Language Teaching最新文献

Fairness, justice, and criticality: Reviewing second language writing assessment 公平、公正与批判：第二语言写作评鉴

IF 3.6 2区文学

Language Teaching Pub Date : 2025-09-29 DOI: 10.1017/s0261444825100876

Lia Plakans, Kwangmin Lee

引用次数: 0

Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners 探讨青少年英语学习者的互动模式、LREs和写作表现

IF 3.6 2区文学

Language Teaching Pub Date : 2025-09-22 DOI: 10.1017/s0261444825100888

Nuhi Bllaca, Izaskun Villarreal

{"title":"Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners","authors":"Nuhi Bllaca, Izaskun Villarreal","doi":"10.1017/s0261444825100888","DOIUrl":"https://doi.org/10.1017/s0261444825100888","url":null,"abstract":"Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145116343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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 emotions of language teachers: A systematic review of studies between 2015 and 2024 语言教师的情感：对2015 - 2024年间研究的系统回顾

IF 3.6 2区文学

Language Teaching Pub Date : 2025-09-11 DOI: 10.1017/s0261444825000205

Jian Tao, Yueting Xu, Shiyao Wang, Xuesong (Andy) Gao

引用次数: 0

The interaction between task repetition and oral task enjoyment: Effects on speech complexity, accuracy, and fluency 任务重复与口语任务享受的交互作用：对言语复杂性、准确性和流利性的影响

IF 3.6 2区文学

Language Teaching Pub Date : 2025-09-08 DOI: 10.1017/s0261444825100840

Tomasz Róg

{"title":"The interaction between task repetition and oral task enjoyment: Effects on speech complexity, accuracy, and fluency","authors":"Tomasz Róg","doi":"10.1017/s0261444825100840","DOIUrl":"https://doi.org/10.1017/s0261444825100840","url":null,"abstract":"This study investigated the interaction between oral task enjoyment and task repetition and the effect of this interaction on second language learners’ speech complexity, accuracy, and fluency. In the context of task-based language teaching, task enjoyment is a context-specific, situational emotion that arises during task performance and is hypothesised to enhance engagement, motivation, and overall task performance, whereas task repetition is a classroom procedure shown to improve fluency, and possibly also complexity and accuracy. Fifty-two Polish young adult learners of L2 English completed the Oral Task Enjoyment Scale before exact task repetition. Their oral task performances were analysed before and after immediate exact task repetition. Results from Generalized Linear Model analysis reveal that 1) task repetition enhances lexical diversity and marginally improves fluency, 2) higher levels of oral task enjoyment positively influence learners’ lexical diversity, correct verb forms, and speech rate, yet 3) its interaction with task repetition is not significant, suggesting that task repetition benefits are consistent across different levels of enjoyment. These findings imply that task repetition is an effective strategy for improving language performance, regardless of learners’ emotional engagement with the task.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"35 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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 processing of multi-word expressions: A research agenda for the next 10 years 多词表达的处理：未来10年的研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2025-08-27 DOI: 10.1017/s0261444825000606

Anna Siyanova-Chanturia, Suhad Sonbul

引用次数: 0

Specific learning differences in learning, teaching, and assessing additional languages 在学习、教学和评估其他语言方面的具体学习差异

IF 3.6 2区文学

Language Teaching Pub Date : 2025-07-28 DOI: 10.1017/s0261444825100803

Judit Kormos, Bimali Indrarathne

引用次数: 0

Research timeline: Automatization in second language learning 研究时间表：第二语言学习中的自动化

IF 3.6 2区文学

Language Teaching Pub Date : 2025-06-19 DOI: 10.1017/s026144482500059x

Yuichi Suzuki, Ryo Maie, Bronson Hui

{"title":"Research timeline: Automatization in second language learning","authors":"Yuichi Suzuki, Ryo Maie, Bronson Hui","doi":"10.1017/s026144482500059x","DOIUrl":"https://doi.org/10.1017/s026144482500059x","url":null,"abstract":"Automatization is the learning process by which controlled, effortful second language (L2) processing becomes automatic, fast, and effortless through practice – a critical transition for L2 development. Achieving automaticity allows learners to progress from laborious language use to fluent, real-time communication by freeing limited cognitive resources. This research timeline synthesizes four decades of laboratory and classroom research on automatization, bridging cognitive learning theories with pedagogical practice. We trace five key research strands: (1) cognitive mechanisms, including the explicit-implicit knowledge interface; (2) skill development trajectories across phonological, lexical, morphosyntax, and pragmatics domains; (3) instructional approaches promoting automatization of knowledge and skills through deliberate and systematic practice; (4) methodological advances in measuring automaticity (e.g., reaction time, coefficient of variation, neural measures); and (5) individual differences in long-term memory systems (declarative and procedural memory). This timeline offers a comprehensive perspective on how automatization research has significantly advanced our understanding of L2 learning.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144319663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Applications of word lists in second language learning and teaching 词表在第二语言学习和教学中的应用

IF 3.6 2区文学

Language Teaching Pub Date : 2025-06-11 DOI: 10.1017/s0261444825000059

Thi Ngoc Yen Dang, Stuart Webb

{"title":"Applications of word lists in second language learning and teaching","authors":"Thi Ngoc Yen Dang, Stuart Webb","doi":"10.1017/s0261444825000059","DOIUrl":"https://doi.org/10.1017/s0261444825000059","url":null,"abstract":"Although word lists have generated a great deal of attention from researchers, there has been no comprehensive review of the applications of word lists in second language learning and teaching. This article reviews the development, validation, and applications of 50 word list studies that were published and discussed in major international peer-reviewed Applied Linguistics and TESOL journals from 2013 to 2023. It shows that the methodology of word list development and validation has become more sophisticated and word list developers can see many potential applications of their lists in research and pedagogy. However, most applications of recently developed word lists have been restricted to the BNC/COCA lists developed by Paul Nation, and little is known about the degree to which most word lists have been used in pedagogical contexts. Our review indicates several directions for future research on word lists, including exploring the impact of published lists on pedagogy, replicating word list studies for learners in underrepresented contexts, and developing sustainable, low-cost methods of developing word lists to allow teachers and learners to create lists serving their own needs.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"21 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144260661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Research agenda: Synergizing in-class and out-of-class language learning with technology 研究课题：利用技术协同课内和课外语言学习

IF 3.6 2区文学

Language Teaching Pub Date : 2025-05-23 DOI: 10.1017/s026144482500014x

Chun Lai, Pia Sundqvist

引用次数: 0

From revolution to evolution: What generative AI really means for language learning 从革命到进化：生成式人工智能对语言学习的真正意义

IF 3.6 2区文学

Language Teaching Pub Date : 2025-05-14 DOI: 10.1017/s0261444825000151

Mark Pegrum

{"title":"From revolution to evolution: What generative AI really means for language learning","authors":"Mark Pegrum","doi":"10.1017/s0261444825000151","DOIUrl":"https://doi.org/10.1017/s0261444825000151","url":null,"abstract":"History is littered with unfulfilled promises that emerging technologies – from radios to televisions, and from computers to mobile phones – would completely transform teaching and learning. Now the same promises are being made of generative artificial intelligence (AI). This presentation argues that we should not be focusing on educational revolution, but instead on educational evolution. Education is a complex social, cultural, and political endeavour, serving multiple purposes and multiple stakeholders, and technology is just one of many elements in this large ecosystem.Focusing on the context of language teaching and learning, this presentation discusses what has changed technologically, and suggests what could and should change educationally. It shows that ChatGPT and a range of other generative AI tools can contribute to language and literacy development in a number of ways, but that we need to be wary of their pedagogical, social, and environmental risks. Educators must develop the AI literacy necessary to take a more nuanced view of generative AI, and we must help our students to do the same.This paper is based on a keynote presentation delivered at the English Australia Conference in Perth, Australia, on 12 September 2024, with some elaborations for the written version alongside minor updates to reflect more recent developments and publications.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"122 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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