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Addressing the vocabulary learning burden in L2 French: Factors guiding vocabulary selection in French textbooks 解决二语法语词汇学习负担：法语教材词汇选择的指导因素
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-06-23 DOI: 10.1111/flan.12808
Theresa A. Antes
{"title":"Addressing the vocabulary learning burden in L2 French: Factors guiding vocabulary selection in French textbooks","authors":"Theresa A. Antes","doi":"10.1111/flan.12808","DOIUrl":"https://doi.org/10.1111/flan.12808","url":null,"abstract":"<p>Ten beginning- and intermediate-level French textbooks were examined to determine which factors most influence authors' selection of vocabulary to be learned explicitly. Word frequency, imageability, concreteness, and use of lexical sets were examined, as these factors were shown in previous research to either facilitate or inhibit lexical acquisition. Findings indicate that beginning-level textbooks included more high-frequency vocabulary, but that all textbooks fell woefully short of ensuring that learners are exposed to the 2000 most frequent words in French. Furthermore, no progression to less frequent or imageable/concrete vocabulary was discernible in moving from beginning to intermediate levels, nor was there any noticeable recycling of vocabulary that may present a higher learning burden. Lexical sets, known to inhibit vocabulary acquisition, appeared to be the predominant factor guiding vocabulary selection in the textbooks examined. Implications for teaching and for materials creation will be addressed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"649-676"},"PeriodicalIF":1.5,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145129225","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
What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South 在弱势环境下的英语课堂上，翻译是什么样子的？一个发生在南半球一所处境困难的小学的案例
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-06-17 DOI: 10.1111/flan.12809
Melina Porto
{"title":"What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South","authors":"Melina Porto","doi":"10.1111/flan.12809","DOIUrl":"https://doi.org/10.1111/flan.12809","url":null,"abstract":"<p>This study investigated primary school children's spontaneous translingual practices in an English as a foreign language setting in a context with difficult circumstances in the Global South. The research question that guided this project was: What does translanguaging look like in an English language primary classroom in a difficult Argentinian context? Participants were 11 5th grade children at a public elementary school in a large metropolitan area in central Argentina, aged 9–13. Data included researcher field notes, video recordings of lessons, children's work done in class (written texts, drawings) and an individual deferred interview with each child. Qualitative analysis indicated that translanguaging emerged spontaneously from the difficult circumstances of the context, that the children used English and Spanish flexibly to fulfill specific functions negotiated in classroom interactions, and that they engaged in spontaneous translanguaging across modalities to make meaning and share personal worlds.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 3","pages":"532-555"},"PeriodicalIF":1.5,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145129140","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
Advancing practices in language testing and assessment 推进语言测试和评估的实践
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-06-15 DOI: 10.1111/flan.12811
Francis J. Troyan, Kristin J. Davin
{"title":"Advancing practices in language testing and assessment","authors":"Francis J. Troyan,&nbsp;Kristin J. Davin","doi":"10.1111/flan.12811","DOIUrl":"https://doi.org/10.1111/flan.12811","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"275-277"},"PeriodicalIF":1.5,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646841","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
DEI in the world languages classroom: “Keep us connected” DEI在世界语言课堂：“让我们保持联系”
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-06-13 DOI: 10.1111/flan.12810
Milton Alan Turner
{"title":"DEI in the world languages classroom: “Keep us connected”","authors":"Milton Alan Turner","doi":"10.1111/flan.12810","DOIUrl":"https://doi.org/10.1111/flan.12810","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"273-274"},"PeriodicalIF":1.5,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647039","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
Comparing L2 intelligibility for learners of French: Automatic speech recognition versus human listeners 比较法语学习者的第二语言可理解性：自动语音识别与人类听者
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-05-19 DOI: 10.1111/flan.12807
Elena Shimanskaya
{"title":"Comparing L2 intelligibility for learners of French: Automatic speech recognition versus human listeners","authors":"Elena Shimanskaya","doi":"10.1111/flan.12807","DOIUrl":"https://doi.org/10.1111/flan.12807","url":null,"abstract":"<p>In this study, I compare the accuracy of automatic speech recognition (ASR) transcription against two measures of intelligibility provided by human listeners. The data came from readings of five texts recorded by 15 language learners of French. Human understanding was gauged by (i) asking a group of 36 naïve first language (L1) speakers of French recruited from the general population to provide word-for-word transcriptions of the recordings, and (ii) asking two experienced French teachers (L1 speakers of French) to rate the recordings for intelligibility. The results reveal that ASR transcription accuracy was lower than that of human transcribers. However, all three measures, namely ASR transcription accuracy, human transcription accuracy, and human ratings of intelligibility, were correlated. Implications of these results for using the technology in foreign language teaching and learning are considered in the discussion.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"438-457"},"PeriodicalIF":1.5,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647732","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 professional quality of life in the context of language teacher attrition 语言教师流失背景下的职业生活品质探究
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-05-13 DOI: 10.1111/flan.12806
K. Chimène Gecewicz, Laurel Hodges, Tammy Greer
{"title":"Exploring professional quality of life in the context of language teacher attrition","authors":"K. Chimène Gecewicz,&nbsp;Laurel Hodges,&nbsp;Tammy Greer","doi":"10.1111/flan.12806","DOIUrl":"https://doi.org/10.1111/flan.12806","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>This study investigates the professional quality of life among 124 K-12 language teachers in the U.S. to explore factors influencing teacher attrition. Participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction, with secondary traumatic stress levels significantly higher than levels reported by educators in other disciplines. Lower compassion satisfaction and higher burnout correlated with thoughts of leaving, though secondary traumatic stress showed no significant relationship. Demographic factors such as first language and target language were found to influence professional quality of life, and although over half of the participants indicated they had thoughts of leaving in the past year, 87.9% reported that they were likely to remain. Implications are described for educator preparation programs, which must prepare teacher candidates for professional realities while also instructing them on best practices for combating burnout and secondary traumatic stress.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"458-480"},"PeriodicalIF":1.5,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647011","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
Can the Oral Proficiency Interview - Computer (ACTFL OPIc) be used instead of the Oral Proficiency Interview (ACTFL OPI)? An aligned rank transform (ART) analysis 是否可以用电脑口语能力面试（ACTFL OPIc）代替口语能力面试（ACTFL OPI）？对齐秩变换（ART）分析
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-04-22 DOI: 10.1111/flan.12804
Troy L. Cox, Gregory L. Thompson, Steven S. Stokes
{"title":"Can the Oral Proficiency Interview - Computer (ACTFL OPIc) be used instead of the Oral Proficiency Interview (ACTFL OPI)? An aligned rank transform (ART) analysis","authors":"Troy L. Cox,&nbsp;Gregory L. Thompson,&nbsp;Steven S. Stokes","doi":"10.1111/flan.12804","DOIUrl":"https://doi.org/10.1111/flan.12804","url":null,"abstract":"<p>This study investigated the differences between the ACTFL Oral Proficiency Interview (OPI) and the ACTFL Oral Proficiency Interview - Computer (OPIc) among Spanish learners at a U.S. university. Participants (<i>N</i> = 154) were randomly assigned to take both tests in a counterbalanced order to mitigate test order effects. Data were analyzed using an aligned rank transform (ART) analysis, focusing on variables such as gender, age, language courses, missionary experience, and self-assessed Spanish ability. Results showed a strong correlation between ACTFL OPI and ACTFL OPIc ratings (τ = 0.79, <i>p</i> &lt; .001), though ACTFL OPIc ratings were slightly higher on average. No significant order effects were found, indicating the order of test administration did not influence ratings. The reliability of both tests was confirmed, and no significant biases were detected. The findings suggest that both ACTFL OPI and ACTFL OPIc are effective, holistic measures of Spanish oral proficiency, with ACTFL OPIc offering a slight advantage in rating outcomes. Pedagogically, this suggests flexibility in test choice without compromising assessment integrity.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"300-325"},"PeriodicalIF":1.5,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647561","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
Explicit and implicit (automatized) knowledge of second language pronunciation: Implications for theory, research, and classroom practice 第二语言发音的显性和隐性（自动化）知识：理论、研究和课堂实践的意义
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-04-21 DOI: 10.1111/flan.12803
Mirosław Pawlak
{"title":"Explicit and implicit (automatized) knowledge of second language pronunciation: Implications for theory, research, and classroom practice","authors":"Mirosław Pawlak","doi":"10.1111/flan.12803","DOIUrl":"https://doi.org/10.1111/flan.12803","url":null,"abstract":"<p>Although the distinction between explicit and implicit (automatized) knowledge of second or foreign language (L2) is of crucial importance to second language acquisition (SLA) theory and research, it has thus far not been directly applied to L2 pronunciation. The paper attempts to fill this gap by making an initial attempt to illustrate the relevance of this vital distinction in this area. Following the discussion of some crucial preliminary issues, the two types of knowledge are characterized and challenges involved in their measurement are considered. Subsequently, the distinction is related to theoretical accounts of how L2 pronunciation is learnt and empirical investigations into the effectiveness of different types of pronunciation instruction as well as everyday instructional classroom practices. The role of mediating factors, such as individual differences or contextual influences, is also considered.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"346-366"},"PeriodicalIF":1.5,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647748","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
Co-constructive feedback affordances in integrated performance assessment learner dyads 协同建设性反馈在综合绩效评估中的启示
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-04-14 DOI: 10.1111/flan.12805
Mark Darhower, Dawn Smith-Sherwood
{"title":"Co-constructive feedback affordances in integrated performance assessment learner dyads","authors":"Mark Darhower,&nbsp;Dawn Smith-Sherwood","doi":"10.1111/flan.12805","DOIUrl":"https://doi.org/10.1111/flan.12805","url":null,"abstract":"<p>Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck &amp; Troyan, 2013). The present study examines the feedback affordances generated during co-constructive feedback sessions with two learner dyads, as well as learner performance in the interpersonal speaking component of four IPA cycles. The findings demonstrated that the learner dyads engaged in the co-construction of abundant feedback affordances with the researchers and each other, and appear to have utilized some of the affordances in subsequent IPAs, in which three of four participants improved their performance. Research and pedagogical implications of these findings are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"278-299"},"PeriodicalIF":1.5,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646989","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 发布信息-教育板，ACTFL人员页面
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2025-03-12 DOI: 10.1111/flan.12762
{"title":"Issue Information - Ed Board, ACTFL Officers Page","authors":"","doi":"10.1111/flan.12762","DOIUrl":"https://doi.org/10.1111/flan.12762","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629907","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
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