刊讯｜SSCI 期刊《语言学习》2022年第S1期

LANGUAGE  LEARNING

Volume 72, Issue S1, March 2021

LANGUAGE LEARNING（SSCI一区，2021 IF：5.24）2022年第S1期共发文9篇，其中系统性回顾1篇，实证性研究7篇，理论综述1篇。研究论文涉及显性教学、归纳法与演绎法教学、对话分析、教室话语、语言形式教学等。

往期推荐：

目录

SYSTEMATIC REVIEW

■Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses, by Paul D. Toth, Pages 5-40.

EMPIRICAL STUDY

■ Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction, by Kara Moranski, Janire Zalbidea, Pages 41-82.

■ A Generative Approach to the Instructed Second Language Acquisition of Spanish se, by Alan Juffs, Shaohua Fang, Pages 83-124.

■ Examining Deductive Versus Guided Instruction From an Interactionist Perspective, by Agurtzane Azkarai, Rhonda Oliver, Yohana Gil-Berrio, Pages 125-164.

■ A Sociocultural Perspective: Seeking Evidence of Development in a PACE Approach to Grammar Instruction, by Kristin J. Davin, Ali Kushki, Pages 165-202.

■ Whole-Class Co-Construction in a High School Spanish Classroom: A Conversation Analytic Perspective, by Santoi Wagner, Innhwa Park, Pages 203-239.

■ “Are There Any Mexicans Listening?” Stancetaking and Language Ideologies in a Spanish L2 Classroom, by Raquel Mattson-Prieto, Rachel Showstack, Pages 240-274.

■ Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second-Language Peer Interaction, by Paul D. Toth, Yohana Gil-Berrio, Pages 275-313.

CONCEPTUAL REVIEW ARTICLE

■ Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity, by Leila Ranta, Pages 314-338.

摘要

Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses

Paul D. Toth, Department of Spanish and Portuguese, Temple University

Abstract The articles in this special issue apply a variety of theoretical and methodological perspectives to quantitative and qualitative data gathered in eight third-year, intermediate second-language (L2) Spanish classes at three U.S. high schools (N = 195). The goal of this research was to document grammatical development through two forms of explicit instruction on the pronoun se: one involving deductive rule presentations, and the other involving an inductive “co-construction” of grammatical rules with learners (Adair-Hauck et al., 2005). After reviewing cognitive and social approaches to explicit instruction, I present the context and procedures for data gathering, followed by an overview of the main findings in each article. While quantitative results suggest a somewhat stronger performance for the deductive group, qualitative evidence suggests a more challenging task for teachers implementing co-construction. I conclude emphasizing the value of high-quality explicit instruction to L2 development and the importance of teachers in making that happen.

Key words: explicit instruction; L2 Spanish; deductive; inductive; research methods

Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction

Kara Moranski, University of Cincinnati

Janire Zalbidea, Temple University

Abstract This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 40) on the pronoun se in non-agentive constructions. Learning was measured with pre-, post-, and delayed posttests of auditory acceptability judgment and written production tasks. Multilevel models indicated that both instructional groups evidenced L2 development in producing se in non-agentive contexts, but only deductive groups were more accurate than controls for acceptability judgments. Findings also provided evidence of overgeneralization of se, especially for deductive groups. Intraclass correlation coefficients revealed variance related to the socio-local contexts of classrooms, teachers, and schools.

Key words: multisite research; deductive vs guided inductive; classroom; grammar; Spanish; mixed-effects models

A Generative Approach to the Instructed Second Language Acquisition of Spanish se

Alan Juffs, University of Pittsburgh, Department of Linguistics, University of Pittsburgh, Pittsburgh, PA 15260. 

Shaohua Fang, University of Pittsburgh, Department of Linguistics, University of Pittsburgh, Pittsburgh, PA 15260. 

Abstract This article focuses on the role of crosslinguistic patterns with verbs in the mapping of noun phrases/semantic roles to positions in morphosyntax, with a particular focus on second language (L2) development of Spanish se. The data set derives from high school learners of Spanish in the United States under broadly deductive and inductive learning treatments leading to explicit awareness. Using linear mixed effects modeling (LME) and binomial logistic regression, an analysis of high school learners from three schools (total n = 138) showed that learners based their acceptability judgments of aurally presented sentences and written production on verb classes proposed in formal linguistic theory. However, effects of the instructional intervention were limited to production data. No advantage for either deductive or inductive instruction was identified. The data show a clear role for formal linguistic categories in explaining patterns in the data. Implications for fine-tuning instructional intervention and testing of verb classes are discussed.

Key words: Spanish se; argument structure; generative SLA; instructive SLA

Examining Deductive Versus Guided Instruction From an Interactionist Perspective

Agurtzane Azkarai, University of the Basque Country

Rhonda Oliver, Curtin University

Yohana Gil-Berrio, Boston College

Abstract The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 L2 Spanish learners from two intact high school classes as they completed four communicative tasks following either deductive or PACE instruction on the pronoun se. We examined the nature of the student group interactions in each class, focusing on negotiation of meaning (NoM) strategies and language-related episodes (LREs). The deductive participants used more NoM strategies, and produced more LREs than PACE participants. Regardless of the type of instruction, the majority of LREs dealt with vocabulary and were resolved correctly. Task conditions also mediated the outcomes of feedback and LREs.

Key words: interaction; language-related episodes; negotiation of meaning; deductive instruction; PACE instruction

A Sociocultural Perspective: Seeking Evidence of Development in a PACE Approach to Grammar Instruction

Kristin J. Davin, University of North Carolina at Charlotte

Ali Kushki, Loyola University Chicago

Abstract Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners’ development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic se. Microgenetic analysis of the interaction between the teacher and learners was used to track two students’ development during both small-group work and whole-class instruction. To analyze the process of development, evidence of obuchenie (i.e., teaching-learning activity) that preceded changes in each learner's performance was sought. These findings were compared to the two students’ performance on a pre-, post- and delayed-intervention picture description task. Findings highlight the instances of mediation that promoted students’ metalinguistic awareness and use of se. The article concludes with a discussion of the extent to which claims of development could be made based on the provided data set and considerations of the affordances of dialogic versus deductive explanations of grammar.

Key words: mediation; zone of proximal development; obuchenie; instructional conversations; concepts

Whole-Class Co-Construction in a High School Spanish Classroom: A Conversation Analytic Perspective

Santoi Wagner, University of Pennsylvania

Innhwa Park, West Chester University of Pennsylvania

Abstract This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class Co-construction discussions that occurred in three high school Spanish lessons on the pronoun se in non-agentive constructions. We trace how the discussion unfolded and find that the key locus for the Co-construction process was the work done by the teacher in the third turns of IRE sequences, and in particular, the withholding of explicit teacher assessment. We examine how the students treated and responded to such teacher third turns and how these sequences exhibited various interactional outcomes, such as a cyclical pattern of discourse, and misalignment of teacher and student focus. We consider the implications for a guided induction approach.

Key words: conversation analysis; co-constructions; classroom discourse; L2 learning; guided induction

“Are There Any Mexicans Listening?” Stancetaking and Language Ideologies in a Spanish L2 Classroom

Raquel Mattson-Prieto, Princeton University

Rachel Showstack, Wichita State University

Abstract This study investigated classroom interaction through the framework of stancetaking (Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one intermediate-level U.S. high school Spanish class. We examined how the students indexed epistemic stances toward their grammar explanations, and affective and evaluative stances toward the Spanish language and native (L1) Spanish speakers during peer interaction. Despite the burgeoning Spanish-speaking community near where the data were collected, L2 learners’ linguistic practices indexed stances of expertise regarding their knowledge of Spanish grammar and vocabulary rather than their potential to meaningfully interact with the people who lived and worked in their community. In addition, some indexed negative affective and evaluative stances toward L1 Spanish speakers. Findings signal the need to examine how target-language speakers are positioned in classroom practices.

Key words: peer interaction; stancetaking; expertise; L2 classroom discourse; Spanish L2 instruction

Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second-Language Peer Interaction

Paul D. Toth, Temple University

Yohana Gil-Berrio, Boston College

Abstract This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call intersubjectivity negotiation episodes (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as language related episodes (LREs). Our data comes from two intact third-year Spanish classes at a U.S. public high school, where four groups of 19 total learners completed four communicative tasks over three 90-minute lessons. We found that learners spent more time in INEs than LREs overall, and in most task performances. We identified four INE functions: deliberations over discursive goals and means, progress toward task completion, and the interpretive framing of contributions. Among these, tasks with greater potentially relevant content yielded more means and progress INEs, while those requiring content from personal experience yielded more framing INEs. Individual agency and group composition also affected the amount of INEs. Theoretical and pedagogical implications are discussed.

Key words: intersubjectivity; tasks; peer interaction; Spanish; grammar instruction; language related episodes

Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity

Leila Ranta, University of Alberta

Abstract Stern (1983) reminds us of the ethical reasons for doing second language (L2) research. That is, given the considerable human and financial investments that go into language education, the practical activities of teaching “should not exclusively rely on tradition, opinion, or trial-and-error but should be able to draw on rational enquiry, systematic investigation, and, if possible, controlled experiment” (p. 57). Elsewhere Stern argues for the use of interdisciplinary teams to carry out such research. The studies in this special issue illustrate the aptness of Stern's advice. These articles present findings from a large-scale classroom research project that compared a deductive approach to teaching Spanish grammar to guided induction using the PACE model. The multidisciplinary team made use of different types of data, which were examined through different theoretical lenses. This discussion article considers the implications of these studies for L2 research, educational practice, teacher education, and the relationship between theory and practice.

Key words: form-focused instruction; instructed second language acquisition; Spanish as a foreign language; multidisciplinarity

期刊简介

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes 4 regular issues, a biennial Supplement from the Cognitive Neuroscience Series, and Special Issues.

《语言学习》是一个科学期刊致力于理解语言学习广泛界定。本刊发表的研究论文系统地应用了心理学、语言学、认知科学、教育探究、神经科学、人种学、社会语言学学、社会学和人类学等学科的研究方法。涉及语言学习的基本理论问题，如儿童、第二语言和外语习得、语言教育、双语、识字、心智和大脑中的语言表征、文化、认知、语用学和群际关系。发刊周期为一年四期定期刊物、两年一期的认知神经科学系列增刊及特刊。

As one of the premier peer-reviewed journals in the field of applied linguistics, established in 1948 at the University of Michigan, Language Learning strives to promote research of the highest quality with thorough literature reviews and solid theoretical frameworks, rigorous data analysis, cogent argumentation, and clear presentation.

作为应用语言学领域的主要同行评议期刊之一，《语言学习》于1948年创办于密歇根大学，致力于通过全面的文献评论和坚实的理论框架、严谨的数据分析、有说服力的论证和清晰的表述来促进最高质量的研究。

官网地址：

https://onlinelibrary.wiley.com/journal/14679922

本文来源：LANGUAGE LEARNING 官网

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