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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
{"title":"LTA volume 55 issue 4 Cover and Front matter","authors":"","doi":"10.1017/s0261444822000386","DOIUrl":"https://doi.org/10.1017/s0261444822000386","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":"f1 - f4"},"PeriodicalIF":3.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524921","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
Virtual reality in the EAP classroom: Creating immersive, interactive, and accessible experiences for international students EAP课堂中的虚拟现实：为国际学生创造身临其境、互动和无障碍的体验
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-09-28 DOI: 10.1017/S0261444822000210
Katie Coleman, Brian Derry
{"title":"Virtual reality in the EAP classroom: Creating immersive, interactive, and accessible experiences for international students","authors":"Katie Coleman, Brian Derry","doi":"10.1017/S0261444822000210","DOIUrl":"https://doi.org/10.1017/S0261444822000210","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"157 - 160"},"PeriodicalIF":3.6,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45870343","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
Vocabulary learning at first exposure: Replication of Gullberg et al. (2012) and Shoemaker and Rast (2013) 首次接触时的词汇学习:Gullberg et al.(2012)和Shoemaker and Rast(2013)的复制
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-09-21 DOI: 10.1017/s0261444822000337
I. Miralpeix
{"title":"Vocabulary learning at first exposure: Replication of Gullberg et al. (2012) and Shoemaker and Rast (2013)","authors":"I. Miralpeix","doi":"10.1017/s0261444822000337","DOIUrl":"https://doi.org/10.1017/s0261444822000337","url":null,"abstract":"\u0000 This article puts forward several proposals for replicating two well-known First Exposure studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gullberg et al. (2012), uses audiovisual input in Dutch learners of Chinese to assess word recognition and word meaning after watching a short video; while the second, by Shoemaker and Rast (2013), uses oral input with French learners of Polish to measure word recognition before and after 6.5 hours of intensive classroom exposure. Close and approximate replications of these studies can help to re-evaluate and generalise the findings, as well as contributing additional relevant data to the field.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"121 45","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41250656","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 Effectiveness of Using Poetry in Developing English Vocabulary, Pronunciation and Motivation of EFL Palestinian Students 诗歌在英语巴勒斯坦学生英语词汇、发音和动机发展中的作用
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-09-19 DOI: 10.30560/lt.v2n1p1
Mohammed A A Farrah, R. Al-Bakri
{"title":"The Effectiveness of Using Poetry in Developing English Vocabulary, Pronunciation and Motivation of EFL Palestinian Students","authors":"Mohammed A A Farrah, R. Al-Bakri","doi":"10.30560/lt.v2n1p1","DOIUrl":"https://doi.org/10.30560/lt.v2n1p1","url":null,"abstract":"This study aims at investigating the effectiveness of using poetry in developing English vocabulary, pronunciation and motivation of EFL Palestinian students. The researcher adopted the quantitative method to collect the required data. The researcher used a questionnaire for both students and teachers to examine their attitudes towards using poetry in the language classroom. The participants of the study were both teachers and students from Hebron. The sample of study consisted of 73 female Tenth grade students and 214 English language teachers. One school has been chosen to form the experimental group. The analysis of the post-test revealed that the experimental group has significantly outperformed the control group in both vocabulary and pronunciation competences when they read poetry. Likewise, the results of the questionnaires showed that both teachers and students have positive attitudes towards using poetry in the language classroom as a means for teaching English language. In short, poetry has positive effect on developing the English vocabulary, pronunciation and increasing students’ motivation.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972530","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
Open scholarship in applied linguistics: What, why, and how 应用语言学开放奖学金:什么，为什么，如何
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-09-14 DOI: 10.1017/S0261444822000349
Meng Liu, Sin Wang Chong, E. Marsden, Kevin McManus, K. Morgan‐Short, Ali H. Al-Hoorie, Luke Plonsky, C. Bolibaugh, Phil Hiver, Paula M. Winke, Amanda Huensch, Bronson Hui
{"title":"Open scholarship in applied linguistics: What, why, and how","authors":"Meng Liu, Sin Wang Chong, E. Marsden, Kevin McManus, K. Morgan‐Short, Ali H. Al-Hoorie, Luke Plonsky, C. Bolibaugh, Phil Hiver, Paula M. Winke, Amanda Huensch, Bronson Hui","doi":"10.1017/S0261444822000349","DOIUrl":"https://doi.org/10.1017/S0261444822000349","url":null,"abstract":"Meng Liu1* , Sin Wang Chong2 , Emma Marsden3 , Kevin McManus4 , Kara Morgan-Short5 , Ali H. Al-Hoorie6 , Luke Plonsky7 , Cylcia Bolibaugh3 , Phil Hiver8 , Paula Winke9 , Amanda Huensch10 and Bronson Hui11 University of Cambridge, Cambridge, UK, University of Edinburgh, Edinburgh, UK, University of York, York, UK, Penn State University, University Park, USA, University of Illinois Chicago, Chicago, USA, Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia, Northern Arizona University, Flagstaff, USA, Florida State University, Tallahassee, USA, Michigan State University, East Lansing, USA, University of Pittsburgh, Pittsburgh, USA and University of Maryland, College Park, USA *Corresponding author. Email: ml858@cam.ac.uk","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"432 - 437"},"PeriodicalIF":3.6,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903764","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
Should linguistics be applied and, if so, how? 语言学应该应用吗？如果是，如何应用？
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-09-06 DOI: 10.1017/S0261444822000313
Lydia White
{"title":"Should linguistics be applied and, if so, how?","authors":"Lydia White","doi":"10.1017/S0261444822000313","DOIUrl":"https://doi.org/10.1017/S0261444822000313","url":null,"abstract":"Abstract Research on second language (L2) acquisition in the generative tradition (GenSLA) addresses the nature of interlanguage competence, examining the roles of Universal Grammar, the mother tongue and the input in shaping the acquisition, representation and use of second languages. This field is sometimes dismissed by applied linguists as irrelevant because it does not provide direct applications for language teaching. However, the assumption that theories must have applications involves a fundamental misconception: linguistic theories explore the nature of grammar; GenSLA theories explore the nature of language learning. No such theory entails that language must be taught in a particular way. Nevertheless, potential applications can be identified: examples are presented that describe aspects of language that do not need to be taught, properties that might benefit from instruction, and cases where textbooks provide inadequate information. I argue that linguistic theory and GenSLA theory have more to offer in terms of considering what aspects of language might or might not be taught rather than how languages should be taught.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"349 - 361"},"PeriodicalIF":3.6,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45345383","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 final frontier? Why we have been ignoring second language attrition, and why it is time we stopped 最后的边疆?为什么我们一直忽视第二语言的流失，为什么现在是我们停止的时候了
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-08-29 DOI: 10.1017/S0261444822000301
M. Schmid
{"title":"The final frontier? Why we have been ignoring second language attrition, and why it is time we stopped","authors":"M. Schmid","doi":"10.1017/S0261444822000301","DOIUrl":"https://doi.org/10.1017/S0261444822000301","url":null,"abstract":"Abstract Instructed foreign language knowledge – that is, language skills acquired exclusively in the classroom without the benefit of any significant immersion experience – remains a vastly neglected area of studies on language learning in general and language attrition in particular. There is also little consideration of foreign language attrition and maintenance as a problem for policy or pedagogy. The present talk will give an overview of what is and what is not known about second language (L2) attrition at the present time. It will then present the results from a pilot project that will hopefully serve as the foundation for larger studies of instructed L2 attrition in future years.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"73 - 93"},"PeriodicalIF":3.6,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44508824","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
Rod Ellis's essential bookshelf: Focus on form 罗德·埃利斯的必备书架:注重形式
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-08-25 DOI: 10.1017/s026144482200012x
R. Ellis
{"title":"Rod Ellis's essential bookshelf: Focus on form","authors":"R. Ellis","doi":"10.1017/s026144482200012x","DOIUrl":"https://doi.org/10.1017/s026144482200012x","url":null,"abstract":"Rod Ellis is a Distinguished Research Professor at Curtin University (Perth, Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan, and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in the related fields of second language acquisition research and task-based language teaching. He has won the British Association of Applied Linguists prize (1985), the Mildenberger prize (1987), The Duke of Edinburgh prize (1994), and the International Association of Task-based Teaching prize (2021). His current H-index on Google Scholar is 109.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43475087","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
Difficulties in academic reading for EFL students: An initial investigation 外语学生学术阅读困难的初步调查
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-08-25 DOI: 10.1017/S0261444822000246
Linda Eriksson
{"title":"Difficulties in academic reading for EFL students: An initial investigation","authors":"Linda Eriksson","doi":"10.1017/S0261444822000246","DOIUrl":"https://doi.org/10.1017/S0261444822000246","url":null,"abstract":"","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"149 - 152"},"PeriodicalIF":3.6,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799363","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
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