Language Teaching最新文献_第10页

Student support and teacher education in English for Academic Purposes and English Medium Instruction: Two sides of the same coin? 学术英语和英语教学的学生支持和教师教育:同一枚硬币的两面?

IF 3.6 2区文学

Language Teaching Pub Date : 2022-11-18 DOI: 10.1017/s0261444822000465

U. Wingate

引用次数: 3

Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research Ema Ushioda的必备书架：教师参与课堂动机研究

IF 3.6 2区文学

Language Teaching Pub Date : 2022-11-16 DOI: 10.1017/s0261444822000428

E. Ushioda

引用次数: 0

Heidi Byrnes's essential bookshelf: Curriculum 海蒂·伯恩斯的必备书架:课程

IF 3.6 2区文学

Language Teaching Pub Date : 2022-11-15 DOI: 10.1017/s026144482200043x

H. Byrnes

引用次数: 0

Language teaching and learning in Ireland: 2012–2021 爱尔兰的语言教学：2012-2011

IF 3.6 2区文学

Language Teaching Pub Date : 2022-11-03 DOI: 10.1017/S0261444822000374

Marie-Thérèse Batardière, S. Berthaud, Bronagh Ćatibušić, Colin J. Flynn

{"title":"Language teaching and learning in Ireland: 2012–2021","authors":"Marie-Thérèse Batardière, S. Berthaud, Bronagh Ćatibušić, Colin J. Flynn","doi":"10.1017/S0261444822000374","DOIUrl":"https://doi.org/10.1017/S0261444822000374","url":null,"abstract":"Abstract The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"41 - 72"},"PeriodicalIF":3.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47052955","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: 1

Complex dynamic systems theory: A webinar with Diane Larsen-Freeman 复杂动力系统理论：与Diane Larsen Freeman的网络研讨会

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-26 DOI: 10.1017/S0261444822000362

D. Larsen-Freeman

引用次数: 0

Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding 走向元：将元话语的理解与学生的元语言学理解结合起来

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-20 DOI: 10.1017/S0261444822000416

D. Myhill, Abdelhamid M. Ahmed, Esmaeel Abdollazadeh

{"title":"Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding","authors":"D. Myhill, Abdelhamid M. Ahmed, Esmaeel Abdollazadeh","doi":"10.1017/S0261444822000416","DOIUrl":"https://doi.org/10.1017/S0261444822000416","url":null,"abstract":"The impetus behind this seminar series was a study ( Writing the Future ) funded by the Qatar National Research Foundation and conducted collaboratively by the University of Exeter and Qatar University. The study involved a cross-linguistic corpus analysis of metadiscourse usage in first language (L1) Arabic university students ’ argumentative texts in English and Arabic in a university in Qatar, paral-leled by ‘ writing conversation ’ interviews with a sub-sample of the student writers to explore their metalinguistic understanding of metadiscourse used in their own Arabic and English texts. Thus, it explored, firstly, the linguistic differences in metadiscourse usage in argument writing in Arabic (L1) and English (L2), and secondly, students ’ metalinguistic understanding of metadiscourse in argument texts. One important finding from the study was that students had very little metalinguistic understanding of the metadiscourse they did use, or of other metadiscoursal features that they could use: indeed, they often discussed the metadiscourse they used without reference to how it was used ‘ to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community ’ (Hyland, 2005, p. 37). Although the students had a strong understanding of the conventional features of argument writing, principally derived from writing instruction, they had limited metalinguistic understanding of the textual choices they could make to negotiate the relationships between writer, reader and text. Given what might be thought of as an obvious connection between what writers do in a text and their authorial understanding of the choices they make, it is perhaps surprising that current research on metadiscourse and metalinguistic understanding for writing exist as very separate fields of enquiry with very little interaction","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"146 - 148"},"PeriodicalIF":3.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779748","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: 1

The ethics and practice of L+ classroom research L+课堂研究的伦理学与实践

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-19 DOI: 10.1017/S0261444822000106

R. J. Sampson, E. Ushioda, Richard. S. Pinner, S. Consoli

引用次数: 0

LTA volume 55 issue 4 Cover and Back matter LTA第55卷第4期封面和封底

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-01 DOI: 10.1017/s0261444822000398

引用次数: 0

Second language speech comprehensibility 第二语言语音的可理解性

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-01 DOI: 10.1017/S0261444821000537

Dustin Crowther, D. Holden, Kristen Urada

{"title":"Second language speech comprehensibility","authors":"Dustin Crowther, D. Holden, Kristen Urada","doi":"10.1017/S0261444821000537","DOIUrl":"https://doi.org/10.1017/S0261444821000537","url":null,"abstract":"Published in Language Learning in 1995, Munro and Derwing's* investigation of foreign accent, comprehensibility, and intelligibility in second language (L2) speech instigated significant change in L2 pronunciation research (Levis, 2020). A key finding was that despite the presence of a foreign accent, listeners could indeed comprehend L2 speech. Within their framework, comprehension of L2 speech was assessed along two dimensions. The first, intelligibility, was an assessment of actual listener comprehension, measured through listener transcriptions of a given utterance. The second, comprehensibility, was a scalar measure of how easy to understand listeners perceived an utterance to be. While these two measures of listener comprehension (i.e., understanding) have been shown to correlate, they have also been shown to measure different forms of understanding (Derwing & Munro, 2015). This means that while increased intelligibility can be associated with increased comprehensibility, it is still common for listeners to accurately transcribe nonnative speech while simultaneously indicating the speech to be hard to understand (i.e., evidence indicates that intelligibility outpaces comprehensibility in the development of L2 pronunciation). Research published in the 25 years since has repeatedly demonstrated that accentedness, comprehensibility, and intelligibility are partially independent dimensions of L2 speech (Munro & Derwing, 2020). Whereas Munro and Derwing's (2011) research timeline attended to the concepts of accent and broad intelligibility (i.e., inclusive of both actual and ease of understanding), the past decade has seen an increased scholarly emphasis specifically on the global speech dimension of comprehensibility. Given this increased scholarly interest, our timeline is presented with the goal of tracing the post-Munro and Derwing (1995) development of L2 speech comprehensibility research.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"55 1","pages":"470 - 489"},"PeriodicalIF":3.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48661047","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: 4

LTA volume 55 issue 4 Cover and Front matter LTA第55卷第4期封面和封面

IF 3.6 2区文学

Language Teaching Pub Date : 2022-10-01 DOI: 10.1017/s0261444822000386

引用次数: 0