刊讯｜SSCI 期刊《外语年鉴》2021年第4期
Foreign Language Annals
Volume 54, Issue 4, Winter 2021
Foreign Language Annals（SSCI一区，2020 IF：2.067）2021年第4期共发文17篇。研究论文涉及多语研究、二语习得研究、二语教学研究、社会语言学研究等方面。
目录
ARTICLES
■Teaching foreign language grammar: New solutions, old problems
, by Mirosław Pawlak, Pages 881-896.
■Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions, by Leila Gholami, Pages 897–922.
■The recognition of coordinative compound words by learners of Chinese as a foreign language: A mixed methods study, by Jing Sun, Hye K. Pae, Haiyang Ai, Pages 923–951.
■Curricular peer mentoring in first-semester German: Novice learners' perceptions of a “Language Learning Assistant” program, by Margaret Gonglewski, Lottie Baker, Pages 952–973.
■ Evaluating the reading and listening outcomes of beginning-level Duolingo courses, by Xiangying Jiang, Joseph Rollinson, Luke Plonsky, Erin Gustafson, Bozena Pajak, Pages 974–1002.
■ Fostering motivation and creativity through self-publishing as project-based learning in the Italian L2 classroom, by Riccardo Amorati, John Hajek, Pages 1003–1026.
■ Literacy en français and à la française: Socializing students to academic literacy practices in a foreign language, by Emily Linares, Déborah Blocker, Pages 1027–1058.
■ A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy, by Syed Muhammad Mujtaba, Atiyeh Kamyabi Gol, Rakesh Parkash, Pages 1059–1081.
■ The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens, by Yan-Ling Zhou, Pages 1082-1106.
■ Early oral language in Chinese heritage language reading development, by Haomin Zhang, Keiko Koda, Pages 1107-1123.
■ Effective leadership practices in language immersion programs, by
Leslie Baldwin, Pages 1124–1144.
■ Language teacher perspectives on stress and coping, by Tammy Gregersen, Sarah Mercer, Peter D. MacIntyre, Pages 1145–1163.
■ Playing a new game—An argument for a teacher-focused field around games and play in language education, by James York, Frederick J. Poole, Jonathan W. deHaan, Pages 1164–1188.
■ The other side of heritage language education: Understanding Spanish heritage language teachers in the United States, by Elisa Gironzetti, Flavia Belpoliti, Pages 1189–1213.
■ Linguistic risk-taking in second language learning: The case of French at a Canadian bilingual institution, by Martine Rhéaume, Nikolay Slavkov, Jérémie Séror, Pages 1214–1237.
■ Using Expectancy Value Theory to understand motivation, persistence, and achievement in university-level foreign language learning, by Charles Nagle, Pages 1238–1256.
■ The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence, by Lauren Hetrovicz
, Pages 1257-1277.
摘要
Teaching foreign language grammar: New solutions, old problems
Mirosław Pawlak, Adam Mickiewicz
University, Kalisz, Poland
State University of Applied Sciences,
Konin, Poland
Abstract The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect to ensuring fuller understanding of grammar rules and helping learners use these rules in communicative interaction. The paper provides a selective overview of such “new solutions” and argues that they have not really contributed much to solving the “old problems” of grammar instruction. Reasons for this state of affairs are considered and some suggestions for how the situation can be improved are offered.
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions
Leila Gholami
Abstract Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, and compounds (formulaic) have not yet been investigated in FonF studies. This study examined the extent to which learners made errors with formulaic versus nonformulaic forms, and the degree to which teachers treated learners' errors with formulaic versus nonformulaic foci in communicatively oriented teacher-learner interactions. Learners' production of uptake and successful uptake after receiving CF was also investigated. The data consisted of 36 h of audio-recordings from primarily communicative activities in three English as a foreign language classrooms. The findings demonstrated, while learners' formulaic-oriented errors outnumbered nonformulaic ones, the teachers provided CF significantly more often for nonformulaic errors. However, learners produced significantly more uptake and successful uptake when CF was provided for formulaic-oriented errors compared to nonformulaic ones. The learners' higher successful uptake following formulaic-oriented errors could be attributed to the relatively higher saliency, noticeability, and significance of FSs in meaning making.
The recognition of coordinative compound words by learners of Chinese as a foreign language: A mixed methods study
Jing Sun, Hye K. Pae, Haiyang Ai
Abstract Learners of Chinese as a foreign language (CFL) tend to swap the two characters within a coordinative compound word in verbal identification and written production. This mixed methods study not only investigated how CFL learners identified intercharacter orthographic and semantic relationships within two-morpheme coordinative compound words, but also explored how they used decoding strategies to resolve confusion related to constituent characters within compound words. Thirty-two English-speaking learners of Chinese participated in this study. The quantitative strand using a lexical decision task revealed significant character transposition effects and intercharacter semantic similarity effects but nonsignificant intercharacter orthographic similarity effects. Such effects were supported and further complemented by qualitative findings from a semistructured interview on learners' thought processes for compound word recognition. The nonsignificant intercharacter orthographic similarity effects were attributable to the meaning relationships between the constituent characters that shared the same radicals. Taken together, the results suggested that CFL learners tended to perceive compound words as whole units. For pedagogical recommendations, this study emphasized the importance of sublexical radical knowledge, morphological awareness for self-sufficient vocabulary building, and character handwriting for CFL learners' efficient reading development.
Curricular peer mentoring in first-semester German: Novice learners' perceptions of a “Language Learning Assistant” program
Margaret Gonglewski, Lottie Baker
Abstract Curricular peer mentoring is a type of peer-assisted learning that integrates advanced students of a subject directly into beginner-level courses to facilitate engagement and learning. This study investigates how one curricular peer mentoring program, originally developed to foster active learning in large introductory science, technology, engineering, and mathematics (STEM) courses, impacted students' experience in the second language (L2) classroom. First-semester German learners' perception of their experience with “Language Learning Assistants” (LAs) was analyzed using quantitative and qualitative survey data. Results indicated students' positive response to working with Language LAs. Four overarching themes emerged regarding students' views of the LAs' role and value: LAs as relatable peers, helpers to busy professors, language resources, and cultural ambassadors. Further analysis identified students' perception of LAs' “modeling” function as serving two distinct but overlapping purposes: (1) modeling with an immediate impact on in-class learning (“near-term modeling”), and (2) modeling that inspires goal-setting beyond the classroom (“long-term modeling”).
Evaluating the reading and listening outcomes of beginning-level Duolingo courses
Xiangying Jiang, Joseph Rollinson, Luke Plonsky, Erin Gustafson, Bozena PajakAbstractDuolingo is a commercial language-teaching platform that offers free courses on the web and on mobile apps. This study reports the ACTFL listening and reading proficiency levels of adult Duolingo learners who had completed beginning-level courses in Spanish or French. The participants (n = 225) were learners residing in the United States, had little to no prior proficiency in the target language, and used Duolingo as their only learning tool. The Duolingo learners reached Intermediate Low in reading and Novice High in listening. No other skills were assessed. Their reading and listening scores were comparable with those of university students at the end of the fourth semester of study. The findings of the study suggest that Duolingo can be an effective tool for foreign language learning.
Fostering motivation and creativity through self-publishing as project-based learning in the Italian L2 classroom
Riccardo Amorati, John HajekAbstractThis article presents the results of a mixed-method study that investigated the impact of an innovative project-based learning module, entitled “I am an author,” on students' motivation and creativity, and also examined its positive and negative aspects emerging from students' evaluations. As part of this module, advanced learners of Italian are required to write and self-publish a short, fully illustrated children's story in Italian. The results suggest that while students encountered some problems during the activity, overall the project had a positive impact on their intrinsic motivation—linked to the opportunity to use the language to target a nonacademic audience and to their investment in a personally relevant and world relevant task—and also helped them develop their creative skills. This study adds to scholarship on the effectiveness of experiential learning through a targeted project-based activity and paves the way for future development of and research on the project.
Literacy en français and à la française: Socializing students to academic literacy practices in a foreign language
Emily Linares, Déborah Blocker
AbstractResearch on academic socialization has predominately focused on the L2 educational experiences of international students. While foreign language (FL) research has explored “multiliteracies” and “intercultural learning,” literacy in a FL continues to be understood as the use of foreign words and grammar combined with culturally familiar reading and writing practices. This article, which is conceptual in nature, highlights the potential to socialize US FL learners to literacy practices from the target culture. It reports on an upper-division French literature and composition course that was redesigned to socialize students at UC Berkeley to two French academic genres, namely, the explication de texte and commentaire composé. The insights from the present project, which are not language-specific and hold relevance for undergraduate and graduate students alike, encourage critical reflection within FL departments on what is—and can be—entailed by literacy in additional languages.
A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy
Syed Muhammad Mujtaba, Atiyeh Kamyabi Gol, Rakesh Parkash
AbstractThe area of individual differences (ID) in second language (L2) has been a point of interest for many researchers; however, the impact of ID on the writing performance of L2 learners has not been explored exhaustively. Only a limited number of studies have examined the role of language aptitude, vocabulary size, and working memory (WM) on L2 learners’ writing accuracy. The current study aimed to investigate the effects of language aptitude, vocabulary size, and WM on L2 learners’ writing accuracy. For that, fifty graduate first-semester students were recruited and took the WM, LLAMA, and a vocabulary test. Subsequently, they completed two picture description writing tasks. The Pearson correlation result unveiled that all the independent variables excluding LLAMA D were significantly correlated with learners’ writing performance. The regression analysis result explained that LLAMA B, LLAMA E, receptive vocabulary size, and WM were strong predictors of learners’ L2 writing performance.
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
Yan-Ling Zhou
AbstractThis study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills.
Early oral language in Chinese heritage language reading development
Haomin Zhang, Keiko Koda
Abstract This study explored the role of early oral language in reading development among adult heritage language (HL) learners to provide insights into the possible developmental pattern of HL reading development. One hundred and ninety-five English-speaking Chinese HL (CHL) students participated in this study. They completed a language background survey pertaining to their early language use in different social contexts and a series of measurements including oral vocabulary knowledge, print vocabulary knowledge, morphological awareness, lexical inferencing ability, and reading comprehension. Drawing upon multivariate path analysis, the study found that oral vocabulary knowledge, as an indicator of the benefit stemming from oral language experiences, contributed to print vocabulary knowledge and morphological awareness directly. However, there was no significant direct effect of oral vocabulary knowledge on higher-level reading skills (lexical inference and reading comprehension). As well, oral vocabulary contributed to higher-level reading skills only through the mediation of word-knowledge skills (print vocabulary and morphological awareness). The results suggest that oral language capacity (indexed by oral vocabulary knowledge) alone is insufficient for higher-level reading ability, but it serves as an intermediary resource to enhance higher-level inferencing and comprehension abilities among HL students. Pedagogical implications were provided to inform HL reading instruction based on the multiple diversities of HL language experiences.Effective leadership practices in language immersion programs
Leslie Baldwin
Abstract This article presents findings of a larger research project regarding effective leadership practices in language immersion programs. The purpose of this study was to discover actions, knowledge, and skills that immersion leaders of successful programs exhibit. Using a basic qualitative model, immersion leaders, teachers, and parents at three schools were interviewed. The findings indicate that the immersion leader must establish a positive culture through building trust, building community with parents and teachers, and showing commitment to the program. In addition, the leader must provide program and teacher support in a variety of ways, including the provision of professional development, differentiated professional development for international teachers, resources, and leadership opportunities. Finally, effective immersion leaders must possess specific knowledge and skills to lead a successful immersion program, including program knowledge, advocacy skills, and the ability to apply a shared leadership model. Immersion leaders can learn from the applications for practice in their respective settings.Language teacher perspectives on stress and coping
Tammy Gregersen, Sarah Mercer, Peter D. MacIntyre
Abstract Every person's response to adversity is unique. Whereas some come out stronger as a result of responding to a challenge, others find their fundamental assumptions about themselves and their lives severely challenged. In education, while some teachers might burn out and leave the profession precipitously, many survive the challenges and transform teaching into their lifelong passion. What factors help explain why some language teachers remain resilient and experience growth after trauma, while others suffer a sense of loss, depleted psychological resources, and ultimately succumb to the pressures of the job, leaving the profession or burning out? The purpose of this study was to seek answers to this question in the context of teaching during the Covid-19 pandemic, which represents a specific unprecedented type of adversity. To do this, 765 foreign language teachers worldwide answered an online questionnaire that asked three open-ended questions about the stressors and uplifts they were experiencing during the first few months of the pandemic. Respondents were invited to offer their advice to other language teachers who were facing the challenge of teaching during this time.
Playing a new game—An argument for a teacher-focused field around games and play in language education
James York, Frederick J. Poole, Jonathan W. deHaan
Abstract In this paper, we argue that current research on games in language education, predominantly framed as “digital game-based language learning” (DGBLL), is lacking details regarding the role of teachers, or more precisely, the verbalization of the pedagogical underpinnings, scaffolds, and techniques teachers use to successfully integrate games and play in their teaching contexts. Thus, we propose a new direction of research that emphasizes the importance of teachers in game-based language learning and argue for the necessity of an inclusive field of inquiry that is open to the diverse instantiations of games and play which exist outside the current scope of DGBLL. This new field places teachers and a deeper consideration of the connections between play and learning at the center of an approach to studying the intersection and implementation of games and language teaching. We present three “ludic language pedagogy” (LLP) studies which demonstrate what teaching with and around games looks like. Finally, we propose numerous avenues of further inquiry for teachers and researchers to advance the field of LLP.
The other side of heritage language education: Understanding Spanish heritage language teachers in the United States
Elisa Gironzetti, Flavia Belpoliti
Abstract In response to the growth of Spanish heritage language (SHL) learners in the United States, researchers and instructors in the field of SHL teaching proposed a set of goals and pedagogical approaches to meet these learners’ needs. However, because few studies focused on SHL teachers’ professional preparation and practice, it is unclear whether these developments have reached language teacher preparation and professionalization, or how SHL teachers are implementing these pedagogies. This study seeks to better understand the experiences, practices, and needs of teachers of SHL to inform and improve professional development models. By analyzing data from a nationwide online survey and exploring individual experiences through scripted interviews, we offer a snapshot of the realities of these educators working in different educational contexts in the United States. The analysis highlights the challenges faced by SHL instructors, the gaps in their teacher education, and the need for additional resources and targeted support. The implications of these results for SHL teacher preparation are discussed considering feasible options to foster their professional growth.
Linguistic risk-taking in second language learning: The case of French at a Canadian bilingual institution
Martine Rhéaume, Nikolay Slavkov, Jérémie Séror
Abstract This article focuses on the construct of linguistic risk-taking and outlines a new pedagogical initiative implemented at a Canadian bilingual postsecondary institution. The Linguistic Risk-Taking Initiative aims at encouraging language learners to target specific challenges and seek opportunities to practice their second official language (French or English) in authentic contexts beyond the language learning classroom. Using the lens of participatory action research, the article reports on how a Linguistic Risk-Taking Passport is used to support language learners’ autonomous language practice in combination with metacognitive awareness activities and goal setting. A teacher's reflections and surveys with 296 student participants over five semesters indicate that linguistic risk-taking offers promise both in terms of innovative and engaging pedagogical practices and in terms of language teaching research.
Using Expectancy Value Theory to understand motivation, persistence, and achievement in university-level foreign language learning
Charles Nagle
Abstract Most students take language courses at university, but only a fraction go beyond the introductory and intermediate levels despite the fact that continued study is likely necessary to achieve full communicative competence in the target language. By shedding light on the motivational pathways that predict language learning effort, persistence, and achievement, motivation research can provide actionable data that can guide strategies to help students generate and maintain motivation, leading to better learning outcomes and a stronger and healthier language program for educators and administrators. This survey-based study applied Expectancy Value Theory to understand links between motivation, persistence, and achievement in a fourth-semester Spanish course, a critical transition point in the language curriculum. Expectancy Value Theory subcomponents showed differential relationships to willingness to communicate, enrollment choices, and final course grade. Based on this data, suggestions are offered for supporting university students' language learning interest and achievement.
The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence
Lauren HetroviczAbstract According to the functional model proposed by Sampasivam and Clément in 2014, the two determinants that build towards second language confidence (L2C) are richness and self-involvement of the contact experience. This study adds to previous research by investigating, for the first time, the role of interlocutor type in the context of videoconferencing on L2C development. The participants (n = 28) were students enrolled in a fifth-semester Spanish conversation course. Using a counter-balanced design, they conversed with a peer on Zoom and with a native speaker on TalkAbroad and also responded to an initial and two postconversation questionnaires. The results showed that overall the learners' L2C increased with both interlocutor types, but differences emerged in the examination of the underlying components of the data. Theoretically, the findings support the integrated model of Sampasivam and Clément and their assertion that videoconferencing is high in richness and self-involvement and, thus, facilitates L2C development.
期刊简介
Foreign Language Annals (FLA) is the official refereed, scholarly journal of the American Council on the Teaching of Foreign Languages (ACTFL).Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators who are concerned with the learning and teaching of languages, particularly languages other than English at all levels of instruction.
《外语年鉴》(FLA)是美国外语教学委员会(ACTFL)的官方学术期刊。本刊致力于促进语言教学，旨在服务于教师、研究人员和管理人员的专业兴趣，特别是各个层面中英语以外的语言的学习和教学。
官网地址：
https://onlinelibrary.wiley.com/journal/19449720
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