Tesol Quarterly最新文献_第3页

Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education 在 EFL 环境中通过第二语言向语言少数群体学生教授英语：识别 "双重减法 "教育

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-25 DOI: 10.1002/tesq.3313

Trang Thi Thuy Nguyen

{"title":"Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education","authors":"Trang Thi Thuy Nguyen","doi":"10.1002/tesq.3313","DOIUrl":"https://doi.org/10.1002/tesq.3313","url":null,"abstract":"Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968666","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

Let's Hear it from Them: An Interview-Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession 让我们听听他们怎么说：基于访谈的男教师对英语教学行业性别失衡的看法探讨

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-21 DOI: 10.1002/tesq.3311

Natalia Wright

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English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media 社交媒体自我品牌时代英语教师的情感脆弱性

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-21 DOI: 10.1002/tesq.3312

Hassan Nejadghanbar, Juyoung Song, Guangwei Hu

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Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications EFL 教科书对话中的性别与多样性：互动结构和教学意义

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-16 DOI: 10.1002/tesq.3310

Shin-Ying Huang

{"title":"Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications","authors":"Shin-Ying Huang","doi":"10.1002/tesq.3310","DOIUrl":"https://doi.org/10.1002/tesq.3310","url":null,"abstract":"Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"2 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139925913","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

ELF Communication Strategies: A Pedagogical Intervention Pilot Study ELF 沟通策略：教学干预试点研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-07 DOI: 10.1002/tesq.3309

Marcella Caprario

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Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries 学习者对语料库启发式教学后口语语法意识发展的感知：学习者日记探索

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-17 DOI: 10.1002/tesq.3305

Christian Jones, David Oakey

{"title":"Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries","authors":"Christian Jones, David Oakey","doi":"10.1002/tesq.3305","DOIUrl":"https://doi.org/10.1002/tesq.3305","url":null,"abstract":"Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139499956","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

Diversifying “English” at the Decolonial Turn 非殖民转向中的 "英语 "多样化

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-12 DOI: 10.1002/tesq.3306

Suresh Canagarajah

引用次数: 0

Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments 利用技术提高职前教师的全球英语意识：关注 3D Metaverse 环境中的人工智能聊天机器人

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-12 DOI: 10.1002/tesq.3300

Seongyong Lee, Jaeho Jeon, Hohsung Choe

{"title":"Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments","authors":"Seongyong Lee, Jaeho Jeon, Hohsung Choe","doi":"10.1002/tesq.3300","DOIUrl":"https://doi.org/10.1002/tesq.3300","url":null,"abstract":"Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, n = 32) and two experimental groups (EG1, n = 31; EG2, n = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461854","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 Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction "最重要的是让他们意识到"：教师的金属语言知识与第二语言显性发音教学案例研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-09 DOI: 10.1002/tesq.3301

Joshua Gordon, Roger Segura Arias

{"title":"“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction","authors":"Joshua Gordon, Roger Segura Arias","doi":"10.1002/tesq.3301","DOIUrl":"https://doi.org/10.1002/tesq.3301","url":null,"abstract":"Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139423361","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

Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English 发音的数据驱动学习：学术英语中词性重音和突出的感知与生成

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-07 DOI: 10.1002/tesq.3302

K. Hirschi, Okim Kang

{"title":"Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English","authors":"K. Hirschi, Okim Kang","doi":"10.1002/tesq.3302","DOIUrl":"https://doi.org/10.1002/tesq.3302","url":null,"abstract":"Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"65 30","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449085","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