Language Teaching最新文献_第3页

Teaching additional languages to young learners through tasks 通过任务向年轻学习者教授额外的语言

IF 3.6 2区文学

Language Teaching Pub Date : 2026-02-16 DOI: 10.1017/s026144482610113x

Yuko Goto Butler

引用次数: 0

Replication in L2 pragmatics 第二语言语用学中的复制

IF 3.6 2区文学

Language Teaching Pub Date : 2026-02-03 DOI: 10.1017/s0261444825101122

Kathleen Bardovi-Harlig

引用次数: 0

Revisiting the intensity and perceived quality of L2 engagement scale in a different context: An approximate replication of Teravainen-Goff () 在不同背景下重新审视第二语言敬业度量表的强度和感知质量：Teravainen-Goff（）的近似复制

IF 3.6 2区文学

Language Teaching Pub Date : 2026-01-29 DOI: 10.1017/s0261444826101141

Yohei Nakanishi, Osamu Takeuchi

{"title":"Revisiting the intensity and perceived quality of L2 engagement scale in a different context: An approximate replication of Teravainen-Goff ()","authors":"Yohei Nakanishi, Osamu Takeuchi","doi":"10.1017/s0261444826101141","DOIUrl":"https://doi.org/10.1017/s0261444826101141","url":null,"abstract":"This study conducted an approximate replication of Teravainen-Goff (2023) to validate the Intensity and Perceived Quality of Engagement Scale for university students in the Japanese EFL context. Teravainen-Goff (2023) developed this scale based on an action-oriented definition of engagement and proposed a novel approach to measuring engagement among secondary school language learners in the UK. The study identified an 18-item, five-factor structure from a pool of 36 items through exploratory factor analysis (EFA). In this replication, we examined the validity and reliability of Teravainen-Goff’s scale in a different context, focusing on the replicability of the EFA results. We undertook this replication because engagement is context-dependent and EFA results can vary across samples. We compared the factorial structure with that of the initial study while modifying the target language and participant demographic. Results revealed a 22-item, six-factor structure with good fit. Although the same underlying factors emerged, several notable differences were observed. This approximate replication provided stronger evidence for the psychometric properties of the scale in a new context. Transparent documentation of modifications to the initial study and systematic comparison offered a promising approach to building robust evidence for engagement research and improving the rigour of questionnaire-based research overall.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"76 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146071475","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

Corpus linguistics and AI in the reconfiguration of language learning ecologies 语料库语言学与人工智能在语言学习生态重构中的应用

IF 3.6 2区文学

Language Teaching Pub Date : 2026-01-29 DOI: 10.1017/s0261444825101109

Pascual Pérez-Paredes

引用次数: 0

Do conative individual differences enhance language use? Evidence from task-mediated L2 writing performance 有意识的个体差异会促进语言的使用吗？来自任务介导的第二语言写作表现的证据

IF 3.6 2区文学

Language Teaching Pub Date : 2026-01-26 DOI: 10.1017/s0261444825101110

Yujie Zhang, Lawrence Jun Zhang

{"title":"Do conative individual differences enhance language use? Evidence from task-mediated L2 writing performance","authors":"Yujie Zhang, Lawrence Jun Zhang","doi":"10.1017/s0261444825101110","DOIUrl":"https://doi.org/10.1017/s0261444825101110","url":null,"abstract":"Task-based language teaching is believed to facilitate language learning opportunities that arise when performing tasks. Although the synergies between task and learner variables in this process rose to prominence recently, little has been undertaken to explore the individual difference-task interaction in textual meaning-making activities. This study thus explored how second language (L2) writing performance under different task complexity conditions was impacted by L2 writing willingness to communicate (WTC) and L2 writing proficiency. Participants with upper-intermediate English proficiency were recruited following a within-between-participant factorial research design. The results confirmed that WTC significantly influenced syntactic complexity, accuracy, and fluency in L2 writing, suggesting that conative individual differences (IDs) might play a more prominent role in L2 writing than cognitive IDs. Among the sub-components of WTC, motivational predispositions performed better than emotional, cognitive, and writing-specific features in affecting L2 writing performance. Additionally, WTC played a more pronounced role in the complex task, supporting the claim of Robinson’s cognition hypothesis that ID effects are more evident in complex tasks than simple tasks. However, no interaction between L2 writing WTC and proficiency was found. Theoretical and pedagogical implications were offered on considering both L2 WTC and task complexity in task-based writing instruction.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"55 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056128","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

Foreign language speaking anxiety, mental health, and online learning: Overcoming barriers in the digital age 外语口语焦虑、心理健康和在线学习：克服数字时代的障碍

IF 3.6 2区文学

Language Teaching Pub Date : 2025-12-26 DOI: 10.1017/s0261444825101080

Zsuzsanna Bárkányi, Bärbel Brash

{"title":"Foreign language speaking anxiety, mental health, and online learning: Overcoming barriers in the digital age","authors":"Zsuzsanna Bárkányi, Bärbel Brash","doi":"10.1017/s0261444825101080","DOIUrl":"https://doi.org/10.1017/s0261444825101080","url":null,"abstract":"As increasing numbers of students disclose mental health conditions, this study is the first to examine mental health status as a critical variable in foreign language anxiety research. Using a mixed-methods approach and drawing on data from 262 languages students at the Open University, it systematically compares foreign language speaking anxiety (FLSA) experiences between students with and without declared mental health conditions. Vocabulary retrieval emerged as the primary anxiety trigger common to all learners, however, significant distinctions emerged: students without mental health conditions expressed more academic-focused anxieties, whereas those with mental health conditions faced confidence and identity-based barriers. Students with mental health challenges are less likely to speak spontaneously and undertake spoken assessments, often opting to avoid online synchronous sessions entirely, requiring different coping strategies. The findings are analysed through a Universal Learning Design lens and reveal the need for tailored support and innovative pedagogical solutions, including AI-powered practice environments and self-compassion interventions specifically designed for online language learning contexts, to address the emotional barriers faced by students with mental health conditions. The study offers broader implications for inclusive (language) course design and learner engagement.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"257 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145829980","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 role of positive and negative emotions in foreign language learning: A research agenda 积极和消极情绪在外语学习中的作用：一个研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2025-12-11 DOI: 10.1017/s0261444825101031

Pia Resnik, Jean-Marc Dewaele, Chengchen Li, Elouise Botes

{"title":"The role of positive and negative emotions in foreign language learning: A research agenda","authors":"Pia Resnik, Jean-Marc Dewaele, Chengchen Li, Elouise Botes","doi":"10.1017/s0261444825101031","DOIUrl":"https://doi.org/10.1017/s0261444825101031","url":null,"abstract":"The past decade has seen a blossoming of emotion research in applied linguistics, which led to a deeper understanding of the crucial role both positive and negative emotions play in the context of foreign language (FL) learning. In this paper, we will outline a research agenda arising from the rich knowledge gained so far, which we hope inspires researchers to pursue future directions which we consider highly relevant for both researchers and practitioners alike. Firstly, we review the development of foreign language learner emotion research and identify research gaps. This will be followed by a discussion of four broad areas in which we perceive the pressing need for future research to advance our understanding of the role of emotions in foreign language learning. These include 1) the diversification of emotions studied, 2) a better understanding of emotion dynamics, 3) the need to diversify research contexts, and 4) bridging the research-practice gap. For each of these areas, we will outline tasks, taking into account the latest developments in theory and methodology, which we hope will advance our knowledge gained from this dynamic, thriving field of study.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717865","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

L2 task engagement: A research agenda 第二语言任务参与：一个研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2025-12-02 DOI: 10.1017/s0261444825101043

Phil Hiver, Phung Dao, Joseph S. Yamazaki

引用次数: 0

Phonological acquisition in instructed SLA: L2 pronunciation training in and beyond the classroom and individual differences 二语习得中的语音习得：课堂内外的二语发音训练与个体差异

IF 3.6 2区文学

Language Teaching Pub Date : 2025-11-17 DOI: 10.1017/s026144482510102x

Joan C. Mora

{"title":"Phonological acquisition in instructed SLA: L2 pronunciation training in and beyond the classroom and individual differences","authors":"Joan C. Mora","doi":"10.1017/s026144482510102x","DOIUrl":"https://doi.org/10.1017/s026144482510102x","url":null,"abstract":"This article provides an overview of key challenges in second language (L2) pronunciation learning and teaching within the context of instructed second language acquisition (SLA), with the goal of identifying promising directions for future research. It begins by examining persistent difficulties in L2 pronunciation instruction, such as the typically limited quality of input and the dominant emphasis on grammar and vocabulary in communicative language teaching (CLT). These conditions often result in learners having limited awareness of their pronunciation needs and teachers facing challenges in incorporating pronunciation instruction into CLT-based curricula. The article then reviews emerging instructional approaches that aim to integrate attention to phonetic form within CLT, highlighting the need for further empirical investigation. In addition, several pronunciation training techniques, some underexplored (HVPT, shadowing, embodied pronunciation training, captioned video, accent imitation, and pronunciation self-assessment), are briefly described, with an emphasis on their pedagogical potential both inside and outside the classroom. Finally, the article considers the role of individual differences in L2 pronunciation development and proposes directions for future research in instructed SLA.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145531475","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

EFL teachers and feedback fatigue: AI to the rescue? 英语教师与反馈疲劳：人工智能救星？

IF 3.6 2区文学

Language Teaching Pub Date : 2025-11-10 DOI: 10.1017/s0261444825101018

Ken Hyland

引用次数: 0