刊讯｜SSCI 期刊 TESOL Quarterly 2023年第1-2期
TESOL QUARTERLY
Volume 57, Issues 1-2
TESOL QUARTELY（SSCI一区，2022 IF：3.2，排名：22/194）2023年第1-2期共发文37篇。其中，2023年第1期共发文16篇，研究论文涉及新手教师、话语建构、阅读模式、听觉加工、多语资源开发等。第2期共发文21篇，研究论文涉及双语教学、国际生语言社交、二语动机、词汇学习、语言测试、在线课程、情绪研究等。欢迎转发扩散！
往期推荐：
刊讯｜SSCI 期刊 TESOL Quarterly 2022年第3-4期（附征稿启事）
目录
Issue1
ARTICLES
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains, by Duy Van Vu, Elke Peters, Pages 5-32.
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training, by Yujie Shao, Kazuya Saito, Adam Tierney, Pages 33-63.
Context, Communities, and Conflict: Novice Language Teachers in Malaysia, by John Macalister, Pages 64-89.
Translator Identity and the Development of Multilingual Resources for Language Learning, by Asma Afreen, Pages 90-114.
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times, by Ryan W. Pontier, Matthew R. Deroo, Pages 115-139.
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography, by Bedrettin Yazan, Luis Javier Pentón Herrera, Doaa Rashed, Pages 140-167.
“The Darker Your Skin Color is, the Harder it is in Korea”: Discursive Construction of Racial Identity in Teaching Internationally, by Hakyoon Lee, Gyewon Jang, Pages 168-190.
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy, by Jaran Shin, Jesse W. Rubio, Pages 191-212.
Aural single-word and aural phrasal verb knowledge and their relationships to L2 listening comprehension, by Junyu Cheng, Joshua Matthews, Kriss Lange, Stuart McLean, Pages 213-241.
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion, by Heng-Tsung Danny Huang, Pages 242-269.
BRIEF RESEARCH REPORTS
Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes in TESOL Classrooms, by Mohammadreza Dalman, Katherine Yaw, Okim Kang, Pages 270-284.
INVITED TEACHING ISSUES
Creating Anti-Oppressive Digital Spaces for Social Justice Language Education by Deniz Ortaçtepe Hart, Pages 285-297.
INVITED RESEARCH ISSUES
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India, by Jason Anderson, Pages 298-309.
BOOK REVIEWS
Teaching Languages to Adolescent Learners: From Theory to Practice, by Jinghua Qian, Danli Li, Pages 310-312.
Book Review: Language Incompetence: Learning to Communicate Through Cancer, Disability, and Anomalous Embodiment, Canagarajah, by Gregory Hadley, Pages 313-315.
Transnational Language Teacher Identities in TESOL: Identity Construction among Female International Students in the United States, by Fan Fang, Pages: 315-317.
Issue2
ARTICLES
Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore, by Luke Lu, Pages 323-350.
Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High-stakes Exams, by Aaron Leo, Pages 351-374.
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications, by Nathanael Rudolph, Pages 375-401.
Engaging Teachers in Genre-Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding, by Laura Hamman-Ortiz, Vanessa Santiago Schwarz, Molly Hamm-Rodríguez, Mileidis Gort, Pages 402-432.
“I am Kichwa”: The Funds of Identity of an Indigenous Ecuadoran NNES Teacher, by Gail B. Cappaert, Corrine M. Wickens, Pages 433-455.
Silence behind the Veil: An Exploratory Investigation into the Reticence of Female Saudi Arabian Learners of English, by Shatha Talib Al-Ahmadi, Jim King, Pages 456-479.
Examining space, silence, and agency in language socialization of an international student in the EAP and mainstream courses, by Behnam Soltani, Ly Tran, Pages 480-510.
“The Best Way to Learn a Language is Not to Learn it!”: Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input, by Art Tsang, Pages 511-536.
A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links, by Tamas Kiss, Austin Pack, Pages 537-565.
Implementing Learning-Oriented Assessment (LOA) Among Limited-Proficiency EFL Students: Challenges, Strategies, and Students' Reactions, by Cecilia Guanfang Zhao, Qi Qi, Pages 566-594.
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary? by Takumi Uchihara, Pages 595-617.
Differences in the Intensity and the Nature of Foreign Language Anxiety in In-person and Online EFL Classes during the Pandemic: A Mixed-Methods Study, by Pia Resnik, Jean-Marc Dewaele, Eva Knechtelsdorfer, Pages 618-642.
BRIEF REPORTS
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency, by Jianmin Gao, Peijian Paul Sun, Pages 643-655.
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms, by Emel Tozlu Kılıç, Ufuk Balaman, Pages 656-669.
INVITED RESEARCH ISSUES
Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues, by Mikyung Kim Wolf, Alison L. Bailey, Laura Ballard, Pages 670-685.
Member-Checking through Diagrammatic Elicitation: Constructing Meaning with Participants, by Taguhi Sahakyan, Pages 686-701.
INVITED TEACHING ISSUES
Digital Language Learning: A Sociocultural Theory Perspective, by James P. Lantolf, Jiao Xi, Pages 702-715.
FORUM
Bias, Discrimination, and the Social Consequences of Unproblematized Assessments in TESOL, by Jamie L. Schissel, Pages 716-721.
BOOK REVIEWS
Critical Thinking, by Lucas Kohnke, Pages 722-725.
Teacher Well-Being in English Language Teaching: An Ecological Approach, by Wenjuan He, Xuesong (Andy) Gao, Pages 725-728.
English-Medium Instruction Practices in Higher Education: International Perspectives, by Xiaowen (Serina) Xie, Jian-E Peng, Pages 728-731.
摘要
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
Duy Van Vu, Department of Linguistics, Faculty of Arts, KU Leuven, Leuven, Belgium
Abstract This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no-treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading-while-listening plus textual input enhancement and reading with textual input enhancement modes than in reading-while-listening mode. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. The results also revealed that learners’ prior vocabulary knowledge and collocational congruency significantly affected learning.
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training
Yujie Shao，University College London, London, United Kingdom
Kazuya Saito，University College London, London, United Kingdom
Adam Tierney，Birkbeck, University of London, London, United KingdomAbstract Growing evidence suggests that auditory processing ability may be a crucial determinant of language learning, including adult second language (L2) speech learning. The current study tested 47 Chinese English-as-a-Foreign-Language students to examine the extent to which two types of auditory processing, i.e., perceptual acuity and audio-motor integration, related to improvements in the comprehensibility and nativelikeness of L2 speech following two weeks of choral repetition training (i.e., shadowing). All participants’ pronunciation proficiency became significantly more comprehensible over time, and the degree of improvement in the nativelikeness of pronunciation was tied to the ability to remember and reproduce sounds (i.e., audio-motor integration). The findings suggest that robust auditory-motor integration may play a key role in the acquisition of advanced-level L2 pronunciation proficiency (i.e., comprehensible and nativelike speech).
Context, Communities, and Conflict: Novice Language Teachers in Malaysia
John Macalister, Victoria University of Wellington, Wellington, New Zealand
Abstract This narrative inquiry focuses on two Malaysian novice English language teachers whose pre-service teacher education had included two years of study abroad. The experiences of novice language teachers remain an under-investigated area and this study furthers our understanding of that experience. Furthermore, while research on the effectiveness of pre-service language teacher education has reported mixed results, accounts on the impact of studying abroad claim multiple benefits. Thus this study extends the literature on novice language teachers by adding a study abroad dimension. It asks what influences the teachers’ pedagogical decision-making and how they now view their study abroad. In line with models of language teacher cognition, a dynamic interplay of influences on these novice teachers’ classroom practice emerges. These influences include their ‘apprenticeship of observation’, the national and local context, their professional learning, and support networks. Multiple layers of both context and community were found to influence the teachers. The study abroad experiences features in both positive and negative ways. It conveys status, and raises expectations, but is not always regarded as relevant to teaching in Malaysian primary schools. It can also, however, have an alienating effect. This is a previously unacknowledged effect of study abroad on language teachers.
Translator Identity and the Development of Multilingual Resources for Language Learning
Asma Afreen, The University of British Columbia, Vancouver, British Columbia, Canada
Abstract Although a range of studies suggest that translation is a valuable pedagogical tool for language learning, the process of translation has not been adequately investigated. Further, the identity of the translator is invisible in much research on translation. To address these gaps in the field, the author draws on a self-study of her translation of English books into Bangla and uses narrative inquiry methods to investigate the process of translation and the negotiation of identity. Drawing its theoretical underpinnings from Norton’s work on identity (Darvin & Norton, 2015; Norton, 2013), the author investigates how she navigated her translator identity with respect to investment, capital, and ideology. Extending Nida’s formal and functional equivalence in translation (Nida & de Waard, 1986), the author develops a “continuum of equivalence” model to facilitate decision-making in the translation process and illustrates how she used this model in her English-Bangla translations. Drawing on her study, the author makes the case that the model could enhance the use of translation as a pedagogical tool to promote language learners’ critical language awareness, multicultural knowledge, and creative thinking. Further, her study makes visible the identity of the translator, an important stakeholder in the promotion of multilingualism in language education internationally.
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
Ryan W. Pontier, Department of Teaching and Learning, Florida International University, Miami, Florida, United States
Matthew R. Deroo，
Department of Teaching and Learning, University of Miami, Coral Gables, Florida, United StatesAbstract This study highlights Masters-level TESOL students’ meaning-making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as a mechanism for supporting teacher learning (Hoover, 1994; Kelley 2006; Zeichner, 1987). Our inductive and deductive approach to analyze 12 students’ 132 journal entries during a TESOL methods class showed developing understandings of translanguaging theory and pedagogy influenced by (a) experience with theories of bilingualism grounded in language separation as historically understood in TESOL, (b) tensions regarding the application of translanguaging theory to praxis (Li, 2017), and (c) tensions between language and testing within the context of neoliberalism (Zeichner, 2014) guiding language teaching and learning in the K-16 context. We conclude by providing suggestions to help teacher educators who engage in teacher language education to better support teacher-learning about translanguaging.
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography
Bedrettin Yazan，The University of Texas at San Antonio, San Antonio, Texas, United States
Luis Javier Pentón Herrera，University of Warsaw, Warsaw, Poland & The George Washington University, Washington, D.C., United States
Doaa Rashed，Rutgers University, New Brunswick, New Jersey, United States
Abstract In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives.
Hakyoon Lee, Department of World Languages and Cultures, Georgia State University, Atlanta, Georgia, United States
Gyewon Jang，Department of Middle and Secondary Education, Georgia State University, Atlanta, Georgia, United States
Abstract Growing interest in international teaching programs has produced a surge of research on international language teaching (Menard-Warwick, 2008). However, there are relatively few studies on the international teaching experiences of native English-speaking teachers of color regarding their racial identity. To fill this gap, this longitudinal multi-case study explores how three non-White novice native English-speaking teachers understood their racial and teacher identities during their international teaching in Korea. With a specific focus on their racial identity, how they make sense of their teaching and living experiences is examined in diverse contexts of their social interactions. The participants’ reflective and evaluative narratives from interviews were analyzed. The findings show that although their racial identity has a negative impact on their linguistic and professional identity that is denied by Korean society, the teachers utilized their own strategies for constructing a sense of belonging to the local and professional community. This study calls for a holistic, situated understanding of racial identity construction of non-White native English teachers by urging further discussion of racism in the global ELT profession. This discussion encompasses the varying, pressing needs of expatriate English teachers from diverse backgrounds.
Jaran Shin， Department of Applied English Linguistics and Translation Studies, Kyung Hee University, Seoul, South Korea
Jesse W. Rubio，Department of Applied Linguistics, University of Massachusetts Boston, Boston, USA
Abstract This case study examines how an experienced secondary ESL teacher’s personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher’s experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and in California, and extensive reading influenced the cultivation of his identity as a critical educator. He designed a curriculum that used historical fiction and that evoked an approach to the mechanisms of ideological control both within the context of the chosen works of historical fiction and within students’ lives. Yet, the situatedness of teacher identity exposed his identities to the influence of neoliberal educational policies and students’ lack of interest in the curriculum and learning in general, jeopardizing his understanding of what to believe, how to act, and how to be. The findings of this study led us to theorize that the interplay of life histories, identities, practices, and contexts by using the notion of historicity.
Aural single-word and aural phrasal verb knowledge and their relationships to L2 listening comprehension
Junyu Cheng, Southeast University, Nanjing, China
Joshua Matthews，University of New England, Armidale, Australia
Kriss Lange，University of Shimane Matsue Campus, Matsue, Japan
Stuart McLean，Momoyama Gakuin University, Osaka, Japan
Abstract This study quantifies second language (L2) knowledge of aural single words and aural phrasal verbs (PVs) and investigates their relationship with L2 listening comprehension. An aural first language (L1) meaning recall test format was used to measure knowledge of 81 single-word and 81 PV target items (with equivalent frequencies of occurrence) among 224 Chinese tertiary-level learners of English as a Foreign Language (EFL). Participants’ L2 listening was measured with a version of the Test of English for International Communication (TOEIC). Participants’ aural single-word and aural PV knowledge were compared, and their relationship with L2 listening were examined using correlation and multiple regression analysis. These analyses also included comparison between participants of relatively high (Independent Users) and relatively low (Basic Users) L2 listening proficiency. Although regression modelling showed that single-word test scores were most predictive of L2 listening comprehension, it also showed that PV test scores made a substantial contribution to the model’s predictive capacity. In combination, single-word and PV test scores could predict 42.7% of the variance observed in the listening scores. The theoretical and practical implications of these results are discussed.
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion
Heng-Tsung Danny Huang, National Taiwan University, Taiwan，China
Abstract This study focused on digital storytelling (DST) as a task in technology-mediated task-based language teaching and examined its effects on English speaking proficiency, willingness to communicate in English (WTCE), and group cohesion (GC). Two intact classes of Taiwanese EFL students, either as the DST group or as the comparison group, first responded to the WTCE scale, the GC scale, and a standardized English speaking test. Next, the DST group completed two DST tasks, each of which entailed locating information, generating the story script, obtaining visual and aural support, rehearsing and recording the oral reading, combining the visual and aural support with the audio recording to create the digital story, and playing the digital story and then telling the story again with the muted digital story in class. During the weeks when the DST group presented digital stories, the comparison group watched and discussed movies and composed a reflective report in English. Finally, both groups responded to the WTCE scale and GC scale again and took another set of the standardized English speaking test. Data analyses disclosed that DST tasks significantly increased English speaking proficiency and GC but affected WTCE in a positive yet nonsignificant manner.
Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore
Luke Lu, Linguistics and Multilingual Studies, School of Humanities, Nanyang Technological University, Singapore
Abstract Despite the prevalence of Singlish use among the Singaporean public, the vernacular is often seen as “bad English” without rules and grammar, or cast as an impediment to learning the standard register (Wee, 2005). This rhetoric is reproduced by the state (Chang, 2016), often involving the fear that speakers are unable to distinguish and deploy the two varieties appropriately. It is therefore unsurprising that bidialectal strategies involving Standard English and Singlish have never been officially endorsed by the state in its ELT classrooms. This is despite the suggestion for intervention in schools the last 20 years (Alsagoff, 2016; Fong, Lim & Wee, 2002; Tupas, 2018). This study presents findings from a definitive attempt at implementing such bidialectal pedagogy in Singapore in a mainstream secondary school. The study involved strategies for teaching Standard English and Singlish as two separate registers appropriate for specific contexts. Lessons were 1 hour per week, over 8 weeks, and were taught to two classes of 13-year-old Secondary One students. In the study, students were able to negotiate and contest the appropriateness of Singlish in specific situations, while deploying Singlish and Standard English features appropriately in written tasks (i.e., designing advertisements for various products). This suggests that Singlish can be a useful pedagogical resource in the development of critical language awareness (Alim, 2005), and that prevalent discourses surrounding the use of Singlish and Standard English by Singaporean students severely underestimate the proficiencies that they possess.
Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High-stakes Exams
Aaron Leo, School of Education, University at Albany, Albany, New York, United States
Abstract The growing influence of high-stakes exams has had drastic impacts on English learners and their teachers. The linguistic demands of these exams have harmed English learners' aspirations and attainment, while teachers are pressured to teach to the test and replace critical approaches to language learning with practices designed to encourage rapid language acquisition. Despite their constraining effects, educators, and students often find ways to assert agency and disrupt the hegemony of high-stakes exams. This article draws on ethnographic data gathered over a year in a secondary school in New York State to illustrate the ways in which English learners and their teachers negotiate spaces of agency amid the power of high-stakes exams. These findings illustrate the power and presence of high-stakes exams on English learners while also highlighting the avenues of agency taken by educators and students as they rework aspects of the educational policy through classroom practice.
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications
Nathanael Rudolph, Kindai University (近畿大学), Higashiosaka, Japan
Abstract Inspired by the call to question (critical) assumptions underpinning frameworks for “seeing” (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience, and (in)equity in “English” language teaching (ELT), with a focus on critical attention to Japan. Transdisciplinary scholarship, social movements, and other voices have detailed how the narrative of “homogeneous Japan” has given shape to notions of Selfhood-Otherness, resulting in the erasing of Japan's history as a site of movement, change, diversity and hybridity, and marginalization of many therein. The author notes that the scope of dominant, critical approaches to identity, experience, and (in)equity in Japan and globalized ELT -problematizing essentialized and idealized “nativeness” in English—does not afford conceptual space for attention to how the negotiation of being, belonging and becoming in ELT is situated in broader negotiations of identity and community membership. The author contends that this issue is linked to tensions within criticality pertaining to the imposition of essentializing frameworks for seeing upon individuals and communities around the globe. The author then discusses potential broader implications for theorization, inquiry, and practice in ELT in and beyond Japan.
Engaging Teachers in Genre-Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding
Laura Hamman-Ortiz, University of Rhode Island, Kingston, RI, USA
Vanessa Santiago Schwarz，University of Colorado Boulder, Boulder, CO, USA
Molly Hamm-Rodríguez，University of Colorado Boulder, Boulder, CO, USA
Mileidis Gort，University of Colorado Boulder, Boulder, CO, USA
Abstract This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective writing instruction for emergent bilingual students. The research team engaged in two cycles of data collection across 5 months, conducted before and after an introductory seven-hour professional development workshop on systemic functional linguistics (SFL) genre pedagogy, in order to document changes in how the focal teacher was enacting and conceptualizing writing instruction for emergent bilinguals. Findings revealed three central shifts in the teacher's writing instruction: (1) from surface-level genre engagement to exploring functional relationships between genre stages, (2) from assessment-oriented writing instruction to learning activities grounded in authentic purpose and audience, and (3) from general language supports to targeted, contextualized writing scaffolds. This study builds upon existing scholarship by illustrating the potential of (even limited exposure to) SFL genre pedagogy to shift teachers' writing instruction toward social semiotic perspectives of language and literacy. We also extend existing research by interrogating the institutional and ideological challenges teachers encounter when taking up SFL genre pedagogy and by offering some initial insights into the potential for engaging in SFL genre pedagogy in bilingual learning spaces.
“I am Kichwa”: The Funds of Identity of an Indigenous Ecuadoran NNES Teacher
Gail B. Cappaert，Northern Illinois University, DeKalb, Illinois, United States
Corrine M. Wickens，Northern Illinois University, DeKalb, Illinois, United States
Abstract To counter ongoing NES/NNES, NEST/NNEST dichotomies and the essentializing of NNESs (Ellis, 2016), we examine the personal and professional tensions of an Indigenous Ecuadoran NNES teaching in a dominant Spanish-speaking context. We attend to the ways Roberto (pseudonym) responds to his students and his peers through the lens of his Kichwa identity, the historic oppressed positionality of and ongoing prejudice toward Indigenous peoples in Ecuador. In such contexts, Roberto cannot share “insider” cultural references to enhance his EFL instruction; rather, he is perpetually set as an outsider—both in the broader frame of NNES movement and more singularly and powerfully within his own professional context. We draw upon Esteban-Guitart and Moll's (2014) “funds of identity” and teacher professional identity development (Sachs, 2005) to explore the following central tensions in Roberto's evolving professional teaching identity: (1) Roberto's sense of himself as (il)legitimate speaker of English, (2) role of structural oppression toward Kichwa as it mediates his perceptions and interactions, and (3) the increased use of communicative-based language instruction. Attending to the multiple facets and resources that comprise “funds of identity,” EFL teacher educators can better account for the complex identity formation for EFL teachers and students.
Silence behind the Veil: An Exploratory Investigation into the Reticence of Female Saudi Arabian Learners of English
Shatha Talib Al-Ahmadi，Umm Al-Quraa University, Makkah, Saudi Arabia
Jim King，University of Leicester, Leicester, UK
Abstract This study explores the complexity of language learner silence in the female Saudi Arabian university English as a foreign language (EFL) classroom. To this end, a combination of two methodologies was used. First, a total of 296 students from 12 EFL classrooms were observed using the COPS structured observation scheme (King, 2013a, b) to measure the extent of silence and to identify relevant patterns of learner reticence. Second, to gain deeper insights into the participants' attitudes and feelings about silence in the EFL classroom, we used two complementary qualitative methods: semi-structured interviews and stimulated recall sessions. The results suggest the existence of three interrelated groups of factors associated learner silence in the study's research context —(i) factors related to prevailing EFL teaching styles in Saudi Arabia; (ii) socio-psychological factors; and (iii) underlying cultural factors associated with the value of silence and the role of women in Saudi society. The findings highlight the complexity of Saudi Arabian female students' silence and emphasize the need to view language learner silence as a multi-dimensional phenomenon.
Behnam Soltani, Victoria University of Wellington, Wellington, New Zealand
Ly Tran，Deakin University, Geelong, Australia
Abstract This article draws on the concept of the Production of Space (Lefebvre, 1991) to interpret the silence of one female international student from Japan in two semesters of study in a New Zealand Tertiary institution. Data from an English for Academic Purposes course and mainstream courses, and from various sources including video/audio recordings of classroom interactions, interviews, diaries, field notes, institutional documents are presented. The findings show that silence is produced by the academic social space in three aspects of perceived, conceived, and lived. The new perceived space of learning positioned the focal student as unfamiliar in her new habitat. The conceived space also silenced the focal student because the conceived space exerted socio-academic norms in which the individual was not invested. Finally, the lived space produced a silent individual in the sense that she appeared as less powerful in her interactions with other peers because her sociocultural and linguistic capabilities were not on a par with those of other peers. The study concludes that space is an active, dynamic, and social being that regulates the individual's interactions and that silence should be understood in relation to one's positioning by the social space, and the appropriation of space by the individual in social space. Notably, despite being positioned as a silent individual by the academic social space, the international student exercised agency both to respond to her specific temporal needs in the host learning context and to realize her future aspirations.
“The Best Way to Learn a Language is Not to Learn it!”: Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input
Art Tsang，The Chinese University of Hong Kong, Hong Kong
Abstract Input is indispensable for language learning. Although opportunities for listening and reading, the two only channels of language input, can be scarce outside class in English as a foreign language (EFL) contexts, highly proficient learners often expose themselves to input aplenty. Their experiences of immersing themselves in input and their perceptions of these experiences have received very little attention, yet they bear significant theoretical and practical implications for EFL teaching and learning, especially with regard to less-successful learners. The present study examined the experiences and perceptions of eight successful EFL learners. The data from the qualitative questionnaire and in-depth interviews were analyzed using Interpretative Phenomenological Analysis. Findings that are particularly enlightening, and even surprising, include the prevalence of hedonism (the pursuit of pleasure itself), the specific value of spoken input (listening), the non-necessity for abundant exposure to both forms of input in outside-class contexts, and the challenge to the ossified conventional belief that only reading improves writing and only listening improves speaking. The article culminates with a discussion of these novel, significant findings.
A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links
Tamas Kiss，Sunway University, Kuala Lampur, Malaysia
Austin Pack，Brigham Young University Hawaii, La'ie, Hawaii, United States
Abstract Motivational factors have long attracted the attention of researchers and educators with their potential to shed light on what drives effective language learning. Although current research now views language learning motivation as a Complex Dynamic System (CDS), there is a dearth of empirical studies utilizing network analysis to understand how motivational systems operate. This exploratory study investigated the structure and connectivity of a second language (L2) motivational factor network, as well as its central relational links by using network analysis and graph visualizations. Findings suggest that L2 motivational factors rarely act alone and unique communities of L2 motivational factors can be identified. Furthermore, certain factors play a central role by connecting together a multitude of other factors and act as bridges between these communities. Learners' physical and emotional states, as initial conditions in the CDS, were key factors in tying communities together. The findings also indicate that motivating and demotivating factors do not only connect with factors of similar polarity (i.e., motivating or demotivating), they are also well-connected to each other, suggesting their interaction keeps the motivational system dynamic.
Implementing Learning-Oriented Assessment (LOA) Among Limited-Proficiency EFL Students: Challenges, Strategies, and Students' Reactions
Cecilia Guanfang Zhao，University of Macau, Macau, China
Qi Qi，University of Macau, Macau, China
Abstract Despite increasing scholarship on learning-oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam-dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with students of limited proficiency. The present case study, therefore, focused on unveiling a language teacher's struggles and strategies when implementing LOA in such an EFL context with limited-proficiency learners, as well as students' perceptions of and engagement with such LOA practices. Analysis of data from classroom observations and semi-structured interviews with the teacher revealed three major LOA implementation endeavors in response to the challenges she faced: (1) breaking down the teacher–student hierarchy to enhance learner autonomy, (2) tailor-making LOA tasks to align with students' cognitive and proficiency levels, and (3) engaging students with interesting ungraded LOA tasks. Results also showed an overall positive attitude among students toward such LOA practices. Theoretical and pedagogical implications were discussed based on such findings, calling for more nuanced implementations of LOA in relation to specific contextual and learner characteristics.
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?
Takumi Uchihara，Faculty of Science and Engineering, Waseda University, Tokyo, Japan
Abstract The study investigates how the test modality (spoken or written) of classroom weekly quizzes influences vocabulary learning strategies and facilitates learning the spoken and written knowledge of form-meaning connection in L2 words. Japanese university students in academic English courses were assigned to two experimental conditions (spoken test and written test groups). The spoken test group prepared for and took weekly quizzes delivered in spoken format, whereas the written test group took the same quizzes delivered in written format. Over 10 weeks, learners were presented with the spoken or written forms of 20 English words and asked to provide the L1 translations of those words. Before and after the semester-long treatment, 45 target words were tested in both spoken and written format via L2-to-L1 translation tasks. Additionally, a questionnaire survey on vocabulary learning strategies was conducted to examine how learners prepared for weekly quizzes outside of the classroom. Results revealed that learners in the spoken test group showed a significantly larger gain in spoken vocabulary than did the learners in the written test group. However, there was no significant difference between the two groups for written vocabulary learning. The spoken test group tended to rely on studying target vocabulary in a spoken form more frequently, whereas the written test group studied vocabulary in written form more frequently. This study provided implications for how teachers should administer classroom testing with the aim to develop learners' L2 spoken vocabulary knowledge effectively.
Differences in the Intensity and the Nature of Foreign Language Anxiety in In-person and Online EFL Classes during the Pandemic: A Mixed-Methods Study
Pia Resnik，Department of English, University College of Teacher Education Vienna/Krems, Vienna, Austria
Department of English and American Studies, University of Vienna, Vienna, Austria
Jean-Marc Dewaele，Department of Languages, Cultures and Applied Linguistics, Birkbeck, University of London, London, UK
Eva Knechtelsdorfer，Department of English, University College of Teacher Education Vienna/Krems, Vienna, Austria
Department of English and American Studies, University of Vienna, Vienna, Austria
Abstract This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in-person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching. In order to obtain a more granular view, item-level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well-prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety-provoking aspects of the class considerably more frequently online than in in-person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on-site. Thus, it seems that the newness of the setting foregrounded anxiety-provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.
期刊简介
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas:
psychology and sociology of language learning and teaching
issues in research and research methodology
testing and evaluation
professional preparation
curriculum design and development
instructional methods, materials, and techniques
language planning
professional standards
TESOL Quarterly 是一份专业的参考期刊，于 1967 年首次出版。该季刊鼓励提交关于对关注英语教学和标准英语作为第二方言的个人具有重要意义的主题的创新性文章。作为代表各种跨学科兴趣（包括理论和实践）的出版物，季刊的主题论文涵盖范围广泛，特别是在以下领域：
语言学习和教学的心理学和社会学
研究和研究方法中的问题
测试和评估
专业准备
课程设计与开发
教学方法、材料和技术
语言规划
专业标准
官网地址：
https://onlinelibrary.wiley.com/toc/15457249
本文来源：TESOL QUARTELY官网
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