Language Teaching最新文献_第7页

Imperialism and Gender in J. M. Coetzee's Waiting for the Barbarian 库切《等待野蛮人》中的帝国主义与性别

IF 3.6 2区文学

Language Teaching Pub Date : 2023-02-08 DOI: 10.30560/lt.v2n2p1

S. Neimneh

引用次数: 0

Speech acts and interaction in second language pragmatics: A position paper 第二语言语用学中的言语行为和互动:立场文件

IF 3.6 2区文学

Language Teaching Pub Date : 2023-02-03 DOI: 10.1017/s0261444822000477

J. House, D. Kádár

引用次数: 7

How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2 拥有一只好耳朵如何促进成年后成功的第二语言言语习得？听觉精度假设-L2简介

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-25 DOI: 10.1017/S0261444822000453

Kazuya Saito

{"title":"How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2","authors":"Kazuya Saito","doi":"10.1017/S0261444822000453","DOIUrl":"https://doi.org/10.1017/S0261444822000453","url":null,"abstract":"Abstract In this paper, I first provide a brief review of how scholars have conceptualized, tested, and elaborated aptitude frameworks relevant to second language (L2) speech learning. Subsequently, I introduce an emerging paradigm that assigns a fundamental role to domain-general auditory processing (i.e., having a good ear) in L1 speech acquisition and proposes that the same faculty acts as a cornerstone of L2 speech learning (i.e., the Auditory Precision Hypothesis-L2). This hypothesis predicts that learners with more precise auditory processing ability will be able to make the most of every input opportunity, which will result in more advanced L2 speech proficiency. To close, I will provide suggestions on how scholars can assess L2 students’ auditory processing ability (e.g., our team's offline test deposited at L2 Speech Tools for Researchers & Teachers [http://sla-speech-tools.com/]) and discuss how the results can be used to maximize learners’ L2 speech learning opportunities via optimal, profile-matched training programs (e.g., explicit vs. incidental training; naturalistic vs. classroom learning; phonetic vs. auditory training).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"522 - 538"},"PeriodicalIF":3.6,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49537556","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

JD Brown's essential bookshelf: Connected speech JD Brown的必读书架:关联语言

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-16 DOI: 10.1017/s0261444822000441

J. D. Brown

引用次数: 0

How effective is second language incidental vocabulary learning? A meta-analysis 第二语言附带词汇学习的效果如何?一个荟萃分析

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-13 DOI: 10.1017/S0261444822000507

S. Webb, Takumi Uchihara, Akifumi Yanagisawa

{"title":"How effective is second language incidental vocabulary learning? A meta-analysis","authors":"S. Webb, Takumi Uchihara, Akifumi Yanagisawa","doi":"10.1017/S0261444822000507","DOIUrl":"https://doi.org/10.1017/S0261444822000507","url":null,"abstract":"Abstract There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9–18% on immediate posttests, and 6–17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"161 - 180"},"PeriodicalIF":3.6,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48695551","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

Publishing in predatory language and linguistics journals: Authors’ experiences and motivations 在掠夺性语言和语言学期刊上发表：作者的经历和动机

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-10 DOI: 10.1017/S0261444822000490

Hassan Nejadghanbar, G. Hu, Maryam Jahangiri Babadi

引用次数: 1

Pauline Foster's essential bookshelf: Oral fluency in a second language Pauline Foster的必备书架：第二语言的口语流利性

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-09 DOI: 10.1017/s0261444822000532

Pauline Foster

引用次数: 0

Self-assessment in second language learning 第二语言学习中的自我评价

IF 3.6 2区文学

Language Teaching Pub Date : 2023-01-09 DOI: 10.1017/s0261444822000489

Y. Butler

{"title":"Self-assessment in second language learning","authors":"Y. Butler","doi":"10.1017/s0261444822000489","DOIUrl":"https://doi.org/10.1017/s0261444822000489","url":null,"abstract":"Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and autonomous learning (Butler, in press).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906995","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

Gender-Based Violence Laws in Ten African Countries with High HIV Prevalence and Incidence Among Adolescent Girls and Young Women. 在少女和年轻女性中艾滋病毒流行率和发病率较高的十个非洲国家中基于性别的暴力法律。

2区文学

Language Teaching Pub Date : 2023-01-01 DOI: 10.2139/ssrn.4358954

Mariko Kageyama, Andre Verani, Pragna Patel, Jennifer Hegle, Janet Saul

{"title":"Gender-Based Violence Laws in Ten African Countries with High HIV Prevalence and Incidence Among Adolescent Girls and Young Women.","authors":"Mariko Kageyama, Andre Verani, Pragna Patel, Jennifer Hegle, Janet Saul","doi":"10.2139/ssrn.4358954","DOIUrl":"10.2139/ssrn.4358954","url":null,"abstract":"<p><p>To understand laws pertaining to gender-based violence (GBV) in countries with high HIV prevalence particularly among adolescent girls and young women (AGYW), we reviewed GBV laws and regulations from initial ten eastern and southern African countriesparticipating in the United States President's Emergency Plan for AIDS Relief (PEPFAR) Determined, Resilient, AIDS-free, Mentored, and Safe (DREAMS) Initiative and highlighted similarities and differences across these jurisdictions. All ten countries (Eswatini, Kenya, Lesotho, Malawi, Mozambique, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe) have GBV legislation in place but lack robust information on its implementation and enforcement. Given the known association between GBV and HIV acquisition among AGYW, an increased understanding of GBV laws, their variation across countries and respective gaps, as well as the interplay between enabling, protective, and punitive laws can strengthen policy environments for improved GBV prevention and response, which in turn can lower incidental HIV acquisition among AGYW. For greater impact, GBV policies would require reform, implementation, monitoring, and enforcement.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"40 1","pages":"59-92"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11009944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78790260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

LTA volume 56 issue 1 Cover and Back matter LTA第56卷第1期封面和封底

IF 3.6 2区文学

Language Teaching Pub Date : 2022-12-23 DOI: 10.1017/s0261444822000520

引用次数: 0