Language Teaching最新文献

A personal bookshelf of foreign language aptitude publications

IF 3.6 2区文学

Language Teaching Pub Date : 2024-12-20 DOI: 10.1017/s0261444824000442

Peter Skehan

引用次数: 0

Research into practice: Digital multimodal composition in second language writing

IF 3.6 2区文学

Language Teaching Pub Date : 2024-12-13 DOI: 10.1017/s0261444824000375

Shulin Yu, Emily Di Zhang, Chunhong Liu

{"title":"Research into practice: Digital multimodal composition in second language writing","authors":"Shulin Yu, Emily Di Zhang, Chunhong Liu","doi":"10.1017/s0261444824000375","DOIUrl":"https://doi.org/10.1017/s0261444824000375","url":null,"abstract":"Digital multimodal composing (DMC) has been valued as an engaging pedagogy in language teaching and learning in recent decades. Although research on DMC is flourishing and evidences its benefits for students' development as second language (L2) users and writers, there are some missing links between research findings and classroom practices. In this article, we examine three kinds of relationships between research and practice with regard to DMC: areas in which research findings have not been well applied, areas in which research findings have been reasonably well applied, and areas in which research findings have been usefully applied. As recent research–practice frameworks in education research emphasize a collaborative relationship between researchers and practitioners, we argue that L2 writing researchers' and teacher educators' reflections and experiences are crucial to facilitate the dialogue between DMC research and practice in writing contexts. We suggest that DMC should be incorporated into L2 teacher education programs so that instructors are equipped with the necessary knowledge and competence to design, implement, and assess students' DMC productions.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815630","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

Linguistic complexity in second language writing: Insight from studies on task planning

IF 3.6 2区文学

Language Teaching Pub Date : 2024-12-12 DOI: 10.1017/s0261444824000284

Mark D. Johnson, Mahmoud Abdi Tabari

引用次数: 0

Systematic review, systematic bias? An example from EMI research

IF 3.6 2区文学

Language Teaching Pub Date : 2024-12-10 DOI: 10.1017/s0261444824000338

Timothy Hampson, Jim McKinley

{"title":"Systematic review, systematic bias? An example from EMI research","authors":"Timothy Hampson, Jim McKinley","doi":"10.1017/s0261444824000338","DOIUrl":"https://doi.org/10.1017/s0261444824000338","url":null,"abstract":"Based on the rigorous systematicity assumed in systematic review methodology, it is no surprise that a prominent review such as Macaro et al.'s (2018) on English medium instruction (EMI) has been used as a basis for subsequent EMI research. However, in this article, we explore the ways in which the focus of systematic reviews can be necessarily narrowed and how this poses a risk to research when readers perceive them as offering definitive conclusions on all aspects of a subject. This article addresses two significant trends in applied linguistics. First, systematic review – that is, the use of formalised systems when reviewing literature – has become far more prominent and therefore more impactful than traditional reviews as a methodology (Chong & Plonsky, 2023). Second, there has been an explosive growth in interest in EMI research (Curle et al., 2024). There are further parallels between the two trends, given that both systematic review and EMI are umbrella terms that cover a wide range of research types. As we will see, there is perhaps more disagreement over how to conduct a systematic review than lay readers would suspect. Similarly, EMI is a broader field of research than appears in its most prominent systematic review article. Studies into EMI have explored policy, language learning, the effect on subject knowledge, attitudes towards EMI, ownership of English, and so on. Thus, while EMI is a growingly recognised field of study, it is not always clear what it means to ‘study EMI’.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796801","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

Teaching for transfer of second language learning: A proposed research agenda

IF 3.6 2区文学

Language Teaching Pub Date : 2024-12-05 DOI: 10.1017/s0261444824000314

Mark Andrew James

引用次数: 0

The native/non-native debate: A practitioner responds 本土/非本土辩论：一位从业者的回应

IF 3.6 2区文学

Language Teaching Pub Date : 2024-11-15 DOI: 10.1017/s0261444824000272

Carol Griffiths

引用次数: 0

The effects of enhancing L2 multiword items in captions: An approximate replication of Majuddin, Siyanova-Chanturia, and Boers (2021) 在字幕中增强 L2 多词项目的效果：对 Majuddin、Siyanova-Chanturia 和 Boers（2021 年）研究的近似复制

IF 3.6 2区文学

Language Teaching Pub Date : 2024-11-04 DOI: 10.1017/s0261444824000296

Elvenna Majuddin, Frank Boers, Anna Siyanova-Chanturia

{"title":"The effects of enhancing L2 multiword items in captions: An approximate replication of Majuddin, Siyanova-Chanturia, and Boers (2021)","authors":"Elvenna Majuddin, Frank Boers, Anna Siyanova-Chanturia","doi":"10.1017/s0261444824000296","DOIUrl":"https://doi.org/10.1017/s0261444824000296","url":null,"abstract":"Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of an effect emerged only when the same video was watched twice. Arguably, for learners to benefit more immediately from typographic enhancement in captions, they may need to be made aware of its purpose beforehand. The present article therefore reports an approximate replication of Majuddin et al. (2021), but this time the students were informed about the MWI-learning purpose of watching the video. As in the original study, the learners watched a video once or twice with standard captions, with captions in which MWIs were enhanced, or without captions. The positive effect of enhancement for MWI learning was clearer than in the original study, and it already emerged after a single viewing. On the downside, enhancement was found to have a negative effect on lower-proficiency learners' comprehension of the content of the video.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"79 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574344","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

Replication research in L2 collaborative writing: Replications of Fernández Dobao (2012) and Bikowski and Vithanage (2016) L2 协作写作的复制研究：Fernández Dobao（2012）和 Bikowski 与 Vithanage（2016）的复制研究

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-21 DOI: 10.1017/s0261444824000302

Matt Kessler

引用次数: 0

Examining lexical profile in general-audience English podcasts: A close replication of Nurmukhamedov and Sharakhimov (2021) 研究普通听众英语播客中的词汇概况：对 Nurmukhamedov 和 Sharakhimov (2021) 的近似复制

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-14 DOI: 10.1017/s0261444824000211

Hong Yu, Ju Wen

{"title":"Examining lexical profile in general-audience English podcasts: A close replication of Nurmukhamedov and Sharakhimov (2021)","authors":"Hong Yu, Ju Wen","doi":"10.1017/s0261444824000211","DOIUrl":"https://doi.org/10.1017/s0261444824000211","url":null,"abstract":"We closely replicated Nurmukhamedov and Sharakhimov (2021), which was the first study to examine the lexical profile of general-audience English podcasts. Nurmukhamedov and Sharakhimov (2021) found that podcast listeners should have a knowledge of the most frequent 3,000 word families and 5,000 word families, respectively, plus proper nouns, marginal words, transparent compounds, and acronyms in order to achieve good and high-level listening comprehension. We followed the methods and procedures of the initial study with a much larger corpus. Specifically, a total of 8,862 podcast transcripts sampled from 12 general-audience podcast programs were used to compile the 14-million-word corpus. Results of the study confirmed Nurmukhamedov and Sharakhimov's (2021) findings in the vocabulary size required to understand general-audience English podcasts. However, some minor differences pertaining to individual podcast programs were revealed, indicating that the sampling of data had an effect on the lexical demand. These findings provide solid evidence to support the validity and generalizability of the initial study's findings. Implications for second language teaching and learning are also discussed.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142431294","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 complexity of teaching Hebrew in Israel's Arab school system 以色列阿拉伯学校系统希伯来语教学的复杂性

IF 3.6 2区文学

Language Teaching Pub Date : 2024-10-10 DOI: 10.1017/s0261444824000193

Rama Manor, Ali Watad

{"title":"The complexity of teaching Hebrew in Israel's Arab school system","authors":"Rama Manor, Ali Watad","doi":"10.1017/s0261444824000193","DOIUrl":"https://doi.org/10.1017/s0261444824000193","url":null,"abstract":"This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and the training and placement of Arab teachers of Hebrew. The distribution of the Arab population (in mixed Jewish–Arab towns, and in Arab towns and villages), as well as differing levels of exposure to Hebrew, also pose considerable challenges. The paper combines a historical-theoretical with a philosophical-theoretical approach. It analyzes findings of previous studies that examined Hebrew writings of Arabs studying to be teachers of Hebrew, and policy documents dealing with teacher training and placement in the schools. Our study found a profound gap between Arab Hebrew teachers' academic-pedagogical training and its implementation. Our main recommendations for reducing the gap are: (1) the curriculum should take Israeli Arabs' sociolinguistic situation into account; (2) the teacher placement system needs an overhaul; and (3) the teaching of Hebrew should begin in third grade.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397985","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