Foreign Language Annals最新文献_第4页

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

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

引用次数: 0

The effect of task authenticity on second language writing product and process: The case of a morphologically complex language – Russian 任务真实性对二语写作产品和过程的影响：以形态复杂的俄语为例

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2024-12-26 DOI: 10.1111/flan.12789

Vita Kogan, Andrea Révész, Suet-sin Cheung

{"title":"The effect of task authenticity on second language writing product and process: The case of a morphologically complex language – Russian","authors":"Vita Kogan, Andrea Révész, Suet-sin Cheung","doi":"10.1111/flan.12789","DOIUrl":"https://doi.org/10.1111/flan.12789","url":null,"abstract":"There is compelling empirical evidence suggesting that more authentic learning tasks improve second language learners' motivation and learning (Long, 1996; Van Lier, 2014). However, most research on this topic has focused on Germanic and Romance L2 languages, primarily in the context of speaking skills. Little is known about the effect of task authenticity on L2 writing, especially in languages other than English. The present study investigated how increased task authenticity, operationalized as writing to a real recipient rather than an imaginary friend, affected L2 writing in Russian—a language that exhibits a high level of morphological complexity (Gilabert & Castellví, 2019; Nuss & Martelle, 2022). We adopted a mixed-methods approach to investigate participants' writing behaviors and underlying cognitive processes. Twenty-eight intermediate and advanced L1 English speakers, learning Russian as an L2, completed both more and less authentic writing tasks involving composing letters to either real or imaginary recipients. Dependent-sample t-tests revealed a significant effect of task authenticity on subordination complexity and fluency. Specifically, participants wrote texts with fewer subordinate clauses and exhibited a slower writing pace in more authentic tasks. These findings underscore the importance of investigating writing processes alongside writing products to achieve a more nuanced understanding of L2 writing.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"481-500"},"PeriodicalIF":1.5,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647805","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 : 2024-12-11 DOI: 10.1111/flan.12702

引用次数: 0

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