对外汉语教学与研究最新文献_第3页

The Practicum and its Effects on the Development of Korean Pre-service English Teachers’ Perceptions of Teaching Speaking 实习对韩国职前英语教师教学口语观发展的影响

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a6

Helen Jang

{"title":"The Practicum and its Effects on the Development of Korean Pre-service English Teachers’ Perceptions of Teaching Speaking","authors":"Helen Jang","doi":"10.55593/ej.27105a6","DOIUrl":"https://doi.org/10.55593/ej.27105a6","url":null,"abstract":"There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores pre-service English teachers’ learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers’ perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82129521","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: 1

A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions 在线同步写作中心课上建议采纳的个案研究

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a2

O. Muranova, Svetlana Koltovskaia, Michol Miller

{"title":"A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions","authors":"O. Muranova, Svetlana Koltovskaia, Michol Miller","doi":"10.55593/ej.26104a2","DOIUrl":"https://doi.org/10.55593/ej.26104a2","url":null,"abstract":"Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78205707","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

Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice 框架式同伴反馈与第二语言写作能力:对包容性ESL教学实践的启示

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a8

C. Casinto

{"title":"Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice","authors":"C. Casinto","doi":"10.55593/ej.26104a8","DOIUrl":"https://doi.org/10.55593/ej.26104a8","url":null,"abstract":"Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving peer feedback. Utilizing mixed methods, data collection and analyses were primarily conducted through posttest-only control-group design and focus group discussion (FGD). There were twenty university student participants randomly selected from two writing mixed-proficiency level classes. Framed under Vygotsky’s sociocultural theory, an analysis of the gains in writing ability measured from formative and summative writing samples indicated that the low-proficiency students, specifically in the experimental group, made more significant gains in their writing over the course of the semester than the high-proficiency students in both groups. Even though the results generally showed no significant difference, except for higher error avoidance efficiency between experimental and control groups and among the high-proficiency students in both groups, a significant difference was observed between the low-proficiency students in both groups (control group M = 81.6, experimental group M = 89.8, control group SD = 8.3, experimental group SD = 9.5, t(4) = -3.23, p = .032). This leads to the conclusion that low-proficiency students benefit from scaffolded peer feedback.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85890683","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

Review of Pragmatics and its Applications to TESOL and SLA by Salvatore Attardo & Lucy Pickering (2021) 语用学及其在TESOL和SLA中的应用综述(作者:Salvatore Attardo & Lucy Pickering, 2021)

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104r1

Ebtehal Asiri

引用次数: 0

Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test 让他们的声音被听到:雅思考生在雅思学术写作考试中的问题

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a3

Sajjad Arefsadr, E. Babaii

{"title":"Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test","authors":"Sajjad Arefsadr, E. Babaii","doi":"10.55593/ej.26104a3","DOIUrl":"https://doi.org/10.55593/ej.26104a3","url":null,"abstract":"According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding some light on why IELTS candidates usually score lowest in writing by investigating IELTS candidates’ problems with the IELTS Academic Writing test. To this end, 10 Iranian IELTS candidates were interviewed concerning the difficulties they had with this test. The interview summaries were subjected to thematic analysis. The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, “distant” topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates’ problem of scoring lowest in the Writing test may not be entirely due to deficiencies in their writing skills, and that certain features of the IELTS Academic Writing test may aggravate undesirable testing outcomes. The implications of the results of the study are discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76150364","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

Using Writeabout as a Tool for Online Writing and Feedback 使用Writeabout作为在线写作和反馈的工具

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104int

Budi Waluyo, Aisah Apridayani, Safnil Arsyad

引用次数: 1

The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions 重复口语阅读练习对英语学习者高频多词记忆的影响:多维度研究

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a9

A. Chang

{"title":"The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions","authors":"A. Chang","doi":"10.55593/ej.26104a9","DOIUrl":"https://doi.org/10.55593/ej.26104a9","url":null,"abstract":"Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique—repeated oral reading—to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students’ retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81909170","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: 1

ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests 英语学者对跨文化能力评估纳入语言能力测试的态度

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a6

M. Kazemian, Mohammadreza Khodareza, Fatemeh Khonamri, R. Rahimy

{"title":"ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests","authors":"M. Kazemian, Mohammadreza Khodareza, Fatemeh Khonamri, R. Rahimy","doi":"10.55593/ej.26104a6","DOIUrl":"https://doi.org/10.55593/ej.26104a6","url":null,"abstract":"Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts’ beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts’ attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80030489","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: 3

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies 新冠肺炎大流行期间英语教师在线教学情绪的变化及应对策略

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a13

H. Nguyen, T. Pham

{"title":"EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies","authors":"H. Nguyen, T. Pham","doi":"10.55593/ej.26104a13","DOIUrl":"https://doi.org/10.55593/ej.26104a13","url":null,"abstract":"The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90637092","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

Mind-Mapping Technique and Writeabout Application Integration in an Online Writing Class: An Indonesian Vocational University Context 思维导图技巧与写作应用程式整合于线上写作课堂:印尼职业大学背景

对外汉语教学与研究 Pub Date : 2023-02-01 DOI: 10.55593/ej.26104a4

Damar Isti Pratiwi, Armyta Puspitasari, Ainun Fikria

{"title":"Mind-Mapping Technique and Writeabout Application Integration in an Online Writing Class: An Indonesian Vocational University Context","authors":"Damar Isti Pratiwi, Armyta Puspitasari, Ainun Fikria","doi":"10.55593/ej.26104a4","DOIUrl":"https://doi.org/10.55593/ej.26104a4","url":null,"abstract":"While writing has evolved away from the conventional method of using pens and paper in favor of digital tools (Li et al., 2019), English teachers continue to face difficulties in teaching writing. This study shows how mind-mapping and the program, Writeabout, can be merged for online writing classes in English for Specific Purposes (ESP) clasrooms. It reports on a classroom-based research with a qualitative research design which includes class observations and essay analysis of first-year undergraduate students enrolled in the Railway Mechanical Technology program in Indonesia during the academic year 2020/2021. The analysis of students’ essays via TOEIC-adopted writing criteria showed that the students lacked competence in vocabulary (range: 2-5), grammar (range: 2-5), and sentence quality (range: 2-5). However, their text organization skills were a bit higher (range: 3-7), which was likely due to the course instructions’s incorporation of mind-mapping techniques. The findings revealed that incorporating the mind-mapping technique and the Writeabout application into online writing lessons can have a positive effect on students’ writing.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82388208","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