Modern Language Journal最新文献

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction “谈判专家与新手在母语与第二语言学习者互动中的立场”

1区文学

Modern Language Journal Pub Date : 2023-11-09 DOI: 10.1111/modl.12882

Ana Fernández–Dobao

{"title":"“<i>Pero yo también estoy aprendiendo</i>”: Negotiating expert and novice positions in heritage–second language learner interaction","authors":"Ana Fernández–Dobao","doi":"10.1111/modl.12882","DOIUrl":"https://doi.org/10.1111/modl.12882","url":null,"abstract":"Abstract Drawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high‐intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language‐related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre‐established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" 40","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135240939","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

Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations 教师候选人反思与教师教育者评价之间:反馈对话中认知对称性的波动

1区文学

Modern Language Journal Pub Date : 2023-11-06 DOI: 10.1111/modl.12886

Pınar Turan, Nur Yiğitoğlu Aptoula

{"title":"Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations","authors":"Pınar Turan, Nur Yiğitoğlu Aptoula","doi":"10.1111/modl.12886","DOIUrl":"https://doi.org/10.1111/modl.12886","url":null,"abstract":"Abstract Evidence‐based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence‐based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post‐observation conversations (POCs) in a language teaching practicum. The recordings of 17 video‐mediated POCs are sequentially and functionally analyzed using multimodal conversation analysis. The data suggests that the fluctuations in knowledge (a)symmetries serve as a catalyst for the progression of reflection‐ and evaluation‐oriented sequences. The mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite reflection. However, when mentors initiate evaluation‐oriented sequences, they systematically insert their epistemic primacy to limit any potential resistance that would challenge their epistemic authority to evaluate. The video medium also creates unique multimodal opportunities for their mutual orientation to evidence. The findings are conducive to expanding research into reflective practice in LTE and have pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":"29 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135681999","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

L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk 二语互动语法:“和”开头的转折在二语学生合作对话中的作用

1区文学

Modern Language Journal Pub Date : 2023-11-04 DOI: 10.1111/modl.12885

František Tůma, Leila Kääntä, Teppo Jakonen

{"title":"L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk","authors":"František Tůma, Leila Kääntä, Teppo Jakonen","doi":"10.1111/modl.12885","DOIUrl":"https://doi.org/10.1111/modl.12885","url":null,"abstract":"Abstract This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”‐prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task‐managerial “and”‐prefaced turns, the current speaker invites another student to participate, while in “and”‐prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”‐prefaced turns in close coordination with embodied resources and with respect to the spatio‐material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn‐initial particles within L2 interactional competence.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":"19 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135773671","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

Developing advanced L2 German writing: A functionally oriented longitudinal study 发展高级第二语言德语写作:一项功能导向的纵向研究

1区文学

Modern Language Journal Pub Date : 2023-10-30 DOI: 10.1111/modl.12884

Hiram H. Maxim

{"title":"Developing advanced L2 German writing: A functionally oriented longitudinal study","authors":"Hiram H. Maxim","doi":"10.1111/modl.12884","DOIUrl":"https://doi.org/10.1111/modl.12884","url":null,"abstract":"Abstract Competent L2 writing has been described in research in terms of an increasing incidence, variety, and length of clauses; a countervailing compactness and tightness with reduced number of clauses even as clause length expands; and various interrelationships between syntactic realizations of texts and the genres they represent. These partly contradictory features are typically related to the fact that “advancedness” is both a notoriously vague term and a developmental stage that is more expansive than are introductory and intermediate levels of L2 performance. To contribute to a more differentiated understanding of advancedness—particularly its gradual development in instructed settings—this article examines the characteristics of advanced writing through an analysis of data that are (a) longitudinal, rather than cross‐sectional, (b) embedded in an instructional environment that has implemented principled, articulated curricular, and pedagogical practices for the development of advancedness, and (c) analyzed within a systemic–functional linguistic framework in order to focus on the notions of experiential and logical meaning. By analyzing the intraclausal and interclausal resources that evolving advanced learners use and by relating them to the learners’ developmental trajectory, this article contributes to a better understanding not only of the nature of advancedness but also of its development by adult instructed learners.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068676","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

Task communicative function and oral fluency of L1 and L2 speakers 第一语言和第二语言使用者的任务交际功能和口语流畅性

1区文学

Modern Language Journal Pub Date : 2023-10-25 DOI: 10.1111/modl.12883

Astrid Morrison, Parvaneh Tavakoli

{"title":"Task communicative function and oral fluency of L1 and L2 speakers","authors":"Astrid Morrison, Parvaneh Tavakoli","doi":"10.1111/modl.12883","DOIUrl":"https://doi.org/10.1111/modl.12883","url":null,"abstract":"Abstract To respond to recent calls for examining oral fluency from a broader social and communicative perspective, the current study aimed at investigating the effects of task communicative function on second language (L2) and first language (L1) speakers’ fluency. Designing tasks that represent three different communicative functions (congratulations, bad news, and complaint), we collected data from 40 Spanish L2 learners of English, 20 L1 English speakers, and 20 L1 Spanish speakers. The data were analysed for a range of measures of speed, composite, breakdown, and repair fluency. Results of the statistical analyses (descriptive, Multivariance Analysis of Variance (MANOVA), and two‐way mixed Analysis of Variance (ANOVAs)) suggested that task communicative function had an impact on the speakers’ performance, with bad news eliciting the slowest speech and most mid‐clause pauses, and complaint the fastest with fewest end‐clause pauses. Significant differences were observed across the tasks for speech rate and end‐clause pauses in the L1 English group, but the results were nonsignificant for task effects in the L1 Spanish and L2 English groups. The three language groups’ fluency was statistically different, highlighting (a) cross‐linguistic differences between L1 Spanish and L1 English speakers and (b) differences between L1 and L2 English speakers.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":"200 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168697","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

From the Editor: In recognition and with appreciation 来自编辑:在认可和赞赏中

1区文学

Modern Language Journal Pub Date : 2023-10-24 DOI: 10.1111/modl.12888

引用次数: 0

Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework 中国的双语传统语言学习:Douglas Fir集团跨学科框架的应用

1区文学

Modern Language Journal Pub Date : 2023-10-21 DOI: 10.1111/modl.12881

Yuan Lu, Chuanren Ke

引用次数: 0

Forthcoming in The Modern Language Journal, 108, (Supplement 2024) 《现代语言学报》，108，(增刊2024)

1区文学