对外汉语教学与研究最新文献_第2页

L2 Narrative Identity as Drama: Exploring Links Between L2 Learning Experience and the Ideal L2 Self 作为戏剧的二语叙事认同:探索二语学习经验与理想二语自我之间的联系

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a7

Hamish Gillies

{"title":"L2 Narrative Identity as Drama: Exploring Links Between L2 Learning Experience and the Ideal L2 Self","authors":"Hamish Gillies","doi":"10.55593/ej.27105a7","DOIUrl":"https://doi.org/10.55593/ej.27105a7","url":null,"abstract":"Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei & Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected L2 narrative dynamics related to her overarching ideal L2 self: one professional and one personal. Evidence is discussed for the tracing of these ideal L2 self-conceptualizations back to key episodes in her L2 learning experience. An important functional interrelation is suggested between L2 learning experience and the development of ideal L2 self-guides.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83963544","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

Pre-service EFL Teachers' Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study 新冠肺炎大流行期间职前英语教师对在线教学实习的焦虑——以泰国为例

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a5

Atipat Boonmoh, Thiratchapon Kamsa-ard

{"title":"Pre-service EFL Teachers' Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study","authors":"Atipat Boonmoh, Thiratchapon Kamsa-ard","doi":"10.55593/ej.27105a5","DOIUrl":"https://doi.org/10.55593/ej.27105a5","url":null,"abstract":"Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91194974","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

Native and Non-native Language Teachers’ Perspectives on Teacher Quality Evaluation 母语与非母语教师对教师素质评价的看法

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a1

Z. Tajeddin, Z. Saeedi, Hamideh Mozaffari

{"title":"Native and Non-native Language Teachers’ Perspectives on Teacher Quality Evaluation","authors":"Z. Tajeddin, Z. Saeedi, Hamideh Mozaffari","doi":"10.55593/ej.27105a1","DOIUrl":"https://doi.org/10.55593/ej.27105a1","url":null,"abstract":"Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers’ efficient use of learners’ L1 more than the non-native teachers, while teachers’ linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77272431","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

Pedagogical Benefits and Practical Concerns of Writing Portfolio Assessment: Suggestions for Teaching L2 Writing 写作作品集评估的教学效益与实践关注:二语写作教学建议

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a4

H. Do

{"title":"Pedagogical Benefits and Practical Concerns of Writing Portfolio Assessment: Suggestions for Teaching L2 Writing","authors":"H. Do","doi":"10.55593/ej.27105a4","DOIUrl":"https://doi.org/10.55593/ej.27105a4","url":null,"abstract":"This study aims to investigate Vietnamese students’ perceptions of portfolio assessment and how it affects their writing performance. Furthermore, the study explores problems encountered during the assessment process, which could offer professional support for teachers, particularly novice teachers, when applying this formative assessment to teaching writing. Data was collected through students’ written papers, observations, and semi-structured interviews with a total of thirteen low- and intermediate-level undergraduate students. The findings demonstrate the aspects of the assessment usefulness, namely validity, authenticity, interactive-ness, and impact. Accordingly, the assessment provides students with a comprehensive understanding of academic writing that enhances their writing abilities. In particular, students recognize their common grammatical errors, pay more attention to organizing ideas logically, and develop writing habits throughout the writing process, which have not been carefully addressed in prior education. Nevertheless, there are a number of issues that need to be carefully considered, including idea development, plagiarism knowledge, self- and peer-assessment, and the order of writing steps. In order to improve the reliability and practicality of the assessment, solutions to those concerns are provided.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81537186","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: 2

Enhancing EFL Learners’ Native Cultural Awareness via Project-based Learning 通过项目式学习增强英语学习者的本土文化意识

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105int

Danyang Zhang, J. Wu

引用次数: 0

Research Methods in Vocabulary Studies [Review] 词汇研究中的研究方法[综述]

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.26105r4

K. Heidari

引用次数: 0

Working Collaboratively in Second/Foreign Language Learning [Review] 第二语言/外语学习中的协同合作[回顾]

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105r1

Shaobo Yang

引用次数: 0

TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects [Review] 跨国背景下的TESOL教师教育:化挑战为创新

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105r3

N. Wright

{"title":"TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects [Review]","authors":"N. Wright","doi":"10.55593/ej.27105r3","DOIUrl":"https://doi.org/10.55593/ej.27105r3","url":null,"abstract":"[Initial paragraphs] TESOL teacher education is, at its core, a set of practices that involve collaboration and interaction among individuals from various cultural, linguistic, and national backgrounds. It could be argued that its transnational aspect is a defining feature, which has become increasingly apparent in recent years. Transnationalism can be broadly understood as a process and practice of maintaining multiple connections between individuals and institutions that span nation-state borders (Vertovec, 2009). With English playing a pivotal role in mediating and shaping these connections, language educators have the responsibility to prepare students for participation in a globalized world with an awareness of its cultural and linguistic diversity. This raises a set of challenging questions about how transnationalism affects teacher knowledge formation, how teachers understand their work in the context of transnationalism, and what TESOL teacher education can do to prepare teachers for the challenges of transnational work. The book TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects, edited by Osman Z. Barnawi and Anwar Ahmed, is a timely response to these questions. In addressing them, the editors bring together the diverse perspectives of scholars on the complexities of transnationalism in relation to teacher education.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82688591","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

Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19 在2019冠状病毒病期间，在美国学校教育文化和语言多样化的学习者

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a3

Ximena D. Burgin, Mayra C. Daniel, Carolyn Riley

引用次数: 0

Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-based Classroom 公式化语言在社区课堂中二语语用能力习得中的作用

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a2

Alisa Zavialova

引用次数: 0