Modern Language Journal最新文献_第2页

Notes from the Editor 编辑注释

1区文学

Modern Language Journal Pub Date : 2023-09-01 DOI: 10.1111/modl.12877

Marta Antón

引用次数: 0

Tracking learnables and teachables in L2 Arabic dyadic conversations‐for‐learning 追踪二语阿拉伯语二元对话中的可学可教内容

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-18 DOI: 10.1111/modl.12869

Khaled Al Masaeed

引用次数: 0

The social consequences of talking to oneself: The dialectical continuum of social and private speech 自言自语的社会后果：社会言论和私人言论的辩证统一体

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-17 DOI: 10.1111/modl.12867

Nicholas Carr

{"title":"The social consequences of talking to oneself: The dialectical continuum of social and private speech","authors":"Nicholas Carr","doi":"10.1111/modl.12867","DOIUrl":"https://doi.org/10.1111/modl.12867","url":null,"abstract":"The intrapersonal functions of private speech have been researched extensively. However, studies in interactive settings that focus on the interpersonal functions of private speech have been rare. Adopting a case‐study approach, I investigated the social consequences of private speech and how it contributes to the establishment of intersubjectivity during collaborative tasks. Data were collected through video recordings of participants collaboratively processing feedback on jointly produced texts, retrospective interviews that included stimulated recall, and collaborative writing tasks. Findings show instances of private speech acting as a tool that helps establish intersubjectivity, thus promoting joint problem solving and potentially affording interlocutors more opportunities to co‐construct knowledge. These opportunities for learning were made possible when interlocutors used the private speech of a peer as a resource to build upon when deliberating on a response to feedback. This indicates that the ability to understand the intra‐ and interpersonal functions of an interlocutors’ private speech is an important aspect of interactional competence in an additional language.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48234693","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

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed 在高风险，低曝光的语境中使用单词列表:主题驱动或频率通知

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-17 DOI: 10.1111/modl.12866

E. Marsden, Amber Dudley, R. Hawkes

{"title":"Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed","authors":"E. Marsden, Amber Dudley, R. Hawkes","doi":"10.1111/modl.12866","DOIUrl":"https://doi.org/10.1111/modl.12866","url":null,"abstract":"The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency‐informed versus the awarding organizations’ topic‐driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic‐driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency‐informed word lists, however, seemed to better prepare learners for the exams.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162282","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: 1

The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences 二语课堂流化的相关因素:二语基本任务特征与学习者流化体验的关联

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-17 DOI: 10.1111/modl.12865

M. Zuniga

{"title":"The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences","authors":"M. Zuniga","doi":"10.1111/modl.12865","DOIUrl":"https://doi.org/10.1111/modl.12865","url":null,"abstract":"Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire (N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features (N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971269","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

Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction 基于证据的二语教学法可以实现吗？语法教学中的研究-实践对话

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-17 DOI: 10.1111/modl.12864

Hyun-Bin Hwang

{"title":"Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction","authors":"Hyun-Bin Hwang","doi":"10.1111/modl.12864","DOIUrl":"https://doi.org/10.1111/modl.12864","url":null,"abstract":"This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47107729","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

Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy 跨语言关怀与跨语言攻击：（再）跨语言教育学研究与实践的核心批判性

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-17 DOI: 10.1111/modl.12868

Kongji Qin, Lorena Llosa

{"title":"Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy","authors":"Kongji Qin, Lorena Llosa","doi":"10.1111/modl.12868","DOIUrl":"https://doi.org/10.1111/modl.12868","url":null,"abstract":"Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in one US superdiverse, multilingual secondary science classroom. Taking up the lens of criticality and superdiversity, we view classrooms as power‐laden spaces and translanguaging as a social practice shaped by and shaping social norms and ideologies. Through discourse analyses of classroom interactions and interview data, we identified seven functions of classroom translanguaging practices. Our analysis shows that translanguaging offered students translingual support for accessing meaning and instruction and allowed the teacher to build relationships with students through translingual caring and translingual critical love. Students also engaged in translanguaging for translingual bonding and creating translingual safe houses. However, translanguaging was also used for translingual exclusion and translingual aggression. Our analysis sheds light on the complexity of translanguaging pedagogy. We call for (re)centering criticality in the research and practice of translanguaging pedagogy and developing students’ critical language awareness in translanguaging classrooms.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537115","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: 1

Bringing the body into play: The corporeal aspect in second language acquisition 发挥身体的作用：第二语言习得中的身体方面

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-15 DOI: 10.1111/modl.12861

A. Witte

{"title":"Bringing the body into play: The corporeal aspect in second language acquisition","authors":"A. Witte","doi":"10.1111/modl.12861","DOIUrl":"https://doi.org/10.1111/modl.12861","url":null,"abstract":"This article foregrounds the role of the learner's experienced and expressive body in the process of action‐oriented intercultural second language acquisition (SLA), drawing on phenomenological and related research on embodiment. It suggests that processes of perception, cognition, intentionality, and action are fundamentally shaped by the preconscious experiences of the moving body and its real‐time, unmediated interaction with affordances of the social, cultural, and material environment. The prereflective corporeal resonances and experiences provide foundational orientations and scaffoldings for perceptive, emotive, and cognitive processes, emerging through situated bodily activities. Thus, the explicit integration of learners’ active bodies in SLA processes mobilizes largely untapped resources of embodied learning. Preconscious resonances with the second language and the cultural other can be directly sensed in, through, and with the body, allowing for spontaneous behavior to flow naturally in intercultural situations. By engaging the active body in SLA, elements of body memory, and not just episodic memory, are continually reenacted and actualized. The regular training of attentiveness to the corporeal resonances with and adaptive responses to the affordances in the SLA process serves to orientate and scaffold hermeneutical learning and to anchor it in learners’ life experience.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49378055","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: 1

Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit 日本英语学习者在听力中能理解屈折和衍生形式吗?测试字族计数单元的有效性

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-15 DOI: 10.1111/modl.12863

Young Ae Kim, Tim Stoeckel, Stuart Mclean

{"title":"Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit","authors":"Young Ae Kim, Tim Stoeckel, Stuart Mclean","doi":"10.1111/modl.12863","DOIUrl":"https://doi.org/10.1111/modl.12863","url":null,"abstract":"In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible if words containing the most frequent derivational affixes are known. This study assessed the validity of these views for L2 listening. Participants (N = 120) provided translations of 27 base words and 43 related affixational forms when listening. When participants knew one form (either the base word or an affixed form) they also knew the other just 25.1% of the time. For target words containing the most frequent derivational affixes, this was just 26.5%. Logistic regression found that learners’ overall vocabulary level, several aspects of word frequency, and base word knowledge were all significant predictors of knowing affixed forms. However, when other variables were held constant, base word knowledge was a weak predictor of affixational form knowledge. These findings support neither the strict assumption nor the more lenient view of WF6 use for L2 listening among study participants.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627186","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 effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking 分布与集中矫正反馈对西班牙语差别物体标记习得的影响

IF 4.9 1区文学

Modern Language Journal Pub Date : 2023-08-13 DOI: 10.1111/modl.12862

Yucel Yilmaz, D. Arroyo, Carly Carver, Jungyoun Choi, Megan DiBartolomeo

引用次数: 0