刊讯｜SSCI 期刊《外语年鉴》2022年第1-4期

FOREIGN LANGUAGE ANNALS

Volume 55, Issues 1-4, 2022

Foreign Language Annals（SSCI一区，2021 IF：2.976）2022年第1-4期共发文45篇。研究论文涉及中小学双语教学，远程/在线教学，二语口语、写作、听力和阅读学习，二语语法和词汇学习，二语教学法，二语交流模式，翻译教学，文化教学，语言教师发展和培养等方面。欢迎转发扩散！（2022年已更完）

目录

Issue 1

■ The Seal of Biliteracy: A 10-year retrospective, by Kristin J. Davin, Amy J. Heineke, Charlotte R. Hancock, Pages 10-34.

■ Bringing the state seal of biliteracy to higher education: A case for expansion, by Cecelia Monto, Pages 35-53.

■ Engagement and emerging elementary-level L2 Spanish: Detailing the status quo and identifying opportunities, by Laura Gurzynski-Weiss, Mackenzie Coulter-Kern, Tess Kuntz, Pages 54-71.

■Facilitating technology-based character learning in emergency remote teaching, by Yi Xu, Li Jin, Elizabeth Deifell, Katie Angus, Pages 72-97.

■ Developing critical thinking skills in Russian language studies: Online learning tools in Chinese universities, by Zhou Hongwei, Pages 98-115.

■ Factors affecting the quality of online learning in a task-based college course, by Sangmin-Michelle Lee, Pages 116-134.

■ Effects of benchmarking and peer-assessment on French learners' self-assessments of accentedness, comprehensibility, and fluency, by Aki Tsunemoto, Pavel Trofimovich, Josée Blanchet, Juliane Bertrand, Sara Kennedy, Pages 135-154.

■ Impact of L2 learners' background factors on the perception of L1 Spanish speech, by Holly Wheeler, Okim Kang, Pages 155-174.

■ Native English speakers and Hindi consonants: From cross-language perception patterns to pronunciation teaching, by Rachel Hayes-Harb, Shannon Barrios, Pages 175-197.

■ Exploring the connection between language use and oral performance during study abroad: Results from the Daily Language Questionnaire 2, by Lorenzo García-Amaya, Pages 198-221.

■ L2 French students' conversations during interactive writing tasks and their interaction mindset, by Kim McDonough, Ahlem Ammar, Amal Sellami, Pages 222-236.

■ Enhancing foreign language motivation through the magic of cooperative learning: Dream or reality?, by Ebrahim Fakhri Alamdari, Fariborz Ghani, Pages 237-257.

■ Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio-psychological perspective, by Xiaobao Wei, Qingyi Xu, Pages 258-282.

■ Self-directed learning with anime: A case of Japanese language and culture, by Kayo Shintaku, Pages 283-308.

■ Anxiety, lexicon, and morphosyntax in instructed L2 Spanish, by Sadler Kirk, John Grinstead, Holly J. Nibert, Pages 309-323.

Issue 2

■ Recruitment and retention of world language teacher education majors: Perspectives of teacher candidates and alumni to remedy a global shortage, by Brigid M. Burke, Diane Ceo-DiFrancesco, Pages 333-360.

■ Systemic and personal factors that affect students' elective language other than English enrollment decisions, by Stephanie Clayton, Pages 361-382.

■ Second-language writing in university-level basic language programs: A survey of student and instructor beliefs, by Bernard I. Issa, Bryan Koronkiewicz, Mandy Faretta-Stutenberg Pages 383-407.

■Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement, by Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Amy Peruzzaro, Pages 408-434.

■SIFTR-ing through the development of cultural awareness at home and abroad, by Paola Guerrero-Rodríguez, Lara Lomicka Anderson, Gillian Lord, Pages 435-454.

■ Proficiency development and smartphone usage in study abroad: Microgenetic longitudinal case studies of French learners, by Aurore P. Mroz, Tricia Thrasher, Pages 455-493.

■ Discourses of foreign language development in study abroad: Social networks and other intervening factors, by Sònia Mas-Alcolea, Helena Torres-Purroy, Pages 494-516.

■ Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance, by Mª Camino Bueno-Alastuey, Raychel Vasseur, Idoia Elola, Pages 517-539.

■ Analytic visual word recognition among Chinese L2 learners, by Nan Jiang, Lijuan Feng, Pages 540-558.

■The contributory role of grammar vs. vocabulary in L2 reading: An SEM approach, by Amin Raeisi-Vanani, Sasan Baleghizadeh, Pages 559-585.

■ Building a classroom discourse community in university Spanish courses: What high-achieving language teachers do, by Rebecca Borden, Pages 586-609.

■ The development of L2 interactional competence in Arabic: The case of multiple requests, by Saad Al-Gahtani, Pages 610-634.

Issue 3

■ Gender-just language teaching and linguistic competence development, by Kris Aric Knisely, Pages 644-667.

■ Community-based language learning as a transformative practice: An exploration of the modes of communication, by Deborah S. Reisinger,  Joan Clifford, Pages 668-683. 

■ Diversity and inclusion of culturally and linguistically diverse students in K-12 Chinese language education, by Xinyue Lu,  Francis John Troyan, Pages 684-703.

■ Playful designs: Multiliteracies and literariness in the beginning language classroom, by Chantelle Warner, Pages 704-724.

■ Supporting literacy development in two-way immersion classrooms (Grades 3–5), by Jillian La Serna, Pages 725-741. 

■ The relationships among self-regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling, by Reza Taherkhani,  Reza Moradi, Pages 742-768.

■ Attention to verbal morphology in L2 Arabic reading: An eye-movement study, by Lama Nassif, Elizabeth Huntley, Ayman Mohamed, Pages 769-792. 

■ Effect of inserted adjunct questions on L2 reading with Chinese learners, by Shuyi Yang, Pages 793-814.

■ Examining target language proficiency among in-service K-12 language teachers, by Teresa R. Bell,  Rebecca S. Borden, Pages 815-831.

■ Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development, by Carolina Viera,  Kelly Arispe, Pages 832-852.

■ Assisted self-assessment to optimize the OPIc test experience, by LeAnne L. Spino,  Megan M. Echevarría,  Yu Wu, Pages 853-876.

■ Integrating online pronunciation instruction: The case of learners of French, by Camille Meritan, Pages 877-893.

■ A case study: A technological insight on teaching translation, by Cristina Pardo-Ballester, Pages 894-913.

■ L2 listening: An intervention study of instructional approaches, by Jesús Toapanta, Pages 914-935.

Issue 4

■ The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language, by Halit Karatay Prof. Dr.,  Nurettin Kartallıoğlu Dr.,  Sena Sapmaz Zorpuzan Ph.D. Student,  Kadir Vefa Tezel Dr., Pages 944-962. 

■ Receptive vocabulary knowledge in L2 learners of Spanish: The role of high-frequency words, by Pablo Robles-García, Pages 963-984.

■ Grammatical and lexical development during study abroad: Research on a corpus of spoken L2 Chinese, by Hang Du, Pages 985-1005.

■ Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands, by Amr Rabie-Ahmed,  Ayman Mohamed, Pages 1006-1024.

■ Leadership matters: World language program leadership & teacher practices, by Catherine Ritz, Nicole Sherf, Pages 1025-1042.

■ Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot, by Roger W. Anderson, Pages 1043-1062.

■ Prototypical words for core categories in French and English: Vocabulary as a window to culture, by Sarah-Kay Hurst, Pages 1063-1085.

■ Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization, by Sharon Chang, Pages 1086-1108.

■ Preservice Spanish teachers analyze a nonexemplary lesson: Critical reflection in teacher preparation, by Anne Edstromm, Pages 1109-1127.

■ The pragmatic resistance of Chinese learners of Korean, by Xi Chen, Pages 1128-1151.

■ Teachers' oral proficiency: What happens after they graduate?, by Karen Leonard,  Nancy Bonilla, Pages 1152-1168.

■ Understanding L2 use in MMOGs: A linguistic framework of digital gaming, by Karim Ibrahim, Pages 1169-1187.

■ Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale, by Ignacio Fernández-Portero, Pages 1188-1211.

■ Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high-frequency words, by Thi Ngoc Yen Dang,  Stuart Webb,  Averil Coxhead, Pages 1212-1230.

摘要

The Seal of Biliteracy: A 10-year retrospective

Kristin J. Davin, Amy J. Heineke, Charlotte R. Hancock

Abstract This year marks the 10-year anniversary of the adoption of the Seal of Biliteracy in California. As of November 2021, the policy, which recognizes students who graduate high school bilingual and biliterate, exists in 45 states and the District of Columbia. However, due to its grassroots origins and lack of federal funding, requirements of the recognition vary from state to state. This article examines these variations and analyzes changes in the percentage of graduates earning the award across states. Findings consider how different policy characteristics compare to the percentage of students earning the award. Based on the findings, the authors discuss tradeoffs related to critical policy characteristics and conclude with recommendations.

Bringing the state seal of biliteracy to higher education: A case for expansion

Cecelia Monto

Abstract State Seals of Biliteracy (SoBL) are a growing trend and present a promising method of serving an increasingly bilingual population. Currently, state SoBLs have been available almost exclusively at the high school level. An Oregon community college initiated the opportunity for students to study and receive the state SoBL in higher education. The expanded higher education option is important because many students miss the opportunity to receive the SoBL credential in high school. This article introduces background information, describes a model for bringing the state SoBL into higher education, presents preliminary findings, and recommends future work. The model could be replicated by other higher education institutions either wholly or in part to expand opportunities for this important state recognized credential and honor the assets of heritage language speakers. Although this article focuses on the SoBL in Spanish, the model could be tailored to the unique linguistic demographics in other regions.

Engagement and emerging elementary-level L2 Spanish: Detailing the status quo and identifying opportunities

Laura Gurzynski-Weiss, Mackenzie Coulter-Kern, Tess Kuntz

Abstract While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature of the relationship between form and meaning, and if this changes from a fall to a subsequent spring semester. The study examines learners' language engagement as operationalized by use of language-related episodes, self-corrections, modified output, turns, and learners' performance on four tasks: two information-gap picture-description tasks, one written production task, and one form–meaning relational task. Results indicate that, even with minimal FLEX-based exposure, learners demonstrate positive gains in terms of L2 engagement, use of L2 Spanish, and understanding of the arbitrary nature of form–meaning relationships.

Facilitating technology-based character learning in emergency remote teaching

Yi Xu, Li Jin, Elizabeth Deifell, Katie Angus

Abstract The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow-up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology-based instruction, making the conventionally isolated and solitary task of character learning more integrative and interactive. Beginning-level instructors' use of technology in character instruction was correlated with their self-confidence, perceived time sufficiency, technology access, and support received. Meanwhile, intermediate- and upper-level instructors' self-confidence and perceived values of online teaching were factors associated with their technology use. The crucial role of teacher communities in offering language-specific training and peer support is emphasized, and implications to the broader field of foreign language teaching are discussed.

Developing critical thinking skills in Russian language studies: Online learning tools in Chinese universities

Zhou Hongwei

Abstract The article aims to determine the role of critical thinking skills in learning Russian at Chinese universities and to consider this aspect when organizing an online learning environment for students. The research involved 600 students and 50 teachers from the Russian language and math faculties. The analysis of Chinese students' Russian language learning allowed the conclusion that there is a possible relationship between language competence and critical thinking skills. At the same time, the study did not identify any educational standards that included critical thinking as a skill in the educational process. The study showed that the Chinese education system needs to align educational standards with fundamental concepts of critical thinking and move away from a random use of individual theories tools. Future research might concentrate on testing the hypothesis about the close relationship between critical thinking and success in learning Russian as an L2 using various statistical methods (for instance, Student's t test or Kruskal–Wallis test).

Factors affecting the quality of online learning in a task-based college course

Sangmin-Michelle Lee

Abstract In the face of the COVID-19 pandemic, all colleges in Korea were forced to transition to online teaching, as was the case in most of the rest of the world. This situation engendered confusion, frustration, and dissatisfaction among students as well as instructors. The present study examined college students' perceptions of online learning in general and of one purpose-designed course in particular and compared their responses. The objective was to identify factors that might enhance the quality of online education (OE) and learner satisfaction. The present study applied a mixed method to ensure robust results, using a survey, interviews, students' reflection papers, and the instructor's field notes. The results indicated that the students perceived online learning as less effective than traditional face-to-face classes overall but were satisfied with the customized online course, specifically citing the instructor's prompt feedback, interaction among students, and effective design of tasks. Given this outcome, the present study suggests several pedagogical implications for OE in the future.

Effects of benchmarking and peer-assessment on French learners' self-assessments of accentedness, comprehensibility, and fluency

Aki Tsunemoto, Pavel Trofimovich, Josée Blanchet, Juliane Bertrand, Sara Kennedy

Abstract This study examined the effect of benchmarking and peer-assessment activities on second language (L2) French learners' self-assessments of accentedness, comprehensibility, and fluency. The learners, who included 25 L2 French students enrolled in a 15-week university-level French course, recorded two oral presentations at the beginning and the end of the course and self-assessed their accentedness, comprehensibility, and fluency four times. In addition to regular course instruction, the treatment group also engaged in benchmarking (discussing and applying pre-established evaluation criteria) and peer-assessment (evaluating peers' speaking performances). The students' self-assessments were compared with ratings of accentedness, comprehensibility, and fluency by 10 native-speaking French raters. At the end of the course (i.e., for the second oral presentation), the treatment group showed greater alignment in self-assessment of comprehensibility than the comparison group, relative to the external raters' assessments. Results highlight the value of assessment-focused activities targeting L2 learners' awareness of pronunciation.

Impact of L2 learners' background factors on the perception of L1 Spanish speech

Holly Wheeler, Okim Kang

Abstract Listener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait-irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented speech on comprehensibility, accentedness, acceptability, and open-mindedness. Results showed mixed findings regarding the impact of L2 listener background factors and study abroad experiences on L1 speech perception ratings with little variance explained overall despite significant differences between speech constructs, suggesting that there may be other effects that impact how L2 learners perceive L1 speech. Results support previous findings that learner L2 level and ability seem to influence how target language speech is perceived. Findings provide implications for the fields of study abroad and immersion learning and teaching.

Native English speakers and Hindi consonants: From cross-language perception patterns to pronunciation teaching

Rachel Hayes-Harb, Shannon Barrios

Abstract The Hindi consonant inventory, which includes the cross-linguistically rare retroflex place of articulation and four-way laryngeal contrasts, is known to pose difficulties for native English speakers. Hindi language textbooks address this challenge, in part, by providing various articulatory and acoustic descriptions of Hindi consonants, typically referencing their similarity to and differences from English consonants. Here, we investigate the perception of 20 Hindi consonants by native English speakers with no prior Hindi language experience. We conducted two consonant perception studies: one in which participants identified Hindi consonants with English consonant labels, and one in which they determined whether pairs of Hindi consonants were the same or different. In this way, we were able to identify the consonants—and contrasts—that may pose the greatest difficulty for learners, and also to make recommendations regarding the articulatory and acoustic description of Hindi consonants for English-speaking learners.

Exploring the connection between language use and oral performance during study abroad: Results from the Daily Language Questionnaire 2

Lorenzo García-Amaya

Abstract Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper reports the results of a longitudinal study in which 31 SA participants (L1 = English; L2 = Spanish) completed the Daily Language Questionnaire 2 (DLQ 2), an online questionnaire designed in Qualtrics, every day during their 6-week SA experience in Spain. We show that (i) learners reported substantially less L2 use at the end than at the start of the SA and (ii) learners reported substantially less L2 use on “no-class” days compared to class days. We additionally tested correlations between the self-reported values of L2 use and the learners' L2 oral abilities. We found moderate positive correlations between L2 usage (per the DLQ 2) and initial-ability scores (per the Elicited Imitation Task); these findings are contextualized within theories of L2 interaction. Finally, we use the data of the present study to offer recommendations for administrators and instructors looking to refine the experience offered to SA participants.

L2 French students' conversations during interactive writing tasks and their interaction mindset

Kim McDonough, Ahlem Ammar, Amal Sellami

Abstract This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N=51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing tasks during a 13-week semester. Each class was randomly assigned to one type of interactive writing task: interactive planning (i.e., interaction during the planning phase only), interactive revision (i.e., interaction during the revision phase only), or collaborative writing (i.e., interaction during planning, writing, and revision phases). Their conversations were audio-recorded, and transcripts were coded in terms of what they had talked about: content, organization, language, and other (i.e., task management, reading/rereading, and off-task talk). Pearson's correlations indicated that the students' interaction mindset had a positive relationship with language and a negative relationship with content. Suggestions for instructors with an interest in interactive writing tasks are provided.

Enhancing foreign language motivation through the magic of cooperative learning: Dream or reality?

Ebrahim Fakhri Alamdari, Fariborz Ghani

Abstract Motivation, a major contributor to the acquisition of language skills, can be promoted consciously through principled methods. This study investigated the impact of cooperative learning (CL) on foreign language (FL) learners' motivation in Iran. Both quantitative and qualitative measures were applied to pursue the aims of this study. The participants were 180 male and female intermediate FL learners in three groups. The Experimental Group 1 (N=60) received two CL techniques: Student Teams-Achievement Division and Cooperative Integrated Reading and Composition (CIRC). The participants in Experimental Group 2 (N=60) received Round-Table and Think–Pair–Share techniques. The participants in the Control Group (N=60) were taught the same materials conventionally without any CL strategies. The Language Learning Orientations Scale (LLOS-IEA) was used before and after the intervention to track changes in FL learners' motivation. The results indicated that the integration of CL techniques into FL classrooms had a significant impact on FL learners' motivation in both experimental groups. The post-hoc Tukey's Test also depicted no statistically significant difference between the two experimental groups after the intervention. The results of Kruskal-Wallis test comparing the three groups in subscales of LLOS also revealed that all subscales—amotivation, intrinsic (Knowledge, Accomplishment, and Stimulation) and extrinsic (External Regulation, Introjected Regulation, and Identified Regulation) motivation—were statistically significant. In addition, the analysis of the qualitative data revealed some cultural and contextual constraints associated with Iranian context.

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio-psychological perspective

Xiaobao Wei, Qingyi Xu

Abstract This study takes the initiative to use structural equation modeling to verify an integrated willingness to communicate in an L2 (L2 WTC) model proposed from the socio-psychological perspective in the China's English as a second language context. A total of 1007 college freshmen (Male: n = 745; Female: n = 262) from eight universities in Mainland of China completed six adapted versions of questionnaires concerning L2 learners’ perception of teachers’ emotional support, the ideal L2 self, the ought-to L2 self, the acculturation to L2 culture, L2 anxiety, and L2 WTC. It was found that the perceived teachers’ emotional support had a direct effect on L2 WTC and an indirect effect through the ideal L2 self, the ought-to L2 self and the acculturation to L2 culture. It was also found that, although both the ideal L2 self and the ought-to L2 self were positively related to L2 WTC, the total impact from the ideal L2 self on L2 WTC was much stronger than that of the ought-to L2 self, with the ideal L2 self contributing more to L2 WTC through the acculturation to L2 culture while the ought-to L2 self exerting less impact on L2 WTC by arousing higher level of L2 anxiety. Furthermore, this study added to the current literature by showing that the acculturation to L2 culture, which was significantly predicted by the perceived teachers’ emotional support and the L2 ideal self, enhanced the learners’ L2 WTC directly and indirectly by arousing lower level of L2 anxiety. Based on these results, pedagogical significance and implications for further research were suggested.

Self-directed learning with anime: A case of Japanese language and culture

Kayo Shintaku

Abstract Due to its accessibility and popularity, anime has been explored as a motivation for learning Japanese and as a pedagogical tool linking Japanese-as-a-foreign-language (JFL) literacy practices inside and outside of the classroom. However, JFL learners' actual practices in anime-mediated self-directed learning have not been fully investigated. Thus, this study examined JFL learners' digital literacy practices in their self-directed learning via anime. The study's anime focus group (AFG) (n = 6) engaged in activities with three commercial anime titles throughout 10 consecutive weeks. Additionally, JFL learners from a Japanese language program (n = 191) and students from an anime class (n = 79) completed surveys, which illustrated the presence of anime in their lives, their purposes for learning Japanese, and exposure to Japanese in their literacy lifeworlds. The AFG's reflections also demonstrated anime's potential in digital literacies to present diverse linguistic and cultural information and links between in-class and outside-of-classroom learning.

Anxiety, lexicon, and morphosyntax in instructed L2 Spanish

Sadler Kirk, John Grinstead, Holly J. Nibert

Abstract Although generalized anxiety has increased among college students, it is unclear what effect this has on language anxiety. While language anxiety has been shown to negatively affect second language achievement, its impact at the level of specific linguistic subdomains has not been evaluated. In what follows, we explore what relationship, if any, exists between Generalized Anxiety Disorder and Foreign Language Anxiety and whether either construct is predictive of L2 Spanish lexical or morphosyntactic development. Results reveal that while foreign language anxiety and generalized anxiety are related, only foreign language anxiety is significantly and negatively predictive of both morphosyntactic and lexical development in the context of instructed L2 Spanish, while general anxiety was only marginally predictive of morphosyntax, but not lexicon.

Recruitment and retention of world language teacher education majors: Perspectives of teacher candidates and alumni to remedy a global shortage

Brigid M. Burke, Diane Ceo-DiFrancesco

Abstract UNESCO and the Education Policy Center at American Institutes for Research have reported massive teacher shortages to exist around the globe. In the United States, an estimated 44 states and Washington, D.C. have experienced shortages of qualified world language (WL) teachers for decades. Limited research has addressed the reasons for this shortage and ways to remedy it. Out of concern about reduced enrollments specifically for WL teacher preparation programs, this study investigated recruitment and retention strategies used at two US Midwestern universities. Analysis of questionnaire data from preservice teachers and alumni revealed reasons why candidates chose WL education and persisted in the program. To improve the US WL teacher shortage, WL teachers, teacher educators, preservice teachers, and local, state, and national organizations must understand that they need to develop a symbiotic mutualistic relationship and collaborate more strategically to preserve, promote, and perpetuate WL education for global citizenship.

Systemic and personal factors that affect students' elective language other than English enrollment decisions

Stephanie ClaytonStephanie Clayton

Abstract In a world where English has achieved global dominance, it is unsurprising that the instrumental value of learning a language other than English (LOTE) for those already fluent in English is increasingly deemed unnecessary. There are significant enrollment declines postcompulsory second language (L2) learning in all English-speaking countries. To explore the common Australian “monolingual mindset” and students' reasons for (not) enrolling in elective LOTE subjects, a mixed methodology study was conducted with Tasmanian Year 9–12 students. While the findings highlighted the main (de)motivators experienced by students, one key finding was the lost cohort of students who want to study a LOTE but are prevented from doing so by personal and systemic barriers. A complex interplay of factors affects student decision-making regarding elective LOTE enrollment. This article focuses upon those students who were forced to discontinue their languages study and the untold story of elective LOTE enrollment decline.

Second-language writing in university-level basic language programs: A survey of student and instructor beliefs

Bernard I. Issa, Bryan Koronkiewicz, Mandy Faretta-Stutenberg

Abstract The majority of US university students studying foreign languages are enrolled in introductory courses that are typically part of a coordinated curriculum. Such courses conventionally include the assessment of second language (L2) writing skills. However, given that these assessments can be broadly conceived and vary by program, their design and implementation are subject to differing opinions and beliefs from the stakeholders involved. In an effort to better understand how their views of L2 writing assessments overlap and/or diverge, the present study examined instructor (N = 28) and student (N = 183) beliefs in Spanish language programs at three public US universities using an online Likert-scale and ranked-choice questionnaire. Results revealed that although there was misalignment regarding the pedagogical purpose of such assignments, in general there was broad agreement among the two groups, including the use of a writing-to-learn approach to develop both specific and broad linguistic skills.

Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement

Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Amy Peruzzaro

Abstract Five cohorts of students (N = 322) who completed a K–5 Spanish Dual Language Immersion (DLI) program in an urban school district were followed longitudinally through middle and high school completion. Academic and language achievement data included English Language Arts and Mathematics scores on the Standardized Testing and Reporting (STAR) test for grades 3–8 and on the California Assessment of Student Performance and Progress (CAASPP) for 11th grade, 10th-grade cumulative high school grade point average, enrollment in and grades earned in language classes, and attainment of the California Seal of Biliteracy. The DLI students were compared to non-DLI students who attended the same schools. Most DLI students continued with advanced level classes in Spanish in high school, and nearly half earned the California Seal of Biliteracy. Achievement results indicate that DLI graduates performed at equivalent or higher levels than non-DLI students on standardized achievement measures for English Language Arts and Mathematics.

SIFTR-ing through the development of cultural awareness at home and abroad

Paola Guerrero-Rodríguez, Lara Lomicka Anderson, Gillian Lord

Abstract Today's language learners benefit from cultural awareness, which can be fostered through experiences both at home and during study abroad. One approach to exploring culture that has gained popularity has been the use of geolocation technologies, which can help engage students in class and beyond. The sense of community developed through these collaborations can enhance or even recreate the classroom experience in virtual environments. This exploratory project uses a geolocation tool (Siftr, www.siftr.org) in two contexts, at home and abroad, to explore how technology can help foster cultural awareness in these two different contexts. Identified trends suggest that, regardless of context, Siftr can be incorporated in various learning contexts to open pathways to intercultural understanding and help learners intentionally notice their own culture and that of others.

Proficiency development and smartphone usage in study abroad: Microgenetic longitudinal case studies of French learners

Aurore P. Mroz, Tricia Thrasher

Abstract This longitudinal study explores how the language proficiency of eight (N = 8) US-affiliated university students developed relative to their smartphone usage during study abroad (SA) in Paris. Phone usage was tracked daily with Space, proficiency weekly using NCSSFL-ACTFL Can-Do statements, and language use monthly via a Language Engagement Questionnaire. Adopting a Complex Dynamic Systems Theory (CDST) framework and following a microgenetic approach to case studies, the trajectories of each participant's phone consumption and Can-Do statements were established, allowing to visualize floors, ceilings, and probes in proficiency development. Spearman's correlations served to determine whether and how phone usage related to fluctuations in proficiency, and Kendall's tau-b its link with language used. Findings revealed that these relationships varied widely across participants, types of phone usage, and phone applications, with students displaying positive, mixed, or negative relationships, thus suggesting that there is no one-size-fits-all model to proficiency/smartphone management, but idiosyncratic complex cases.

Discourses of foreign language development in study abroad: Social networks and other intervening factors

Sònia Mas-Alcolea, Helena Torres-Purroy

Abstract Many scholars have highlighted the great variability of second language acquisition outcomes and, thus, the inconsistencies and inconclusiveness in the study abroad literature. These have called for longitudinal, case-based research that focuses on the students’ processes (rather than outcomes) and that showcases the heterogeneity of experiences in two ways: by pointing at students’ socialization abroad as a key aspect affecting outcome and by accounting for other interlinking factors that may affect the students’ different trajectories. From a discourse-analytic approach, this article presents a longitudinal, qualitative multiple-case study of the Erasmus experience of nine Catalan-Spanish undergraduate students in Italy, Denmark, and the United Kingdom. The focus will be on the reported linguistic impact of their sojourn abroad; how this is related to the social networks formed abroad; and the factors that shaped the participants’ socialization patterns and ultimately their second language learning and use trajectories.

Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance

Mª Camino Bueno-Alastuey, Raychel Vasseur, Idoia Elola

Abstract This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity, lexical diversity, accuracy, and fluency, as well as for overall quality using an analytic scale. Results suggest both treatments produced improvements, although PF was more beneficial for syntactic complexity, fluency, and overall quality, while CW led to more accurate texts. The order of treatments also affected scores: PF followed by CW produced better results in overall quality and fluency, while CW followed by PF was more beneficial for syntactic complexity and accuracy. Based on the results, pedagogical implications and recommendations, as well as limitations and suggestions for future research, are provided.

Analytic visual word recognition among Chinese L2 learners

Nan Jiang, Lijuan Feng

Abstract The process of word recognition can be analytic (or serial) or holistic (or parallel). They differ in the size of the processing units (lexical vs. sublexical) or in whether sublexical units are processed sequentially or simultaneously. First language (L1) reading development has been found to involve a transition from serial processing to parallel processing, as shown in a decreasing length or stroke number effect among readers of increasing proficiencies. The present study was intended to explore the use of analytic versus holistic character recognition strategies in the second language (L2) learners, an issue that has not received much attention. Chinese native speakers and learners of Chinese as a second language (CSL) were tested in a variant of the lexical decision task on Chinese characters of different numbers of strokes. Regression analyses with reaction times as an outcome variable and stroke number as a predictor variable showed that CSL speakers produced a stroke number effect where native speakers did not. The results were interpreted as evidence for the employment of an analytic processing strategy by L2 speakers. The findings raised several important issues for future research and for pedagogical considerations.

The contributory role of grammar vs. vocabulary in L2 reading: An SEM approach

Amin Raeisi-Vanani, Sasan Baleghizadeh

Abstract The present ex post facto correlational research is aimed at exploring the relationship between grammar and vocabulary knowledge components in L2 reading comprehension. The study focuses on two cohorts of EFL students with different proficiency levels: more proficient (\MP) and less proficient (LP). Two dimensions of grammar knowledge are measured: implicit, through timed grammaticality judgment tasks and explicit, through grammatical error correction tasks. Two facets of vocabulary, viz. depth and breadth, are also assessed by Word Associates Test (WAT) and Vocabulary Levels Test (VLT), respectively. Reading comprehension is also tapped by five indicators of vocabulary, detail and negative factual information, main idea and purpose, co-reference and inference. The data were analyzed through multigroup structural equation modeling, running AMOS. It was revealed that in the MP group, vocabulary knowledge was a better predictor of reading. In the LP group, however, it was unveiled that the role of grammar seemed to be slightly more contributive in predicting reading comprehension juxtaposed with that of vocabulary. Some implications are also discussed at the end.

Building a classroom discourse community in university Spanish courses: What high-achieving language teachers do

Rebecca Borden

Abstract The purpose of this mixed-methods study was to uncover how high-achieving university Spanish instructors engage in the core practice of building a classroom discourse community at a doctoral-level university in the southwestern United States. The second goal of this study was to determine whether student performance on reading and writing assessments was impacted by a focus on oral communication. Findings indicated that high-achieving university Spanish instructors employed the use of personalized contexts for interaction and purposefully conceptualized planning and enacting of communicative tasks, although specific approaches in creating a classroom discourse community varied by the instructor. Despite the focus on oral communication in the participants' classes, student performance in courses taught by high-achieving instructors was significantly higher in reading and writing assessments than the performance of students in courses taught by other instructors in the same course and language program. Findings support the notion that high-leverage teaching practices have a palpable, practical impact on student learning.

The development of L2 interactional competence in Arabic: The case of multiple requests

Saad Al-Gahtani

Abstract This study explored the development of L2 learners' interactional competence in Arabic when making requests. Combining a longitudinal and cross-sectional design, it closely examined how learners' language proficiency affected their use of multiple requests in daily-life interactions. Participants included L2 learners (n = 40) and Saudi Arabic native speakers (NSs) (n = 10). L2 learners were evenly divided into two groups (low-level and high-level). They each completed three interactive role-plays in Phase 1 and three similar scenarios in Phase 2 6 months later. The findings showed that multiple requests can be vertically (e repair) and horizontally (i.e., recapitulation) organized in the talk. Multiple requests in a vertical arrangement occurred due to L2 learners' violation of sequence organization rules. L2 learners with lower proficiency levels were more likely to make multiple requests vertically. However, as their proficiency improved, their use of vertically arranged multiple requests reduced. On the other hand, multiple requests in a horizontal arrangement occurred with increasing L2 learners' linguistic and interactional competence. At native-like linguistic and interactional competence levels, L2 learners tended to decrease this interactional practice and adhered firmly to turn-taking and adjacency pair rules. Furthermore, it was found that L2 learners, no matter what their proficiency level, relied heavily on Modern Standard Arabic (MSA) while Arabic NSs tended to use the Saudi dialect. Therefore, it was concluded that learners' proficiency plays a crucial role in the production of multiple requests in interaction and their reliance on MSA in daily interactions reflects their incomplete pragmatic competence.

Gender-just language teaching and linguistic competence development

Kris Aric Knisely

Abstract Within a broad turn toward identity-focused pedagogies, educators are increasingly recognizing the critical impetus to engage with gender in expansive and inclusive ways. However, challenges persist. Often inadequate supports are exacerbated by a lack of empirical investigations into whether and how gender-just language teaching may contribute to student learning. Thus, very little is known about how this ethical imperative interfaces with linguistic outcomes. To respond, this study analyzed linguistic accuracy and complexity in assignment data from 112 US undergraduate students enrolled in one of three iterations of an intermediate French course, which varied in whether and when gender-just pedagogies were introduced. Results indicated that gender-just language pedagogies contribute to significantly lower overall mean error rates but do not have a statistically significant relationship with mean length of utterance. Implications are discussed, including the clear benefit of an early-and-often approach to gender justice in the language classroom.

Community-based language learning as a transformative practice: An exploration of the modes of communication

Deborah S. Reisinger,  Joan Clifford

Abstract This study explores transformative learning (TL) in community-based language learning experiences. The fall 2019 study, conducted with 25 undergraduate students enrolled in two advanced language courses with a service-learning component, was designed to identify if TL is occurring, which classroom and community-based activities lead to TL, and specifically, which modes of communication are associated with changes in students' beliefs, attitudes, and perceptions. Faculty administered pre- and post-semester surveys on changes in students' values, beliefs, and opinions, as adapted from King's (2009) Learning Activities Survey. Survey results indicate that a majority of students experienced a moment of TL during the course, which was triggered by a combination of community interactions and course content. Students cited interpersonal speaking, interpretive listening, and interpersonal writing in the target language as high-impact practices; presentational writing and presentational speaking garnered few responses. Findings indicate that students perceive reflection activities involving interpersonal speaking and writing in the L2 as most supportive of TL.

Diversity and inclusion of culturally and linguistically diverse students in K-12 Chinese language education

Xinyue Lu,  Francis John Troyan

Abstract Chinese as a world language has gained popularity in US K-12 education over the past two decades. However, little attention has been paid to diverse populations in Chinese language classrooms and how the students' diverse cultural and linguistic backgrounds influence their experiences in Chinese programs. This article presents a research synthesis that examines cultural and linguistic diversity in US K-12 Chinese language education research. It reveals the tendency of the field to oversimplify culturally and linguistically diverse (CLD) students into dichotomous groups (i.e., Chinese speaking vs. English speaking) and the inequitable representation of CLD populations as well as the underrepresentation of their experiences in the curriculum. The findings suggest that there is a need for the Chinese language education field to engage in critical conversations on diversity, and to make Chinese language teaching more culturally relevant and sustainable to the diverse populations it serves.

Playful designs: Multiliteracies and literariness in the beginning language classroom

Chantelle Warner

Abstract Over the past two decades, many scholars and practitioners in foreign language teaching have advocated for multiliteracies approaches, which envision language learning as the development of an expanding repertoire of linguistic and other semiotic resources for making meaning. Despite the attention to the role of learners as active designers of meaning inherent in this framework, creative literacy activities such as literary language use and their potential role in language learning remain under-theorized. Grounded in a study from two collegiate German as a foreign language classes, this article uses a meta-language for conceptualizing creative literacy activities based on play to show students’ complex engagements with literary texts in a beginning language classroom. An analysis of learner compositions from the classes suggests that the playful stance afforded by literariness may enable learners with an opportunity to notice and tinker with elements of design that are often neglected and suggests preliminary connections between design play and the selection of texts and corresponding instructional activities.

Supporting literacy development in two-way immersion classrooms (Grades 3–5)

Jillian La Serna

Abstract This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two-way immersion (TWI) classrooms (Grades 3-5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading exams and highlights commonalities across classrooms. Semi-structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Common literacy practices emerged during data analysis and coding. Using grounded theory for qualitative analysis, two programmatic structures emerged: (1) Spanish and English literacy intervention and (2) coordination of literacy standards across languages. In addition, a focus on fluency and utilization of on-grade level texts were identified as instructional strategies in classrooms. After describing how these structures and instructional strategies were utilized, this paper discusses implications for further research and practical application for literacy instruction in intermediate, and elementary TWI programs.

The relationships among self-regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

Reza Taherkhani,  Reza Moradi

Abstract This nationwide mixed methods study investigated the relationships among self-regulation (S-R), emotional intelligence (EI), willingness to communicate (WTC), and reading comprehension ability of Persian foreign language (PFL) learners in Iran. Therefore, 141 non-Persian students, from 28 different countries studying at 12 universities across Iran were selected to participate in the study. The participants were asked to answer S-R, EI, WTC scales, and a reading comprehension test. To deeper understand the constructs in the questionnaires and to triangulate the data, structured interviews were conducted with 45 participants. Besides, for checking the strengths of the causal relationships among the variables, structural equation modeling was utilized. The three independent variables were strong predictors of reading comprehension, with WTC being the strongest predictor. Considering the increasing number of PFL learners, implications focus on how second language practitioners, especially those concerned with PFL can benefit from the results of this study.

Attention to verbal morphology in L2 Arabic reading: An eye-movement study

Lama Nassif,  Elizabeth Huntley,  Ayman Mohamed

Abstract Attention is believed to help facilitate learning. Godfroid and Uggen found that attention to irregular verb morphology motivated the learning of novel second language (L2) German forms. The current study explored the generalizability of these findings to geminate and sound verbs in Arabic, a typologically different language with a novel writing system. Eleven fourth-semester learners of Arabic participated in the experiment. Participants completed a language learning background survey, took a fill-in-the blank pretest, read 20 sentence pairs while an Eyelink 1000 recorded their eye movements, and answered true/false comprehension questions that appeared on-screen following each sentence. A posttest, identical to the pretest, and a prior vocabulary knowledge scale task were then conducted. Learners' reflections were recorded in a subsequent recall task and a follow-up semistructured interview. Descriptive analyses of the eye-tracking metrics reveal generally equivalent reading times between verb types, although participants made more direct visual comparisons between geminate- than between sound-verb conjugations. Participants did not report awareness of geminate verbs, but noticed other aspects of input, and, on average, improved their written productive knowledge by 2% after only one exposure. Pedagogical implications are discussed in terms of input enhancement in a communicative L2 classroom.

Effect of inserted adjunct questions on L2 reading with Chinese learners

Shuyi Yang

Abstract The present study examines the effect of adjunct questions on the reading comprehension of English-speaking learners of Chinese as a second language (L2). In Experiment 1, fourth-year (advanced) learners (n = 42) read two texts, either with or without adjunct questions, and completed a multiple-choice cloze. In Experiments 2 and 3, second-year (intermediate) learners (n = 40 and 34, respectively) read two texts, either with or without adjunct questions, and completed multiple-choice cloze (Experiment 2) and written recall (Experiment 3). The results showed that the positive effect of adjunct questions only emerged among intermediate learners for written recall. These findings suggested that L2 level and comprehension assessment tasks modulate the effect of adjunct questions. Pedagogical implications and suggestions for future research are provided.

Examining target language proficiency among in-service K-12 language teachers

Teresa R. Bell,  Rebecca S. Borden

Abstract Advanced oral proficiency is an integral part of language teacher education and has been for decades. To date, little research exists that investigates practicing K-12 nonnative language teachers' target language (TL) maintenance habits. This study presents the results of a research study that investigated the TL proficiency maintenance practices outside the classroom and the current oral proficiency rating of 104 language teachers in Oklahoma and Utah. Data were collected by means of a questionnaire and an official ACTFL OPIc. Results indicate that the majority of current language teachers have either maintained or improved their level of TL proficiency from when they started teaching and that all teacher participants consciously use their TL outside of the classroom. These results have implications for language teacher preparation programs, district and state language supervisors, ACTFL, and CAEP.

Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development

Carolina Viera,  Kelly Arispe

Abstract Higher education Spanish programs in the United States are diverse and complex, especially when it comes to student linguistic background. However, most studies on language proficiency were designed for traditional learners (L2s). In this study, we examine oral proficiency development of 125 Spanish majors in light of four linguistic profiles: Extended Stay Abroad learners, Second Language Learners, Native Speakers, and Spanish Heritage Language Learners. Data were collected using an oral exam based on the ACTFL Oral Proficiency guidelines at the beginning and end of students' upper division coursework. Quantitative analysis reveals significant differences within groups for senior exit oral proficiency exam scores as well as level gains. These findings suggest that oral proficiency exams are a valuable tool for understanding differences in oral proficiency development for the four student categories. This information is pertinent for program assessment and has important research and pedagogical implications.

Assisted self-assessment to optimize the OPIc test experience

LeAnne L. Spino,  Megan M. Echevarría,  Yu Wu

Abstract The ACTFL Oral Proficiency Interview—computer (OPIc) employs a self-assessment instrument to determine the nature of the speaking prompts to which the test taker will respond and, thus the difficulty of the test. Grounded in research demonstrating varying levels of accuracy in self-assessment among language learners, this study examines the accuracy of test takers' autonomous selection of appropriate OPIc forms and investigates strategies for maximizing level-appropriate form selection. Chinese, German, and Spanish language learners (n = 101) completed three different self-assessments before taking the OPIc. Self-assessment results across the three tools were then compared to the OPIc ratings ultimately achieved by the learners. Although accuracy in the selection of level-appropriate OPIc forms was generally quite high, success rates were higher with a global 10-point self-assessment instrument. These findings suggest that test takers may benefit from the assistance of a global 10-point scale in the OPIc form selection process.

Integrating online pronunciation instruction: The case of learners of French

Camille Meritan

Abstract The shift to online instruction brought about by the novel coronavirus exacerbated language teaching and learning constraints already highlighted by foreign language (FL) research. However, it is important that FL courses keep preparing learners for global careers and interactions with native speakers—whether courses take place in-person, remotely, or hybrid, by enabling them to become more intelligible. This study examined whether an online approach to explicit pronunciation instruction could support the development of intelligible and comprehensible French pronunciation of students attending class in-person, and if the effects were similar on students attending class remotely. Six prerecorded pronunciation lessons were assigned as homework. Descriptive statistics on pre/post read-aloud and picture description tests revealed that online pronunciation instruction supported pronunciation learning overall. It was also found that there was no difference between remote and in-person students. Online pronunciation instruction can thus potentially foster the acquisition of French pronunciation.

A case study: A technological insight on teaching translation

Cristina Pardo-Ballester

Abstract This case study examines an online introductory Spanish-English translation course focused on learning Spanish through machine translation. Fifty-three Spanish learners were guided by their teacher to rethink, reflect, and interpret what Google Translate offered. Quantitative and qualitative analyses of learners' reports and teacher feedback revealed that the evaluative task design led to (a) high percentages of learners' interlinguistic and intercultural awareness and (b) translation methods awareness for more than half of the learners. Participants' responses to a literary translation assignment were explored through teacher scaffolding for learners to understand how to differentiate lexical to phrasal levels in a text, with the aim to translate also the style of the source text for the American audience. Pedagogical implications will be shared on how a teacher-learner approach on translation tasks prepared students for the language awareness learning process.

L2 listening: An intervention study of instructional approaches

Jesús Toapanta

Abstract This intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness-raising approach which combined reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening activity and guiding questions during the listening session. This study embraces the need for intervention studies that identify what works best. It addresses methodological flaws in previous studies and concerns associated with long-term effects. L2 listening was measured before and after the intervention at pretest, posttest, and delayed posttest. The overarching research question was concerned with whether or not there are significant differences in L2 listening between and within the groups. The results indicate that guiding learners through a process that develops metacognitive knowledge and regulatory skills is an effective way of teaching listening. The results also offer preliminary evidence of long-term effects.

The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language

Halit Karatay Prof. Dr.,  Nurettin Kartallıoğlu Dr.,  Sena Sapmaz Zorpuzan Ph.D. Student,  Kadir Vefa Tezel Dr.

Abstract In this study, the effects of the conceptual metaphor theory (CMT) on the teaching of orientation idioms was investigated. The study was designed as an action research project and was conducted with 45 B2 level students from 21 countries who were native speakers of 10 different languages. The students were learning Turkish to pursue the undergraduate degrees in Turkish universities. The students were learning and using Turkish for their daily interactions with Turkish people but continued to use their native languages in their closely knit communities. Thus, they formed good examples of true bilingual individuals. At the planning stage of the study, the orientation idioms in the Turkish as a foreign language course books were identified to be used in the teaching activities during the study and a list of orientation idioms was prepared. The students were asked to write the meanings of those idioms and use each one in a sentence to determine whether they had already learned those idioms. The orientation idioms in the B2 level course books were taught through activities based on CMT. At the end of the study, the students were asked to write the meanings of the idioms and use each one in a sentence once again. Pre- and poststudy mean scores of the students' performances were compared. It was determined that the implementation based on CMT developed the students' ability to learn metaphors and use them contextually appropriately. Furthermore, it was observed that the teaching activities based on the theory made it easier for the students to learn the idioms and increased their retention in the students' minds. It was also observed that the students had developed the skills of guessing the meanings of new orientation idioms from the contexts they were used in and using them more easily.

Receptive vocabulary knowledge in L2 learners of Spanish: The role of high-frequency words

Pablo Robles-García

Abstract This study examined the receptive vocabulary knowledge and lexical developmental patterns of the 3000 most frequent words among 953 university L2 learners of Spanish at different stages in their language studies, taking into consideration the effect of high school instruction on high-frequency vocabulary knowledge. Results confirm that even students who are enrolled in the most advanced courses in their program lack considerable knowledge of the 3000 most frequent words in their L2. Most vocabulary gains take place during the first semesters of instruction, and the learning of these words decreases substantially in intermediate and upper-division courses. Furthermore, high school instruction plays an essential role in developing a solid high-frequency vocabulary baseline but falls short in providing lexical learning beyond the first 1300 most frequent words. These results corroborate the need to implement a more lexically driven syllabus in the L2 Spanish language classroom to foster the learning of high-frequency words.

Grammatical and lexical development during study abroad: Research on a corpus of spoken L2 Chinese

Hang Du

Abstract Research investigating the effect of study abroad on the development of grammatical accuracy has produced conflicting results. Using corpus linguistics research methods—yet to be used more extensively in SLA research—this study investigated students' acquisition of grammatical accuracy and lexical development during study abroad in China on data from a subgroup of 62 students in a corpus of over 1 million characters of transcribed spoken L2 Chinese produced by 89 American college students who studied in China for a semester or academic year. Results show that the students made significant progress in their accuracy of using the perfective aspect marker 了le; they used more sophisticated vocabulary; and for the two words that mean “but” in English, they shifted from using the less frequent word 可是kěshì to the more frequent但是dànshì, towards the native norm. The significance of such research and pedagogical implications are discussed.

Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands

Amr Rabie-Ahmed,  Ayman Mohamed

Abstract The present study compared individual and collaborative vocabulary learning through two types of reading-based pedagogical tasks in an online elementary Arabic classroom. Fifty-two beginner learners of Arabic completed a pretest, a story-based task (either multiple-choice or gap-fill) with embedded novel vocabulary, and two posttests over a 2-week period. Tasks were performed either collaboratively in groups (n = 32) or individually (n = 20) during class time. While there was no effect of task type, results showed that the collaborative condition was more conducive to vocabulary gains than the individual condition. From a processing perspective, two vocabulary frameworks were compared: The Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). Vocabulary gains were found to be more clearly predicted by the TFA as it included components that captured the cognitive loads of collaborative tasks. The study provides implications for teaching Arabic vocabulary, particularly with novice learners.

Leadership matters: World language program leadership & teacher practices

Catherine Ritz, Nicole Sherf

Abstract This large-scale study used a survey to collect data on K-12 world language program leadership and instructional practices in Massachusetts public schools, investigating associations between the presence of a program leader or primary evaluator who is a world language specialist and instructional practices, curriculum, and assessment. The study resulted in 383 individual teachers completed responses, representing 188 school districts. Multilevel regressions were fit for groups of questions focusing on different categories of instructional practices by educational level (elementary, middle school, and high school). Results indicate positive associations between a world language specialist in the role of program leader or primary evaluator and a number of teacher practices. Further research is needed to expand understandings of the role and impact of world language leadership at the K-12 level. Program leadership is an important component of the school system that has largely been omitted in world language educational research.

Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot

Roger W. Anderson

Abstract Garfield is an exceptional language learner and US polyglot. This oral history project explores his trajectory from a childhood coma to knowing 15 languages. It examines his investment in his second language acquisition (SLA), a concept comprising identity, ideology, and capital (Darvin & Norton, 2015). Qualitative content analyses of 10 h of recorded, transcribed audio data produced themes for each component. It was found that Garfield's principal identities were those involving his “passion languages” and his perceived need to prove himself. Important ideologies were a service orientation, a “living languages” SLA approach, and deference to serendipity. Factors impacting Garfield's access to capital were trajectory-changing individuals, bureaucratic obstacles, and the scarcity of available encounters with the foreign. Pedagogical implications include a reappraisal of polyglots, a recognition of learners' subjective experiences and emerging identities during SLA, and an emphasis on developing learners' willingness to communicate alongside intercultural and global competences.

Prototypical words for core categories in French and English: Vocabulary as a window to culture

Sarah-Kay Hurst

Abstract While some guiding principles have been proposed for the selection and presentation of vocabulary, it is unclear whether these notions have been applied systematically, particularly in ways that highlight cultural nuances. To explore the cultural foundations of vocabulary, this study garnered prototypical words for Hexagonal French (the French of France) and American English for fundamental categories such as “Breakfast foods and beverages” and “Professions, jobs, and trades.” An elicitation task based on Prototype Theory and Lexical Availability invited 100 native speakers to spontaneously recall keywords for core categories to compare prototypical vocabulary in French and English. The items that were salient for speakers of the two languages were often quite different, provoking hypotheses about culture and category conceptualization. The data highlight possibilities not only for vocabulary selection and presentation in pedagogical resources, but also for activities allowing learners to explore cultural differences from the beginning of a language curriculum.

Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization

Sharon Chang

Abstract This qualitative case study of one teacher preparation program uses Asian critical race theory to examine Chinese bilingual preservice teachers' (N = 102) raciolinguistic ideology discourse in their reflections on using translanguaging pedagogy. Thematic analysis in daily logs, lesson reflection papers, and exit tickets indicated two contrasting findings: (1) When the exchange value for (White) English language is privileged, translanguaging pedagogy is used for differentiated translations and to seek affirmations shaped by raciolinguistic ideology. (2) When the use value for Chinese languages and cultures is prioritized, translanguaging pedagogy is used for culturally and linguistically sustaining practices as well as the elicitation of ethnolinguistic funds of knowledge among participants and their emergent bilinguals. This study argues that if and when translanguaging pedagogy is used critically, bilingual teachers can promote culturally and linguistically sustaining practices, mitigating issues of inequity in the process of (trans)language curricularization.

Preservice Spanish teachers analyze a nonexemplary lesson: Critical reflection in teacher preparation

Anne Edstromm

Abstract Previous research has explored the possibility of changing preservice teachers' beliefs and has examined the role of methods courses and field experiences in shaping their pedagogical views. This study uncovers the beliefs of preservice Spanish teachers by examining how they evaluate a lesson at the beginning and end of a methodology course and how they describe any changes of perspective they experience. The findings indicate that participants varied in their evaluations and highlight the value of observation in teacher preparation. Though exposure to good pedagogy is helpful for future teachers, these findings suggest that it may also be valuable to evaluate a non-exemplary lesson that does not reflect the Standards. This type of observation provides a unique opportunity for reflection not only on the pedagogy employed in the lesson but also on one's own development as a teacher.

The pragmatic resistance of Chinese learners of Korean

Xi Chen

Abstract This study examines pragmatic resistance as a choice made by Chinese learners of Korean and the factors that contribute to this choice. Data were collected from 46 upper-intermediate Korean language learners through three different tools, including Discourse Completion Tasks, metapragmatic questionnaires, and retrospective interviews. Findings showed that the participants chose to resist native Korean pragmatic norms in over 40% of their answers by either adhering to Chinese norms or diverging from both native Chinese and Korean norms. Their decision to resist native Korean pragmatic norms was affected by four main factors, namely the learners' personalities, multilingual identities, ongoing life histories, and relational affordances. These findings indicated that native-speaker pragmatic norms, which are still employed as a model by official Korean proficiency tests, are no longer the default preference of Korean language learners. This study thus suggests revising the applicability of native pragmatic norms in Korean language teaching and assessment.

Teachers' oral proficiency: What happens after they graduate?

Karen Leonard,  Nancy Bonilla

Abstract This study examined the perceived and assessed speaking proficiency levels of 10 in-service Spanish teachers, their use of Spanish in and outside of work, and factors that motivate or hinder the maintenance or development of their proficiency. It also compared their current proficiency levels with their proficiency levels before completion of their undergraduate program. Data were gathered through semistructured interviews and Oral Proficiency Interview—Computer scores. Results show that three teachers had improved from Advanced Low to Advanced Mid since graduation, six maintained their Advanced Low proficiency, and one decreased to Intermediate High. Most were accurate in their predictions of their current proficiency levels. All have some contact with Spanish outside of the classroom, but they vary considerably in the frequency and types of activities in which they are engaged. The relationship between participants' proficiency levels and use of Spanish is discussed, along with implications for teacher education and professional development.

Understanding L2 use in MMOGs: A linguistic framework of digital gaming

Karim Ibrahim

Abstract The L2 learning potentials of massive multiplayer online games (MMOGs) have been established in various studies; however, the fine-grained dynamics of digital game-based L2 learning are yet to be uncovered. A potential cause of this limitation is a limited understanding of the interconnected, situated, and dynamic nature of digital gaming as a context for L2 use and practice. To shed light on this underexplored research territory, the present study adopts a theoretical approach to conceptualizing digital gaming in MMOGs as a dynamic, multilayered context for L2 use and practice. Informed by multidisciplinary research on digital gaming, and framed in Activity Theory, this paper proposes a dynamic and ecological linguistic framework of digital gaming activities in MMOGs. The framework conceptualizes digital, game-based L2 practice as a dynamic process of drawing on available linguistic and semiotic resources to learn a game rules and manage gameplay. The paper also applies the framework as an analytical lens to an existing study to demonstrate its merit for current and future research and discusses it implications for future research and practice.

Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale

Ignacio Fernández-Portero

Abstract As a consequence of the inclusion of students with special educational needs in mainstream classrooms, there is a need to measure the attitudes of language teachers toward inclusive education. This study used an exploratory sequential mixed methods research design to validate the construct of a newly developed scale. After exploratory qualitative analysis in which 11 experts took part, the instrument was developed and administered to 952 preservice English teachers from Spain and Portugal. The exploratory and confirmatory factor analysis performed confirmed a three-factor structure interpreted as: training, conception of diversity, and support. Results confirm good psychometric properties for the scale and a reliable tool to assess teacher training programs from the perspective of the teaching staff. Moreover, a preliminary analysis of the survey carried out with the Mann–Whitney U test showed statistically significant differences across countries in eight out of 17 items. Implications for research, policy, and practice are discussed.

Relationships between lexical coverage, learner knowledge, and teacher perceptions of the usefulness of high-frequency words

Thi Ngoc Yen Dang,  Stuart Webb,  Averil Coxhead

Abstract Recently researchers have proposed using information from teachers and learners to supplement the information from corpora in the selection of the most useful words for foreign language learners. Yet the extent to which these data sets correlate to one another is unclear. This study explicitly investigated the relationships between (a) the lexical coverage in 18 corpora, (b) the knowledge of 275 Vietnamese English as a foreign language (EFL) learners, and (c) the perceptions of 78 EFL teachers of the usefulness of 973 high-frequency words. The correlations between lexical coverage and the other two factors were significant but small, and the correlations between learner vocabulary knowledge and teacher perceptions were large. Teacher perceptions better-predicted learner knowledge than lexical coverage. This study confirms the value of lexical coverage as a key criterion to select words for foreign language learners, and also highlights the importance of teachers' perceptions of usefulness on ultimate vocabulary learning in EFL contexts.

期刊简介

Foreign Language Annals (FLA) is the official refereed, scholarly journal of the American Council on the Teaching of Foreign Languages (ACTFL).Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators who are concerned with the learning and teaching of languages, particularly languages other than English at all levels of instruction.

《外语年鉴》(FLA)是美国外语教学委员会(ACTFL)的官方学术期刊。本刊致力于促进语言教学，旨在服务于教师、研究人员和管理人员的专业兴趣，特别是各个层面中英语以外的语言的学习和教学。

官网地址：

https://onlinelibrary.wiley.com/journal/19449720

本文来源：FOREIGN LANGUAGE ANNALS官网

点击文末“阅读原文”可跳转下载

课程推荐

欢迎加入
“语言学心得交流分享群”“语言学考博/考研/保研交流群”请添加“心得君”入群请务必备注“学校+专业/研究方向“

今日小编：young

  审     核：心得小蔓

转载&合作请联系

"心得君"

微信：xindejun_yyxxd

点击“阅读原文”可跳转下载