{"title":"Editorial: Special Issue in Honour of Diane Larsen-Freeman’s Contributions to Language Teaching and Second Language Development","authors":"Z. Wen, Hassan Mohebbi","doi":"10.32038/ltrq.2024.39.01","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.01","url":null,"abstract":"We are pleased to announce the latest edition of this special issue of LTRQ in honour of Professor Diane Larsen-Freeman to celebrate her landmark achievements and enormous influence in language teaching, language learning, second language development, and teacher education. As the major papers we assembled in this special issue have provided a comprehensive review of Diane’s celebratory career as a language teacher, researcher, book author, journal and book editor, and teacher educator, in this editorial, we will just briefly discuss and summarize the different sections of papers that are targeting the major themes of areas where Diane’s long-lasting influence has been felt.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196068","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}
{"title":"Larsen-Freeman’s Writings in Teacher-Preparation Grammar Courses: Indispensable Resources for all Levels","authors":"Patti Spinner","doi":"10.32038/ltrq.2024.39.13","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.13","url":null,"abstract":"Diane Larsen-Freeman’s work plays a crucial role in teacher preparation for second and foreign language instructors. Her work is useful with a variety of populations, including preservice teachers preparing to work with English language learners in elementary and secondary education; graduate students preparing to work in public or private language institutions; students with teaching experience who are preparing to direct teacher training, and others. In particular, her work on “grammaring” continues to be an essential basis for determining which activities are the most beneficial for learner language development. A major strength in Dr. Larsen-Freeman’s work is her ability to bridge the gap between theory and practice, to connect to language instructors in a clear, practical way that also gets at the heart of our best understanding of how language learning takes place. In this article, I outline the various ways my courses incorporate Dr. Larsen-Freeman’s work, with examples of particular activities that are inspired by her articles, The Grammar Book, and Grammar Dimensions, the textbook series she directs.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"37 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139194769","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}
{"title":"Grammar Learning Strategies: Towards a Pedagogical Intervention","authors":"Mirosław Pawlak","doi":"10.32038/ltrq.2024.39.12","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.12","url":null,"abstract":"Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"2 5-6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139194867","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}
{"title":"Genealogy of Novice Teachers’ Beliefs about Pronunciation Instruction: A Complex Systems Approach","authors":"Z. Tajeddin, Monireh Norouzi","doi":"10.32038/ltrq.2024.39.09","DOIUrl":"https://doi.org/10.32038/ltrq.2024.39.09","url":null,"abstract":"There is a substantial body of studies investigating teachers’ beliefs about pronunciation. However, this line of research has rarely examined teachers’ beliefs as a complex system. To fill this gap, the present study aims to shed light on the genealogy of teachers’ beliefs about pronunciation instruction from the perspective of complexity theory. To this end, two EFL teachers who taught English at a private institute were asked to participate in this study. Data were collected using semi-structured interviews and narratives. The findings indicated that the teachers recognized the importance of pronunciation instruction for improving students’ listening skills and knowledge of vocabulary and manifested aspiration for native-like pronunciation. However, their lack of self-confidence and insufficient pronunciation pedagogical knowledge base were reported to be major challenges of pronunciation instruction, which they attributed to teacher training courses among other factors. In addition, teachers’ beliefs about pronunciation, learners, learning pronunciation, teaching pronunciation, teachers, and curriculum were shown to co-exist and interact in a nonlinear manner, suggesting the complex, dynamic, co-adapted, and contextual-driven nature of teachers’ belief systems. In light of these findings, teacher education programs are advised to help teachers reappraise their preference for native speakerism and give pronunciation more prominence by introducing a wide range of strategies for teaching it.","PeriodicalId":510371,"journal":{"name":"Language Teaching Research Quarterly","volume":"178 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139193089","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}
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