刊讯｜SSCI 期刊《语言教学研究》2022年第1期

Language Teaching Research

Volume 26, Issue 1, June 2022

Language Teaching Research（SSCI一区，2020 IF：3.899）2022年第1期共发文8篇，其中研究性论文7篇，社论1篇。研究论文涉及二语习得研究、二语教学研究、社会语言学研究、学习者研究等方面。主题包括协作协作、语言交互、语言发声与产出、词汇束、英语作为外语的教学等。

目录

EDITORIAL

■ Learning foreign languages: pedagogical tools, emotional  understanding and parents’ discourse, by María del Pilar García Mayo, Pages 3–7.

■ Notes on Contributors, Pages 8-9.

ARTICLES

■ A re-examination of pair dynamics and L2 learning opportunities  10 in collaborative writing, by Meixiu Zhang, Pages 10–33.

■ L2 Spanish morphosyntactic development through collaborative  writing: An analysis of mood production, text length and syntactic complexity, by Muriel Gallego, Pages 34–59.

■ Pre-task planning and discourse cohesion: Analysis of Chinese  EFL learners’ referential use in oral narratives, by Jie Qin and Yan Zhang, Pages 60–78.

■ The effect of vocal production on vocabulary learning in a  second language, by Michal Icht and Yaniv Mama, Pages 79–98.

■ Academic lexical bundles in graduate-level math texts:  A corpus-based expert-approved list, by Abdullah Alasmary, Pages 99–123.

■ EFL learners’ speaking proficiency and its connection to  emotional understanding, willingness to communicate and musical experience, by Antonio Fernández-García and M. Carmen Fonseca-Mora, Pages 124–140.

■ Parents’ discourse on English for young learners, by Rivi Carmel, Pages 141–159.

摘要

Learning foreign languages: pedagogical tools, emotional  understanding and parents’ discourse

María del Pilar García Mayo, Universidad del País Vasco (UPV/EHU), Spain

Abstract

This issue of Language Teaching Research includes seven articles, all of them focusing on issues pertaining to the learning of foreign languages (English and Spanish) and providing rich insights into how we can benefit from research findings to improve their teaching. In their contributions Zhang and Gallego consider the importance of collaborative writing (CW) and learners’ engagement within the language-related episodes (LREs) (Swain & Lapkin, 1998) they generate and how CW positively affects L2 morphosyntactic development, respectively. Qin and Zhang explore the importance of pre-task planning on the selection of referential expressions in an oral narrative; Icht and Mama analyze how vocal production is a useful vocabulary learning strategy and Alasmary provides a corpus-driven expert-approved list of lexical bundles useful for language programs for mathematic students. In their contribution, Fernández-García and Fonseca-Mora establish a connection between emotional understanding and speaking proficiency. The final paper in this issue analyzes the importance of parents’ discourse in the teaching of English to young learners.

A re-examination of pair dynamics and L2 learning opportunities   10 in collaborative writing

Meixiu Zhang, Syracuse University, USA

Abstract Pair dynamics has received much attention in collaborative writing (CW) research. Prior research on the link between pair dynamics and L2 learning opportunities (often operationalized as language related episodes; LREs) in CW has primarily focused on the quantity, length, and outcome of LREs, but rarely considered the quality of the LREs. Also, scarce research has considered the fluctuating nature of pair dynamics and its impact on the L2 learning opportunities. This study employs an approach of detecting pair dynamics that accounts for its fluid nature to investigate how learners’ collaboration in various aspects of CW may influence the quantity, quality, focus, and outcome of the LREs in CW tasks by intermediate L2 learners. Results indicated that while discussion on task management and organization generally took up a limited portion of dyadic interaction, unbalanced contribution to these aspects, especially when coupled with an unequal involvement in content elicitation, greatly affected the quantity and quality of L2 learning opportunities in CW. Also, pairs who participated unequally in discussing language use might still generate many LREs. However, a moderate portion of these LREs represented one learner’s externalized private speech, and thus might not be very beneficial for the other pair member.

Key words

attention to form, collaborative writing, language related episode, nature of collaboration, pair dynamics

L2 Spanish morphosyntactic development through collaborative  writing: An analysis of mood production, text length and syntactic complexity

Muriel Gallego, Ohio University, USA

Abstract

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control (n = 36), dictogloss (n = 33) and dictogloss plus explicit instruction (n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production of the subjunctive mood in the written modality in expected contexts at similar rates, which was also maintained over time. Participants also increased recognition rates, irrespective of group, pointing to a lack of relationship between this type of collaborative text reconstruction and subjunctive recognition. Lastly, an effect of group and time was also observed for text length and syntactic complexity, as participants in the treatment groups produced significantly longer texts, as well as a higher number of complement clauses.

Key words

collaborative text reconstruction, collaborative writing, dictogloss, interaction, L2 writing, Spanish subjunctive, subjunctive production, subjunctive recognition, text complexity

Pre-task planning and discourse cohesion: Analysis of Chinese  EFL learners’ referential use in oral narratives

Jie Qin,South China Agricultural University, China

Yan Zhang, Guangdong University of Foreign Studies, China

Abstract While the research on pretask planning has concentrated on its effects on learners’ task performance in terms of fluency, accuracy, and complexity, its possible influence on the overall discourse level, such as discourse management and coherence, has been largely ignored. The present study addresses the inadequacy by uncovering the potential effects of pretask planning on Chinese EFL (English as a foreign language) learners’ selection of referential expressions in oral narratives. Fifty-six intermediate-level learners were tasked with retelling the story of Modern Times under one of two conditions, that is, either with 10-minutes strategic planning or without any planning time. An additional 25 native speakers (NSs) also narrated the same story under the same task conditions. Their narratives were audio recorded, transcribed, and coded based on a coding scheme that distinguished the roles of characters, types of reference, and discursive status of reference. A combination of statistical analysis and discourse analysis showed that (1) compared with NSs, the EFL learners were overexplicit in using noun phrases and proper names to refer to singular characters, but not so in joint reference to the major characters; and (2) pretask planning facilitated more target-like selection of referential expressions when major characters were referred to, although it did not bring the learners’ performance up to NS standards. However, the impact of planning time on referential use seemed to be moderated by the role prominence. These findings were explained within the framework of Levelt’s speech production model and Skehan’s Limited Attentional Capacity Hypothesis.

Key words pre-task planning, discourse cohesion, referential expression, overexplicitness, oral narrative

The effect of vocal production on vocabulary learning in a  second language

Michal Icht and Yaniv Mama, Ariel University, Israel

Abstract

The Production Effect (PE) is a memory phenomenon, referring to memory advantage for produced items (read aloud) over non-produced items (read silently). Since vocalizing shows consistent memory benefits, it has been suggested as a mnemonic that can be used to assist vocabulary learning. The present study investigated the PE in L2 vocabulary learning and examined whether learning is durable over time. Hebrew speaking students learned new words in Esperanto, either by vocal production or by no-production. Retention interval varied between participants – from immediate, 1-week, and 2-weeks following the learning phase. The results showed a significant PE – a memory advantage for vocally produced over non-produced words across all learning intervals. Memory performance was higher in the immediate tests than in the delayed tests. The produced words were more durable and showed less memory decay over time. These findings support using vocalization as a simple yet effective memory tool in the first stages of L2 learning, as a classroom activity and as a homework practice assignment.

Key words Second language learning, Vocabulary learning, Production effect, Vocalization, Verbal memory

Academic lexical bundles in graduate-level math texts:  A corpus-based expert-approved list

Abdullah Alasmary, King Saud University, Saudi Arabia

Abstract

The purpose of this article is to synthesize and analyse the most frequently occurring, widely dispersed and pedagogically useful lexical bundles in mathematical texts. Drawing on a five-million-word corpus of graduate-level textbooks, a total of 65 academic sequences meeting a predefined set of length, frequency and distribution criteria are obtained for functional and structural analyses. Results indicate that the structural forms of the sequences are clausal and that the dominant function is research-oriented. Sequences are rank-ordered according to a composite score obtained as a result of triangulating frequency profiles, distribution proportions and expert judgements. This article concludes by highlighting the pedagogical implications of the study for both language educators and mathematics practitioners.

Key words

lexical bundles, mathematical discourse, pedagogic materials, recurrent linguistic patterns

EFL learners’ speaking proficiency and its connection to  emotional understanding, willingness to communicate and musical experience

Antonio Fernández-García and M. Carmen Fonseca-Mora,

University of Huelva, Spain

Abstract

One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through individual interviews and three scales were administered to measure the different factors. Students’ musical experience and emotional response to music were measured through The Absorption in Music Scale, their emotional understanding of verbal texts through The Situational Test of Emotional Understanding – Brief, and their willingness to communicate in the EFL class through Willingness to Communicate Scale. Although no direct connection was found between students’ musical experience and their speaking proficiency, results demonstrate that students with high emotional understanding show better speaking skills and that students with musical experience exhibited higher emotional understanding. We detected a significant positive connection between emotional understanding and all the five parameters considered to assess students’ speaking proficiency. The connection between willingness to communicate in the EFL class and students’ speaking skills is even greater.

Key words

emotional understanding, musical experience, second language, speaking proficiency, willingness to communicate

Parents’ discourse on English for young learners 

Rivi Carmel,Kibbutzim College of Education, Israel

Abstract English, the global lingua franca, enjoys a growing status worldwide. The high status of English is also linked to the increasing interest in teaching English to young learners (EYL), and is reciprocally linked to complex political, cultural and social forces. Research on the advantages of learning English at a young age is controversial and inconclusive, but despite uncertainties it seems that EYL will continue to be a growing trend. This study aimed to understand the forces that drive the EYL phenomenon and focuses on the analysis of parent’s discourse from a critical discursive sociocultural perspective. Findings illuminate the subtle, powerful ways in which parents’ discourse leads to the growing of EYL in Israel. Parents’ overenthusiasm to promote English in schools stems from their perceptions about the high value of English, global aspirations and their belief in the popular axiom ‘the younger the better’. Findings further suggest that decisions about EYL and its teaching are not necessarily based on professionals or academics but rather exist within the powers of the community, with parents being a dominant force.

Key words English as a global lingua franca, English as a foreign language (EFL), English for young learners (EYL), parents’ discourse, sociocultural forces

期刊简介

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

《语言教学研究》是一本同行评议的杂志，发表第二语言或外语教学领域的研究。尽管文章发表要求使用用英语，但该杂志也欢迎关于英语以外语言教学的研究。

The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications.

该杂志是一个展示合理研究方法的研究平台，报告具有明确教学意义的研究结果。

A wide range of topics in the area oflanguage teaching is covered, including:

• Programme

• Syllabus

• Materials design

• Methodology

• The teaching of specific skills andlanguage for specific purposes
  

我们期刊涵盖语言教学领域的广泛主题，包括：

• 程序

• 教学大纲

• 教案设计

• 教学法

• 为特定目的教授特定技能和语言

This journal is a member of the Committeeon Publication Ethics (COPE).

本期刊是出版伦理委员会（COPE）的成员。

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https://journals.sagepub.com/home/ltr

本文来源：Language Teaching Research官网

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