Spanish writing. The implications of these findings for research and pedagogy are examined.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"326-345"},"PeriodicalIF":1.5,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646837","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信