Foreign Language Annals最新文献_第3页

Survey of K-12 world language program evaluation K-12 世界语言课程评估调查

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-01-24 DOI: 10.1111/flan.12749

Margaret E. Malone, Malik Stevenson, Caitlyn Pineault

引用次数: 0

What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish 学习外语的前 6 个月会出现哪种类型的注意到？土耳其语绝对初学者的案例

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12745

Joshua Matthews, Devrim Yilmaz

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How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence 双语双语教育职前教师如何利用和培养学生的社会文化能力

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12744

Lisa M. Domke, Laura A. May, María A. Cerrato, Elizabeth H. Sanders, Melody Kung, Gary E. Bingham

引用次数: 0

What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity 是什么导致语言学习者难以理解基于视频的学术讲座？多模态复杂性的作用

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12747

Emad A. Alghamdi

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Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education 对虚拟现实辅助语言教育中的焦虑、动机、成绩、满意度和自我效能的元分析

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2024-01-22 DOI: 10.1111/flan.12748

Zhonggen Yu, Peng Duan

引用次数: 0

Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion 超越准确性：初中西班牙语浸入式教学中句法复杂性的发展

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-01-22 DOI: 10.1111/flan.12746

Mandy R. Menke

引用次数: 0

Foreign language education in Louisiana: A cluster analysis 路易斯安那州的外语教育：聚类分析

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2023-12-27 DOI: 10.1111/flan.12737

Erin Fell

{"title":"Foreign language education in Louisiana: A cluster analysis","authors":"Erin Fell","doi":"10.1111/flan.12737","DOIUrl":"10.1111/flan.12737","url":null,"abstract":"Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that geographic, economic, and integration factors contribute to whether a school can provide FL at all—and biased counseling dissuades minoritized students from taking FL—this study asks: has FL education been equitably accessible to all Louisiana high school students who want to pursue it, regardless of race or economic background? To address this question, this paper presents results from two analyses. First, program-internal equity variables (e.g., [dis]similarity between school-wide and FL student demographics) were clustered to produce “profiles” of FL programs. Next, a multinomial logistic regression using program-external factors (e.g., federal funding status, desegregation orders) was conducted to isolate the factors impacting equity. Federal funding and rurality were both found to be significant, with schools receiving federal Title I funds and rural schools being much more likely to exhibit inequitable access to FL courses. In (a) identifying schools with enrollment inequities and (b) the outside factors associated with greater inequity, this paper aims to provide policymakers with empirically based tools to address (in)equity in Louisiana high school FL education. These findings can be especially helpful in light of the state's recent (2023-2024 school year) expansion of FL requirements to accept computer science courses.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055844","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 experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges 探索讲传统语言的西班牙语世界语教师的经验：专业经验与挑战

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2023-12-11 DOI: 10.1111/flan.12739

Miguel Á. Novella, Carolina Bustamante

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引用次数: 0

Foregrounding learner voice: Chinese international students' interpretations of strategy use during oral discourse socialization in Germany 重视学习者的声音：中国留学生在德国口语话语社会化过程中对策略使用的解读

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-12-11 DOI: 10.1111/flan.12742

Yao Long, Yuting Ding

{"title":"Foregrounding learner voice: Chinese international students' interpretations of strategy use during oral discourse socialization in Germany","authors":"Yao Long, Yuting Ding","doi":"10.1111/flan.12742","DOIUrl":"10.1111/flan.12742","url":null,"abstract":"Although multilingualism is becoming a more important topic of inquiry, a closer look at intercultural studies on Chinese overseas students reveals that they are inclined to contrast the learning behaviors of these students with Western learning conceptions and practices and interpret their learning ways based on Western assumptions. The study used qualitative and quantitative methods to investigate how this cohort of minoritized learners leveraged a material-centered approach highlighting repetition, reading aloud, rote learning, and translanguaging to increase the salience and processing of the target language input. Additionally, this study performed a comparative analysis of the use frequency and interpretations of learning strategies between self-reported successful and currently less successful students from China. The results indicate that the former cohort was more concerned with self-directed activities in favor of input processing and the model of input-output connection. Lastly, this highlights the importance of legitimization of their approach resource repertoire by foregrounding their interpretations of their own learning behaviors in the new academic environment.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980058","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

The impact of questioning strategies on target language production and learner confidence 提问策略对目标语言生成和学习者信心的影响

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-12-11 DOI: 10.1111/flan.12743

Angela Gardner, Karen Lichtman

引用次数: 0