Foreign Language Annals最新文献_第6页

Deconstructing the benefits of reading-while-listening on L2 reading comprehension: The influence of cross-orthographic distance 解构边听边读对二语阅读理解的好处:交叉正字法距离的影响

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-15 DOI: 10.1111/flan.12732

Joanne Koh

{"title":"Deconstructing the benefits of reading-while-listening on L2 reading comprehension: The influence of cross-orthographic distance","authors":"Joanne Koh","doi":"10.1111/flan.12732","DOIUrl":"10.1111/flan.12732","url":null,"abstract":"Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating role of L2 orthographic characteristics in the effects of RWL on L2 propositional comprehension was examined. The orthographic characteristics of a language are of particular relevance as languages differ in the time course and the degree to which visual and phonological coding strategies are involved in word recognition. L1 Korean (alphabetic, shallow orthography) intermediate undergraduate learners of Chinese (nonalphabetic), English (alphabetic, deep orthography), and Spanish (alphabetic, shallow orthography) read and read-while-listened to authentic reading texts in their target language, and solved a set of written, untimed multiple-choice questions to test their propositional comprehension. Results indicated that learners of an L2 with a larger distance (i.e., Chinese) from the L1 benefitted more from RWL, indicating that L2 orthographic characteristics interacted with input modality. Pedagogical implications for the use of RWL are discussed coupled with qualitative findings of students' perceptions.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"163-183"},"PeriodicalIF":2.7,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544163","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

Foreign language learning in a specialized institution: Opportunities and challenges 专业机构外语学习:机遇与挑战

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-15 DOI: 10.1111/flan.12730

Zachary F. Miller, Dustin Crowther

引用次数: 0

Learning to teach world language online during COVID-19 pandemic: A phenomenographic study 在 COVID-19 大流行期间学习在线世界语言教学：现象学研究

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-25 DOI: 10.1111/flan.12729

Mingzhu Deng, Sandro Barros

{"title":"Learning to teach world language online during COVID-19 pandemic: A phenomenographic study","authors":"Mingzhu Deng, Sandro Barros","doi":"10.1111/flan.12729","DOIUrl":"10.1111/flan.12729","url":null,"abstract":"This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID-19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching videos were analyzed to better understand the emotional, pedagogical, and conceptual meaning-making processes that language teaching in and through the online space entailed. Through a phenomenographic analysis of the data, this study probed into the distinct perceptions of pedagogical space that emerged from the participants' online teaching experience. Findings suggest that while PSTs felt distant from their students, emotionally exhausted, and limited in what they could do instructionally, they also developed pedagogical problem-solving and decision-making skills that showcased the agency of the online space shaping novice teacher's beliefs and practices. Implications for world language teacher education curriculum are discussed, including the potential effects of cocurricular online teaching experiences facilitating PST's attunement to the agency of space both online and in physical classrooms.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"382-402"},"PeriodicalIF":2.7,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815437","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 an open educational resource and a traditional textbook: Learner outcomes and engagement 比较开放教育资源和传统教科书：学习成果和参与度

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-25 DOI: 10.1111/flan.12727

Priya Panday-Shukla

引用次数: 0

The presence and absence of race in world language education literature 世界语言教育文献中种族的存在与缺失

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-25 DOI: 10.1111/flan.12728

Bethany Daniel

引用次数: 0

Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction 语言学习者在课堂互动中回应教师赞美时的话语标记

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-25 DOI: 10.1111/flan.12714

Mostafa Morady Moghaddam

{"title":"Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction","authors":"Mostafa Morady Moghaddam","doi":"10.1111/flan.12714","DOIUrl":"10.1111/flan.12714","url":null,"abstract":"This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher–student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment–response exchanges, 148 DMs were identified within the responses. These sequences were analyzed to find out how DMs are combined with four distinct CR types; accept, mitigate, reject, and request interpretation. DMs were also identified and categorizedbased on their frequency of occurance and semantic features to allow comparison with previous findings. The results of this study revealed that Iranian EFL learners resorted to a limited number of DMs in responses to teacher-generated compliments, with “linking” DMs being the most favorable type. Moreover, some DMs were accompanied by a specific CR type which helped the formation of an intended illocutionary force by the complimentee. It was also observed that a DM or a combination of these markers can stand alone as a legitimate and functional response to compliments, which further reveals that DMs can contribute to both semantic and pragmatic meaning. These findings clearly suggest that explicit teaching of DMs in English language classes should be taken into consideration, as these linguistic elements can provide learners with important tools to convey their intended meaning more smoothly and effectively.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"1035-1056"},"PeriodicalIF":2.7,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864727","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: 1

Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study 中学后法语、德语和西班牙语教师对社会正义的理解：案例研究

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-20 DOI: 10.1111/flan.12724

Lauren Goodspeed, Kate Paesani, Mandy Menke, Helena Ruf

{"title":"Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study","authors":"Lauren Goodspeed, Kate Paesani, Mandy Menke, Helena Ruf","doi":"10.1111/flan.12724","DOIUrl":"10.1111/flan.12724","url":null,"abstract":"Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand critical pedagogies that prioritize language-content integration through a simultaneous focus on proficiency development and engagement with target language texts. This multiple case study addresses these research gaps by examining postsecondary French, German, and Spanish teachers' conceptualizations of social justice in language education as they created social justice curricular units. Findings show that these conceptualizations are complex and multifaceted and span the what, why, and how of social justice in language education. Insights gleaned from these findings have important implications for language teacher professional development and future research.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"867-887"},"PeriodicalIF":2.7,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308423","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 effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees 在拟声教学中提供反馈和前馈对培养口译学员听力理解能力的影响

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-20 DOI: 10.1111/flan.12725

Dr Mahmood Yenkimaleki, Vincent J. van Heuven, Dr Mostafa Hosseini

{"title":"The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees","authors":"Dr Mahmood Yenkimaleki, Vincent J. van Heuven, Dr Mostafa Hosseini","doi":"10.1111/flan.12725","DOIUrl":"10.1111/flan.12725","url":null,"abstract":"The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper-based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"184-200"},"PeriodicalIF":2.7,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308913","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

Effects of different forms of explicit instruction on L2 development: A meta-analysis 不同形式的显性教学对 L2 发展的影响：荟萃分析

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-20 DOI: 10.1111/flan.12726

Fei Li, Yunmei Sun

引用次数: 0

Issue Information - Ed Board, ACTFL Officers Page 问题信息-教育委员会，ACTFL官员页面

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-09-12 DOI: 10.1111/flan.12624

引用次数: 0