Language Teaching最新文献_第5页

How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017) 当第二语言学习者观看字幕视频时，他们是如何进行听力训练的?Taylor(2005)、Winke et al.(2013)和Rodgers and Webb(2017)的复制研究

IF 3.6 2区文学

Language Teaching Pub Date : 2023-07-13 DOI: 10.1017/s0261444823000228

M. Yeldham

{"title":"How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017)","authors":"M. Yeldham","doi":"10.1017/s0261444823000228","DOIUrl":"https://doi.org/10.1017/s0261444823000228","url":null,"abstract":"\u0000 In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231237","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

Methodological innovation in applied linguistics research: Perspectives, strategies, and trends 应用语言学研究的方法论创新:观点、策略和趋势

IF 3.6 2区文学

Language Teaching Pub Date : 2023-07-13 DOI: 10.1017/S026144482300023X

Shaofeng Li, M. Prior, Shondel J. Nero, Phil Hiver, Ali H. Al-Hoorie, Akira Murakami, Liqiu Wei, L. Ortega

引用次数: 0

Applied linguistics and language education research in Turkey: 2016–2022 土耳其应用语言学与语言教育研究:2016-2022

IF 3.6 2区文学

Language Teaching Pub Date : 2023-06-29 DOI: 10.1017/S0261444823000198

Deniz Ortaçtepe Hart, J. Aydınlı

{"title":"Applied linguistics and language education research in Turkey: 2016–2022","authors":"Deniz Ortaçtepe Hart, J. Aydınlı","doi":"10.1017/S0261444823000198","DOIUrl":"https://doi.org/10.1017/S0261444823000198","url":null,"abstract":"Abstract This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"495 - 521"},"PeriodicalIF":3.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973479","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

LTA volume 56 issue 3 Cover and Back matter LTA第56卷第3期封面和封底

IF 3.6 2区文学

Language Teaching Pub Date : 2023-06-13 DOI: 10.1017/s0261444823000216

引用次数: 0

LTA volume 56 issue 3 Cover and Front matter LTA第56卷第3期封面和封面

IF 3.6 2区文学

Language Teaching Pub Date : 2023-06-13 DOI: 10.1017/s0261444823000204

引用次数: 0

Ronald P. Leow's essential bookshelf: The L2 learning process in instructed second language acquisition (ISLA) Ronald P. Leow的基本书架:第二语言习得中的第二语言学习过程(ISLA)

IF 3.6 2区文学

Language Teaching Pub Date : 2023-06-08 DOI: 10.1017/s0261444823000113

R. Leow

引用次数: 0

Researching language-focused study abroad through an equity lens: A research agenda 通过公平视角研究以语言为重点的海外留学:一个研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2023-06-08 DOI: 10.1017/s0261444823000149

Hyun‐Sook Kang, Rachel L. Shively

{"title":"Researching language-focused study abroad through an equity lens: A research agenda","authors":"Hyun‐Sook Kang, Rachel L. Shively","doi":"10.1017/s0261444823000149","DOIUrl":"https://doi.org/10.1017/s0261444823000149","url":null,"abstract":"\u0000 Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and to document their experiences abroad. Despite recent scholarship in these areas, relatively little research has employed an equity lens to address research on language-focused SA. This article puts forward language-focused SA as a possible venue to pursue equity and to provide quality education for all students, especially for historically underserved students. More specifically, we address three overarching questions: (1) What theoretical frameworks could be implemented to research SA through an equity lens?; (2) What methodological approaches could inform SA research with an equity lens?; and (3) What topics could be examined to research SA through an equity lens? Drawing on equity as a guiding principle, we discuss relevant research tasks that demonstrate specific ways to address these overarching questions in future research on language-focused SA.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225873","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

Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning 通过跨语言、共同学习和迁移实现包容和社会正义的变革性教学法

IF 3.6 2区文学

Language Teaching Pub Date : 2023-05-16 DOI: 10.1017/s0261444823000186

Liqiu Wei

{"title":"Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning","authors":"Liqiu Wei","doi":"10.1017/s0261444823000186","DOIUrl":"https://doi.org/10.1017/s0261444823000186","url":null,"abstract":"\u0000 The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice – that is, translanguaging pedagogy rather than pedagogical translanguaging – which can be achieved through processes of ‘co-learning’ and ‘transpositioning’.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46492831","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: 3

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction 技术促进语言学习和语用学——基于数字游戏的语用学教学启示

IF 3.6 2区文学

Language Teaching Pub Date : 2023-05-16 DOI: 10.1017/s0261444823000101

Naoko Taguchi

{"title":"Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction","authors":"Naoko Taguchi","doi":"10.1017/s0261444823000101","DOIUrl":"https://doi.org/10.1017/s0261444823000101","url":null,"abstract":"\u0000 Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative practice. Technology can help produce rich multimodal input, opportunities for interaction with consequences, and experience-based learning, which are all important elements of pragmatics learning. This lecture highlights these benefits of technology-enhanced pragmatics learning using a digital game as a sample platform. We created a digital game to teach request-making in English by having participants experience interpersonal consequences of their request as feedback (observing their interlocutor's reactions to their choice of request-making forms). Using the digital game with Chinese learners of English, a series of studies were conducted to investigate a variety of topics, such as the effects of different feedback conditions on learning outcomes, role of metapragmatic knowledge in learning, and transfer of request-making knowledge to a novel speech act. This lecture presents findings from these studies and concludes with future research directions on technology-enhanced pragmatics learning.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46904283","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

Multimodal composing and second language acquisition 多模态写作与第二语言习得

IF 3.6 2区文学

Language Teaching Pub Date : 2023-05-05 DOI: 10.1017/s0261444823000125

J. Lim, M. Kessler

引用次数: 1