刊讯｜SSCI期刊 The Modern Language Journal 2021年第2期

The Modern Language Journal

Volume 105, NUMBER 2, SUMMER 2021

The Modern Language Journal 2021年第2期共发文14篇，其中论文部分8篇，观点部分6篇。论文部分涉及双语制、应急远程语言教学、多语言教学、教师元认知、阅读模式等。观点部分涉及移动性与语言、难民教育中的语言考量、语言教师教育中意识形态的流动性等。

目录

MLJ Articles

■ Implementing the Seal of Biliteracy: A Multiple Case Study of Six High-Awarding Districts，by AMYJ . HEINEKE & KRISTINJ. DAVIN，Pages 395-411

■Emergency Remote Language Teaching and U.S.-Based College-Level World Language Educators’Intention to Adopt Online Teaching in Postpandemic Times，by LI JIN, YI XU, ELIZABETH DEIFELL, & KATIEANGUS，Pages 412-434

■ The Relationship Between Utterance and Perceived Fluency: A Meta-Analysis of Correlational Studies，by SHUNGO SUZUKI, JUDIT KORMOS, & TAKUMIUCHIHARA，Pages 435-463

■ Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning，by HOLGERHOPP & DIETERTHOMA，Pages 464-483

■ The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice，by PHIL HIVER, ANA C. SÁNCHEZ SOLARTE, ZACH WHITESIDE, CLAUDIA J. KIM, & GEORGEE. K. WHITEHEAD，Pages 484-506

■ Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model，by RICHARDL. SPARKS，Pages 507-525

■ Visual Context Modulates L2 Long-Term Structural Priming for the Chinese Ba Construction，by MIN WANG, HUIYANG SHEN, JULIE E. BOLAND, & HANGWEI ，Pages 526-551

■ A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective，by MARINELLA CARUSO & NICOLAFRASCHINI，Pages 552-568

Perspectives

■ THE ISSUE Mobility, Migration, and Languages，by MARTHA BIGELOW，Pages 569-608

■THE POSITION PAPER Rethinking Mobility and Language: From the Global South ，by SURESH CANAGARAJAH，Pages 570-582

■ THE COMMENTARIES Forced (Im)Mobilities at the Nexus of Race and Language in Pandemic Times，by EVE HAQUE，Pages 582-590

■Toward Cognitive and Temporal Mobility:Language Considerations in Refugee Education，by SARAH DRYDEN–PETERSON，Pages 590-595

■ The Mobility of Ideologies in Language Teacher Education，by SAMUEL DAVID，Pages595-599

■ An Interview With Suresh Canagarajah，by MELINDA McPHERSON，Pages 599-608

Forthcoming in The Modern Language Journal,

105,3，Pages 609

Erratum，Pages 610

摘要

Implementing the Seal of Biliteracy: A Multiple Case Study of Six High-Awarding Districts

AMY J. HEINEKE AND KRISTINJ. DAVIN

Abstract The Seal of Biliteracy (SoBL) is a language policy that has gained traction across the United States as stakeholders seek to recognize students’ competencies in languages other than English. Despite its potential to enhance language proficiency and encourage participation in language education, the SoBL has been unevenly implemented, with resulting inequities in whose bilingualism is recognized. With this study, we seek to understand implementational efforts in districts with established award programs that recognize large quantities of students. To reflect the national scope of the initiative, this multiple case study explores SoBL implementation in 6 districts spanning 5 states. Findings indicate that these highawarding districts prioritize students’ home and heritage languages, as well as maintain flexibility and funding for language assessments; involve multiple stakeholders inside and outside of schools; and utilize related state policies to promote SoBL efforts. The study offers implications to enhance equity in SoBL policy, practice, and research. 

Keywords: heritage languages; language policy; policy implementation; Seal of Biliteracy

Emergency Remote Language Teaching and U.S.-Based College-Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

LI JIN, YI XU, ELIZABETH DEIFELL, AND KATIE ANGUS

Abstract This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.-based college-level world language educators’ intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow-up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor analysis, and structural path analysis, which identified 3 factors—perceived values of online language teaching, self-confidence in online language teaching, and stress felt during ERLT—having significant positive predictions of world language educators’ intention to teach online in the future. All other ERLT-related factors had indirect effects on their intention. Typological analysis was conducted with qualitative data, which revealed primary reasons for the 3 types of intention to teach online in the future. The results indicate that U.S.-based college-level world language educators were generally positive about adopting online language teaching in postpandemic times after the ERLT experience, although many preferred hybrid teaching if given the choice.

Keywords: emergency remote language teaching; world language educators; intention to adopt online teaching; mixed methods design

The Relationship Between Utterance and Perceived Fluency: A Meta-Analysis of Correlational Studies

SHUNGO SUZUKI, JUDIT KORMOS, AND TAKUMI UCHIHARA

Abstract Listener-based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, ourmeta-analysis examined the relationship between different aspects of utterance fluency and listener-based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients between objective measures of temporal features and subjective ratings of fluency. We analyzed 263 effect sizes from 22 studies (N = 335–746) to calculate the mean effect sizes of the links between utterance and perceived fluency. We also investigated the moderator effects of 11 methodological factors—such as speech stimuli, listeners’ background, rating procedure, and computation of utterance fluency measures—on the relationship between utterance and perceived fluency. Perceived fluency was strongly associated with speed and pause frequency, r=|.59–.62|; moderately with pause duration, r=|.46|; and weakly with repair fluency, r=|.20|; while composite measures showed the strongest effect sizes, r = |.72–.76|.Moderator analyses revealed that the utterance–perceived fluency link is influenced by methodological variables related to how speech samples are prepared for listeners’ judgements and how listeners’ attention is directed in evaluations of fluency. These findings suggest future directions for L2 fluency research and implications for language assessment.

Keywords: perceived fluency; utterance fluency; meta-analysis; speech perception; second language speaking

Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning

HOLGER HOPP AND DIETER THOMA

Abstract This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In a pre–posttest control-group design, more than 200 9–10-year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL-only teaching (control group). Study 1 on the acquisition of wh-questions showed that systematic cross-linguistic comparisons of the FL with the majority language and minority languages facilitate acquisition of object questions. In Study 2 on passives, the intervention and the control groups both demonstrated comparable gains. We suggest that plurilingual teaching has advantages when the majority language differs from the target language (Study 1) yet not when a phenomenon is comparable across languages (Study 2). In neither study did learners show generalization to related grammatical phenomena. Finally, majority language and minority language students did not perform differently, which suggests that plurilingual FL teaching is suitable for all FL learners. These findings demonstrate that plurilingual FL teaching facilitates grammatical development by increasing learners’ awareness of cross-linguistic similarities and differences.

Keywords: plurilingual teaching; pedagogical translanguaging; foreign language teaching; transfer; grammar; achievement

The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice

PHIL HIVER, ANA C. SÁNCHEZ SOLARTE, ZACH WHITESIDE, CLAUDIA J. KIM, AND GEORGE E. K. WHITEHEAD

Abstract Metacognition is a topic of increasing interest in the field of instruction and learning, but its relation to actual teaching behaviors is seldom investigated in second language (L2) classroom research. The purpose of this study was to examine whether and how language teacher metacognition and executive function are linked to high-leverage teaching practice.We recruited foreign and second language teachers (N=937), including bilingual/ESL teachers, from public schools across the southern United States. We obtained a direct measure of teachers’ executive function and an indirect measure of metacognitive capacity. Using the Tripod (7Cs) framework, we also assessed specific aspects of high-leverage teaching practice under 3 broad conceptual areas: personal support, curricular support, and academic press. We examined the mediating role of teacher metacognitive capacity between executive function and exemplary classroom practice, and tested an alternative model. Analyses returned stronger support for our hypothesized model over the alternative, indicating that teacher metacognition—teachers’ adaptive capacity to monitor, interpret, evaluate, and intervene on L2 classroom events—constitutes an important mediating condition for building classroom environments that are engaging, demanding, and supportive of learners’L2 development.

Keywords: teacher metacognition; executive function; second language teachers; language pedagogy;high-leverage teaching practices

Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model

RICHARDL. SPARKS

Abstract The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second language (L2) reading research as a viable

model to explain more and less successful reading acquisition and to recommend instructional intervention. This article reviews L1 and L2 reading research that supports the SVR and explains how the model can be used to assess foreign language (FL) reading skills, identify strong and weak FL readers, and identify FL readers’ strengths and weaknesses. Specific examples of standardized cognitive and linguistic measures for English and Spanish used to assess word decoding and language comprehension skills are cited. Implications of the SVR model for assessment and pedagogy are discussed.

Keywords: L2 reading; simple view of reading; L2 reading assessment; individual differences

Visual Context Modulates L2 Long-Term Structural Priming for the

Chinese Ba Construction

MIN WANG, HUIYANG SHEN, JULIE E. BOLAND, AND HANG WEI

Abstract This study investigates how visual context influences second language (L2) long-term structural priming for the Chinese ba construction. The experiment consisted of a baseline phase, an exposure phase, an immediate posttest, and a delayed posttest. L2 Chinese learners (N = 120) were assigned to 1 of 4 groups for the exposure manipulation. The 3 experimental groups were exposed to simultaneous text and audio stimuli using the ba construction, accompanied by different visual contexts: a TV episode for the video group, isolated pictures for the picture group, and no nonlinguistic context for the text group. The picture and the video groups showed a greater increase in production of the ba construction

from the baseline to the immediate posttest than the text group, but only the video group continued producing higher rates of the ba construction in the delayed posttest after a 3-day interval. The production of the ba construction remained unchanged for the control group throughout the experiment. We conclude that visual context enhances L2 structural priming and that the continuous video context can support long-term priming effects. This is the first study to directly compare the magnitude of L2 long-term structural priming in different visual contexts, shedding light on the mechanism by which context facilitates L2 learning.

Keywords: visual context; long-term structural priming; ba construction; L2 syntactic development; usagebased approaches

A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective

MARINELLA CARUSO AND NICOLA FRASCHINI

Abstract This study explores language learners’ motivation from the perspective of vision, a concept that has specifically been identified as one of the next challenges for motivation research. Having conceptualized vision as a powerful motivational component of the language learning process, and focusing on the learner’s individual perspective, we employed Q methodology to identify the visions, as imagined here and now, of students’ second language (L2) selves. While Q methodology is becoming increasingly popular in applied linguistics, thanks to its ability to offer a scientific and holistic investigation of subjectivity, no study has previously employed it to gain in-depth understanding of how learners of Italian in an Anglophone context envision themselves as future bilingual or multilingual speakers. Students from an Australian university ranked statements related to imagined scenarios of L2 selves, and factor analysis of these ranks exposed 3 motivational profiles:‘the multilingual fan with an edge,’‘the mobile and linguistically competent,’ and ‘the lover of the Italian culture.’ By engaging in new and fresh ways to understand language students and their self-visions, this study contributes to the understanding of motivation and provides a useful tool for comparison for other languages, as well as other institutional and geographical contexts.

Keywords: L2 vision; L2MSS; Italian L2motivation; Qmethodology; L2 learning at university; Anglophone language learners

期刊简介

The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages. 

《现代语言杂志》是一本国际性的评介杂志，致力于促进所有现代外语和英语作为第二语言的研究人员和教师之间的学术交流语言。该杂志特别致力于以非英语语言出版高质量的作品。

本文来源：The Modern Language Journal

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