Language Teaching最新文献_第7页

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

Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022 关于学龄前外语学习者、他们的老师和家长的研究:2000年至2022年期间出版物的批判性概述

IF 3.6 2区文学

Language Teaching Pub Date : 2023-05-02 DOI: 10.1017/S0261444823000095

Marianne Nikolov, Jelena Mihaljević Djigunović

{"title":"Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022","authors":"Marianne Nikolov, Jelena Mihaljević Djigunović","doi":"10.1017/S0261444823000095","DOIUrl":"https://doi.org/10.1017/S0261444823000095","url":null,"abstract":"Abstract This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is dominated by FL experts; it would benefit from early childhood expertise to shift it towards the whole child. Although the increase in research is significant, more is necessary to build a model of pre-primary FL programs. A table available online complements the text.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"451 - 477"},"PeriodicalIF":3.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554892","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: 2

Tangible insights on the strategizing of language learners and users 关于语言学习者和使用者策略的切实见解

IF 3.6 2区文学

Language Teaching Pub Date : 2023-04-20 DOI: 10.1017/S0261444823000046

A. Cohen, P. Gu, M. Nyikos, Luke Plonsky, Vee Harris, Pamela Gunning, Isobel Kai-Hui Wang, M. Pawlak, Zoe Gavriilidou, Lydia Mitits, J. Sykes, X. Gao

{"title":"Tangible insights on the strategizing of language learners and users","authors":"A. Cohen, P. Gu, M. Nyikos, Luke Plonsky, Vee Harris, Pamela Gunning, Isobel Kai-Hui Wang, M. Pawlak, Zoe Gavriilidou, Lydia Mitits, J. Sykes, X. Gao","doi":"10.1017/S0261444823000046","DOIUrl":"https://doi.org/10.1017/S0261444823000046","url":null,"abstract":"Abstract This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as to describe ongoing and future research efforts intended to enhance the strategy domain. The LLS areas dealt with include theory building, the dynamics of delivering strategy instruction (SI), meta-analyses of SI, learner diversity, SI for young language learners, SI for fine-tuning the comprehension and production of academic-level, grammar strategies at the macro and micro levels, lessons learned from many years of LLS research in Greece, the past and future roles of technology aimed at enhancing language learning, and applications of LLS in content instruction. This review is intended to provide the field with an updated statement as to where we have been, where we are now, and where we need to go. Ideally, it will provide ideas for future studies.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"313 - 332"},"PeriodicalIF":3.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43647551","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