IF 4.9 1区文学

System Pub Date : 2024-10-15 DOI: 10.1016/j.system.2024.103512

Haruka Kikuchi

{"title":"Semiotic packaging of teacher talk for affective recyclings: A usage-based approach to children's construction development","authors":"Haruka Kikuchi","doi":"10.1016/j.system.2024.103512","DOIUrl":"10.1016/j.system.2024.103512","url":null,"abstract":"<div><div>This study examines how iconically designed teacher talk facilitates preschool novice L2 learners' construction development through playful interactions. It combines two approaches: ethnomethodological conversation analysis and usage-based linguistics. The conversational data were retrieved from teacher-children interactions filmed at an all-English school in Japan. The microanalysis of 945-min classroom interactions illustrated that when a part of teacher talk was packaged with iconic semiotic resources, such as gestures, situated meanings, tones of voice, and affective stances, it became accessible L2 resources for the children to learn and recycle in their subsequent utterances. Simultaneously, the analysis also revealed the pragmatic mechanism of teachers' assignment of interactional responsibility, inviting children to perform language learning of target constructions through recyclings. The recycled part of the teacher talk indicated the children's microgenetic usage-based language learning as they modified and developed L2 constructions to accomplish certain social actions—sanction of a deviated action, attention-getting, and storytelling in situ. This study indicates that language learning opportunities can be integrated into children's processes of achieving specific social actions, and language learning performance can be invited as an appropriate practice in situ by certain teacher talk designs.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573343","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

Towards epistemological pluralism and methodological openness in language teacher emotion research 在语文教师情感研究中实现认识论多元化和方法论开放性

IF 4.9 1区文学

System Pub Date : 2024-10-13 DOI: 10.1016/j.system.2024.103510

Mari Haneda , Magdalena Madany-Saá

{"title":"Towards epistemological pluralism and methodological openness in language teacher emotion research","authors":"Mari Haneda , Magdalena Madany-Saá","doi":"10.1016/j.system.2024.103510","DOIUrl":"10.1016/j.system.2024.103510","url":null,"abstract":"<div><div>In recent years the notion of <em>emotional labor</em> or <em>emotion labor</em> has gained prominence as an analytically robust concept to explore language teacher emotions in both western and non-western educational settings. The first aim of this article is to examine the applicability of a western concept of emotion labor to the study of language teacher emotions in the Global South/s. Through a comparative case study, we examine how Ecuadorian English-language and Kichwa-language teachers managed emotions while undertaking virtual teaching at the beginning of Covid-19 pandemic. While emotion labor was useful for explaining the former's reported experiences, for the latter, it was only through the Indigenous concept of <em>corazonar</em> rooted in Andean philosophy and cosmology that we could capture their drastically differing accounts. From the perspective of Epistemologies of the South, we argue for a locally sensitive way of theorizing language teacher emotions. We also aim to illustrate the significance of casing and recasing (i.e., a recursive process of linking developing ideas and the evidence that researchers gather) in language teacher emotion research through the investigation of our own analytical processes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432616","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

Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach 在 L2 写作发展中参与对话式同伴反馈：微遗传学方法

IF 4.9 1区文学

System Pub Date : 2024-10-13 DOI: 10.1016/j.system.2024.103513

Danli Li , Jinghua Qian

引用次数: 0

Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology 积极心理学探究：通过 EMPATHICS 模型和 Q 方法评估影响中国语言学习者中文学习的因素

IF 4.9 1区文学

System Pub Date : 2024-10-09 DOI: 10.1016/j.system.2024.103500

Feng Mao , Juan Gong , Jiaqi Huang , Ye Zhu

{"title":"Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology","authors":"Feng Mao , Juan Gong , Jiaqi Huang , Ye Zhu","doi":"10.1016/j.system.2024.103500","DOIUrl":"10.1016/j.system.2024.103500","url":null,"abstract":"<div><div>The growing prominence of Chinese, driven by initiatives like the “Belt and Road,” has led to a surge in demand for Chinese language learning among international students. However, this endeavor faces challenges due to cultural differences and the complexity of Chinese linguistics. This study explores the impact factors on Chinese as a Foreign Language (CFL) learners by integrating positive psychology, the EMPATHICS model, and Q methodology. Investigating the experiences of 31 learners at a Shanghai university, the findings revealed three distinct factors: “Proactive Exploration,” “Communication and Empathy,” and “Positive Attitude,” representing a unique combination of well-being dimensions influencing learners' experiences. The study highlights the importance of considering multiple well-being dimensions in designing learner support systems and tailoring teaching strategies to specific learner needs. The EMPATHICS model and Q methodology demonstrate utility in assessing impact factors on CFL learners’ well-being, offering practical recommendations for enhancing learner satisfaction and success. Despite limitations, this study contributes insights to Chinese as a foreign language education, emphasizing a comprehensive focus on learner well-being and the value of Q methodology as a research tool.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423179","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

Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning 验证在线中文学习中外语课堂倦怠、无聊和焦虑的简式量表

IF 4.9 1区文学

System Pub Date : 2024-10-08 DOI: 10.1016/j.system.2024.103507

Fangwei Huang , Haijing Zhang

{"title":"Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning","authors":"Fangwei Huang , Haijing Zhang","doi":"10.1016/j.system.2024.103507","DOIUrl":"10.1016/j.system.2024.103507","url":null,"abstract":"<div><div>The digital classroom has become a crucible for complex emotional stressors such as burnout, boredom, and anxiety. The short-form of foreign language classroom burnout, boredom, and anxiety scales (S-FLCBUS, S-FLCBS, and S-FLCAS) have been widely used. However, few studies have assessed the validity and reliability of S-FLCBUS, S-FLCBS, and S-FLCAS in the context of learning Chinese as a foreign language (CFL), especially in online learning environment. To address this issue, a sample of <em>n</em> = 662 CFL learners in online classes was utilized in the validation efforts, including multiple rounds of exploratory and confirmatory factor analysis, the establishment of convergent, discriminant, and criterion-related validity tests, and structural equation modeling. The findings revealed an adjusted 8-item two-factor S-FLCBUS and a 6-item unidimensional S-FLCAS and supported the 8-item unidimensional S-FLCBS, demonstrating excellent reliability and validity. This research provides a replicable template for future psychometric-scale development in second language acquisition, contributing to emotion research in diverse settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423178","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

How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence 语言教师如何超越语言礼仪：改编俄语第二语言教材以提高语用能力

IF 4.9 1区文学

System Pub Date : 2024-10-07 DOI: 10.1016/j.system.2024.103506

Daniele Artoni

{"title":"How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence","authors":"Daniele Artoni","doi":"10.1016/j.system.2024.103506","DOIUrl":"10.1016/j.system.2024.103506","url":null,"abstract":"<div><div>Within the field of RKI – <em>russkij kak inostrannyj</em> ‘Russian as a Foreign Language/L2 Russian’, so far little attention has been paid to teaching pragmatic competence, as the issues of language in context are traditionally covered by the subject <em>rečevoj ėtiket</em> ‘speech etiquette’, leaving pragmatics an underexplored field.</div><div>The present study aims to analyze whether and to what extent current L2 Russian textbooks introduce topics related to pragmatics and, if so, how the existing material can be adapted to improve explicit instruction of pragmatic competence.</div><div>The analysis was conducted on two handbooks of Russian <em>rečevoj ėtiket</em> ‘speech etiquette’ for L2 learners and a series of four textbooks designed for L1 Italian learners. Data analysis confirms the global tendency for textbooks to provide scarce to null meta-pragmatic explanations. The coursebooks were then searched for elements related to the speech act of request, and the materials were adapted to fit explicit pragmatic instruction. The material adaptations proposed in the current study are based on previous research on Russian pragmatics and L2 pragmatics and aim to overcome the ethno-nationalistic perspective of speech etiquette toward a more transnational Russophone context. Implications for teacher education are presented.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423176","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

Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing 在学术英语写作中自我调节使用机器翻译和人工智能生成工具的认知和社会文化动力

IF 4.9 1区文学

System Pub Date : 2024-10-03 DOI: 10.1016/j.system.2024.103505

Yijen Wang

{"title":"Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing","authors":"Yijen Wang","doi":"10.1016/j.system.2024.103505","DOIUrl":"10.1016/j.system.2024.103505","url":null,"abstract":"<div><div>With emerging artificial intelligence (AI) technology, language education has become an increasingly dynamic field where traditional teaching methods intersect with rapidly evolving digital tools, transforming the way English as a Foreign Language (EFL) is taught and learned. This study examines the intersection of cognitive processes and sociocultural contexts in English as a Foreign Language (EFL) classrooms, focusing on 79 learners enrolled in a compulsory EFL course at a Japanese university and their self-regulated use of AI tools like ChatGPT and Google Translate for writing tasks. Employing a mixed-methods approach, this study investigates learners' evolving perceptions and highlights the interplay between their cognitive engagement and sociocultural interactions within the classroom setting. Quantitative data from pre- and post-surveys reveal learners’ attitudes towards AI-assisted writing, while qualitative insights are drawn from their self-reported experiences. Findings indicate that while the students perceived that their writing outcomes have improved by using AI tools for editing, the role of instructors for providing proper guidance and training on the technology, as well as the collocative learning with peers cannot be replaced by the AI tools.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423175","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

A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts 人类撰写的文本与人工智能生成的文本中主题选择和主题发展模式的比较研究

IF 4.9 1区文学

System Pub Date : 2024-10-03 DOI: 10.1016/j.system.2024.103494

Shu Yang , Shukun Chen , Hailin Zhu , Jiayi Lin , Xi Wang

{"title":"A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts","authors":"Shu Yang , Shukun Chen , Hailin Zhu , Jiayi Lin , Xi Wang","doi":"10.1016/j.system.2024.103494","DOIUrl":"10.1016/j.system.2024.103494","url":null,"abstract":"<div><div>By adopting systemic functional grammar as the theoretical framework, the present research investigates the choices of the textual, the interpersonal, the topical Themes, and thematic progression patterns in human-written and AI-generated argumentative texts to examine how the human author and the robot organize the clause and text. The findings suggest that human-written and AI-generated texts differ significantly in using the subtypes of textual, interpersonal, and marked topical Themes. In terms of textual Themes, the machine tends to use more concession signals to repeat information that has been stated earlier, adopt fewer condition signals since the robot may be less likely to imagine possible or impossible situations, and repetitively rely on clause-initial conjunctive adjuncts of addition to extend the clause to the previous text. As for interpersonal Themes, the robot seldom adopts modal adjuncts or modal verbal operators as interpersonal Themes, which may suggest its lack of awareness of interaction with the reader and its avoidance of expressing its viewpoints in a typical or congruent way. Regarding topical Themes, the less use of marked themes in AI-generated texts demonstrates that AI may less carefully plan the development of the text to foreground the setting or construct coherent text. Considering thematic progression patterns, the frequent use of the constant pattern in AI-generated texts prevents the text from development and makes the text redundant and simplistic like a list of ideas.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423177","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

Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project 有一天，我想去古根海姆！关于青少年学习者在桌面虚拟现实项目中享受外语乐趣的案例研究

IF 4.9 1区文学

System Pub Date : 2024-10-02 DOI: 10.1016/j.system.2024.103486

Michael Barcomb , Maiko Iwashita

{"title":"Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project","authors":"Michael Barcomb , Maiko Iwashita","doi":"10.1016/j.system.2024.103486","DOIUrl":"10.1016/j.system.2024.103486","url":null,"abstract":"<div><div>The present instrumental case study explores the application of positive psychology in language education by investigating the ways in which two adolescent English as a foreign language learners engaged with a desktop virtual reality (VR) project. Foreign language enjoyment (FLE) represents a key positive emotion that enables students to persist at learning a foreign language, yet research about it is limited when it comes to the experiences of young learners in online settings. This study addresses this gap by offering a detailed examination of two adolescent English as a foreign language students from an online school in Japan who used Google Street View to craft and showcase desktop VR tours of personally relevant locations to each other, exploring to what extent this collaborative desktop VR project supports the learners' FLE. Given the overlap between the theoretical underpinnings of FLE (e.g., collaboration, creativity, authenticity) and the affordances of VR (e.g., creativity, interactivity, immersion), the research site was conceptualized as a rich space for examining FLE. Quantitative data include an FLE survey. Qualitative data include a co-constructed lesson plan, observations of state FLE episodes during desktop VR tours, and semi-structured interviews. Survey results indicated that the participants had high level of FLE prior to the start of the present study. An analysis of the qualitative data sources revealed that learners' state FLE surfaced consistently, enabling them to tap into their stable trait-level FLE to persist and enjoy the project. This multi-method examination of young adolescent learners' FLE provides perspective into desktop VR's potential for facilitating personalized, creatively expressive, and supportive language learning experiences.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423174","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

The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China 动机、乐趣和自我效能对非正式数字化学习语言教学的预测作用：来自中国法语和德语学习者的证据

IF 4.9 1区文学

System Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103504

Guangxiang Leon Liu , Xian Zhao , Binyu Yang

{"title":"The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China","authors":"Guangxiang Leon Liu , Xian Zhao , Binyu Yang","doi":"10.1016/j.system.2024.103504","DOIUrl":"10.1016/j.system.2024.103504","url":null,"abstract":"<div><div>This article highlights the prevalent bias on global English in the existing informal digital language learning (IDLL) research and draws attention to informal digital learning of language other than English (IDL-LOTE) as a highly under-researched area in computer-assisted language learning. Recognizing how motivation, enjoyment, and self-efficacy serve as three crucial individual differences factors in second language (L2) development, the study sets out to examine the predictive effects of the three variables on IDL-LOTE. Drawing upon questionnaire data collected from 862 Chinese university students learning French or German as their LOTE, a structural equation modeling analysis was conducted. Our findings highlight that <strong>1)</strong> promotion-focused motivation, enjoyment, and self-efficacy can significantly and directly influence IDL-LOTE, but prevention-focused motivation fails to generate such a direct impact; <strong>2)</strong> enjoyment and self-efficacy can respectively act as a full mediator in the indirect effect of prevention-focused motivation on IDL-LOTE, and they can also partially channel the indirect influence of promotion-focused motivation on IDL-LOTE; <strong>3)</strong> the specific language being learned (i.e., French or German) does not moderate the predictive effects of motivation, enjoyment, and self-efficacy on IDL-LOTE. These findings enable us to propose pedagogical implications and point out future research directions to advance the agenda of IDLL.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423173","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

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