刊讯｜SSCI 期刊 《语言教学》 2022年第1-4期

LANGUAGE TEACHING

Volume 55, Issue 1-4, 2022

Language Teaching（SSCI一区，2020 IF：5.327）2022年第1-4期共刊文41篇，欢迎转发扩散！

2022年第1期共发文12篇，其中研究性论文8篇，报道4篇。研究论文涉及词汇学习、多语环境中的英语教学、批判型教学、自主学习、任务型教学法、L2教学情况、口语教学中的诱发模仿和语料库衍生规则等。

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。

2022年第3期共发文8篇。研究论文涉及英语语音策略模型、语言学习与情感、语言与内容学习相结合等方面。主题包括学习者态度、语言学习策略等。

2022年第4期共发文10篇，其中研究性论文9篇，Christopher Brumfit奖（2020）获奖论文1篇。研究论文涉及TESOL研究综述、二语言语理解、中国的外语学习与教学等方面。

目录

2022年第1期

ARTICLES

■ Glossing and vocabulary learning, by Frank Boers,  Page. 1-23.

■ Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020, by Larissa Aronin, Maria Yelenevskaya, Page 24-45.

■ Critical language pedagogy, by Graham V. Crookes,Page 46-63.

■ Language learner autonomy: Rethinking language teaching, by David Little, Page 64-73.

■ Reflecting on task-based language teaching from an Instructed SLA perspective, by Nina Spada, Page 74-86.

■ One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching, by Gaëtanelle Gilquin, Page 87-99.

■ L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda, by Joan Kelly Hall, Page 100-115.

■ Using elicited imitation to measure global oral proficiency in SLA research: A close replication study, by Kevin McManus, Yingying Liu, Page 116-135.

Reports from the British Association of Applied Linguistics with Cambridge University Press seminars 2021

■ Language, literacies and learning in the disciplines: A higher education perspective, by Doris Dippold, Marion Heron, Karen Gravett, Page 136-138

■ Corpora in applied linguistics: Broadening the agenda, by Robbie Love, Gavin Brookes, Niall Curry, Page 139-141.

■ Research synthesis in applied linguistics: Facilitating research-pedagogy dialogue, by Sin Wang Chong, Page 142-144.

■ Practitioners respond to John Flowerdew's ‘The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality’, by Peter Brereton, Emily Yuko Cousins, Page 145-146. Select Practitioners respond to John Flowerdew's ‘The linguistic disadvantage of scholars who write in English as an additional language: Myth or realityPractitioners respond to John Flowerdew's ‘The linguistic disadvantage of scholars who write.

摘要

Glossing and vocabulary learning

Frank Boers, The University of Western Ontario, London, Canada

Abstract This article offers a critical review of research on the use of glossing and its contribution to second language (L2) vocabulary acquisition. Discussion topics include the complexity of estimating the effectiveness of glossing relative to reading non-glossed texts, the quest for optimal implementations of glossing, issues of ecological validity, and ambiguity around the nature of vocabulary learning from glosses. The general conclusion is that, despite the substantial number of research studies on this subject, many questions remain to which only tentative and provisional answers are currently available. This is partly owing to the wide diversity in research designs across studies and the lack of transparency of many research reports. Suggestions are made for further research on glossing with a view to enabling future systematic reviews to produce more nuanced answers and more informed recommendations for the design of L2 reading materials.

Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020

Larissa Aronin, Oranim Academic College of Education, Tivon, Israel

Manana Rusieshvili, Technion Israel Institute of Technology, Haifa, Israel

Abstract This article presents research on teaching English in Israel, a vibrant multilingual country, in the period between 2014 and 2020. After a brief introduction to the current approach to English language teaching around the world, it outlines the studies investigating: (a) learners of English, (b) English teachers, and (c) methods that are used in the country for teaching English. We explore how various student populations, Arabs, Bedouins, Circassians, Druze, Charedi (ultra-orthodox Jews), Jews, and foreign students, are taught English as well as their attitudes to this language. Then, we discuss research investigating different categories of English teachers in Israel, including teachers in Arab and Jewish sectors, the teachers labeled as ‘native speakers’, and also teacher trainers and teacher-training principles. We look at secondary and high school students, including those in special education, as well as those who take English courses in tertiary educational institutions. Finally, we are interested in whether innovative teaching methods compete with the conventional ones and which groups of learners have access to the former. Throughout the article, we aim to show to what extent practitioners and researchers are aware of the present-day realities of the interconnectedness of ‘teacher, student, and method’ elements and the impact of multilingualism on English teaching in Israel. This Country in Focus report also considers the current holistic perspective on English language teaching. This language should not be taught in isolation but work in concert with other contact languages.

Critical language pedagogy

Graham V. Crookes, Department of Second Language Studies, University of Hawai‘i, USA

Abstract There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.

Language learner autonomy: Rethinking language teaching

David Little, Trinity College Dublin, Ireland

Abstract For me, ‘language learner autonomy’ denotes a teaching/learning dynamic in which learners plan, implement, monitor and evaluate their own learning. From the beginning they do this as far as possible in the target language, which thus becomes a channel of their individual and collaborative agency. By exercising agency in the target language they gradually develop a proficiency that is reflective as well as communicative, and the target language becomes a fully integrated part of their plurilingual repertoire and identity.

Reflecting on task-based language teaching from an Instructed SLA perspective

Nina Spada, University of Toronto, Toronto, Canada

Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e. performance) and ISLA (i.e. development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.

One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching

Gaëtanelle Gilquin, Université Catholique de Louvain, Louvain-la-Neuve, Belgium

Abstract This paper considers the issue of the norm in the context of learner corpus research and its implications for foreign language teaching. It seeks to answer three main questions: Does learner corpus research require a native norm? What corpus-derived norms are available and how do we choose? What do we do with these norms in the classroom? The first two questions are more research-oriented, reviewing the types of reference corpora that can be used in the analysis of learner corpora, whereas the third one looks into the pedagogical use of corpus-derived norms. It is shown that, while studies in learner corpus research can dispense with a native norm, they usually rely on one, and that a wide range of native and non-native norms are available, from which choosing the most appropriate one(s) is of crucial importance. This large repertoire of corpus-derived norms is then reconsidered in view of the reality of the foreign language classroom.

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda

Joan Kelly Hall, The Pennsylvania State University, University Park, PA, USA

Abstract A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners’ linguistic repertoires (Ellis, 2016). These data are needed in order to understand how differences in L2 classroom interactional activities affect L2 learner language. This is the focus of the set of research tasks I lay out in this paper. After a brief overview of usage-based research on language and a summary of the methodological contributions of conversational analysis (CA) and interactional linguistics (IL) to such research, I will explicate a research agenda comprising five tasks for investigating the links between L2 classroom interaction and L2 learners’ developing linguistic repertoires. By making clear the interrelationships between teaching and learning, findings from the studies will offer new insights into L2 pedagogy and the key role that L2 teachers play in designing the linguistic environments of their learning contexts and shaping learners' linguistic repertoires.

Using elicited imitation to measure global oral proficiency in SLA research: A close replication study

Kevin McManus, Department of Applied Linguistics, The Pennsylvania State University, University Park, USA

Yingying Liu, Department of Applied Linguistics, The Pennsylvania State University, University Park, USA

Abstract We closely replicated Wu and Ortega (2013), who found that an elicited imitation test (EIT) reliably distinguished low-level from high-level language abilities among instructed second language (L2) learners of Mandarin Chinese. The original study sampled learners (1) from second-level courses to represent low-level language abilities and (2) from third-, fourth- and graduate-level courses to represent high-level language abilities. Results showed high-level learners outperformed low-level learners on the Mandarin EIT. Our close replication used Wu and Ortega's (2013) materials and procedures in order to understand (1) the extent to which this EIT can additionally distinguish between finer-grained language abilities and (2) the ways in which the broad grouping of language abilities in the high group may have contributed to the findings. Sixty-five instructed L2 learners from four instructional levels were assigned to one of three groups: Beginner (first-level courses), Low (second-level courses), High (third- and fourth-level courses). Consistent with the original study, our results showed clear between-group differences, indicating that the EIT can distinguish between both broad (beginner vs high) and finer-grained (beginner vs low, low vs high) language abilities. These results are discussed in light of the original study's findings with implications for proficiency assessment in second language acquisition (SLA) research.

Practitioners respond to John Flowerdew's ‘The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality’

Peter Brereton, International Christian University, Tokyo, Japan

Emily Yuko Cousins, International Christian University, Tokyo, Japan

Extract In his 2016 articles (Hyland, 2016a, 2016b), Ken Hyland makes a case for what he terms the ‘myth of linguistic injustice’, calling into question the assumption that ‘non-native’ users of English are at a linguistic disadvantage compared with their ‘native’ counterparts when writing for publication. In response, Flowerdew (2019) argues that Hyland is mistaken in categorically dismissing the extra challenges inherent in academic writing in an additional language, suggesting that while all academic writers may face a common set of challenges, ‘EAL [English as additional language] writers have an additional set of linguistic challenges, which do not apply (to such an extent) to L1 writers’ (p. 257). Here, we aim primarily to respond to Flowerdew yet, as his ideas are intrinsically intertwined with Hyland's initial claims, our article is unavoidably and necessarily a response to both writers and an attempt to contribute to the ongoing and wider discussion of native-speakerism and notions of speakerhood based on our own professional and personal experiences.

目录

2022年第2期

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.

目录

2022年第3期

ARTICLES

■ The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect, by Kathleen Bardovi-Harlig & Llorenç Comajoan-Colomé, Pages 289-345.

■ Language learning and emotion, by Luke Plonsky & Ekaterina Sudina & Yasser Teimouri, Pages 346-362.

■ Evidence in favor of a strategy-based model for English pronunciation instruction, by Veronica G. Sardegna, Pages 363-378.

■ Research into practice: CLIL in South America, by Darío Luis Banegas, Pages 379-391.

■ Research into practice: Virtual exchange in language teaching and learning, by Melinda Dooly & Margarita Vinagre, Pages 392-406.

■ Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010), by Masatoshi Sato, Pages 407-416.

■ The third wind of language learning strategies research, by Nathan Thomas, Heath Rose, Andrew D. Cohen, Xuesong (Andy) Gao, Akihiko Sasaki & Teresa Hernandez-Gonzalez, Pages 417-421. 

■ Practitioners respond to Sarah Mercer’s ‘Psychology for language learning: Spare a thought for the teacher, by Robert Wood, Pages 422-425.

摘要

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

Kathleen Bardovi-Harlig, Indiana University, Bloomington, Indiana, USA

Llorenç Comajoan-Colomé, University of Vic – Central University of Catalonia, Vic, Catalonia, Spain

Abstract This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate descriptions of teaching interventions and teaching materials. The results show that there are clear attempts to establish connections between research and practice. However, neither instructional effect studies nor pedagogical proposals always engage with the SLA literature on the acquisition of tense-aspect; nor do they engage fully with language teaching.

Evidence in favor of a strategy-based model for English pronunciation instruction

Veronica G. Sardegna, Duquesne University, Pittsburgh, USA

Abstract Research has increasingly demonstrated that pronunciation difficulties in English can seriously affect learners’ intelligibility and ability to comprehend spoken English. It is thus crucial that we find ways of helping learners of English become more intelligible. In this talk, I present compelling research evidence in support of a strategy-based pronunciation instruction model, and uncover individual learner, teacher, and instructional variables affecting long-term improvement. Findings from my published and ongoing studies involving different groups of learners and teachers highlight the critical role of teachers in selfregulated learning, and suggest the need for methodological refinements to the model. The results show that students’ self-regulated efforts at learning can be further enhanced and supported if combined with goal-setting and awareness-raising activities, online speech models and resources, video-recordings to assess progress, guided reflections on oral assignments, ongoing feedback, and re-assessments of goals after improvement. I conclude the talk with a discussion of these methodological refinements and possible avenues for future research.

Research into practice: CLIL in South America

Darío Luis Banegas, School of Education, University of Strathclyde, Scotland, UK

Abstract This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

Research into practice: Virtual exchange in language teaching and learning

Melinda Dooly, Universitat Autònoma de Barcelona, Barcelona, Spain

Margarita Vinagre, Universidad Autónoma de Madrid, Madrid, Spain

Abstract In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010)

Masatoshi Sato, Department of English, Universidad Andrés Bello, Santiago, Chile

Abstract Research into peer interaction continues to grow and new findings with new designs have been reported. However, there remain theoretical and methodological issues that replication studies can address. In this article, I first discuss theoretical frameworks that have been used to investigate peer interaction, namely, interactionist, sociocultural, and psychological. I explain that, regardless of theoretical frameworks, peer interaction effectiveness has been at least partly accounted for by the ways in which learners temporarily shift their attention to linguistic issues during meaningful interaction, via peer feedback or languagerelated episodes (LREs). Current research also suggests that learner attitudes mediate this interactional behavior. To fill the gaps in this issue, I make methodological suggestions for replication research of Adams, Nuevo, & Egi (2011) and Philp, Walter, & Basturkmen (2010), including intervention materials, transcript analysis, statistical design, and internal validity control. I conclude the paper with pedagogical implications that may arise from replication studies.

目录

2022年第4期

ARTICLES

■ What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives, by Jason Anderson, Pages 427-433.

■ Select TESOL teacher educators in higher education: A review of studies from 2010 to 2020, by Rui Yuan, Icy Lee, Peter I. De Costa, Min Yang & Shuwen Liu, Pages: 434-469.

■ Second language speech comprehensibility, by Dustin Crowther, Daniel Holden & Kristen Urada, Pages 470-489.

■ The Global ELT coursebook: A case of Cinderella's slipper?, by Freda Mishan, Pages 490-505.

■ Research in foreign language teaching and learning in China (2012–2021), by Lei Lei & Jie Qin, Pages 506-532.

■ English Medium Instruction: What do we know so far and what do we still need to find out?, by Ernesto Macaro,Pages 533-546.

■ Materials use in language classrooms: A research agenda, by Anne Marie Guerrettaz, Corinne S. Mathieu, Siwon Lee & Adon Berwick, Pages 547-564.

■ Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014), by Kevin McManus, Pages 565-573.

■ Forward and backward transfer of sentence processing cues in English and Mandarin Chinese: A call for approximate replication of Liu, Bates, and Li (1992) and Su (2001) by Stephen Skalicky & Victoria Chen, Pages 574-582.

■ The Shanghai alliance of multilingual researchers: Fudan University, Tongji University, Shanghai University of Finance and Economics, and Shanghai International Studies University, China, by Yongyan Zheng, Qi Shen, Ke Zhao & Citing Li, Pages 583-587.

摘要

What’s in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives

Jason Anderson, University of Warwick, Coventry, UK

Abstract Comments from the reviewers ‘ … very well-written, well-presented, and well-argued, fulfiling the aim of addressing critically an aspect of applied linguistics/SLA about which the author is clearly passionate and challenging the ubiquity, appropriateness and current relevance of the term “second language acquisition”’. ‘An essay which is at once elegant, eloquent, erudite, critical, creative, and constructive. It is topical while also grounded in a sense of the past, witty and amusing while also serious.’

TESOL teacher educators in higher education: A review of studies from 2010 to 2020

Rui Yuan, University of Macau, Taipa, China

Icy Lee, The Chinese University of Hong Kong, Hong Kong, China

Peter I. De Costa, Michigan State University, East Lansing, Michigan

Min Yang, National Chung Cheng University, Minhsiung, China

Shuwen Liu, University of Macau, Taipa, China

Abstract Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological

review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the

themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

Research in foreign language teaching and learning in China (2012–2021)

Lei Lei, Shanghai International Studies University, Shanghai, China

Jie Qin, South China Agricultural University, Guangzhou, China

Abstract This article reviews selected research on foreign language teaching and learning published in local, highimpact journals in China over the past ten years (2012–2021). A bibliometric analysis was conducted to elicit the most frequently researched topics in the field, which were grouped into four categories, that is, language learning and use, language pedagogy, language learners and teachers, and Teaching English as a Foreign Language approaches/theories, and a number of sub-categories. This was then followed by an indepth and critical review of 71 studies corresponding to those categories and sub-categories. The review concluded with a discussion of inadequacies and recommendations for future research. It is hoped that a review on the experience of Chinese practitioners and researchers’ efforts to promote foreign language education may contribute to language teaching research and development in the international field.

English Medium Instruction: What do we know so far and what do we still need to find out?

Ernesto Macaro, University of Oxford, Oxford, UK

Abstract English Medium Instruction (EMI), as a phenomenon occurring in the non-Anglophone world, has been matched by a growth in research output on the topic and is now an important and established field of study. A great deal of research attention has been devoted to attitudes held by the key stakeholders in this form of education: teachers, students, and policy makers. Yet, there are many other important questions that remain unanswered, the most important of which are: What are the outcomes of this form of instruction? What is the social and economic impact of EMI? How can EMI teachers improve their teaching? And how can learners help themselves to improve their learning?

Materials use in language classrooms: A research agenda 

Anne Marie Guerrettaz, Washington State University, Pullman, USA

Corinne S. Mathieu, University of Wisconsin-Green Bay, Green Bay, USA

Siwon Lee, University of Pennsylvania, Philadelphia, USA

Adon Berwick, Washington State University, Pullman, USA

Abstract How language learners and teachers actually use PEDAGOGICAL MATERIALS in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as MATERIALS USE. We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth MATERIALS). Then, we focus on seven qualitative research tasks across three thematic areas, namely MATERIALS USE and: (A) language pedagogy, (B) classroom interaction, and (C) language diversity, culture, and power. The first section on pedagogy outlines research tasks on: (1) the roles of materials in classrooms, (2) the influences of materials on practicing educators’ expertise, and (3) how language teacher education programmes address materials use. The second section on classroom interaction proposes inquiry into: (4) polysemiotic patterns of materials-in-interaction, and (5) the expected and unexpected outcomes of materials regarding students’ target language use. The third section focuses on: (6) teachers’ and learners’ responses to diverse linguistic varieties and cultures represented in materials, and (7) instructional materials used in language policy and planning endeavours. Throughout this article we reference interdisciplinary connections to curriculum studies, cultural studies, sociology, and materials scholarship in general education. The seven research tasks are critical next steps for understanding MATERIALS USE – a vast new field that promises to advance language education practice and theory.

Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014)

Kevin McManus, Pennsylvania State University, USA

Abstract Investigations of crosslinguistic effects in second language acquisition (SLA) have contributed rich understandings about the ways in which prior language knowledge and experience can influence additional language learning. Building on this work, one recent line of research has examined the extent to which SLA findings about crosslinguistic influence can be used to improve L2 learning, indicating that explicit instruction tailored to address the nature of the crosslinguistic learning problem can benefit L2 performance. At the same time, however, this line of inquiry is relatively novel and under-researched. The aim of this paper, therefore, is to suggest further research which might advance knowledge and understanding about the ways in which explicit instruction can facilitate second language (L2) learning of crosslinguistically difficult target features. To this end, I lay the ground for a series of close replications designed to understand the role of prior language knowledge and experience in L2 learning: Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014). These studies were selected because they are grounded in empirical SLA research and SLA theory. In addition, the selected studies facilitate replication because they have either (i) made their data collection materials available in digital repositories or (ii) have robustly described their design and provided the stimuli used.

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。

官网地址：

https://www.cambridge.org/core/journals/language-teaching

本文来源：LANGUAGE TEACHING官网

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