Foreign Language Annals最新文献_第7页

President's message, Foreign language annals Vol. 56 No. 4 (December 2023) 总统致辞，《外语年鉴》第 56 卷第 4 期（2023 年 12 月）

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-24 DOI: 10.1111/flan.12734

L. J. Randolph Jr.

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Editor's message 编辑致辞

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-24 DOI: 10.1111/flan.12735

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Investigating L2 writers' uses of machine translation and other online tools 调查二语作者使用机器翻译和其他在线工具的情况

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-21 DOI: 10.1111/flan.12733

Kimberly Vinall, Wen Wen, Emily A. Hellmich

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Growing intercultural speakers in novice Italian: A virtual versus face-to-face comparison 意大利语新手中越来越多的跨文化说话者:虚拟与面对面比较

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-11-21 DOI: 10.1111/flan.12736

Aletha Stahl, Tatjana Babic Williams, Lan Jin, Jane Koch

{"title":"Growing intercultural speakers in novice Italian: A virtual versus face-to-face comparison","authors":"Aletha Stahl, Tatjana Babic Williams, Lan Jin, Jane Koch","doi":"10.1111/flan.12736","DOIUrl":"10.1111/flan.12736","url":null,"abstract":"Intercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed-methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face-to-face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"109-136"},"PeriodicalIF":2.7,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544164","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}

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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

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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

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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