刊讯｜SSCI 期刊《第二语言学习与教学研究》2022年第3-4期
2023-02-06
2023-02-04
2023-02-02
Studies in Second Language Learning and Teaching
Volume 11 & 12, Issue 3 & 4, June 2022
Studies in Second Language Learning and Teaching（SSCI一区，2021 IF：2.352）2022年第3-4期共发文17篇。2022年第3期共发文8篇，其中6篇实证性研究、2篇书评，研究论文涉及基于任务的语言学习、文献计量分析、聚焦形式的教学、词汇学习策略等。第4期共发文9篇，研究论文涉及第二语言写作、课堂研究、多模态文本的数字反馈、基于计算机的合作写作、书面纠正反馈等。（2022已更完）
往期推荐：
目录
issue 3
■A state-of-the-art review of distribution-of-practice effects on L2 learning, by Raquel Serrano, Pages 355-379.
■Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020, by Jie Qin & Lei Lei, Pages: 381-404.
■Timing of form-focused instruction: Effects on EFL learners’ grammar learning, by Jinfen Xu & Changying Li, Pages 405-433.
■The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis, by Jang Ho Lee, Joung Joo Ahn & Hansol Lee, Pages 435-458.
■Language learners’ emotion regulation and enjoyment in an online collaborative writing program, by Zhipeng Zhang, Xuesong (Andy) Gao, Ting Liu, Chwee Beng Lee, Pages 459-481.
■Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences, by Jian Xu & Xuyan Qiu, Pages 483-507.
Book Reviews
■Review of Crosslinguistic influence and second language learning by Kevin McManus, by Lixia Zhu & Jinting Cai, Pages 509-513.
■Review of Researching language learning motivation: A concise guide by Ali H. Al-Hoorie and Fruzsina Szabó, by Zixuan Li, 515-520
issue 4
■Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice, by Rosa M. Manchón & Yvette Coyle, Pages 541-550.
■Developments in classroom-based research on L2 writing, by Icy Lee, Pages 551-574.
■Reexamining feedback on L2 digital writing, by Idoia Elola & Ana Oskoz, Pages 575-595.
■The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class, by Julio Roca de Larios, Yvette Coyle & Vanessa García, Pages 597-622.
■A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing, by Belén González-Cruz, Lourdes Cerezo & Florentina Nicolás-Conesa, Pages 623-650.
■WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance, by Ronald P. Leow , Anne Thinglum & Stephanie A. Leow, Pages 651-673.
■Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds, by Melissa A. Bowles & Kacie Gastañaga, Pages 675-696.
■Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives, by Raquel Criado, Aitor Garcés-Manzanera & Luke Plonsky, Pages 697-719.
■The role of cognitive individual differences in digital versus pen-and-paper writing, by Olena Vasylets, M. Dolores Mellado & Luke Plonsky, Pages 721-743.
摘要
A state-of-the-art review of distribution-of-practice effects on L2 learning
Raquel Serrano, University of Barcelona, Spain
Abstract The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.
Key words time distribution; spacing; intensive instruction; distributed practice
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020
Jie Qin, South China Agricultural University, Guangzhou, China
Lei Lei, Shanghai International Studies University, Shanghai, China
Abstract This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most
frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computermediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed.
Key words task-based language teaching; bibliometric analysis; research trend
Timing of form-focused instruction: Effects on EFL learners’ grammar learning
Jinfen Xu, Huazhong University of Science and Technology, China
Changying Li, Huazhong University of Science and Technology, China
Abstract This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners’ attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students’ performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while afterisolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities.
Key words timing; form-focused instruction; isolated FFI; integrated FFI; passive voice
The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis
Jang Ho Lee, Chung-Ang University, Republic of Korea, Seoul
Joung Joo Ahn, Cyber University of Korea, Republic of Korea, Seoul
Hansol Lee, Korea Military Academy, Republic of Korea, Seoul
Abstract This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies
for improving vocabulary size and depth.
Key words motivation; self-regulated learning; vocabulary depth; vocabulary learning strategies; vocabulary size
Language learners’ emotion regulation and enjoyment in an online collaborative writing program
Zhipeng Zhang, Taiyuan Normal University, Shanxi, China & Western Sydney University, Sydney, Australia
Xuesong (Andy) Gao, University of New South Wales, Sydney, Australia
Ting Liu, University of New South Wales, Sydney, Australia
Chwee Beng Lee, Western Sydney University, Sydney, Australia
Abstract Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.
Key words emotion regulation; foreign language enjoyment; online collaborative learning; foreign language learners
Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences
Jian Xu, Sichuan International Studies University, Chongqing, China
Xuyan Qiu, The Hong Kong Polytechnic University, Hong Kong SAR, China
Abstract This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and studyabroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.
Key words L2 speaking; L2 listening; psychological needs; demographic information; oracy
Developments in classroom-based research on L2 writing
Icy Lee, The Chinese University of Hong Kong, China
Abstract This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the Journal of Second Language Writing, the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.
Key words second language writing; classroom research; pen-and-paper writing; digital writing
Reexamining feedback on L2 digital writing
Idoia Elola, Texas Tech University, Lubbock, USA
Ana Oskoz, University of Maryland, Baltimore County, USA
Abstract The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development replicating the feedback behaviors modeled by non-digital writing assignments rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic
and nonlinguistic elements to help students develop their multimodal texts.
Key words digital multimodal composing; digital feedback for multimodal texts; nonlinguistic feedback; assessment rubrics; literacies
The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class
Julio Roca de Larios, University of Murcia, Spain
Yvette Coyle, University of Murcia, Spain
Vanessa García, University of Murcia, Spain
Abstract The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children’s awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners.
Key words school genres; cognitive discourse functions; writing; CLIL; children
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer mediatedcollaborative writing
Belén González-Cruz, University of Murcia, Spain
Lourdes Cerezo, University of Murcia, Spain
Florentina Nicolás-Conesa, University of Murcia, Spain
Abstract This study compared the effects of computer-mediated (CM) versus pen-andpaper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
Key words computer-mediated collaborative writing; feedback processing; L2 accuracy; pen-and-paper writing; written corrective feedback
WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance
Ronald P. Leow, Georgetown University, Washington, DC, USA
Anne Thinglum, Georgetown University, Washington, DC, USA
Stephanie A. Leow, Arizona State University, Tempe, USA
Abstract Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: a) the processing dimension of L2 writers’ engagement with WCF in this instructed setting (Manchón & Leow, 2020), b) from an ISLA applied perspective (Leow, 2019a; Leow & Manchón, 2022), and c) any potential relationship with subsequent performances. Also, whether type of linguistic item (e.g., morphological vs. syntactic) plays a role in the processing dimension also warrants further probing. This preliminary quasi-experimental study explored the cognitive processes of 10 adult L2 writers with minimal previous exposure to Spanish interacting with WCF (both direct and metalinguistic) on morphological and syntactic errors. Think aloud data gathered from three compositions written within the natural writing conditions of a foreign language curriculum were transcribed, coded for depth of processing (DoP) (Leow, 2015), and correlated with subsequent performances on the target items. The results revealed: 1) a higher DoP for metalinguistic WCF, 2) differences in processing of linguistic items, 3) similar DoP over time, and 4) a beneficial relationship between DoP and subsequent performances. Recommendations for future research underscore the importance of acknowledging variables within the instructed setting that may impact a pure effect of WCF on L2 development.
Key words WCF processing; type of linguistic item; ISLA applied; think aloud protocols; depth of processing
Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds
Melissa A. Bowles, University of Illinois at Urbana-Champaign, USA
Kacie Gastañaga, University of Illinois at Urbana-Champaign, USA
Abstract This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of thinkalouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.
Key words written corrective feedback; depth of processing; think-alouds; heritage language learners; third language learners
Models as written corrective feedback: Effects on young L2 learners’ fluecy in digital writingfrom product and process perspectives
Raquel Criado, University of Murcia, Spain
Aitor Garcés-Manzanera, University of Murcia, Spain
Luke Plonsky, Northern Arizona University, Flagstaff, USA
Abstract This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
Key words written corrective feedback; models; fluency; L2 writing; young learners
The role of cognitive individual differences in digital versus pen-and-paper writing
Olena Vasylets, University of Barcelona, Spain
M. Dolores Mellado, University of Murcia, Spain
Luke Plonsky, Northern Arizona University, Flagstaff, USA
Abstract It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.
Key words writing environment; pen-and-paper writing; digital writing; working memory; language aptitude
期刊简介
Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz Uiversity, Kalisz, Poland. The journal is devoted to reporting previuously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various acpects of language learning in instructed and non-instructed settings as well as different facets of the teaching process, including syllabus choice, material design, classroom practices, and evaluation.
《第二语言学习与教学研究》是波兰卡利什市波兹南密茨凯维奇大学英语系教学法与文学部出版的权威季度期刊。该期刊致力于出版关于第二语言和外语学习和教学的高质量、原创性理论和实证研究。该期刊不仅关注英语，它涉及任何语言的学习和教学，并聚焦于各种主题，包括第二语言习得的基础过程、在教学和非教学环境中语言学习的各种方面，以及语言教学过程的不同方面，包括教学大纲选择、材料设计、课堂实践和评估。
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