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Building connections 建立联系
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-26 DOI: 10.1111/flan.12755
L. J. Randolph Jr.
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引用次数: 0
The lexical content of high-stakes national exams in French, German, and Spanish in England 英国法语、德语和西班牙语国家考试的词汇内容
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-21 DOI: 10.1111/flan.12751
Amber Dudley, Emma Marsden
{"title":"The lexical content of high-stakes national exams in French, German, and Spanish in England","authors":"Amber Dudley,&nbsp;Emma Marsden","doi":"10.1111/flan.12751","DOIUrl":"10.1111/flan.12751","url":null,"abstract":"<p>Surprisingly little is known about the number and frequency level of words that beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish are expected to know when taking high-stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency level of words that (a) this demographic seems to be expected to know and (b) could be needed for awarding organizations to create exams year-on-year. Key findings include that the proportion of low(er)-frequency words in the corpus of exam papers seemed large, given the stage of the learners and the purpose of the assessments. Critically, these low(er)-frequency words changed at a high rate between papers, likely incurring a heavy reliance on the lexical inferencing abilities of these relatively inexperienced language learners.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"311-338"},"PeriodicalIF":2.7,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953374","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
Addressing challenges in language education: Insights and solutions from higher education 应对语言教育的挑战：来自高等教育的见解和解决方案
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12754
Kristin J. Davin, Francis J. Troyan
{"title":"Addressing challenges in language education: Insights and solutions from higher education","authors":"Kristin J. Davin,&nbsp;Francis J. Troyan","doi":"10.1111/flan.12754","DOIUrl":"10.1111/flan.12754","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"8-9"},"PeriodicalIF":2.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953718","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
An examination of the postgraduation benefits of earning a Seal of Biliteracy 对获得 "双语印章 "的毕业后益处的研究
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12753
Kristin J. Davin, Kristen R. Cruz, Charlotte R. Hancock
{"title":"An examination of the postgraduation benefits of earning a Seal of Biliteracy","authors":"Kristin J. Davin,&nbsp;Kristen R. Cruz,&nbsp;Charlotte R. Hancock","doi":"10.1111/flan.12753","DOIUrl":"10.1111/flan.12753","url":null,"abstract":"<p>Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater impacts than their linguistically-minoritized peers. To that end, this study posed the question, What do recipients report postgraduation as benefits of earning a SoBL? In this qualitative investigation, 33 SoBL earners were interviewed postgraduation to analyze the benefits that they experienced from SoBL attainment. Four themes characterized the findings: increased employability in sales and education, pride and acknowledgment for linguistically-minoritized students, greater confidence and interest in postsecondary education, and difficulty receiving college credit. The article concludes with implications for strengthening the impact of the policy.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"634-653"},"PeriodicalIF":1.5,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923762","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
Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms 对话日记与传统写作作业：第二语言德语课堂写作比较
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12752
Nick Henry, Hannes Mandel, Vincent VanderHeijden
{"title":"Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms","authors":"Nick Henry,&nbsp;Hannes Mandel,&nbsp;Vincent VanderHeijden","doi":"10.1111/flan.12752","DOIUrl":"10.1111/flan.12752","url":null,"abstract":"<p>Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt-based assignments (TAs). The present study, therefore, presents a quasi-experimental comparison of texts from first- and second-year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text-type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"339-361"},"PeriodicalIF":2.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923715","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
Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL) 提升世界语言教师的领导力：语言学习领导力倡议（LILL）参与者的观点
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-01-29 DOI: 10.1111/flan.12750
Brianna Janssen Sánchez, William S. Davis
{"title":"Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL)","authors":"Brianna Janssen Sánchez,&nbsp;William S. Davis","doi":"10.1111/flan.12750","DOIUrl":"10.1111/flan.12750","url":null,"abstract":"<p>This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational impact on their leadership identity, mindset, and skill development. While the findings situate LILL as an effective and impactful program, we discuss the need for deeper understandings of world language (WL) teacher leadership in discipline-specific ways and conclude with suggestions for proactive approaches for WL teacher leadership programming.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"362-381"},"PeriodicalIF":2.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139588492","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
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
{"title":"Survey of K-12 world language program evaluation","authors":"Margaret E. Malone,&nbsp;Malik Stevenson,&nbsp;Caitlyn Pineault","doi":"10.1111/flan.12749","DOIUrl":"10.1111/flan.12749","url":null,"abstract":"<p>Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what program evaluation entails and frequently confuse it with assessment. This paper examines the current capacities and needs of program evaluation for K-12 world language programs, including the extent to which K-12 world language professionals in this study currently utilize evaluation, and provides information on the kinds of language program evaluation workshops and tools that could be helpful for these populations.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"769-796"},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558166","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 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
{"title":"What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish","authors":"Joshua Matthews,&nbsp;Devrim Yilmaz","doi":"10.1111/flan.12745","DOIUrl":"10.1111/flan.12745","url":null,"abstract":"<p>The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second author, a native speaker. All 52 video-conferenced one-to-one lessons were recorded and subsequently thematically analyzed for the learner's noticing of the accusative, dative, locative, and ablative cases at two levels of complexity (single or multiple affix). Six noticing themes were evident and are defined and exemplified with multimodal vignettes and presented as a generalized model. Trends in the occurrence of these noticing themes over the first 6 months of learning are also presented. Discussion focusses on the practical relevance of the types of noticing observed and concludes with directions for future research.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"818-843"},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139562475","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 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
{"title":"How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence","authors":"Lisa M. Domke,&nbsp;Laura A. May,&nbsp;María A. Cerrato,&nbsp;Elizabeth H. Sanders,&nbsp;Melody Kung,&nbsp;Gary E. Bingham","doi":"10.1111/flan.12744","DOIUrl":"10.1111/flan.12744","url":null,"abstract":"<p>US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific family/community and/or cultural practices. Few lessons incorporated culturally relevant/sustaining literature. Findings help teacher educators consider contextual constraints in teacher preparation and ways to better support PSTs in recognizing and developing students' sociocultural competence.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"797-817"},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139557872","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 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
{"title":"What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity","authors":"Emad A. Alghamdi","doi":"10.1111/flan.12747","DOIUrl":"10.1111/flan.12747","url":null,"abstract":"<p>By taking a multidisciplinary, evidence-based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self-ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing and computer vision algorithms to extract and compute a wide range of multimodal complexity indices. The results of a linear mixed-effects model demonstrated that pitch variation and academic spoken formulaic sequences helped to facilitate viewing comprehension, whereas infrequent words, image clutter, the number of visual objects, salient objects, visual texts, shots, and moving objects all impeded viewing comprehension. This study concludes by presenting a number of practical implications that can prove useful for English as a Foreign Language teachers and practitioners alongside a comprehensive agenda for future research in this area.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"527-549"},"PeriodicalIF":2.7,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558068","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
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