System最新文献_第10页

IF 4.9 1区文学

System Pub Date : 2024-12-17 DOI: 10.1016/j.system.2024.103576

Bochra Kouraichi

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-12-12 DOI: 10.1016/j.system.2024.103567

Yachong Cui

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-12-12 DOI: 10.1016/j.system.2024.103534

Shengrui Kang, Lawrence Jun Zhang

引用次数: 0

An examination of the utility of the Aozora Repository to support reading comprehension development, reading fluency, and extensive reading for L2 learners of Japanese

IF 4.9 1区文学

System Pub Date : 2024-12-11 DOI: 10.1016/j.system.2024.103564

Kimberley Rothville , Stephen Skalicky

{"title":"An examination of the utility of the Aozora Repository to support reading comprehension development, reading fluency, and extensive reading for L2 learners of Japanese","authors":"Kimberley Rothville , Stephen Skalicky","doi":"10.1016/j.system.2024.103564","DOIUrl":"10.1016/j.system.2024.103564","url":null,"abstract":"<div><div>Despite a recent boom in the development of graded reading materials for L2 Japanese learners which can be used for extensive reading (ER), the total amount of material remains low, and the highest stated vocabulary level of these texts is only 4500 words. However, achieving a 95% coverage rate of tokens in Japanese texts requires knowledge of 9500 word s (Matsushita, 2014) – a substantial gap between these graded texts and what is needed for independent reading. To meet learner needs to move beyond the beginner reading level while engaged in ER, the free digital collection of copyright-free literature known as “Aozora Bunko” was assessed to determine if, based on vocabulary coverage profiles, there might be a significant number of texts that would be useable for L2 Japanese learners. Of 18,552 works analysed, nearly 3400 were found to have a 95% vocabulary coverage level of between 1500 and 9500 words, indicating they may be suitable for learners for Japanese ER and may be able to bridge the gap between beginner texts and independent reading. The method demonstrated in this paper may be useful for instructors of other languages seeking to increase the volume of material available for their learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103564"},"PeriodicalIF":4.9,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Exploring the linguistic signature of interpersonal liking in second language interaction

IF 4.9 1区文学

System Pub Date : 2024-12-10 DOI: 10.1016/j.system.2024.103565

Pavel Trofimovich , Anamaria Bodea , Kim McDonough , Masatoshi Sato

{"title":"Exploring the linguistic signature of interpersonal liking in second language interaction","authors":"Pavel Trofimovich , Anamaria Bodea , Kim McDonough , Masatoshi Sato","doi":"10.1016/j.system.2024.103565","DOIUrl":"10.1016/j.system.2024.103565","url":null,"abstract":"<div><div>People worry about how they are seen by others, but their insights (called metaperceptions) are often too negative. For instance, many speakers believe that their interlocutors like them less than they actually do, and these overly negative metaperceptions inform speakers' actions such as asking for advice or pursuing friendships. Our goal was to understand if low, underconfident metaperceptions are associated with specific interactional behaviors for second language (L2) speakers, as a way of identifying a “linguistic signature” of insecure metaperceivers. We analyzed 10-min dyadic conversations by 37 L2-speaking university students discussing academic texts. Following the conversation, students provided their metaperceptions (how much they thought their partner liked them) and their actual assessments (how much they liked each other). We coded the conversations for eight measures of utterance fluency (repetitions, repairs, filled pauses, discourse markers) and speaker engagement (lexical content, mean length of turn, backchannels, overlapping speech). Whereas several measures predicted students' metaperceptions, none contributed to their actual assessments. Speakers who felt appreciated by their partner provided more lexical content across shorter conversational turns, whereas those who felt insecure assumed a dominant role speaking in long turns. These findings provide initial insights into how speakers’ metaperceptions manifest in their interactional behavior.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103565"},"PeriodicalIF":4.9,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

In-service English language teacher-researchers’ ideologies, realities, and practices concerning qualitative research

IF 4.9 1区文学

System Pub Date : 2024-12-04 DOI: 10.1016/j.system.2024.103566

Jairo Enrique Castañeda-Trujillo , Jhon Jairo Losada-Rivas

{"title":"In-service English language teacher-researchers’ ideologies, realities, and practices concerning qualitative research","authors":"Jairo Enrique Castañeda-Trujillo , Jhon Jairo Losada-Rivas","doi":"10.1016/j.system.2024.103566","DOIUrl":"10.1016/j.system.2024.103566","url":null,"abstract":"<div><div>This article explores the ideologies, realities, and practices of six English language teacher-researchers concerning research. The participants of this study are all Colombian in-service teachers who currently work at different local schools and universities and had formerly participated as guests in a set of educational podcasts about qualitative research. The data collection instruments comprised individual interviews from the podcast episodes and reflective questionnaires inquiring about the participants’ experiences as researchers. The findings illustrate how the teacher-researchers struggled to understand qualitative research beyond the scientific method at the beginning of their academic lives. However, after experiencing qualitative research, teacher-researchers transformed how they conducted qualitative research and the way they viewed doing qualitative research in ELT and education. Consequently, the teacher-researchers acknowledge qualitative research as a social practice that can lead to comprehending and transforming the communities involved. We conclude that the influence of scientific method-oriented epistemologies on qualitative research in ELT underscores the need for a more critical stance, advocating for research that unveils societal injustices and inequalities. By embracing a broader vision of research, particularly in undergraduate programs, teacher-researchers can cultivate a pragmatic perspective that empowers pre-service and in-service teachers alike to contribute meaningfully to their communities through research. This entails deconstructing traditional ideologies and promoting research practices that enrich classroom teaching and foster social impact, thereby transforming teachers into active agents of change within their contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103566"},"PeriodicalIF":4.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance 探索计算机动态评估对反身代词显性和隐性知识的影响：大脑优势的中介作用

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103537

Hossein Kargar Behbahani , Sedigheh Karimpour

{"title":"Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance","authors":"Hossein Kargar Behbahani , Sedigheh Karimpour","doi":"10.1016/j.system.2024.103537","DOIUrl":"10.1016/j.system.2024.103537","url":null,"abstract":"<div><div>Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners' involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. In this regard, this study explored the impacts of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns and the moderating impact of brain dominance among university-level English language learners in Iran. Drawing on Vygotsky's sociocultural theory and employing a quantitative quasi-experimental pretest posttest control group design with two intact classes (N = 62) randomly assigned to experimental and control groups, the rigorous statistical analyses using ANOVAs and t-tests revealed the superior performance of the learners in the experimental group over the control group in both explicit and implicit knowledge on the posttest. As a support for the interface position, our findings highlighted a strong interface between explicit and implicit knowledge. In addition, the study findings indicated that learners with different hemispheric preferences benefitted from computerized dynamic assessment in similar fashions. Practical implications of the study signify how flexible computerized dynamic assessment is to fit different hemispheric tendencies and its affordances and possibilities for inclusive language instruction and the development of both the explicit and implicit knowledge of reflexive pronouns.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103537"},"PeriodicalIF":4.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications 英语语言教学中的母语主义和跨母语主义：解释、表现和影响

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103543

Takaaki Hiratsuka

{"title":"Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications","authors":"Takaaki Hiratsuka","doi":"10.1016/j.system.2024.103543","DOIUrl":"10.1016/j.system.2024.103543","url":null,"abstract":"<div><div>To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article undertakes a holistic exploration of native-speakerism and trans-speakerism by researching how these ideologies are understood, observed in practice, and considered to impact the educational and professional lives of students, teachers, and researchers. Via narrative interviews, I gathered data from 26 participants in Japan, consisting of 2 junior high school teachers, 6 senior high school teachers, 7 master's students, 3 PhD students, 3 novice university professors, and 5 veteran university professors. Through an analysis of the data, I unearthed multifaceted interpretations of native-speakerism and trans-speakerism, a plethora of ways they are manifested in practice, and the complex ramifications these have had upon the participants' idiosyncratic identities, contexts, and careers. The findings urge us to adopt trans-speakerism as a catalyst for change within our ELT field. The article concludes by offering practical recommendations and empirical insights for how to do this.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103543"},"PeriodicalIF":4.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103551

Yuanhua Xie, Huafeng Wang, Lan Wang

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-11-23 DOI: 10.1016/j.system.2024.103547

Csaba Z. Szabo, Phat Hong Cao

引用次数: 0