刊讯丨SSCI 期刊 System 2022年第107卷

SYSTEM

Volume 107, July 2022

SYSTEM（SSCI一区，2021 IF：4.518）2022年第107卷共发文23篇，其中研究性论文17篇，书评6篇。研究论文涉及在线教育中的倦怠、自我效能感、ESP、情绪、身份认同等等。

往期推荐：

目录

   Regular Articles

■Investigating the impact of linguistic and non-linguistic factors on EMI academic success，by Adem Soruç, Mirosław Pawlak, Dogan Yukseld， Barış Horzum

■Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use, by GuohuiDu, DeliangMan

■Promoting L2 reading fluency at the tertiary level through timed and repeated reading, by Jeongyeon Park
■The emergence of boredom inan online language class: An ecological perspective, by MariuszKruk, Mirosław Pawlak, MajidElahi Shirvan, MojdehS hahnama

■Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses, by Josep M.Cots，LídiaGallego-Balsà，ÀngelsLlanes■The relationship between tolerance of ambiguity and multilingualism revisited, by RiningWei，YifanKang，ShijieWang

■Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions, by Derya Duran，Teppo Jakonen
■From an alienated to an active English learner: The case of a North Korean refugee in South Korea, by SeojinPark

■Improving self-efficacy beliefs and English language proficiency through a summer intensive program, by MeiXu，ChuangWang，XiangjingChen，TingSun，XiaomeiMa■The role of emotion labor in English language teacher identity construction: An activity theory perspective, by Mostafa Nazari ，Sedigheh Karimpour
■A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension, by Jeff Peterson
■Exploring the relationship between L2 vocabulary size and academic speaking,by Yixin Wang-Taylora，JonClentonb■The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention, by Fakieh Alrabai

■Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context, by XiaowenLiu，MartinLamb，Gary N.Chambers

■Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach, by WeiYi，RobertDeKeyser
■The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea, by VictoriaKim，GeneThompson

■Research on language learning motivation in school settings in System, by FangZhang，JinquanWang，Hennebry-Leung Mairin

■Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program, by Ali Kushki，Hossein Nassaji，Mohammad Rahimi■Teaching and learning languages online: Challenges and responses, by JianTao，Xuesong(Andy)Gao

   Book Reviews

■Narrative inquiry into language teacher identity: ALTs in the JET Program, Takaaki Hiratsuka. Routledge (2022), by Ian Moodie
■Research questions in language education and applied linguistics: A reference guide, H. Mohebbi, C. Coombe (Eds.). Springer, Cham (2021) , by Adnan Ajšić■The Dynamics of Language and Inequality in Education: Social and Symbolic Boundaries in the Global South, Joel Austin Windle, Dánie de Jesus, Lesley Bartlett. Multilingual Matters, Bristol (2020), (Paperback), ISBN: 978-1-788-92693-5, by Ying Wang, Fan Fang
■Mobile Assisted Language Learning: Concepts, Contexts, and Challenges, Glenn Stockwell. CAMBRIDGE University Press, New York (2021), XVII + 242, by Budi Waluyo

■Introducing English for Research Publication Purposes, John Flowerdew, Pejman Habibie. Routledge (2021), 150, ISBN-10:0367330598; ISBN-13:978-0367330590, by Sheng Yan

■Mixed methods social network analysis: theories and methodologies in learning and education, Dominik E. Froehlich, Martin Rehm, Bart C. Rienties (Eds.). Routledge (2020), 422 pp, ISBN 978-0-367-17445-3 (pbk) , by Citing Li, Chenchen Zhang

摘要

Investigating the impact of linguistic and non-linguistic factors on EMI academic success

Adem Soruç，Department of Education, University of Bath, UK

Mirosław Pawlak，Department of Education, University of Bath, UK& University of Applied Sciences, Konin, Poland

DoganYuksel，Department of Foreign Language Education, Kocaeli University, Turkey

BarışHorzum，Department of Education, Sakarya University, Turkey

Abstract English as a medium of instruction (EMI) has been extensively growing as a global phenomenon in higher education. This study investigates the predictive impact of mediating variables – non-linguistic factors (i.e., students' type of motivation, self-regulation skills, and self-efficacy) and linguistic factors (i.e., general English proficiency) – on EMI students' academic success in a Turkish higher education context. The participants (n = 459) were conveniently sampled from four partial EMI programmes: two from the social sciences and two from engineering (n = 218 and n = 241 students, respectively). Using multi-item scales and different models of analysis, such as Structural Equation Modelling (SEM), in the measurement of linguistic and non-linguistic factors, the study revealed that except for the type of motivation, EMI students' individual characteristics, namely their self-regulation skills and sense of self-efficacy, play a significant role in their academic success regardless of the academic programme division. Besides, the analysis revealed that the type of motivation directly impacted language proficiency, which further predicted EMI students’ academic success in both academic divisions. Finally, the comparison of the SEM models for both academic divisions indicated that the relationship between the type of motivation and language proficiency, and the relationship between self-regulation skills, self-efficacy, and academic success were higher in EMI programmes in social sciences when compared to those in Engineering programmes. These results are discussed, and pedagogical implications are given for the teaching/learning situations in EMI contexts.

Key words  EMIA cademic success, English language, proficiency, Individual differences, Motivation, Self-regulation,Self-efficacy

Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use

GuohuiDu，School of Foreign Languages, Anyang Institute of Technology, 455000, Anyang, Henan, China

DeliangMan，National Demonstration Center for Experimental Simultaneous Interpretation Education, Guangdong University of Foreign Studies, 510420, Guangzhou, China

Abstract  Research has shown that person factors and strategic processing are associated with L2 listening comprehension. Few studies, however, have considered to what extent person factors and strategic processing account for the variance of L2 listening comprehension. This study aims to investigate the predictive power of person factors (i.e., aural vocabulary size, listening metacognitive knowledge, and listening self-efficacy) and listening strategy use (i.e., top-down strategies and bottom-up strategies) on L2 listening comprehension. Data collected from a survey among 367 Chinese EFL undergraduate students were analyzed using a partial least squares structural equation modeling (PLS-SEM) approach. The results of the study indicate that altogether 20.9% of the variance in L2 listening comprehension could be explained by person factors and strategic processing. Aural vocabulary size and listening metacognitive knowledge were significant predictors of L2 listening comprehension whereas listening self-efficacy was not. Listening strategies were not significant predictors of L2 listening comprehension. Person factors did not indirectly predict L2 listening comprehension through listening strategies, either. Implications for listening instruction are considered.Key words L2 listening comprehension, Aural vocabulary size, Listening metacognitive knowledge, Listening self-efficacy, Listening strategy use

Promoting L2 reading fluency at the tertiary level through timed and repeated reading

Jeongyeon Park，Department of British and American Studies, Dong-A University, 225 Gudeok-ro, Seo-gu, Busan, 49236, South Korea

Abstract  

This study investigates the effects of one semester of fluency-building activities on L2 readers' reading rate and comprehension. The participants were 63 university EFL students enrolled in three academic reading classes. Each class was assigned one of three instructional treatments: timed reading (TR), timed repeated reading (TRR), and timed reading and repeated oral reading (TROR). All participants engaged in the fluency-building activities twice a week, individually recording their reading rates and comprehension scores on a chart. Each reading passage was about 350 words long, written at the 1400-word level, and followed by five comprehension questions. A pretest was conducted at week 1 and a posttest at week 15. All three groups experienced gains in their reading rate, in the order of, from most to least gain, TRR, TROR, TR. The TRR group's rate gain was statistically significantly greater than that of the TR group. All three groups also improved in reading comprehension, in the order of TRR, TR, TROR. Furthermore, positive correlations between reading rate and comprehension on the posttest showed that improvement in reading rate was not achieved at the cost of comprehension. Pedagogic benefits of incorporating fluency practice into an academic classroom and instructional alternatives are discussed.

Key words L2 reading fluency, Reading rate, Reading comprehensionTimed reading, Repeated reading, Oral reading

The emergence of boredom in an online language class: An ecological perspective

MariuszKruk, University of Zielona Góra, Poland

Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland &University of Applied Sciences, Konin, Poland

MajidElahi Shirvan,University of Bojnord, Bojnord, Iran

MojdehShahnamae ，Ferdowsi University of Mashhad, Iran

Abstract  Although research into boredom has gained popularity in traditional, in-person English classes over the past few years, still little is known about this context-bound, aversive, and multifaceted emotion in other settings such as those prompted by the sudden COVID-19 outbreak. With this gap in mind, and given the situated nature of boredom, in this study we explored the emergence of boredom under the influence of different ecosystemic factors via the nested ecosystems models. In order to do so, we selected four intermediate-level learners to participate in this study. They took part in two semi-structured interviews, one at the start and one in the middle of the semester. The collected data were qualitatively analyzed and coded through MAXQDA (Version 2020), based on the nested ecosystems model. The findings provided evidence for the emergence of boredom under the influence of different ecosystemic factors. At the microsystem level, the following issues were identified: technological, teacher's teaching style, class control, participants and peers, the use of online tools, and class assignments and activities. At the mesosystemic level, the factors responsible for boredom included past and current learning experiences and home issues. Finally, at the exosystemic level they encompassed curriculum design, online platform problems and learners' literacy of using the online platform
Key words  Boredom， Online setting， Ecological perspective， Nested ecosystems model， COVID-19 pandemic，

Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses

Josep M.Cots，Universitat de Lleida, Department of English and Linguistics, Pl/ Víctor Siurana, 1, 25003, Lleida, Catalonia, Spain

LídiaGallego-Balsà，Universitat Rovira i Virgili, Department of English and German Studies, Avinguda de Catalunya, 35, 43002, Tarragona, Catalonia, Spain

ÀngelsLlanes，Universitat de Lleida, Department of English and Linguistics, Pl/ Víctor Siurana, 1, 25003, Lleida, Catalonia, Spain

Abstract  The idea of translanguaging as a potential resource for language and content learning runs counter to “the monolingual principle” (Cummins, 2009), according to which languages should be taught separately in order to (a) avoid interference from other languages and (b) increase the learners exposure to the target language. This study has two main goals: (i) characterise the classroom practices and discourses of two instructors in line with their respective monoglossic or heteroglossic perspective in the context of a university course module on business English; (ii) provide empirical evidence for the impact of translanguaging practices in the form of language learning outcomes. The analysis is mainly based on observations and audiovisual recordings of classroom sessions and the students’ performance before and after a 16-week teaching intervention.
Key words Translanguaging, ESP, Classroom practices and discourses

The relationship between tolerance of ambiguity and multilingualism revisited

RiningWei，Xi'an Jiaotong-Liverpool University, HS449, Dept. of Applied Linguistics, Xi'an Jiaotong-Liverpool University (South Campus), Chongwen Rd., SIP, Suzhou, Jiangsu Province, 215123, PR China

YifanKang，Xi'an Jiaotong-Liverpool University, HS449, Dept. of Applied Linguistics, Xi'an Jiaotong-Liverpool University (South Campus), Chongwen Rd., SIP, Suzhou, Jiangsu Province, 215123, PR China

ShijieWang，University of Cambridge, Dept. of Theoretical and Applied linguistics, Cambridgeshire, United Kingdom

Abstract  Tolerance of ambiguity (TA), an inclination to embrace incongruent scenarios, is highly relevant to second/additional language learning which is an immersion in ambiguity. In applied linguistics research, recent studies have examined TA vis-à-vis multilingualism based on Herman et al.’s (2010) 12-item scale and identified a 3-item dimension of this construct (labelled as TA core) that is hypothesised to exist in different cultural contexts (Wei & Hu, 2019). The present study revisited the relationship between TA and multilingualism by surveying 302 English-knowing multilinguals in China. Factor analysis confirmed the presence of the TA core in the EFL context. A series of Structural Equation Modelling tested the relationships between dimensions of TA and English achievement. Hierarchical regression analyses identified multilingualism (respectively operationalised as a global measure of multilingualism and self-rated proficiency in English), age, and education qualification as potentially important predictors for TA; more importantly, the unique contribution to TA from each of these predictors was calculated by means of a “more refined” (Wei, Liu, & Wang, 2020) data analysis approach based on hierarchical regression. Future research directions (e.g., considering a wider multilingual population and employing the above-cited more refined approach) are also suggested.
Key words  Tolerance of ambiguity， Multilingualism， Personality trait， Hierarchical regression， Effect size， Structural Equation Modelling，

Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions

DeryaDuran，University of Jyväskylä, Department of Language and Communication Studies, Athenaeum, Building A, FI-40014, Jyväskylä, Finland

TeppoJakonen，University of Turku, School of Languages and Translation Studies, Turku, Finland

Abstract  This study investigates the practice of unplanned and emergent vocabulary checks, i.e. turns through which a speaker explicitly checks whether the recipient knows a word, in small-group tutorial instruction. The data are video-recorded English as a second language (ESL) tutoring sessions between a native English speaker tutor and ESL students at an urban community college in the United States. By drawing on conversation analysis, we analyze how vocabulary checks emerge sequentially and with the help of contextual interactional resources. Findings suggest that vocabulary checks constitute a practice for managing both shared understanding and pedagogical concerns. By singling out a vocabulary item as possibly unknown to the student, the tutor can attend to weak signals for a student's non-understanding and orient to having epistemic primacy over the English language, thereby “talking into being” the role of a language expert. The checks pave way for vocabulary teaching moments by making word definitions and explanations interactionally relevant, which provides opportunities for language learning. The study highlights the intricate relationship between context, intersubjectivity and pedagogy in small-group tutoring contexts, an awareness of which can help practitioners reflect on the role of contextual resources in their teaching.
Key words Conversation analysis， Epistemics， ESL tutoring， L2 learners， Vocabulary checks，

From an alienated to an active English learner: The case of a North Korean refugee in South Korea

SeojinPark，Second Language Acquisition and Teaching, The University of Arizona, Tucson, AZ, United States

Abstract  This study investigates the identities and positionings of a North Korean refugee and how they are interrelated with his English learning experiences in South Korea. The existing literature highlighted how North Korean refugee students are structurally minoritized and become powerless while learning English in South Korea. Relatively little attention has been given to their identity formation as active learners in English using a qualitative approach. Given the impact of identity on language learning, this qualitative case study aims to fill this gap by investigating the identities of a North Korean refugee using his past, present, and future narratives. Data were gathered through interviews and reflective journals of one male refugee, and the data were analyzed using Davies and Harré’s (1990) positioning theory. Results demonstrate a strong interconnection among identity, language, and the surrounding society as well as the close link between learner positioning and his rights, duties, and power within his communities. While the previous literature focused on the difficulties experienced by refugees while learning English, I argue that refugees can be active agents of learning English by repositioning and acknowledging their rights and duties as refugees. The implications for English education for refugees are also discussed.
Key words North Korean refugee， English learner identity， Second language learning， Positioning， Narrative inquiry

Improving self-efficacy beliefs and English language proficiency through a summer intensive program

MeiXua，School of Foreign Studies, Xi'an Jiaotong University, China

ChuangWang，Faculty of Education, University of Macau, Macau, China

XiangjingChen，School of Foreign Studies, Xi'an Jiaotong University, China

TingSun，Northwestern University, USA

XiaomeiMa，School of Foreign Studies, Xi'an Jiaotong University, China

Abstract This study examines the impacts of an intensive summer English training program on the self-efficacy beliefs and listening and speaking skills of college students at a large university in northwestern China. Mixed analysis of variance was employed to examine changes in students' self-efficacy beliefs and English listening and speaking skills before and after the program. Hierarchical linear regression was used to measure the extent to which self-efficacy beliefs can explain the variance of participants’ listening and speaking skills after the control of covariates such as gender, track, and pretest scores for listening and speaking, respectively. Results suggest that students improved their self-efficacy beliefs after the program although the changes in listening and speaking skills were not statistically significant. Pretest listening self-efficacy predicted posttest listening skills, but pretest speaking self-efficacy did not make any contributions to the prediction of posttest speaking skills. Discussions of these findings related to the self-efficacy theory and summer training programs were presented.
Key words Intensive summer program, English listening and speaking skills, Self-efficacy

The role of emotion labor in English language teacher identity construction: An activity theory perspective

Mostafa Nazari，Department of Foreign Languages, Kharazmi University, Tehran, Iran

Sedigheh Karimpour，Department of English Language, Mazandaran University of Medical Sciences, Sari, Iran

Abstract Current scholarship on language teacher emotions and identity construction emphasizes the substantial role of contextual discourses and power relations in shaping teachers' professionalism. In line with this scholarship, the present study examined the role of emotion labor in Iranian English language teachers' identity construction. Grounded in activity theory as the conceptual underpinning, the study shows how institutional work functions as a regulatory mechanism for teachers' emotion labor and their multi-faceted identities. Data analyses indicated that the teachers' emotion labor and identity construction are shaped by institutional particularities in three dimensions: (1) emotion labor of managing conflicts in subjectivity and adopted identities, (2) emotion labor of dealing with tensions in caring for students and assigned identities, and (3) emotion labor of aligning agency with resisted identities. The findings reveal how the teachers engaged in and interpreted emotion labor in light of tools, goals, division of labor, and communities of practice that come to shape their multi-faceted identities. Based on the findings, we argue that gradual policy adaptation accounting for emotions and identities, rather than policy overhauls that may create resistance, would reduce institutional clashes and transform teachers’ management of emotions into a site of mutual emotionality, rather than a site of vulnerability.

Keywords

Emotion labor， Language teacher identity， Activity theory， Teacher agency， Top-down systems

A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension

JeffPeterson，Department of Asian and Near Eastern Languages, 3064 JFSB, Brigham Young University, Provo, UT, 84602, USA

Abstract Research into the effects of extensive reading (ER) has surged over the past few decades. However, these studies almost exclusively focus on English language learners and tend to be limited by their lack of control over how the ER treatment is conducted. Furthermore, experimental and quantitative studies that investigate the possible effects of ER on the reading skills of learners of Japanese have yet to be fully explored. The goal of this study was to investigate the possible effects of hybrid ER on the reading rate development of learners of Japanese as a foreign language. This study also aimed to examine the level of comprehension learners maintained as their reading rates increased.

Using a quantitative single-case study method, eight intermediate-level learners of Japanese were monitored while they engaged in hybrid ER and strictly adhered to ER principles over 2.5–4 months. Reading rate data, reading comprehension data, and general ER data were collected. Results showed that participants’ reading rates increased significantly following the hybrid ER treatment and that comprehension abilities were not hampered by an increase in reading rate. This study provides evidence that hybrid ER has the potential to provide a highly enjoyable activity while substantially increasing learner reading rates without hindering comprehension.

Key words  Extensive reading， Tadoku， Reading rate， Reading speed， Reading comprehension， Reading fluency， Second-language reading， Japanese，

Exploring the relationship between L2 vocabulary size and academic speaking

YixinWang-Taylor， College of Foreign Languages, Nankai University, Nankai University, No. 74, Weijin Road, Tianjin, 300071, China

JonClenton，Graduate School of Humanities and Social Sciences, Hiroshima University, 1-3-2 Kagamiyama, Higashi-Hiroshima City, Hiroshima, 739-8511, Japan

Abstract   The current paper explores second language (L2) learners’ academic vocabulary size and its potential relationship to speaking in academic contexts. Our participants were 62 first language (L1) Chinese undergraduates of intermediate English level. We elicited speech samples from monologue tasks in formal class settings. We elicited vocabulary knowledge using two yes/no tests, X_Lex (Meara & Milton, 2003) and the Academic Vocabulary Size Test (AVST; Masrai & Milton, 2018), measuring general and academic vocabulary size, respectively. Our results indicate that AVST scores correlate moderately significantly with several speaking fluency measures and band-based frequency measures of vocabulary use, which outperform the explained variance of X_Lex. The mid-frequency words (K3) forming 56% of the academic words list is perhaps the primary force for the strong predictive strength of the AVST. These findings provide critical pedagogical implications for L2 academic vocabulary learning and teaching in English for Academic Purposes (EAP) classrooms. The AVST emerges as a potential assessment to predict L2 speaking in academic contexts. We discuss future possible research directions with particular reference to vocabulary research in practice.
Key words  General vocabulary size， Academic vocabulary size， Lexical diversity， Lexical sophistication， Speaking fluency，

The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention

FakiehAlrabai，Department of English, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia

Abstract  This study adopted a quasi experimental design to examine the impact of a pedagogical positive psychology (PP) intervention on how the integration of positive and negative emotions in English as a foreign language (EFL) learning and teaching affects learner language motivation as a positive affective variable, anxiety as a negative emotion, and EFL achievement as a learning outcome. To address this question empirically, the study implemented three emotion-regulation quasi experiments employed by 6 EFL teachers with 209 EFL learners divided into three groups for 12 weeks: in group 1, learners were exposed extensively to anxiety-regulating strategies, those in group 2 were thoroughly exposed to motivation-promoting strategies, and those in group 3 were exposed to combined anxiety-regulating and motivational strategies together. The influence of the treatment was assessed using questionnaires, classroom observations, and achievement tests. ANOVAs and MANOVAs were employed to capture treatment effects. The findings show that integrating positive and negative emotions in language learning resulted in the largest positive change in learner's motivation, anxiety, and language achievement. These findings support the assumptions of the Broaden-Build Theory in that positive emotions not only broaden people's vision and build strengths but further help undo the lingering effects of negative emotions.
Key words  Positive psychology， Emotion， EFL， Achievement， Anxiety， Motivation

Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context

XiaowenLiu，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom

MartinLamb，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom

Gary N.Chambers，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom

Abstract In recent years, the connection between learner identity and learning of L2 pragmatics has received more attention in applied linguistic research. Nevertheless, investigations on this topic have mainly focused on the role of learners' identity in their L2 pragmatic choices. The reverse influence has not been adequately investigated in empirical studies – how learning of L2 pragmatics could potentially foster learners' identity change. This article aims to expand our understanding of the link between identity and L2 pragmatic development in the study abroad context by describing a longitudinal case study which tracked the experiences of four Chinese postgraduate students sojourning in the UK. Data were generated through interviews and online chat over a 12-month period. Findings indicate a bidirectional influence between L2 pragmatics development and learners' sense of self: learners’ pragmatic judgements and preferences are influenced by identity-related factors, such as internalised cultural values and their perceived foreigner and ELF identities; in return, exposure to new L2 pragmatic features can prompt learner reflection on interpersonal relationships and self-positioning, which may then lead to identity development.
Key words  Second language learning， L2 Pragmatics， Learner identity， Study abroad

Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach

WeiYi，Peking University, China

RobertDeKeyser，University of Maryland, College Park, USA

Abstract  Using eye-tracking, this study examined the role of semantic transparency in L2 learners’ incidental learning of compounds from reading and how real-time processing of novel compounds contributes to vocabulary gains. L2 Chinese speakers encountered 12 novel compounds embedded in stories, each occurring six times. Their knowledge of the compounds was tested immediately after the reading task. Results confirmed the advantage of transparent compounds over opaque compounds (in terms of form recognition and meaning recall), as well as the positive association between reading time summed across exposures and vocabulary gains (in terms of form and meaning recognition, regardless of semantic transparency). Our findings add to the literature on incidental vocabulary learning in that semantic transparency was found to moderate the acquisition order of different aspects of vocabulary knowledge, which highlights the importance of lexical characteristics for future research.
Key words  Incidental vocabulary learning， Reading， Semantic transparency， Compound words， Eye-tracking

The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea

VictoriaKim, Ulsan National Institute of Science and Technology (UNIST), School of Business Administration, Ulsan, Republic of Korea

GeneThompson，Rikkyo University, College of Business, Tokyo, Japan

Abstract This article explores differences in content knowledge, English language proficiency, and motivation for learners studying via English medium instruction (EMI) at universities in Korea and Japan. It draws upon content knowledge test and questionnaire data from a total of 455 students from two institutions, representing three groups of students (business majors from the Japanese institution, business majors from the Korean institution, and non-business majors from the Korean institution). Results from a 3 × 2 factorial ANOVA indicated a significant interaction between the effect of student group and gender on content knowledge test scores and motivated behaviour, and significant differences between student groups on a range of motivational measures. Findings indicated differing learner profiles between the three groups: business-major students from the Korean institution tended to have stronger motivation and high content knowledge, regardless of gender while significant differences were identified between females and males within the Japanese business major group and non-business major group from the Korean institution. The comparative nature of the study highlights the potential impact of demographic variables across and between groups of EMI learners, indicating areas for future exploration within each of the programs explored in this study.
Key words  English-medium instruction， Content knowledge， Self-beliefs， Comparative study， Japan， Korea

Research on language learning motivation in school settings in System

FangZhang，College of Literature and Media. Dongguan University of Technology, 1, Daxue Road, Songshan Lake, Dongguan, Guangdong Province, 523808, PR China

JinquanWangb，College of International Studies Yangzhou University, 196 W. Huayang Road, Yangzhou, Jiangsu Province, 225127, PR China

Hennebry-LeungMairinc， Faculty of Education, University of Tasmania, Newnham, Tasmania 7250, Australia

Abstract   This review of System's scholarship on school-based language learning motivation focuses on 12 papers on learners and teachers in secondary school settings. Of 190 studies on motivation published in the Journal from 1990 to 2021, 24 have had a focus on secondary school contexts. The 12 focus studies are drawn from these. The review highlights theoretical and methodological shifts that have characterized the field of language learning motivation and considers the extent to which these are manifested in the Journal's scholarship, specifically pointing to a growing concern for approaches that account for the complex, dynamic, and situated nature of motivation. Studies on language learning motivation in school settings have addressed a range of aspects including motivational change, the interplay between instructional approaches and motivation, the role of sociocultural context in shaping and directing learner motivation, teacher cognition on motivation, and teachers' motivation for language teaching. While acknowledging the extensive body of literature on language learning motivation among adult learners, the review concludes with suggestions for ways in which the still rather limited knowledge about school-based motivation could be extended and enriched.

Key words  Motivation, System, School settings

期刊简介

This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.

《系统》致力于教育技术和应用语言学在外语教学中的应用。在所有国家，人们都重视将所有语言(如英语)作为第二语言或外语的学习和教学。《系统》要求文章要有良好的理论基础和明显的实际应用，有广泛的读者群。如果评论文章涉及语言学习和教学中对实践和研究有重大影响的关键问题，则可考虑发表。

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