Foreign Language Annals最新文献_第9页

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use 走向外语教学的人性化:通过语言使用共同构建语言教师对其交叉身份的理解

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-17 DOI: 10.1111/flan.12720

Francis John Troyan, Loretta Fernández, Zhenjie Weng, Daniel Scott Ferguson, Yuseva Ariyani Iswandari, Sarah Avdakov

{"title":"Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use","authors":"Francis John Troyan, Loretta Fernández, Zhenjie Weng, Daniel Scott Ferguson, Yuseva Ariyani Iswandari, Sarah Avdakov","doi":"10.1111/flan.12720","DOIUrl":"10.1111/flan.12720","url":null,"abstract":"Contextualized within our Projects in Humanization in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Profile—part of the foundations course in our language teacher education programs—guided language teachers in developing their understandings of their bi-/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as translanguaging to survive, negotiating my identity and being a white woman who learned Spanish. SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"888-911"},"PeriodicalIF":2.7,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12720","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876852","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: 2

Who considers becoming a world language teacher? Comparing students who would with those who won't 谁考虑成为一名世界语言教师？比较愿意和不愿意的学生

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-17 DOI: 10.1111/flan.12718

William S. Davis, Bo Liu, Josephine Kim

引用次数: 0

American sign language level 1 assessment: What is out there? 美国手语1级评估:外面有什么?

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-16 DOI: 10.1111/flan.12717

Beverly J. Buchanan, John S. Pirone, Kimberly K. Pudans-Smith, Brian W. Leffler, Brad S. Cohen, Paul K. Simmons, Pauline M. Ballentine, Tabitha Venable, Karen Soza

{"title":"American sign language level 1 assessment: What is out there?","authors":"Beverly J. Buchanan, John S. Pirone, Kimberly K. Pudans-Smith, Brian W. Leffler, Brad S. Cohen, Paul K. Simmons, Pauline M. Ballentine, Tabitha Venable, Karen Soza","doi":"10.1111/flan.12717","DOIUrl":"10.1111/flan.12717","url":null,"abstract":"American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL level 1 teachers use in the classroom and how those teachers measure students' language progression. This study is critical because no standard ASL level 1 assessment tool measures students' skill levels to advance to the next level. The survey was created to build a better understanding of what tools ASL instructors use to assess their students' language performance. Data were collected from 93 ASL level 1 teachers. The results demonstrated a need for additional training for ASL teachers to improve their knowledge of language assessments and skills in using assessment tools, especially to support ASL students' language progress and proficiency. The results of this study provide suggestions for future assessment tools to increase the effectiveness of ASL programs across the United States.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"912-926"},"PeriodicalIF":2.7,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48444239","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

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires 二语阿拉伯语的社会语言学意识：学习者代码使用库研究

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-10 DOI: 10.1111/flan.12715

Lama Nassif, Shawna Shapiro

{"title":"Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires","authors":"Lama Nassif, Shawna Shapiro","doi":"10.1111/flan.12715","DOIUrl":"10.1111/flan.12715","url":null,"abstract":"Code use, including codeswitching and/or style-shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third-year, L2 learners of Arabic in a multidialectal program, and focused on the questions: (1) What types of metasociolinguistic awareness are evident among advanced learners of Arabic who have had multidialectal training? (2) To what extent is this awareness reflected in their productions? Data collection included a language learning history survey, spoken and written productions in Arabic, and an English interview. Findings show that participants had a complex awareness of MSA-CA use that could be further expanded through instruction, suggesting that the trajectory of sociolinguistic competence development is complex, nonlinear, and influenced by instructional, social, and idiolectal factors. This study has important scholarly and pedagogical implications, and is linked to the rapidly growing body of scholarship on translanguaging practices and pedagogies.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 4","pages":"1013-1034"},"PeriodicalIF":2.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42722281","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' perspectives on pedagogy in short-term language study abroad 短期海外语言学习中教师的教育学观

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-03 DOI: 10.1111/flan.12710

Brett Fischer, Danielle Viens

引用次数: 0

Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures 考察中文课程的中学-中学后衔接：对美国大学录取程序的调查

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-03 DOI: 10.1111/flan.12709

Ran Zhao, Matthew D. Coss, Henry Ruan, Bailu Li, Jing Ma

引用次数: 0

French pronunciation instruction using the PACE model 使用PACE模式的法语发音教学

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-01 DOI: 10.1111/flan.12711

Céline Rose, Adam F. McBride

引用次数: 0

Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading 外语课堂中以文本为中心的“对话”：面对面阅读和数字社会注释阅读的可供性比较

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-08-01 DOI: 10.1111/flan.12712

Kristen Michelson, Mourad Abdennebi, Chuck Michelson

{"title":"Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading","authors":"Kristen Michelson, Mourad Abdennebi, Chuck Michelson","doi":"10.1111/flan.12712","DOIUrl":"10.1111/flan.12712","url":null,"abstract":"This quasi-experimental study compares text-centered dialogs between two groups of intermediate second language (L2) French learners: traditional face-to-face (FTF) discussion groups; and groups who annotated and discussed texts through the digital social annotated reading (DSAR) platform, Hypothes.is. All participants read the same articles, with discussions guided by the same reading questions. Participants' dialogs in both conditions were coded based on types of discursive moves, then analyzed through a framework of social, textual, and linguistic affordances. Findings revealed that social affordances emerged significantly more frequently than other affordances among FTF groups while textual affordances emerged significantly more frequently than other affordances among DSAR groups. Findings support the benefits of DSAR tools for more anchored discussions over traditional FTF classroom discussions, with the caution that DSAR tools alone do not necessarily promote deep discussion of foreign language texts. Beyond pedagogical implications, this study suggests an expansion of theoretical frameworks of affordances in future DSAR research.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"56 3","pages":"600-626"},"PeriodicalIF":2.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46741640","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

The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback 外语焦虑与即时和延迟纠正反馈有效性的关系

IF 2.7 1区文学

Foreign Language Annals Pub Date : 2023-07-25 DOI: 10.1111/flan.12708

Mengxia Fu, Shaofeng Li

{"title":"The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback","authors":"Mengxia Fu, Shaofeng Li","doi":"10.1111/flan.12708","DOIUrl":"10.1111/flan.12708","url":null,"abstract":"This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale for the purpose of gauging their foreign language anxiety. They were then assigned to three conditions: Immediate CF, Delayed CF, and Task Only. The three groups performed six communicative tasks in three treatment sessions, two in each session, which aimed to elicit the learners' use of the English past tense. The Immediate and Delayed CF groups received CF treatments during task performance in the first and final treatment sessions, respectively, and the Task Only group performed the learning tasks without receiving any CF treatment. The results showed that anxiety was a significant predictor of Delayed CF but not Immediate CF and Task Only. Drawing on attentional control theory, we interpret the results as suggesting that the debilitative impact of anxiety on L2 learning is triggered by a heavier processing burden delayed CF imposes on learners' cognitive resources.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 1","pages":"201-228"},"PeriodicalIF":2.7,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44072419","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 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 : 2023-06-15 DOI: 10.1111/flan.12622

引用次数: 0