Language Teaching Research Quarterly最新文献_第2页

Task-based Language Teaching and L2 Writing: The Performance-Development Divide 任务型语言教学与 L2 写作：成绩与发展的鸿沟

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.15

Mark D. Johnson

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The Past and the Future of Language Learning and Teaching: An Interview with Diane Larsen-Freeman 语言学习与教学的过去和未来：Diane Larsen-Freeman 访谈录

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.02

D. Larsen-Freeman, Z. Wen, Hassan Mohebbi

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Complex Dynamic Systems Theory in Second Language Learning and Teaching: A Textometric Review from 2008 to 2022 复杂动态系统理论在第二语言学习和教学中的应用：2008 至 2022 年的文本计量学回顾

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.07

Huixian Li, Yongyan Zheng

{"title":"Complex Dynamic Systems Theory in Second Language Learning and Teaching: A Textometric Review from 2008 to 2022","authors":"Huixian Li, Yongyan Zheng","doi":"10.32038/ltrq.2024.39.07","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.07","url":null,"abstract":"Complex Dynamic Systems Theory (CDST) has significantly reshaped our understanding of second language learning and teaching across the micro, meso, and macro levels for several decades since its systematic introduction by Larsen-Freeman and Cameron (2008). This study conducts a comprehensive review of empirical research on second language learning and teaching within the framework of CDST from 2008 to 2022. Textometric analysis, a computer-supported qualitative method for textual analysis, was employed to conduct the review by using the IRAMUTEQ software. A total of 198 publications were identified, leading to the emergence of three prominent research themes: research on the language system, research on the second language learner and learning, and research on the second language teacher and teaching. The chronological trends and distinguishing features of the three research themes were discussed against a mainstream model of language learning and teaching at the micro, meso, and macro levels (The Douglas Fir Group, 2016). The findings of this review hold the potential for enlightening future research endeavors in this field.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"17 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Diane Larsen-Freeman: Seven Personal Vignettes of the Person and the Scholar 黛安-拉尔森-弗里曼：关于个人和学者的七个小故事

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.04

Dwight Atkinson

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The Role of Age in Second Language Development 年龄在第二语言发展中的作用

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.22

David Singleton, J. Leśniewska

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A Narrative Exploration of Diane Larsen-Freeman's Influence on My Professional Development: From Language Learner to Teacher Educator 戴安-拉森-弗里曼对我专业发展影响的叙述性探索：从语言学习者到教师教育者

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.06

Irasema Mora-Pablo

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Precarious Language Learning and Teaching: The Case of German, French and Mandarin in South African Schools 不稳定的语言学习与教学：南非学校的德语、法语和普通话案例

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.20

C. V. D. van der Walt

{"title":"Precarious Language Learning and Teaching: The Case of German, French and Mandarin in South African Schools","authors":"C. V. D. van der Walt","doi":"10.32038/ltrq.2024.39.20","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.20","url":null,"abstract":"The purpose of this paper is to describe and reflect on the position of what are called second additional languages in the language teaching landscape of South African schools. This landscape is crowded, with different South African languages vying for attention. Amidst efforts to increase the number of learners who offer an African language as one of the subjects in the school exit examination, initiatives to introduce languages like Mandarin and Swahili put additional pressure on an already over-burdened system. The paper considers this crowded landscape and the implications for the teaching of German, French and Mandarin at secondary school level. These are only three of at least fifteen languages offered as second additional languages. This paper focuses on these three because they are most widely taught in mainstream schools. The policies and practices as well as the problems with teaching these languages are described, focusing on the types of learner who will choose these languages, the approach to teaching them and possible actions that could ensure the continued offering of second additional languages at primary and secondary schools.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"32 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A DLF Case Study: The Dynamics of Writing Development in Adulthood DLF 案例研究：成年期写作发展的动力

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.17

Thanh T. G. Trinh, K. Bot, Marjolijn H. Verspoor

{"title":"A DLF Case Study: The Dynamics of Writing Development in Adulthood","authors":"Thanh T. G. Trinh, K. Bot, Marjolijn H. Verspoor","doi":"10.32038/ltrq.2024.39.17","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.17","url":null,"abstract":"This longitudinal case study from a Complex Dynamic Systems Theory (CDST) perspective touches upon an under-researched issue: L1 development over the lifespan. Levinson (1978) predicts three stages in adulthood: early, mid and late, with a decline in late adulthood. We examine Diane Larsen-Freeman’s publications over a period of 50 years (from age 27 to 77) and trace seven complexity measures--three lexical (density, sophistication and diversity) and four syntactic (mean length of sentence, finite verb ratio, dependent clause per T-unit and complex nominals per clause)--to investigate whether early, middle, and late stages in adulthood occur as predicted. After employing common CDST methods to find out if there are significant peaks or interactions among the variables over time, we used a Hidden Markov time-series analysis to locate moments of self-organization, suggesting a new stage of development. The HMM shows a clear phase shift between middle and late adulthood when the writer was 63. Her vocabulary became more diversified, but her sentences were shorter, but not less complex. Therefore, we argue that this shift should not be seen as a decline in complexity but a shift in style as more precise words may lessen the need for more words.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"52 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139194109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Corrective Feedback on L2 Pragmatics Production in Face-to-face and Technology-mediated Settings 在面对面和以技术为媒介的环境中，纠正性反馈对 L2 语用生成的影响

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.19

Marziyeh Yousefi, Hossein Nassaji

{"title":"The Impact of Corrective Feedback on L2 Pragmatics Production in Face-to-face and Technology-mediated Settings","authors":"Marziyeh Yousefi, Hossein Nassaji","doi":"10.32038/ltrq.2024.39.19","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.19","url":null,"abstract":"This paper presents findings from a quasi-experimental study that examined the effect of corrective feedback (CF) on L2 pragmatics, specifically comparing Face-to-Face (FF) and Technology-Mediated (TM) modes. The study involved a total of forty-four ESL students from three parallel intact classes. The primary focus of this paper is to report the results obtained from data collected through production tasks employing Role-play scenarios. To analyze the data, a mixed-model Analysis of Variance was conducted, examining the main and interaction effects of CF, delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF had a substantial positive effect on L2 pragmatic production, resulting in significant overall improvement. Furthermore, the results showed that both FF and TM modes of CF were similarly effective for enhancing pragmatic production. Additionally, the study demonstrated that the effects of CF on pragmatic production were durable and long-lasting. Altogether, these findings support the utilization of corrective feedback in technology-mediated language instruction within L2 classrooms.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"26 2-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139189264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the Value of Explicit Instruction: The View from Sociocultural Theory 论显性教学的价值：社会文化理论的观点

Language Teaching Research Quarterly Pub Date : 2023-12-01 DOI: 10.32038/ltrq.2024.39.18

J. Lantolf

{"title":"On the Value of Explicit Instruction: The View from Sociocultural Theory","authors":"J. Lantolf","doi":"10.32038/ltrq.2024.39.18","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.18","url":null,"abstract":"This article provides a theoretical and empirical argument in support of explicit language instruction. It proposes on theoretical grounds that certain features of a language are sufficiently complex and subtle that learners are unlikely to be able to decipher their full conceptual meaning on the basis of exposure alone. It further proposes that the kind of explicit instruction that has been assumed in much of SLA research—based on structural rules of thumb—is inappropriate and that an alternative approach, grounded in principles of sociocultural theory is an effective means of promoting development, which in the theory calls for both explicit conceptual knowledge and extensive and intensive communicative practice. The approach, or model, is referred to as Concept-based Language Instruction (C-BLI). Empirical support for explicit instruction using C-BLI is derived from pedagogical studies using the model. In addition, evidence from L2 neuroscience ERP research is considered as well as evidence from cultural evolution. The principles of C-BLI are compared to those supporting Dynamic Usage-Based instruction which emerges from L2 research informed by Complex Dynamic Systems Theory.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139191003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0