Tesol Quarterly最新文献_第5页

Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers 探索基于语料库的写作教学对学习者-语料库互动在第二语言修改中的影响：对中国 EFL 学科写作者的研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-02-01 DOI: 10.1002/tesq.3308

Xixin Qiu

{"title":"Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers","authors":"Xixin Qiu","doi":"10.1002/tesq.3308","DOIUrl":"https://doi.org/10.1002/tesq.3308","url":null,"abstract":"The use of academic corpora in second language (L2) writing pedagogy has gained popularity in recent decades, particularly in genre‐specific contexts for graduate‐level L2 students (Charles, 2007; Lee & Swales, 2006). However, its overall effectiveness is mainly observed within classroom contexts, influenced by various contextual and participant‐related factors (Vyatkina & Boulton, 2017). Moreover, these investigations have predominantly relied on retrospective data useful for understanding learners' perception of corpus‐analysis experiences, but not for how learners strategically integrate corpora into personal toolkits for self‐directed writing tasks. Addressing these gaps, this study tracks five Chinese EFL graduate students' corpus use through a 5‐week concept‐ and corpus‐based tutoring intervention and investigates how they navigated a discipline‐specific corpus alongside other digital resources during post‐intervention self‐directed revisions. By triangulating screen recordings with retrospective data (questionnaires, interviews, draft revisions, and stimulated recalls), the results showed that while participants were generally favorable toward the specialized corpus and its complementary role to personal toolkits, individual problem‐solving patterns in revision revealed less overall reliance on the corpus and its effectiveness primarily in addressing known linguistic problems. Implications for a relational understanding of digital tools support and the integration of other pedagogical activities in L2 writing instruction are discussed.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139825918","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

Decolonizing English‐Medium Instruction in the Global South 全球南部英语教学的非殖民化

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-29 DOI: 10.1002/tesq.3307

Pramod K. Sah, F. Fang

引用次数: 2

Open science: Considerations and issues for TESOL research 开放科学：TESOL 研究的考虑因素和问题

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-19 DOI: 10.1002/tesq.3304

Ali H. Al‐Hoorie, Carlo Cinaglia, Phil Hiver, Amanda Huensch, Daniel R. Isbell, Constant Leung, Ekaterina Sudina

引用次数: 0

Layers of Oriented‐to Identities in Language Learner Peer Discussion Tasks 语言学习者同伴讨论任务中的层层身份定位

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-18 DOI: 10.1002/tesq.3303

David Aline, Yuri Hosoda

{"title":"Layers of Oriented‐to Identities in Language Learner Peer Discussion Tasks","authors":"David Aline, Yuri Hosoda","doi":"10.1002/tesq.3303","DOIUrl":"https://doi.org/10.1002/tesq.3303","url":null,"abstract":"Employing membership categorization analysis and conversation analysis, we uncover how students performing classroom discussion tasks for language learning locally ascribe themselves and others to various identity categories within single discussion activities. Data consist of 126 hours of video‐recorded small‐group discussions for second language learning collected in Japanese universities. Analysis unveiled the members' methods by which students themselves construct their identities in invoking various membership categories. In addition to sequential identities that are relevant at any point during the discussions, participants overwhelmingly oriented to hypothetical identities set up by the tasks. These identities were layered over the omnirelevant identities of Japanese language speakers, second language speakers, and students. Through publicly observable orientations to membership categories, these interactants manifested their collective understanding of the aims and motivations of the educational activities and institutional environment. The findings show how learners orient to their own and co‐participants' multiple identities as they accomplish language‐learning tasks and how these varied layers of identity contributed to language‐learning affordances in different and unique ways. We then suggest some implications for task‐based language learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615136","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

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy 走在路上？(EFL教师自称的语料库读写能力与他们规划和实施基于语料库的语言教学法的能力之间的（错误）协调

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-05 DOI: 10.1002/tesq.3299

Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho

{"title":"Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy","authors":"Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho","doi":"10.1002/tesq.3299","DOIUrl":"https://doi.org/10.1002/tesq.3299","url":null,"abstract":"Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376331","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