刊讯｜SSCI 期刊《第二语言学习与教学研究》2021年第4期
Studies in Second Language Learning and Teaching
Volume 11，December，2021
Studies in Second Language Learning and Teaching（SSCI一区，2020 IF：3.036）2021年第11卷第4期共发文7篇，其中实证性论文5篇，书评2篇。研究论文涉及二语习得研究、二语教学研究等方面。主题包括情感研究、多语教育、教师发展、听力焦虑等。
目录
EDITORIAL
NOTES ON CONTRIBUTORS
■ Notes on Contributors, Pages 475-486..
EDITORIAL
■ Editorial, Pages 487-489.
ARTICLES
■Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness， by Lanxi Wang, Peter MacIntyre, Pages 491-515.
■ Directed motivational currents: A systematic review, by Safoura Jahedizadeh, Ali H. Al-Hoorie, Pages 517-541.
■Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system, by Jelena Bobkina, María-José Gómez-Ortiz, María Cristina Núñez del Río, Susana Sastre-Merino, Pages 543-578.
■“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages, by Raees Calafato, Pages 579-606.
■Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English, by Erdem Akbaş, Zeynep Ölçü-Dinçer, Pages 607-627.
Book reviews
■Review of Individual differences in language learning: A complex systems theory perspective; Authors: Carol Griffiths, Adem Soruç; Publisher: Palgrave Macmillan, 2020; ISBN: 978-3-030-52900-0; Pages: 220, by Mengyao Ma, Xuesong (Andy) Gao, Pages 629-633.
■Review of Learning words from reading: A cognitive model of word-meaning inference; Author: Megumi Hamada; Publisher: Bloomsbury Academic, 2021; ISBN: 978-1-3501-5368-4; Pages: 168, by Breno Silva, Pages 635-639.
摘要
Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness
Lanxi Wang, Saint Mary’s University, Halifax, Canada
Peter MacIntyre, Cape Breton University, Sydney, Canada
Abstract Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety
Key words second language listening comprehension; listening anxiety; listening enjoyment; listening metacognitive awareness
Directed motivational currents: A systematic review
Safoura Jahedizadeh, Imam Reza International University of Mashhad, Iran
Ali H. Al-Hoorie, Education Sector, Royal Commission for Jubail and Yanbu, Saudi Arabia
Abstract Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow.
Key words
directed motivational currents; DMC; sustained flow; systematic review; language learning; language motivation
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
Jelena Bobkina, Universidad Politécnica de Madrid, Madrid, Spain
María-José Gómez-Ortiz, Universidad Politécnica de Madrid, Madrid, Spain
María Cristina Núñez del Río, Universidad Politécnica de Madrid, Madrid, Spain
Susana Sastre-Merino, Universidad Politécnica de Madrid, Madrid, Spain
Abstract
The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.
Key words second language motivational self system; L2MSS; L2 proficiency; gender differences; Spain; sports science; higher education
“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages
Raees Calafato, University of Bergen, Norway
Abstract To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
Key words
multilingualism; teacher development; foreign languages; metalinguistic knowledge; teaching practices; teacher identity
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
Erdem Akbaş, Erciyes University, Kayseri, Turkey
Zeynep Ölçü-Dinçer, Hakkari University, Turkey
Abstract The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
Key words grammatical morpheme; second language acquisition; natural order; learner corpus; English as a foreign language
Review of Individual differences in language learning: A complex systems theory perspective
Mengyao Ma, School of Foreign Languages and Literature, Wuhan University
Xuesong (Andy) Gao, University of New South Wales, Australia
Abstract Acquiring words is an essential, yet daunting, part of learning any language. InEnglish, current estimates indicate that learners need to be able to understandaround 8,000-9,000 word families, that is, headwords with their inflections andderivations (Bauer & Nation, 1993), to attain satisfactory levels of reading com-prehension (Nation, 2006). To put this into perspective, 8,000 word familiescould amount to over 34,000 individual words (Schmitt, 2010). Academic textsappear to be even more demanding, typically requiring knowledge of around14,000 families (Webb & Paribakht, 2015). Second language (L2) learners cannotachieve such knowledge only by intentionally attempting to commit each wordto memory. Instead, most words must be acquired incidentally, that is, as a by-product of meaning-focused tasks such as reading. The problem is that inci-dental learning through reading is slow and necessitates vast amounts of com-prehensible input. Thus, seeking to improve incidental vocabulary learning andteaching, the bookLearning Words From Reading: A Cognitive Model of Word-meaning Inferenceby Megumi Hamada proposes an eponymous model of readingthat draws on second language acquisition (SLA) and psycholinguistic research toillustrate “how the meanings of words encountered during reading are learned”(p. viii). The model is hence the brainchild of a timely collaboration between tworelated and yet distinct research traditions. And it is perhaps this much-neededinterdisciplinary dialogue that confers the most value on the book.
Review of Learning words from reading: A cognitive model of word-meaning inference
Breno Silva, University of Warsaw, Poland
Abstract Second language acquisition (SLA) researchers have been exploring individual dif-ferences (IDs) to identify how variation in second or foreign language (L2) learn-ers’ attainment can be explained by factors such as personality, language aptitude,learning styles, and motivation, to name but a few(e.g.,Dörnyei, 2005;Gregersen& MacIntyre, 2014; Pawlak, 2012). Therefore, it is important for teachers to de-velop a solid understanding of ID factors and their impact on L2 learning. However,except for a handful of notable publications that have attempted to close the gapbetween research and practice (e.g., Gregersen & MacIntyre, 2014; Pawlak,2012),most extant ID studies have been conducted with the aim of achievingthe-oretical development and rigorous methodological validation (Ushioda, 2020).Consequently, their findings are typically detached from pedagogical realities andcannot easily be translated into practical insights that can inform L2 teaching. Forthis reason, we believe that Griffiths andSoruç’s book is an important resourcefor practitioners as it offers a comprehensive and accessible review of ID researchthat can guide teachers’ engagement with individual variation in L2 education.
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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