对外汉语教学与研究最新文献_第9页

Student Perceptions of Online Interpreting Teaching and Learning via the Zoom Platform 学生对Zoom平台在线口译教学的看法

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101int

L. Han, Yuying Wang, Yumeng Li

引用次数: 1

Vocabulary Transfer from Reading to Writing: A Comparison of Essay Writing and Synchronous CMC 从阅读到写作的词汇迁移:论文写作与同步CMC的比较

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101a8

Sung-Yeon Kim, Kyung-Sook Kim

{"title":"Vocabulary Transfer from Reading to Writing: A Comparison of Essay Writing and Synchronous CMC","authors":"Sung-Yeon Kim, Kyung-Sook Kim","doi":"10.55593/ej.26101a8","DOIUrl":"https://doi.org/10.55593/ej.26101a8","url":null,"abstract":"Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred Korean college students from four “Reading and Writing” classes performed both tasks, and their vocabulary use was compared between the two tasks. The tokens and the types of words used in essay writing and chatting were compared against a base wordlist constructed from the input text, and their lexical profiles were analyzed using various programs, such as RANGE, VocabProfile, and WordSmith. The findings show that more varied words were transferred from the source text to the chat scripts than to the essays. While the lexical diversity was slightly greater in the chat scripts than in the essays, the difference was not statistically significant. Interestingly, the chat scripts exhibited the same level of lexical density (i.e., the ratio of content words to function words) as the essays. It can be inferred from the findings that the synchronous chat provides a valuable context for practicing target language, and that it is as useful as essay writing for promoting vocabulary transfer from reading to output production. In addition, the findings suggest that reading can become a beneficial source of language input that leads to output production.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79513745","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

Creating Space for World Englishes Perspectives in the ELT Classroom: Voices of High School Students in Japan 在英语教学课堂中为世界英语视角创造空间:日本高中生的声音

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101a5

R. Aoyama, L. Denton

引用次数: 2

Engaging Online Language Learners: A Practical Guide (Book Review) 吸引在线语言学习者:实用指南(书评)

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.25101r1

Munchuree Kaosayapandhu

引用次数: 0

Engaging, Impressing and Captivating Language Learners by Interactive Presentations – A Review of Mentimeter 引人入胜，令人印象深刻和迷人的语言学习者通过互动演示-回顾Mentimeter

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101m1

Danyang Zhang

引用次数: 2

Socio-Demographic and Psychological Predictors of Second Language Achievement: A Systematic Review 第二语言成就的社会人口学和心理学预测因素:系统回顾

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101a4

Vyas Poonam, S. Sangeeta

{"title":"Socio-Demographic and Psychological Predictors of Second Language Achievement: A Systematic Review","authors":"Vyas Poonam, S. Sangeeta","doi":"10.55593/ej.26101a4","DOIUrl":"https://doi.org/10.55593/ej.26101a4","url":null,"abstract":"There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards socio-demographic and psychological factors because, after the critical period, the difficulties faced by the students due to such variables are profound (Krashen, 1981). Even though research frameworks encompassing previous literature exist, a recent theoretical framework to study the socio-demographic variables and SLA relationship in higher education is still missing. This systematic literature review was undertaken to propose a theoretical model comprising socio-demographic and psychological factors and their impact on SLA. Four electronic databases—ERIC, ProQuest, SAGE Journals, and Science Direct, were used to locate relevant articles to the topic. Thereafter, a thematic analysis of the literature from 2014 to 2021 was performed. Out of 1021 studies, 45 research papers were systematically analyzed. The study offers recommendations for English language teaching and learning, which include focusing on individuals, their social and cultural background as well as their state of mind.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80617938","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

Speakometer: English Pronunciation Coach Speakometer:英语发音教练

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101m2

Sebnem Kurt

{"title":"Speakometer: English Pronunciation Coach","authors":"Sebnem Kurt","doi":"10.55593/ej.26101m2","DOIUrl":"https://doi.org/10.55593/ej.26101m2","url":null,"abstract":"Consonant and vowel sounds of English (segmentals) carry a significant weight in communication. Pronunciation instruction focusing on segmental features has been found to be highly effective (e.g., Thomson & Derwing, 2015). However, students with different first languages (L1) or even students from the same L1 backgrounds, have different pronunciation needs. With limited class time, teachers cannot be expected to cater to the pronunciation needs of every student. This has made individualized pronunciation instruction, which enables pronunciation instruction tailored for the needs of each second language (L2) learner, a requirement in today’s language classrooms (Levis, 2007). The growing number of computer-assisted pronunciation training (CAPT) tools have been responding to this need, making individualized pronunciation instruction, as well as individualized feedback more feasible and available for L2 speakers. Chun (2012) asserts that in order for a CAPT tool to be effective, it must contain “auditory and visualization features, automatic speech recognition (ASR), and appropriate and accurate feedback” (p. 8). Speakometer, an online application that provides segmental practice for its users, was built around Chun’s (2012) three pillars, with a strong auditory feature combined with an ASR to provide learners with relevant pronunciation feedback. The application uses an artificial intelligence (AI) algorithm and ASR to rate the user’s spoken English pronunciation. It is targeted for all users who aim to improve their English pronunciation. The users are provided with immediate feedback, which appears on the screen as verbal (e.g., “Very good”), along with the image of a ‘speakometer’ displaying four colors for the rating: red, orange, yellow and green.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90796556","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

Speakometer: English Pronunciation Coach Speakometer:英语发音教练

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.25101m2

Kurt Sebnem

引用次数: 0

Teachers' Scaffolding Strategies in Internet-based ELT Classes 教师在网络英语教学中的脚手架策略

对外汉语教学与研究 Pub Date : 2022-05-01 DOI: 10.55593/ej.26101a1

Q. Nguyen

{"title":"Teachers' Scaffolding Strategies in Internet-based ELT Classes","authors":"Q. Nguyen","doi":"10.55593/ej.26101a1","DOIUrl":"https://doi.org/10.55593/ej.26101a1","url":null,"abstract":"Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86163625","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: 4

Technology and the Psychology of Second Language Learners and Users (Book Review) 技术与第二语言学习者和使用者的心理(书评)

对外汉语教学与研究 Pub Date : 2022-02-01 DOI: 10.55593/ej.25100r1

Marc Jones

引用次数: 0