Foreign Language Annals最新文献_第2页

Expanding access to research in Foreign Language Annals: Introducing OASIS 扩大对《外语年鉴》研究的访问：引入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

引用次数: 0

Examining beginner Spanish learners' interactions during text chat: Self-monitoring and the impact of metacognitive instruction 考察初学西班牙语学习者在文本聊天中的互动：自我监控和元认知教学的影响

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, Nicole Ziegler, Abbie Finnegan","doi":"10.1111/flan.12774","DOIUrl":"https://doi.org/10.1111/flan.12774","url":null,"abstract":"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 (n = 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.","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 教师在语言课堂中对全球英语和法语的认知和实施

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, Talar Kaloustian, Brett David Wells","doi":"10.1111/flan.12786","DOIUrl":"https://doi.org/10.1111/flan.12786","url":null,"abstract":"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.","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

Chinese heritage language learners' motivation and intention to continue learning Mandarin 中国传统语言学习者继续学习普通话的动机和意向

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-09-24 DOI: 10.1111/flan.12784

Wenting Song, Jeannine E. Turner

{"title":"Chinese heritage language learners' motivation and intention to continue learning Mandarin","authors":"Wenting Song, Jeannine E. Turner","doi":"10.1111/flan.12784","DOIUrl":"https://doi.org/10.1111/flan.12784","url":null,"abstract":"This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin-learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi-structured interviews with eight participants taking beginner-level Mandarin courses. Following open, axial, and selective coding procedures, we developed a model portraying factors that influenced HLLs' decision to continue their enrollment in Mandarin classes. The model revealed that their decisions were fueled by ongoing appraisals via their motivational orientations, course expectations, and emotional experiences that drove their approach or avoidance focus. In particular, Mandarin high dropout rates may result from 1) HLLs' unmet course expectations, 2) lack of specific future-oriented instrumental values, and 3) unpleasant emotional experiences within the class. The study concluded with four pedagogical implications (e.g., adopting task-based language teaching) to sustain HLLs' motivation in college HL courses.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"137-158"},"PeriodicalIF":1.5,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629930","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

Process drama and foreign language learning: A case study of preservice teachers learning French 过程戏剧与外语学习：职前教师学习法语的个案研究

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-09-23 DOI: 10.1111/flan.12785

Carla Míguez-Álvarez

引用次数: 0

Pedagogical translation for reading comprehension in mixed HL-L2 secondary classrooms 高中二年级混合课堂阅读理解的教学转化

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-09-17 DOI: 10.1111/flan.12780

Sarah Albrecht

引用次数: 0

L2 discourse marker use in interaction: The case of pues in Spanish 二语话语标记语在互动中的使用：以西班牙语中的pues为例

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-09-15 DOI: 10.1111/flan.12779

Sydney Dickerson, Lori Czerwionka

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

引用次数: 0

Explaining the penetrating role of technology in online foreign language learning achievement 解释技术对在线外语学习成绩的渗透作用

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-09-09 DOI: 10.1111/flan.12781

Fangwei Huang, Haijing Zhang

{"title":"Explaining the penetrating role of technology in online foreign language learning achievement","authors":"Fangwei Huang, Haijing Zhang","doi":"10.1111/flan.12781","DOIUrl":"10.1111/flan.12781","url":null,"abstract":"This study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty-two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square-structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self-online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE-enjoyment) and (TA-anxiety), implying enjoyment may be more environment-related while anxiety may be more technology-related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"10-39"},"PeriodicalIF":1.5,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203320","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

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

引用次数: 0