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
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
{"title":"L2 discourse marker use in interaction: The case of pues in Spanish","authors":"Sydney Dickerson,&nbsp;Lori Czerwionka","doi":"10.1111/flan.12779","DOIUrl":"https://doi.org/10.1111/flan.12779","url":null,"abstract":"<p>While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner communicative needs that drive the acquisition and use of DMs. This investigation contributes to research on interlanguage DM use by quantitatively investigating the frequency and functional distribution of the Spanish DM <i>pues</i> by L2 and L1 speakers of Spanish from a discourse-functional perspective and qualitatively examining <i>pues</i> as an interactional resource. Oral interviews with 58 L2 and 14 L1 speakers of Spanish were analyzed, revealing distinct frequency and distributional patterns across groups and unique L2 interactional needs that are supported with the DM <i>pues</i>. Results inform L2 learners and teachers of the importance of DMs for interactions and provide classroom implications.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1072-1093"},"PeriodicalIF":1.5,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868591","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
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
{"title":"How important is studying languages for undergraduate students and why (not) study languages?","authors":"Koen Van Gorp,&nbsp;Emily Heidrich Uebel,&nbsp;Felix A. Kronenberg,&nbsp;Dianna Murphy","doi":"10.1111/flan.12783","DOIUrl":"10.1111/flan.12783","url":null,"abstract":"<p>This study examines the value undergraduate students (<i>n</i> = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large-scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"900-920"},"PeriodicalIF":1.5,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12783","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254744","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
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,&nbsp;Haijing Zhang","doi":"10.1111/flan.12781","DOIUrl":"10.1111/flan.12781","url":null,"abstract":"<p>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.</p>","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
{"title":"Issue Information - Ed Board, ACTFL Officers Page","authors":"","doi":"10.1111/flan.12700","DOIUrl":"https://doi.org/10.1111/flan.12700","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"583-584"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158498","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
Celebrating adoption of the Seal of Biliteracy in all 50 states 庆祝美国 50 个州通过双语扫盲印章
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12776
Kristin J. Davin, Francis J. Troyan
{"title":"Celebrating adoption of the Seal of Biliteracy in all 50 states","authors":"Kristin J. Davin,&nbsp;Francis J. Troyan","doi":"10.1111/flan.12776","DOIUrl":"https://doi.org/10.1111/flan.12776","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"590-592"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158502","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
Strategic planning for professional engagement 专业参与战略规划
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12778
L. J. Randolph Jr.
{"title":"Strategic planning for professional engagement","authors":"L. J. Randolph Jr.","doi":"10.1111/flan.12778","DOIUrl":"https://doi.org/10.1111/flan.12778","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"587-589"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158500","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
Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program 单向西班牙语沉浸式课程毕业生的纵向学业、语言和社会情感学习成果
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-05 DOI: 10.1111/flan.12782
Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky
{"title":"Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program","authors":"Amado M. Padilla,&nbsp;Xinjie Chen,&nbsp;Elizabeth Swanson,&nbsp;Margaret Peterson,&nbsp;Tatiana Zamora,&nbsp;Tami Girsky","doi":"10.1111/flan.12782","DOIUrl":"10.1111/flan.12782","url":null,"abstract":"<p>Seven cohorts of students (<i>N</i> = 258) who completed a K-5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (AP™) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non-SI comparison group. There were no significant differences between SI and non-SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K-5 SI program can lead to positive academic and language outcomes without negative impacts on SEL.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"111-136"},"PeriodicalIF":1.5,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203195","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
Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives 跨课程评估语言：批判性反思和学生学习视角
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-08-29 DOI: 10.1111/flan.12775
Emma R. Britton, Angelika Kraemer
{"title":"Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives","authors":"Emma R. Britton,&nbsp;Angelika Kraemer","doi":"10.1111/flan.12775","DOIUrl":"10.1111/flan.12775","url":null,"abstract":"<p>Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser-known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches (used in LAC and other language models) and advances a holistic framework, informed by multiple learning perspectives, to interpret students' experiences. Drawing on interviews with 16 students of Korean, Mandarin, and Spanish (as primary data) and triangulating interviews with observations in nine classrooms as well as other programmatic artifacts, it explores how participants reflected on their experiences and identifies the learning types that LAC appears to support. Findings indicate that LAC especially supported critical content-based language learning, language maintenance, and peer-to-peer collaboration among learners of mixed abilities. Implications for LAC program evaluation are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1051-1071"},"PeriodicalIF":1.5,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203321","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
Challenging deficit ideologies in Spanish heritage language policies and programs 挑战西班牙语遗产语言政策和计划中的赤字意识形态
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-07-04 DOI: 10.1111/flan.12770
David Cassels Johnson, Melanie Carbine, Christine Shea
{"title":"Challenging deficit ideologies in Spanish heritage language policies and programs","authors":"David Cassels Johnson,&nbsp;Melanie Carbine,&nbsp;Christine Shea","doi":"10.1111/flan.12770","DOIUrl":"10.1111/flan.12770","url":null,"abstract":"<p>This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is no language policy that provides a facilitative structure for Heritage language education, so issues of educational opportunity for SHL students are addressed locally. Teachers are, therefore, particularly influential language policy and education arbiters. In this paper, we analyze (1) how Iowa language policy is interpreted and appropriated by high school Spanish teachers and (2) the perspectives of high school Spanish teachers about Heritage language education. Findings reveal that many teachers reject the monoglossic ideologies popular in Spanish language classrooms and instead celebrate the unique verbal repertoires of their SHL students. Implications for language policy and practice are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"944-961"},"PeriodicalIF":1.5,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547767","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
Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context 社会经济边缘化学校的内容和语言综合教学法与语言学习动机
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-27 DOI: 10.1111/flan.12772
Shu Ohki, Russell Cross
{"title":"Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context","authors":"Shu Ohki,&nbsp;Russell Cross","doi":"10.1111/flan.12772","DOIUrl":"10.1111/flan.12772","url":null,"abstract":"<p>Within school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students' potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students' L2 learning motivation within a school setting that is socioeconomically marginalized, and how it may offer a solution to this challenge. Drawing on Dörnyei's (2005) theory of the L2 Motivational Self System, this study analyzes qualitative data from a Japanese/Science CLIL course taught in one such Australian secondary school setting. Although the findings confirm previous research on CLIL's generally positive influence on student motivation, it also identifies instances of a negative impact with a certain student group. The paper concludes with the implication of CLIL-based approaches for languages provision in challenging school contexts.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"981-999"},"PeriodicalIF":1.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502250","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