刊讯｜SSCI 期刊《语言教学》2022年第2期

Language Teaching

Volume 55, Issue 2, June 2022

Language Teaching（SSCI一区，2021 IF：4.769）2022年第2期共发文11篇，其中研究性论文9篇，Christopher Brumfit奖（2020）获奖论文2篇。研究论文涉及二语习得研究、二语教学研究、社会语言学研究等方面。

往期推荐：

目录

ARTICLES

■ Proper name theory and implications for second language reading, by Kimberly Klassen, Pages 149–155.

■ How to maximize language learners' career readiness, byRussell Simonsen, Pages 156–162.

■ Second or foreign language learning through watching audio-visual input and the role of on-screen text, by Maribel Montero Perez, Pages 163–192.

■ Second language writing from a complex dynamic systems perspective, by Gary G. Fogal, Pages 193–210.

■ Claire Kramsch in conversation with Zhu Hua, by Claire Kramsch, Zhu Hua, Pages 211–216.

■ Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis, by Judith Hanks, Pages 217–232.

■ Applied corpus linguistics for language acquisition, pedagogy, and beyond,by Ute Römer, Pages 233–244.

■ Research into practice: Teaching notetaking to L2 students, by Joseph Siegel, Pages 245–259.

■ Word knowledge, learning and acquisition in a second language: Proposed replications of Elgort (2011) and Qiao and Forster (2017), by Irina Elgort, Pages 260–270.

■ Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019), by Karen Roehr-Brackin, Pages 271–283.

■ Practitioners respond to Freda Mishan's ‘The Global ELT coursebook: A case of Cinderella's slipper?’, by David Connolly, Pages 284–287.

摘要

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Maribel Montero Perez

AbstractThis article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

Second language writing from a complex dynamic systems perspective

Gary G. Fogal

AbstractThis work provides a chronological and thematic account of empirical studies and position papers on second language (L2) writing scholarship from a complex dynamic systems theory (CDST) perspective. As a theoretical framework, CDST was formally introduced into applied linguistics research by Diane Larsen-Freeman in 1994 (Larsen-Freeman, 1994). However, more than a decade passed before CDST-L2 writing studies emerged in the literature, with Larsen-Freeman (2006) frequently cited as the first related publication. Initially, scholarship focused primarily on the quality of linguistic output (e.g., measures of complexity, accuracy, and fluency, or CAF) in North American and European contexts. Since these early foci, studies have expanded to cover a range of constructs and contexts that employ increasingly sophisticated and diverse research methods (for a recent collection of studies, see Fogal & Verspoor, 2020). In this time, a CDST approach to L2 writing research has matured alongside a general CDST view of language change that has contributed, through empirical studies, to understanding the nonlinear, adaptive, context dependent, and complex and dynamic nature of L2 development (see Hiver et al., 2021, for an overview).

Claire Kramsch in conversation with Zhu Hua

Claire Kramsch, Zhu Hua

Abstract The following conversation between Zhu Hua (ZH) and Claire Kramsch (CK) was conducted on 27 October 2020 at a webinar organized by Rebecca Taylor and Rachel Tonkin from Cambridge University Press on the occasion of the impending publication of Claire's book Language as Symbolic Power and in the shadow of the imminent presidential American election. What follows are extracts from the conversation in which we have incorporated some of the questions sent in by the attendees.ZH：What motivated you to choose this topic for your book?

Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis

Judith Hanks

Abstract Classroom research has long been recommended as a fruitful avenue for English language teaching (ELT) in applied linguistics. Yet recognition of the value of practitioners exploring their own praxis has only recently come to the fore. In this plenary, I focus on Exploratory Practice, a form of ‘fully inclusive practitioner research’, in which learners as well as teachers are invited to integrate research and pedagogy. Drawing on studies from around the world, I spotlight the potential of learners and teachers to contribute to debates in the fields of language teaching and learning, applied linguistics and social sciences alike. This co-production between learners and teachers illuminates the nexus of research and pedagogy (praxis), providing plentiful puzzles for exploration.

Applied corpus linguistics for language acquisition, pedagogy, and beyond

Ute Römer

AbstractThis plenary speech provides an overview of applications of corpus research in several core areas of applied linguistics, including second language acquisition and language assessment. It does this by showcasing a number of recent studies carried out by or with involvement of the author. These studies all focus on phraseological aspects of language and demonstrate the importance of studying its patterned nature. The studies also illustrate how corpora and corpus-analytic techniques can allow us as applied linguists to contribute to solving problems in other disciplines (such as legal scholarship or music theory) and hope to thereby encourage more interdisciplinary research collaborations between corpus linguists and scholars from other fields.

Research into practice: Teaching notetaking to L2 students

Joseph Siegel

Abstract This paper reviews and discusses research on notetaking during academic listening conducted in both first (L1) and second language (L2) contexts and is organized into two main categories: research that is beginning to impact English for academic purposes (EAP) classrooms and that which has yet to make an impact on EAP, but should. Overall, I assert that, while some relevant research on notetaking is reaching EAP classrooms, there is an abundance of knowledge from L1 contexts as well as a number of unexplored areas that have potential to improve instruction and student ability. Throughout the paper, I hypothesize why certain research findings are not being applied in classrooms. In concluding, I provide suggestions for how researchers and teachers might further support colleagues in applying research findings.

Word knowledge, learning and acquisition in a second language: Proposed replications of Elgort (2011) and Qiao and Forster (2017)

Irina Elgort

AbstractWhat does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come short when researchers want to address theoretical questions about the nature of L2 word knowledge. In the present paper, I argue for conceptualising word learning as lexicalisation, which necessitates the use of alternative approaches to measuring learning. I then propose approximate and conceptual replications of two theoretically motivated L2 word learning studies, Elgort (2011) and Qiao and Forster (2017), that used the Prime Lexicality Effect as a measure of lexicalisation of deliberately learned L2 words.

Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019)

Karen Roehr-Brackin

AbstractThis paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

Practitioners respond to Freda Mishan's ‘The Global ELT coursebook: A case of Cinderella's slipper?’

 David Connolly

ExtractFirst of all, I would like to thank Freda Mishan (2021) for a fascinating and insightful article into English language teaching (ELT) coursebooks. She covers a wide range of perspectives and raises many important issues. Although I may have different views on some of these, I think she has done a great service in helping me look with fresh eyes at what many teachers take for granted: the humble yet ubiquitous ELT coursebook.

期刊简介

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.

《语言教学》是语言类专业人士必不可少的研究资源，为第二语言教学与学习领域的研究提供了丰富而专业的研究纵览。 本期刊包括近期关于特定主题，第二语言及外语国家的批判性调查文章，并欢迎复制性、元分析等研究。期刊还包括对优秀博士论文的区域调查、基于主题的研究时间表、基于主题的研究议程、近期的会议演讲和关于正在进行的研究的报告。在该期刊中，受邀发表和主动投稿的文章均会通过完善的同行审议程序。

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