刊讯｜SSCI 期刊《第二语言学习与教学研究》2021年第2期

Studies in Second Language Learning and Teaching

Volume 11, Number 2, 2021

Studies in Second Language Learning and Teaching（SSCI一区，2020 IF：3.036）2021年第11卷第2期共发文7篇，其中实证性论文4篇，书评3篇。研究论文涉及二语习得研究、二语教学研究等方面。主题包括语言距离、阅读焦虑、阅读自信心、口头纠正反馈、学习动机、跨语言等。

目录

NOTES ON CONTRIBUTORS

■ Notes on Contributors, Pages 173-182.

EDITORIAL

■ Editorial, Pages 183-184.

ARTICLES

■ How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments, by Carmen Muñoz, Teresa Cadierno, Pages 185-212.

■ The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading, by Hyang Il Kim, Pages 213-234.

■ High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion, by Xuan VanHa, Jill C. Murray, A. Mehdi Riazi, Pages 235-264.

■ Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes, by Xiaozhou (Emily) Zhou, Steve Mann, Pages 265-289.

REVIEWS

■ Review of Understanding formulaic language: A second language acquisition perspective, by Ella Alhudithi, Pages 291-295.

■ Review of Situating language learning strategy use: Present issues and future trends, by Jakub Bielak, Pages 297-303.

■ Review of Teacher development for immersion and content-based instruction, by Katarzyna Papaja, Pages 305-310.

摘要

How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments 

Carmen Muñoz, University of Barcelona, Spain

Teresa Cadierno, University of Southern Denmark, Odense, Denmark

Abstract This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds, from Denmark and Spain. Language measures included a listening comprehension test, a metalinguistic knowledge test, and a grammaticality judgment test. Data about out-of-classroom exposure was elicited via a questionnaire. The study showed that (a) the Danish group attained a significantly higher level in all language tests except for the metalinguistic knowledge test; (b) the Danish group engaged longer in out-of-school activities although the preference for some activities over others was similar in the two groups; and (c) the types of associations between out-of-school activities and language measures were different between the two groups. These results suggest that the potential influence of out-of-school activities on different language aspects is related to the particular context in which the L2 is learned and to the language proficiency of the learner.

Key words: Out-of-school input; in-school input; linguistic distance; adolescents; subtitles

The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading

Hyang Il Kim, Sahmyook University, South Korea

Abstract Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual’s psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the Foreign Language Reading Anxiety Scale. Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader’s active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers’ use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.

Key words: Reading anxiety; reading strategy use; orientation to reading; reading confidence

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

Xuan VanHa, Macquarie University, Sydney, Australia; Ha Tinh University, Ha Tinh, Vietnam

Jill C. Murray, Macquarie University, Sydney

A. Mehdi Riazi, Hamad Bin Khalifa University, Doha, Qatar

Abstract This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

Key words: Oral corrective feedback; learner beliefs; gender; motivation; Vietnamese secondary school

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

Xiaozhou (Emily) Zhou, Shanghai International Studies University, China

Steve Mann, University of Warwick, Coventry, UK

Abstract Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.

Key words: Translanguaging; action research; CLIL; Chinese; pedagogy

Review of Understanding formulaic language: A second language acquisition perspective

Ella Alhudithi, Iowa State University, Ames, USA

Abstract The discussion of mechanisms enhancing the acquisition of formulaic language (FL) has been flourishing in recent decades, progressing from describing the concept to revealing its use in various registers: spoken, written, and hybrid. With each domain of linguistics approaching FL in a distinct way, the book Understanding Formulaic Language: A Second Language Acquisition Perspective by Anna Siyanova-Chanturia and Ana Pellicer-Sánchez presents a more inclusive view of recent research contributions emerging from different fields, in addition to pointing to critical gaps that need to be addressed in future research. The appeal of the book is that it covers a broad range of topics related to FL, from theoretical perspectives to practical applications. This breadth of coverage is the first effort to foster mutual understanding among linguists and to emphasize its connection with second language acquisition (SLA).

Key word(s): Review

Review of Situating language learning strategy use: Present issues and future trends

Jakub Bielak, Adam Mickiewicz University, Kalisz, Poland

Abstract Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).

Key word(s): Review & recommendations

Review of Teacher development for immersion and content-based instruction

Katarzyna Papaja, University of Silesia, Katowice, Poland

Abstract Searching for ways to expand the spectrum of methods of teaching and learning foreign languages triggers valuable initiatives and offers support for both students and teachers. Programs such as French immersion in Canada, content-based instruction (CBI), and content and language integrated learning (CLIL) have become popular across the world (Harrop, 2012), which is rapidly becoming a global village where the role of languages is crucial. In an integrated world, teaching content through language is viewed as a modern form of educational delivery; therefore, as the editors emphasize “teacher preparation and professional development endeavors are key drivers of successful I/B and CBI programs across a variety of models” (p. 3). Teacher Development for Immersion and Content-Based Instruction is a key contribution to the field, which offers valuable insights into the complexity of teacher preparation as well as further professional development in the case of immersion/bilingual contexts.

Key word(s): Review

期刊简介

Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz Uiversity, Kalisz, Poland. The journal is devoted to reporting previuously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various acpects of language learning in instructed and non-instructed settings as well as different facets of the teaching process, including syllabus choice, material design, classroom practices, and evaluation.

《第二语言学习与教学研究》是波兰卡利什市波兹南密茨凯维奇大学英语系教学法与文学部出版的权威季度期刊。该期刊致力于出版关于第二语言和外语学习和教学的高质量、原创性理论和实证研究。该期刊不仅关注英语，它涉及任何语言的学习和教学，并聚焦于各种主题，包括第二语言习得的基础过程、在教学和非教学环境中语言学习的各种方面，以及语言教学过程的不同方面，包括教学大纲选择、材料设计、课堂实践和评估。

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