刊讯｜SSCI 期刊《现代语言杂志》2022年第1期

The Modern Language Journal

Volume 106, Issue 1, 2022

The Modern Language Journal（SSCI一区，2021 IF：7.5）2022年第2期共发文9篇，其中研究性论文7篇。研究论文涉及二语教学研究、语言治理、二语习得研究、社会语言学、词汇习得模式、二语写作教学等方面。

目录

ORIGINAL ARTICLES

■ Retention and Attrition in Early-Career Foreign Language Teachers in Austria and the United Kingdom,by GIULIA SULIS, SONJA BABIC, ASTRID MAIRITSCH, SARAH MERCER, JUN JIN, JIM KING, Pages 155–171.

■ Misconduct and Questionable Research Practices: The Ethics of Quantitative Data Handling and Reporting in Applied Linguistics

, by DANIEL R. ISBELL, DAN BROWN, MEISHAN CHEN, DEIRDRE J. DERRICK, ROMY GHANEM, MARÍA NELLY GUTIÉRREZ ARVIZU, ERIN SCHNUR, MEIXIU ZHANG, LUKE PLONSKY, Pages 172–195.

■ “I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing, by CHRISTIAN FALLAS–ESCOBAR, KATHRYN HENDERSON, KRISTEN LINDAHL, Pages 196–215.

■ Bridging the Gap Between Willingness to Communicate and Learner Talk, by NATHAN THOMAS DUCKER, Pages 216–244.

■ At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad, by KRISTEN M. KENNEDY TERRY, Pages 245–266.

■ Noun-Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment-Unit-Based Measures, by XIAOFEI LU, JIFENG WU, Pages 267–283.

■ The Relationship Between Lexical Coverage and Type of Reading Comprehension in Beginning L2 Spanish Learners, by ERIC HERMAN, MICHAEL J. LEESER, Pages 284–305.

OF INTEREST TO THE PROFESSION

■ Congratulations to the NFMLTA/MLJ Award and Grant Recipients in 2021, Pages 306–307.

FORTHCOMING

■ Forthcoming in The Modern Language Journal, 106, 2, Pages 308.

摘要

Retention and Attrition in Early-Career Foreign Language Teachers in Austria and the United Kingdom

GIULIA SULIS, University of Graz, Institute of English Studies, Liebiggasse 9, Graz, 8010 Austria

SONJA BABIC, University of Graz, Institute of English Studies, Liebiggasse 9, Graz, 8010 Austria

ASTRID MAIRITSCH, University of Graz, Institute of English Studies, Liebiggasse 9, Graz, 8010 Austria

SARAH MERCER, University of Graz, Institute of English Studies, Liebiggasse 9, Graz, 8010 Austria

JUN JIN, University of Graz, Institute of English Studies, Liebiggasse 9, Graz, 8010 Austria

JIM KING, University of Leicester, School of Education, University Road, Leicester, LE17RH United Kingdom

Abstract The issue of early-career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well-being plays in fostering teacher retention, this study examines factors affecting the well-being of early-career foreign language teachers in the United Kingdom and Austria, and the subsequent possible consequences for their decision to leave or remain in the profession, drawing a comparison across the 2 settings. In-depth, semistructured interviews were conducted with 14 early-career foreign language teachers at secondary schools in Austria (n = 6) and the United Kingdom (n = 8). Inductive data analysis revealed an interplay among intrapersonal, societal, and contextual factors in relation to well-being, which might contribute to shaping participants’ decision to remain or leave the profession across the 2 settings. These factors include perfectionism, self-efficacy, work–life spillover, self-regulation, relationships within the school, and foreign language teacher status. Our findings suggest the need for systematic approaches toward improving teacher well-being, not only for surviving in the profession but also for flourishing and thriving in the long term.

Misconduct and Questionable Research Practices: The Ethics of Quantitative Data Handling and Reporting in Applied Linguistics

DANIEL R. ISBELL, University of Hawai‘i at Mānoa, Department of Second Language Studies, 1890 East-West Road, Honolulu, Hawai‘i, 96822

DAN BROWN, Grand Valley State University, Department of English, 1 Campus Drive, Allendale, MI, 49401

MEISHAN CHEN, Kennesaw State University, English Department, 1000 Chastain Road, Kennesaw, GA, 30144

DEIRDRE J. DERRICK, American Board of Internal Medicine, 510 Walnut St., Philadelphia, PA, 19106

ROMY GHANEM, Northern Arizona University, Department of English, 705 S. Beaver Street, Flagstaff, AZ, 86011

MARÍA NELLY GUTIÉRREZ ARVIZU, Universidad de Sonora, Departamento de Lenguas Extranjeras, Dr. Noriega y Galeana, Hermosillo, Sonora, 83150 Mexico

ERIN SCHNUR, Cambly, 144 2nd St 5th Floor, San Francisco, CA, 94105

MEIXIU ZHANG, Texas Tech University, Department of Classical and Modern Languages and Literatures, 2906 18th Street, Lubbock, TX, 79410

LUKE PLONSKY, Northern Arizona University, Department of English, 705 S. Beaver Street, Flagstaff, AZ, 86011

Abstract Scientific progress depends on the integrity of data and research findings. Intentionally distorting research data and findings constitutes scientific misconduct and introduces falsehoods into the scientific record. Unintentional distortions arising from questionable research practices (QRPs), such as unsystematically deleting outliers, pose similar obstacles to knowledge advancement. To investigate the extent of misconduct and QRPs in quantitative applied linguistics research, we surveyed 351 applied linguists who conduct quantitative research about their practices related to data handling and reporting. We found that 17% of respondents (approximately 1 in 6) admitted to 1 or more forms of scientific misconduct and that 94% admitted to 1 or more QRPs relevant to quantitative research. We also examined these practices in relation to participant background and training. Researchers admitting to misconduct tended to be earlier in their careers and had experienced publication rejection due to lack of statistically significant results. Quantitative training had generally desirable associations with QRPs. Publication rate and experience with publication rejection were associated with admission of several QRPs related to omitting statistical results. We discuss these findings and offer 5 recommendations for the field of applied linguistics to improve ethical quantitative data handling and reporting in research.

“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing

CHRISTIAN FALLAS – ESCOBAR, University of Texas at San Antonio, Department of Bicultural-Bilingual Studies, 1 UTSA Circle, San Antonio, Texas, United States

KATHRYN HENDERSON, University of Texas at San Antonio, Department of Bicultural-Bilingual Studies, 1 UTSA Circle, San Antonio, Texas, United States

KRISTEN LINDAHL, University of Texas at San Antonio, Department of Bicultural-Bilingual Studies, 1 UTSA Circle, San Antonio, Texas, United States

AbstractThis critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English-as-a-second-language methods class at a large Hispanic-serving university in Texas. In this study, we center Latinx TCs’ experiences with and responses to raciolinguistic ideologies framing them as linguistically lacking and/or ethnically inauthentic. Our findings have implications for the ways teacher educators engage Latinx TCs in the interrogation of language ideologies during teacher preparation. We conclude this article by offering pathways for educators to engage Latinx TCs in challenging the practice of marginalizing Latinx individuals via their language practices.

Bridging the Gap Between Willingness to Communicate and Learner Talk

NATHAN THOMAS DUCKE, Miyazaki Municipal University, Faculty of Humanities, 1-1-2 Funatsuka, Miyazaki City, 880–8520 Japan

AbstractWillingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language-learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown varying levels of correlation between ratings of WTC and learner talk. To investigate this phenomenon, this study used idiodynamic methodology to elicit moment-to-moment ratings of individuals’ classroom WTC, which were then compared to recorded instances of classroom learner talk. This data was used to answer 2 questions: (a) What is the relationship between situated moment-to-moment ratings of WTC and observable classroom communication? and (b) What factors impinge or enable the realization of learner talk from aroused situated WTC? The results showed little correlation between learner talk and WTC ratings with 4 groups of interrelated factors—(a) motivational forces, (b) listening-related issues, (c) topic-related issues, and (d) language production issues—impacting the WTC–talk relationship. These factors were organized into a hierarchical heuristic model of WTC–talk realization that has both research and pedagogical implications.

At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad

KRISTEN M. KENNEDY TERRY, University of California Santa Cruz, Writing Program, 1156 High Street, Santa Cruz, CA, 95064-1077

AbstractThis longitudinal study of 17 American learners of French lies at the intersection of 2 complementary fields of inquiry in second language acquisition (SLA): language variation and change (LVC) and language acquisition during study abroad. Studies in LVC examine the nature and use of linguistic features that have more than 1 possible realization in native-speaker speech (i.e., variable features). Conversely, investigations into language acquisition during study abroad have primarily focused on the acquisition of categorical features that have only 1 possible, grammatical realization in the target language, or on the acquisition of global oral proficiency and fluency. Moreover, while studies in LVC have long relied on social network theory to predict language performance, existing research on language acquisition during study abroad provides conflicting results and explanations for learner gains during study abroad. The current study bridges this research gap by providing empirical evidence for the critical role of social networks with target-language speakers in the acquisition of stylistic variation by French learners during study abroad. Additionally, because this study includes both semester and year-long learners, results demonstrate the significant impact of time on task, which, when combined with network strength, negates the role of individual learner characteristics previously shown to influence acquisition during study abroad.

Noun-Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment-Unit-Based Measures

XIAOFEI LU, The Pennsylvania State University, Department of Applied Linguistics, 234 Sparks Building, University Park, PA, 16802

JIFENG W, Capital Normal University, College of International Education, 83 West 3rd Ring Road North, Beijing, 100089 China

AbstractThis study proposed a set of measures for assessing noun phrase (NP) complexity in second language (L2) Chinese writing and compared the predictive power of these measures for L2 Chinese writing quality to that of a set of syntactic complexity measures based on the topic–comment unit (TC-unit). Our data consisted of 101 narratives written by beginning–intermediate, intermediate–advanced, and advanced Korean Chinese-as-a-second-language (CSL) learners and rated by 2 trained CSL teachers. Results showed that the NP complexity measures explained a substantially larger proportion of variance in holistic writing scores than the TC-unit-based measures. Our findings confirmed the validity of the NP complexity measures we proposed and the need to attend to phrasal complexity in assessing L2 Chinese writing quality.

The Relationship Between Lexical Coverage and Type of Reading Comprehension in Beginning L2 Spanish Learners

ERIC HERMAN, Florida State University, Department of Modern Languages and Linguistics, 625 University Way, Tallahassee, FL, 32306-1540

MICHAEL J. LEESER, Florida State University, Department of Modern Languages and Linguistics, 625 University Way, Tallahassee, FL, 32306-1540

AbstractThis study examined the relationship between lexical coverage (i.e., the percentage of known word tokens in a text) and second language (L2) reading comprehension. Several studies have suggested that adequate comprehension occurs between 95% and 98% coverage, but no study has investigated beginning-level learners reading under the conditions of extensive reading. Therefore, the present study recruited 50 native English-speaking learners enrolled in a second-semester Spanish course. Learners chose between 1 of 2 interesting, graded texts and read for general understanding. A yes–no vocabulary test was used to measure knowledge of all the words in the texts, and comprehension of the 10 main events was assessed with cued written recall and multiple-choice tests. Additionally, to begin to understand how coverage relates to different types of comprehension, a literal and an inferential question was asked of each main event. The results indicated that (a) the relationship between lexical coverage and comprehension was moderate to strong, (b) lexical coverage was more associated with literal comprehension, and (c) 98% coverage would predict the productive recall of 8 of the 10 main events. The findings support the importance of having texts written at the lexical level of beginning L2 learners when engaging in extensive reading.

期刊简介

The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages. 

《现代语言杂志》是一本国际性的评介杂志，致力于促进所有现代外语和英语作为第二语言的研究人员和教师之间的学术交流语言。该杂志特别致力于以非英语语言出版高质量的作品。

官网地址：

https://academic.oup.com/applijhttps://onlinelibrary.wiley.com/journal/15404781

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