刊讯｜SSCI 期刊 《外语年鉴》2023年第1-4期

FOREIGN LANGUAGE ANNALS

Volume 56, Issue 1-4, 2023

Foreign Language Annals（SSCI一区，2022 IF：2.7）2023年第1-4期共发文44篇。研究论文涉及二语口语、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，写作评估，语言教师发展和培养等方面。欢迎转发扩散！（2022年已更完）

往期推荐：

目录

Issue 1

■The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can-Dos, by Grant D. Moss,  James A. Gambrell, Pages 8-28.

■Curriculum, instruction, and assessment: A snapshot of world language education in Massachusetts, by Catherine Ritz,  Nicole Sherf, Pages 29-52.

■Examining novice language teachers' reflections in an online community of practice, by Alfredo Urzúa,  Yuly Asención-Delaney, Pages 53-74.

■The moderating effects of L2 proficiency on the relationship between reading and writing in L2 and across L1 and L2, by Kyung Ja Kim,  Tae-Il Pae, Pages 75-101.

■Relationship between written and spoken text recall in L2, by Natalia Sletova,  Ludmila Isurin, Pages 102-116.

■The effect of graph complexity and planning on graph writing performance and descriptive strategies, by Seyyed Ehsan Golparvar,  Mahsa Azizsahra, Pages 117-143.

■Assessing academic writing self-efficacy belief and writing performance in a foreign language context, by Mark Feng Teng,  Chuang Wang, Pages 144-169.

■Integrated Performance Assessment (IPA): Implementation, task types, and feedback, by Nicole Sedor, Pages 170-190.

■Reading and affect: University Spanish learners' perceptions of a reading program, by Shelley Dykstra,  Claudia Sánchez-Gutiérrez,  Nausica Marcos Miguel,  Diego Alins Breda, Pages 191-213.

■Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language, by Junlan Pan,  Yuyang Zhang,  Wen Zhang, Pages 214-231.

Issue 2

■The landscape of American Sign Language education, by John S. Pirone,  Kimberly K. Pudans-Smith,  Tracy Ivy,  Jason D. Listman, Pages 238-258.

■“My Friend Travis Says…”: A look at enrollment trends in language classes in the United States, by William Justin Morgan,  Amy S. Thompson, Pages 259-279.

■The relationship between proficiency-based instruction and student oral proficiency, by Charlotte R. Hancock,  Mary J. Adams,  Scott Kissau, Pages 280-298.

■A survey of American paired teachers in dual language Chinese immersion programs, by Sean R. Hill, Pages 299-333.

■ Engaging with the world: Applying connected learning in a university language learning context, by James York, Pages 334-361.

■Directionality and developmental mechanism of cross-linguistic transfer of phonological awareness to early writing skill in young Chinese learners, by Susanna Siu-sze Yeung,  Shen Qiao,  Dora Jue Pan,  Dan Lin, Pages 362-380.

■Teaching classic put to the test: Do tongue twisters work for L2 pronunciation? by Elina Tergujeff,  Mikko Kuronen, Pages 381-400.

■Disfluency and self-repair in presentational and interpersonal speech modalities, by Jianling Liao, Pages 401-427.

■Using authentic doctor–patient consultations in improving communication skills, by Meng Yeh,  Wei-li Hsu, Pages 428-452.

■Deconstructing the myth of Standard German: Navigating language ideologies in the L2 German university classroom, by Višnja Milojičić, Pages 453-479.

■Effects of structural complexity and L1 experience on L2 acquisition of Chinese multiword sequences, by Xue He, Pages 480-500.

■Embodied modes in L2 French video reflections: Supporting metalinguistic awareness, organization, and community, by Natalie Amgott,  Julia A. Gorham, Pages 501-523.

Issue 3

■French pronunciation instruction using the PACE model, by Céline Rose,  Adam F. McBride, Pages 532 - 551.

■The influence of computer-assisted obligatory processing tasks on L2 Spanish object pronouns, by Michael K. Olsen, Pages 552-579.

■Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis, by Sjuul Juliana Lendo,  Handoyo P. Widodo,  Sayyidatul Fadlilah,  Tsabita R. Qonnita, Pages 580-599.

■Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading, by Kristen Michelson,  Mourad Abdennebi,  Chuck Michelson, Pages 600-626.

■Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing, by Luciane Maimone,  Jason Jolley, Pages 627-644.

■“Sorry, that's all I know!”: A study on web-based pragmatic instruction for novice learners, by Noelle Kerber,  Jacqueline Shea,  Marta Tecedor, Pages 645-666.

■ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy, by Jia Lin, Pages 667-689.

■Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures, by Ran Zhao,  Matthew D. Coss,  Henry Ruan,  Bailu Li,  Jing Ma, Pages 690-719.

■Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program, by Ying Zheng,  Yanbin Lu,  Jia Li, Pages 720-739.

■Synchronous and asynchronous online collaborative writing: A study on Chinese language learners, by Meixiu Zhang,  Qi Liu, Pages 740-763.

■Envisioning a successful professional self through a negotiation-themed advanced Chinese course, by Zhini Zeng,  Junqing (Jessie) Jia, Pages 764-785.

■Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher- and lower-proficiency readers, by Tianxu Chen,  Dongbo Zhang, Pages 786-806.

Issue 4

■The presence and absence of race in world language education literature, by Bethany Daniel, Pages 816-866.

■Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study, by Lauren Goodspeed,  Kate Paesani,  Mandy Menke,  Helena Ruf, Pages 867-887.

■Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use, by Francis John Troyan,  Loretta Fernández,  Zhenjie Weng,  Daniel Scott Ferguson,  Yuseva Ariyani Iswandari,  Sarah Avdakov, Pages 888-911.

■American sign language level 1 assessment: What is out there? by Beverly J. Buchanan,  John S. Pirone,  Kimberly K. Pudans-Smith,  Brian W. Leffler,  Brad S. Cohen,  Paul K. Simmons,  Pauline M. Ballentine,  Tabitha Venable,  Karen Soza, Pages 912-926.

■Who considers becoming a world language teacher? Comparing students who would with those who won't, by William S. Davis,  Bo Liu,  Josephine Kim, Pages 927-949.

■Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices, by Scott Kissau,  Kristin J. Davin,  Helga Haudeck,  Chuang Wang, Pages 950-971.

■Teachers' perspectives on pedagogy in short-term language study abroad, by Brett Fischer,  Danielle Viens, Pages 972-992.

■Indicators of academic readiness for college: Evaluating an advanced Spanish language program, by Jill Landes-Lee,  Johanna Watzinger-Tharp, Pages 993-1012.

■Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires, by Lama Nassif,  Shawna Shapiro, Pages 1013-1034.

■Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction, by Mostafa Morady Moghaddam, Pages 1035-1056.

摘要

The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can-Dos

Grant D. Moss, Department of English and Modern Languages, Pittsburg State University

James A. Gambrell, School of Teacher Education, University of Northern Colorado

Abstract The overarching objective of the World Language Professional Life Survey (WLPLS) was to determine the K?20 World Language (WL) profession's familiarity with both the World Readiness Standards for Learning Languages (5 Cs) and with the Can-Do Statements (Can-Dos). The survey strove to identify how both sets of principles might strengthen K?20 articulation in three ways: (1) WL teachers' level of formal training, (2) WL instructors' core beliefs about their pedagogical objectives, and (3) possible connections between their training and their core beliefs. The present study analyzes the findings from the survey. The researchers collected the data from the survey to determine what the relationships (if any) were between formal academic training and core pedagogical beliefs. The possible relationships check the pulse of WL professionals concerning their familiarity with the 5 Cs and the Can-Dos which can lead to stronger articulation.

Key words articulation, beliefs and philosophy, Standards for Language Learning, World Language pedagogy

Curriculum, instruction, and assessment: A snapshot of world language education in Massachusetts

Catherine Ritz, Wheelock College of Education & Human Development, Boston University

Nicole Sherf, Salem State University

Abstract This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency-based instructional practices, thematic curriculum design, and the use of performance-based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID-19, capturing a picture of K-12 world language education and a point of comparison for future research.

Key words best practices, curriculum and curriculum development, outcomes, performance assessment, textbooks

Examining novice language teachers' reflections in an online community of practice

Alfredo Urzúa,  Department of Spanish and Portuguese Languages and Literatures, San Diego State University

Yuly Asención-Delaney, Department of Global Languages and Cultures, Northern Arizona University

Abstract Reflective thinking, which constitutes an important goal in language teacher education, can be fostered by participating in online communities of practice. This study explored types of reflective discourse generated by novice Spanish language teachers, and associated themes and categories, as they participated in a weekly blog and a video-conferencing session. Types focused on descriptive versus critical reflections, while categories comprised teacher-, learner-, and context-oriented themes. Blog posts, comments to posts, and video-conference transcripts were analyzed using a mixed-methods approach that included a corpus-based analysis and a content discourse analysis. The results show that critical, teacher-oriented reflections predominated in the data. This points to the benefits of engaging novice teachers in an online community of practice in terms of promoting more critical reflections during their initial teacher education, as well as the challenges inherent on expanding the focus of reflections on students' learning.

Key words discourse analysis, foreign/second language teacher preparation, technologies, reflection, virtual communities

The moderating effects of L2 proficiency on the relationship between reading and writing in L2 and across L1 and L2

Kyung Ja Kim, Department of English Language Education, Chosun University

Tae-Il Pae, Department of English Language Education, Yeungnam University

Abstract  The present study aimed to examine the relationships between reading and writing, and the role of L2 proficiency in moderating these relationships, among 8th and 11th graders in South Korea. A total of 257 eighth and 322 eleventh graders learning English as a foreign language participated in Study 1 and Study 2, respectively. The findings indicated that (1) reading and writing have a two-way relationship regardless of grade levels, (2) a two-way relationship between reading and writing exists not only within L2 but also across L1 and L2 (L1 reading???L2 writing, L1 writing???L2 reading), and (3) the strength of the relationship between reading and writing is moderated by the level of L2 proficiency. The authors discuss these results in terms of current research on reading?writing relationships and provide implications for pedagogy and future research.

Key words grade levels, L1–L2 relationship, L2 proficiency, moderators, reading–writing relationships

Relationship between written and spoken text recall in L2

Natalia Sletova, Slavic and East European Languages and Cultures, The Ohio State University

Ludmila Isurin, Slavic and East European Languages and Cultures, The Ohio State University

Abstract The relationship between written and spoken recall (SR) has primarily been analyzed with English-speaking monolinguals. Written recall (WR) has been reported more accurate due to higher cognitive load and attention required to produce a text. This study examined the written and spoken text recall relationship in L2 learners of Russian and analyzed how individual working memory (WM) capacity influenced both types of recall. Twenty-two intermediate-low learners of Russian participated in the study. The obtained results were consistent with results obtained from research on monolingual learners. WR was found more accurate than SR. The WM score did not correlate, however, with accuracy for either type of recall. This could be due to low cognitive demands of the chosen text required from the participants. A longer text is suggested for future studies. Also, second language acquisition studies analyzing a possibility of scaffolding L2 speaking accuracy by practicing L2 writing are encouraged.

Key words L2 speaking, L2 writing, spoken recall, working memory, written recall

The effect of graph complexity and planning on graph writing performance and descriptive strategies

Seyyed Ehsan Golparvar,  University of Bojnord

Mahsa Azizsahra, University of Bojnord

Abstract The impact of task complexity on integrated writing performance is under-researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety-six EFL learners of English were assigned into three groups to examine the effect of three planning conditions, that is, pretask planning, within-task planning, and no planning. Moreover, graph complexity, operationalized as the number of visual chunks in a graph, was the within-subject variable. In general, there were some benefits of graph complexity for syntactic complexity and some planning benefits for fluency, accuracy, and lexical diversity. However, graph complexity had a negative impact on accuracy, and measures of lexical sophistication were not affected in any condition. On the graph description side, pretask planning and graph complexity had a positive impact on graph description strategies. The theoretical and pedagogical implications of these findings are discussed.

Key words integrated writing, task complexity, planning time, graph complexity, graph description

Assessing academic writing self-efficacy belief and writing performance in a foreign language context

Mark Feng Teng, Center for Linguistic Sciences, Beijing Normal University

Chuang Wang, Faculty of Education, University of Macau

Abstract The first purpose of this empirical study was to assess and validate the Academic Writing Self-Efficacy Belief Questionnaire (AWSEBQ) framed by social cognitive theory. The second purpose was to evaluate the predictive effects of different aspects of self-efficacy beliefs on academic writing performance. Data were collected from 743 learners at a Chinese university. The assessment and validation process involved a series of rigorous confirmatory factor analyses. The results validated the hypothesized five-dimensional structure of academic writing self-efficacy beliefs, including linguistic knowledge efficacy (LKE), self-regulatory efficacy (SRE), information organization efficacy (IOE), writing performance efficacy (WPE), and rehearsal and memory efficacy (RME). Model comparisons confirmed the function of self-efficacy beliefs as a multidimensional construct, in which the five factors were intercorrelated. The results of regression analysis demonstrated the significant predictive effects of five dimensions (i.e., LKE, SRE, IOE, WPE, and RME) on English as a foreign language (EFL) academic writing performance. The findings suggest that self-efficacy beliefs can explain EFL academic writing performance. This study ends by providing theoretical and empirical implications for writing assessment and the possible enhancement of EFL academic writing.

Key words academic writing, language learning strategies, self-efficacy belief, writing assessment

Integrated Performance Assessment (IPA): Implementation, task types, and feedback

Nicole Sedor, Department of Spanish and Portuguese, The Ohio State University

Abstract This longitudinal, multi-semester study investigates the Integrated Performance Assessment (IPA) in university-level communicative Spanish classrooms to find out how instructor feedback affects student performance on IPA assessments, if at all, and in what ways do teachers and students use feedback from the IPAs in their teaching and learning, if at all, to navigate the relationship of assessment and feedback within the IPA framework. A mixed-methods analysis of the effect of instructor (n?=?7) feedback on student (n?=?103) progress in the performance of oral and written communication revealed that corrective feedback benefitted learners on interpretive and presentational tasks, but hindered their progress on interpersonal tasks. The findings suggest that instructors should provide feedback in a modality that corresponds with the task type.

Key words IPA, postsecondary/higher education, Spanish

Reading and affect: University Spanish learners' perceptions of a reading program

Shelley Dykstra, Department of Spanish and Portuguese, University of California

Claudia Sánchez-Gutiérrez, Department of Spanish and Portuguese, University of California

Nausica Marcos Miguel, Department of Modern Languages, Denison University

Diego Alins Breda, Department of Spanish and Portuguese, University of California

Abstract While the literature on second language reading agrees that exposing students to graded readers (GRs) is beneficial, little is known about how students perceive them. This study explores students' anxiety and overall experiences in a reading program (RP) using GRs in a large first-year Spanish language program. Data are based on 312 students' pre and postquestionnaires during the first iteration of the RP (Study 1) and 299 students' questionnaires during the third iteration of the RP (Study 2). Study 1 compared students' experiences when reading individually versus in pairs, revealing an overall preference for the latter, as it increased peer-to-peer support. Study 2 compared classes where students read the same book with others where learners selected a book from a list. Many students who chose their book felt distressed as they wanted more support from their teachers. Study 2 also revealed that students' familiarity with the RP reduced their anxiety.

Key words graded readers, L2 reading, L2 reading anxiety, reading program development, Spanish

Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language

unlan Pan, School of Foreign Languages and Cultures, Chongqing University, Department of Education, University of York

Yuyang Zhang,  Faculty of English Language and Culture, Guangdong University of Foreign Studies

Wen Zhang, School of Foreign Languages and Cultures, Chongqing University

Abstract The current replication study aims to examine the effects of learners' attention to lexical and grammatical forms on meaning comprehension while listening to a passage in Spanish. The registered protocol and materials in the aural mode from Morgan-Short et al.'s (2018) multisite replication study were used, with first language (L1) Chinese?second language (L2) English participants (N?=?122) learning Spanish as the third language (L3). The results partially reproduced the previous findings that there was no effect of attending to a lexical item (sol) on meaning comprehension. However, a small to medium effect was found on comprehension scores for simultaneously attending to a grammatical form (la). This finding reveals a site-specific effect with learners from different L1 backgrounds, suggesting that learners' attending to a grammatical form absent in their L1 is detrimental to their meaning comprehension even if this form exists in their earlier learned L2.

Key words focus on form, foreign language learning, grammar, listening comprehension, Spanish

The landscape of American Sign Language education

John S. Pirone, University of Vermont

Kimberly K. Pudans-Smith,  Lamar University

Tracy Ivy,  Hamline University

Jason D. Listman, Rochester Institute of Technology

Abstract Although American Sign Language (ASL) education for second language (L2) or additional language (Ln) learners in postsecondary education has increased rapidly over the past four decades, not much is understood about the field. The scholarship of ASL education is relatively new, and little is known of the perspectives of ASL professionals in ASL education. This qualitative study included focus group discussions with 13 ASL professionals who have worked in the field of ASL education to build a better understanding of ASL education as a discipline in regard to its strengths, challenges, and directions. The results from the four focus group discussions show three emergent themes: ASL professionals, the structure of postsecondary education, and the purpose of ASL education. The challenges in developing and sustaining ASL education as a discipline are discussed, and recommendations on how ASL education as a discipline can be elevated and sustained are provided.

Key words ASL education, sign language program, American sign language, postsecondary education, second language learning/teaching

“My Friend Travis Says…”: A look at enrollment trends in language classes in the United States

William Justin Morgan, Department of World Languages, Literatures, and Linguistics, West Virginia University

Amy S. Thompson, Department of World Languages, Literatures, and Linguistics, West Virginia University

Abstract The present study uses data from 1147 university language students from lower-division and upper-division courses from eight different languages. The purpose of this study was to determine the influence of course placement, first course enrollment, and personal/professional relationships had on university learners' intentions to minor or major (IMM) in a language other than English (LOTE). Respondents completed a survey that included information regarding their first course of study, their prior learning experiences, their perceptions of support they receive for language study from their community, and their reasons for studying or not studying their target language as a major or minor degree program. This study found that there were several potential institutional hurdles associated with language study in the university setting, including first-course placement, conflicting support from personal and academic relationships, and credit hour limitations. Suggestions for recruiting students and strengthening language programs conclude this study.

Key words  enrollment, evaluation of curriculum, L2MSS, motivation, value of language learning

The relationship between proficiency-based instruction and student oral proficiency

Charlotte R. Hancock, Cato College of Education, University of North Carolina

Mary J. Adams, World Languages, Providence Day School

Scott Kissau, Cato College of Education, University of North Carolina

Abstract Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar-based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency-based instruction, few studies have investigated the relationship between proficiency-based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, involving the collection and analysis of assessment and interview data, to investigate the relationship between approach to language teaching and oral proficiency outcomes of high school students enrolled in Level III Spanish, French, and Chinese classrooms. More specifically, the study explored how a proficiency-based approach enhanced the oral proficiency outcomes of students in comparison to a traditional grammar-based approach, and how teachers and students perceived the different learning environments. Quantitative data revealed varied oral proficiency development, based on language of study, and that students in the proficiency-based program had greater oral proficiency than their counterparts who completed the traditional grammar-based program. Qualitative data suggested that when compared with the grammar-based program, instruction in the proficiency-based program was perceived by students to be more relevant and led to more motivated and confident students. Recommendations are provided based upon these critical findings.

Key words  best practices, proficiency, program monitoring and assessment

A survey of American paired teachers in dual language Chinese immersion programs

Sean R. Hill, Central Michigan University

Abstract  One Mandarin immersion programming model involves a pair of partner teachers switching cohorts of students. Many programs meet their staffing needs with international teachers that remain with the school district for 1?3 years. Due to transient staffing, many partner teachers find themselves as mentors to their immersion teachers and maintain the program's institutional knowledge. A national survey of 106 American teachers examined their attitudes regarding collaboration with their Chinese teacher, identification as a mentor, perceived administrative support, and school climate. Many participants worked in public elementary one-way immersion programs classified as schools within a school; about 20% worked in full immersion schools. The partner teachers agreed that they felt connected to and supported by other staff in their building, and reported positive structures in place for student success. Respondents signaled a need for more professional development on immersion education, Chinese culture, and the partner teacher role. Some indicated administrators would promote the program without understanding it. Many reported the immersion teachers' needs for more targeted professional development about American culture and the education system because of misunderstandings at the building level. Despite concerns, partner teachers found the role challenging but professionally rewarding.

Key words Chinese, dual language immersion, Mandarin, paired teachers, partner teachers

Engaging with the world: Applying connected learning in a university language learning context

James York, School of Political Science and Economics, Meiji University

Abstract This article introduces an empirical study of ?Connected Learning? in a Japanese EFL classroom context, instantiated through the Bridging Activities pedagogical framework. Students considered their interests, made groups, and joined Reddit communities. Self-selected texts were then analyzed with rigorous teacher mediation. Students participated by creating Reddit posts and several presentations detailing their text analysis and participation. Qualitative and quantitative data were collected from these presentations and questionnaires. Findings revealed that students in this context focused predominantly on gaming and anime communities, and participated multimodally using text, images, videos, and polls. Regarding language learning, attention was paid to cultural similarities and differences, vocabulary, acronyms, and slang. Student perceptions were positive, with 96% of students considering the topics covered appropriate to their future language needs. Additionally, the opportunity to engage in intercultural communication with target language users was considered novel, meaningful, and empowering. Pedagogical implications of using public websites in FL instruction and future research ideas are discussed.

Key words computer-assisted language learning, computer-mediated communication, intercultural communication, pedagogy, pragmatics

 Directionality and developmental mechanism of cross-linguistic transfer of phonological awareness to early writing skill in young Chinese learners

Susanna Siu-sze Yeung, Department of Psychology, The Education University of Hong Kong

Shen Qiao,  Faculty of Education, The University of Hong Kong

Dora Jue Pan,  School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen)

Dan Lin, Department of Psychology, The Education University of Hong Kong

Abstract The longitudinal study investigated the directionality and transfer mechanism of cross-linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable deletion, onset deletion, rime deletion, and tone awareness), phonological awareness in English (syllable deletion, rime detection, and phoneme deletion), Cantonese word writing, and English word writing at Time 1. These students were assessed on the same measures 1 year later at Time 2 when they were in Grade 2. The results demonstrated bidirectional cross-linguistic transfer of phonological awareness and early writing between Cantonese and English. It also showed that the transfers were achieved through same time writing skills (bidirectional) and future phonological awareness (from L1 to L2 only). No direct effect of earlier phonological awareness to later writing skill was found.

Key words cross-linguistic transfer, phonological awareness, word spelling, writing

Teaching classic put to the test: Do tongue twisters work for L2 pronunciation?

Elina Tergujeff, Department of Language and Communication Studies, University of Jyväskylä

Mikko Kuronen, Department of Language and Communication Studies, University of Jyväskylä

Abstract Tongue twisters are a controversial pronunciation teaching classic. Whereas some see tongue twisters difficult and frustrating for learners, others find them fun and motivating. This study was inspired by these opposing views and the fact that previous studies have failed to offer convincing proof of whether this technique works for L2 pronunciation learning. This study approaches the question with a teaching experiment. Participants were 28 learners of L2 Swedish. Half of them trained with tongue twisters and half with authentic sentences. Training focussed on two sounds typically difficult for the learners, who were tested before and after the training period. Further, the participants were surveyed to grasp their tongue-twister experiences. Results reveal that tongue twisters were mostly viewed positively and lead to better pronunciation development than training with authentic sentences. Hence, the study demonstrates that tongue twisters now have research-based potential as a successful L2 pronunciation teaching technique.

Key words  L2 Swedish, language learning, pronunciation learning, teaching experiment, teaching methods, tongue twisters

Disfluency and self-repair in presentational and interpersonal speech modalities

Jianling Liao, School of International Letters and Cultures, Arizona State University

Abstract The current study investigated disfluency and self-repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self-repair. Knowledge of self-initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as presentational and interpersonal speech, may provide distinct psychological and discourse conditions for eliciting speech. Although presentational and interpersonal communicative skills are deemed crucial subskills of L2 ability, little research has examined whether patterns of L2 disfluency and self-repair may vary between the two speech modes. The current study examined the distributions and rates of different types of disfluency signals, reparanda, and repair strategies manifested in presentational and interpersonal speech by advanced L2 Chinese speakers. The results revealed that in both speech modes, advanced Chinese speakers allocated significant repairing effort to correct lexical items and reformulate messages. The distributions and rates of different types of self-repair exhibited significant between-mode differences. The findings indicate that speaking practice through different modes may facilitate the development of L2 speaking skills in different areas. Further research is still needed to examine disfluency and self-repair in various speech modes and with different L2 proficiency levels and task conditions.

Key words disfluency, interpersonal speech, L2 Chinese, presentational speech, self-repair

Using authentic doctor–patient consultations in improving communication skills

Meng Yeh, Center of Languages & Intercultural Communication, Rice University

Wei-li Hsu, Center of Languages & Intercultural Communication, Rice University

Abstract There is an increasing interest in using authentic doctor?patient consultations as teaching materials for courses of languages for medical purposes. However, what is the effect of the instruction? How does the instruction adopt authentic consultations advance students' interpersonal communicative competence in medical settings? This paper aims to answer these questions.

Key words authentic materials, curriculum for specific purposes, Mandarin, postsecondary/higher education, quantitative research

Deconstructing the myth of Standard German: Navigating language ideologies in the L2 German university classroom

Višnja Milojičić, Department of Applied Linguistics, The Pennsylvania State University, State College

Abstract Previous research has established a connection between Standard Language Ideology (SLI) and prestige and power and has highlighted the existence of a dominant cultural narrative that idealizes Standard High German as a provider of cultural elevation and unity, viewing nonstandard Germanic varieties as exotic. Nevertheless, scholars have likewise emphasized the importance of familiarizing L2 German students with the standard and nonstandard regional and dialectal varieties that are widely used within and across Germanic-speaking countries. Through a grounded ethnographic approach involving classroom observations and interviews, the study suggests that the L2 German university students observed seemed to believe in the superiority of Standard German despite efforts by their instructors to counter this belief. The study extends previous research by illustrating L2 German instructors' negotiation strategies, used to highlight the communicative legitimacy of German and Austrian dialects to their students.

Key words dialect legitimacy, dialect variation, grounded ethnography, L2 German, Standard Language Ideology

Effects of structural complexity and L1 experience on L2 acquisition of Chinese multiword sequences

Xue He, Center for World Languages and Cultures, University of Denver

Abstract Multiword sequences are difficult for second language (L2) learners to acquire. What factors influence L2 learners' learning of Chinese multiword sequences? The grammar patterns for such constructions in Chinese presented in the textbooks are complicated, and some are not accurate. How should L2 instructors teach multiword sequences?

Key words Chinese directional complements, multiword sequences, second language acquisition, second language classroom instruction

Embodied modes in L2 French video reflections: Supporting metalinguistic awareness, organization, and community

Natalie Amgott, Department of Modern Languages, Carnegie Mellon University

Julia A. Gorham, Second Language Acquisition and Teacher Education, University of Urbana-Champaign

Abstract In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes?or gestures and facial expressions. Grounded in the social semiotic theory of multimodality, this study leverages multimodal transcription and discourse analysis to describe how 126 college learners of L2 French used embodied modes in their video reflections. Findings reveal how gestures and facial expressions served to augment students? metalinguistic awareness and organizational capacities in French. Further, embodied modes supported students in connecting to their audience. Because online language learning has increased during pandemic times, the findings shed light on the important role of embodied modes in designing L2 video assignments.

Key words  CALL, discourse analysis, foreign/second language learning/acquisition, French, technologies

 French pronunciation instruction using the PACE model

Céline Rose, Brigham Young University

Adam F. McBride, Department of French and Italian, Brigham Young University, Department of French and Italian, University of Texas at Austin

Abstract As an overwhelming amount of research has demonstrated that educator preparation programs do not adequately prepare instructors to teach pronunciation, this study aims to help teachers of foreign languages to implement and improve pronunciation instruction (PI) in their classroom by adapting PACE (Presentation, Attention, Co-construction, and Extension), the commonly used model for grammar instruction. The present study explores the efficacy of this model in improving learners' ability (1) to associate target phonemes with the appropriate phonological context and (2) to produce target phonemes distinctly in a spontaneous speech task. Data suggest that a modified PACE model for PI can be effective in both intermediate- and advanced-level courses. The possibility of adapting an existing and well-known method for teaching grammar would allow teachers to implement and/or improve their PI with minimal additional training.

Key words  all languages, curriculum and curriculum development, foreign/second language teacher preparation, in-service and professional development, phonetics/phonology/pronunciation

The influence of computer-assisted obligatory processing tasks on L2 Spanish object pronouns

Michael K. Olsen, Department of Foreign Languages, Tennessee Technological University

Abstract Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been investigated. This study addresses the influence of instruction on preempting (Rutherford, 1989) an Animacy-based system in L2 learners of Spanish by investigating whether instruction led learners to use a Case-based OP system rather than an Animacy-based system and at what level instruction was most beneficial. Data were collected from 115 L2 learners divided into two groups (instructed and control) who completed comprehension and production tasks at two different times (pretest, posttest). Between the pretest and posttest, learners in the instructed group received instruction on Spanish OPs using the PACE model for grammar instruction. Results from mixed analysis of variances indicate preemption of an Animacy-based system in both learner groups. This finding is taken as evidence that the tasks themselves led learners to change their OP systems by forcing learners to process the object pronouns and notice additional possible contexts.

Key words computer-assisted, object pronouns, grammar instruction, Spanish, university-level instruction

Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis

Sjuul Juliana Lendo, Department of German Language Education, Faculty of Language and Arts, Universitas Negeri Manado

Handoyo P. Widodo, Department of Research and Publication, PERIISAI Center for Social Science Research-PERIISAI, Prince Khalid Al-Faisal Institute for Moderation, King Abdulaziz University

Sayyidatul Fadlilah,  Department of English Language Education, Universitas Islam Negeri Walisongo Semarang

Tsabita R. Qonnita, Department of English Language Education, Universitas Sebelas Maret Surakarta

Abstract Informed by an integrated critical social semiotic approach, the present critical discourse study investigates the semiotic relations of image?text and the cultural meanings encapsulated in two German language textbooks: Studio d A1 and Netzwerk A1 widely used in Indonesia. Adopting Xiong and Peng's semiotic relation model, the findings demonstrate that Netzwerk A1 provides learners with opportunities to learn, think, and reflect critically on German culture through pedagogical questions regarding image?text-pedagogy discussion. However, the image?text in Studio d A1 emphasizes the acquisition of linguistic knowledge and does not engage learners in exploring and negotiating their cultural repertoire. This empirical evidence suggests that language textbook writers should consider designing culturally responsive language learning tasks to engage learners in the active construction of cultural knowledge in practice.

Key words critical social semiotic approach, cultural representation, foreign language textbooks, systemic functional linguistics

Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading

Kristen Michelson, Classical and Modern Languages and Literatures, Texas Tech University

Mourad Abdennebi, Second Language Acquisition and Teaching, University of Arizona

Chuck Michelson, Independent Scholar and Freelance Teacher

Abstract This quasi-experimental study compares text-centered dialogs between two groups of intermediate second language (L2) French learners: traditional face-to-face (FTF) discussion groups; and groups who annotated and discussed texts through the digital social annotated reading (DSAR) platform, Hypothes.is. All participants read the same articles, with discussions guided by the same reading questions. Participants' dialogs in both conditions were coded based on types of discursive moves, then analyzed through a framework of social, textual, and linguistic affordances. Findings revealed that social affordances emerged significantly more frequently than other affordances among FTF groups while textual affordances emerged significantly more frequently than other affordances among DSAR groups. Findings support the benefits of DSAR tools for more anchored discussions over traditional FTF classroom discussions, with the caution that DSAR tools alone do not necessarily promote deep discussion of foreign language texts. Beyond pedagogical implications, this study suggests an expansion of theoretical frameworks of affordances in future DSAR research.

Key words affordances, authentic texts, collaborative learning, digital social annotated reading, multiliteracies

Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing

Luciane Maimone,  Missouri State University

Jason Jolley, Missouri State University

Abstract This article reports the results of an empirical study designed to determine the degree to which college instructors of Spanish can distinguish between machine translation (MT) and non-MT writing samples produced by second language (L2) learners of Spanish in an intermediate-level writing course. We also investigated relationships between detection accuracy rates, instructor teaching experience, and text type (narrative or argumentative), as well as signs instructors consider indicators of both kinds of writing. Results demonstrated that instructors were able to distinguish MT from non-MT writing with a high degree of accuracy by relying on a broad array of indicators. However, neither text type difference nor instructor experience related significantly to detection ability. These findings have practical implications for the L2 classroom with regard to instructor response to MT use and the integration of MT tools to support L2 writing development.

Key words foreign/second language learning acquisition, quantitative research, Spanish, technologies: machine translation, writing process

“Sorry, that's all I know!”: A study on web-based pragmatic instruction for novice learners

Noelle Kerber, School of International Letters and Cultures, Arizona State University

Jacqueline Shea, School of International Letters and Cultures, Arizona State University

Marta Tecedor, School of International Letters and Cultures, Arizona State University

Abstract This study examines the impact of instructor-led (IL) versus self-access (SA) web-based pragmatic instruction on novice second language learners' (n?=?28) awareness and oral production of Spanish apologies. Two sections of a second-semester Spanish course were assigned to either the IL or the SA group. The web-based resource Dancing with Words was used to provide pragmatic instruction. Participants in the SA group worked through the materials individually, and participants in the IL group received support and guidance from the instructor. A quasi-experimental, pre-/posttest design was used to measure participants' pragmatic competence (i.e., awareness and production skills) before and after a 5-week intervention period. Results indicate three major findings: (1) learners follow developmental trajectories similar to those identified in study abroad, (2) instructor guidance is important for novice learners' development of pragmatic competence, and (3) special consideration should be given to instructional materials to ensure they align with the instructional context and goals.

Key words classroom research, computer-assisted language learning, postsecondary/higher education, pragmatics, Spanish

 ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy

Jia Lin, Department of Curriculum and Instruction, School of Education, Howard University

Abstract The ACTFL Proficiency Guidelines play a guiding role in foreign language teaching, testing, curriculum design, and textbook development. However, can the difficulty hierarchy posited by descriptors in the Guidelines be verified empirically? How to verify it by scaling teachers' collective perceptions of descriptor difficulty?

Key words Chinese (Mandarin), proficiency guidelines, reading

Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures

Ran Zhao, East Asian Languages, Literatures & Cultures, University of Virginia

Matthew D. Coss, Department of Languages, Literatures, and Cultures, Michigan State University

Henry Ruan, Modern and Classical Languages Department, Loomis Chaffee School

Bailu Li, EdPlus at ASU, Arizona State University

Jing Ma, Research and Development, United Educators for Housing and Literacy (UEHL)

Abstract This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities, the range of commonly used standardized tests and related policies and perceptions, and the perceived effectiveness of such practices by 125 secondary and 74 postsecondary instructors. Our analysis identifies both practices that hinder high school students' smooth transition to college and practices that facilitate the transition and achieve optimal placement in postsecondary Chinese programs. Based on analyses of convergent and divergent practices and perspectives, we recommend a series of principles and strategies for more effective secondary-postsecondary articulation of Chinese language programs in the United States.

Key words Chinese, language program articulation, placement tests, postsecondary, secondary

Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Ying Zheng, School of Humanities, University of Southampton

Yanbin Lu, School of Liberal Arts, Richmond American University London

Jia Li, Department of Mandarin, Bohunt School Liphook

Abstract This study investigates Mandarin Chinese learners? motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or in a focus group. The results indicate that the context of L2 learning and pupils? learning experience contribute to their sustained motivation. More specifically, the nature of the CLIL subjects, teachers and their teaching methods, peers, tasks, and examinations all play an important role in motivating or demotivating students. Pedagogical implications have been discussed with suggestions for maintaining students? motivation in CLIL programs. This article fills the gap in the field of motivational study by bridging the learning of CFL and the CLIL context.

Key words CFL, CLIL, motivation, L2 learning experience

Synchronous and asynchronous online collaborative writing: A study on Chinese language learners

Meixiu Zhang, Texas Tech University

Qi Liu, Texas Tech University Health Sciences Center

Abstract Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language classrooms. Fourteen Chinese as a foreign language (CFL) learners completed Google Docs-based CW tasks in two modalities: A synchronous CMC modality entailing video-chatting in Zoom and an asynchronous CMC modality where learners interacted in Google Docs with delayed time. Through analyzing multiple data sources (i.e., peer interaction, written products, editing logs, interviews), we found that, while CMC modality did not impact writing performance, CFL learners had more language learning opportunities and more positive learning experiences in the synchronous mode than in the asynchronous one. The findings revealed multiple challenges that require attention when implementing asynchronous CW tasks in teaching.

Key words Chinese language, collaborative writing, computer-mediated communication, language-related episodes, modality

Envisioning a successful professional self through a negotiation-themed advanced Chinese course

Zhini Zeng,  University of Mississippi

Junqing (Jessie) Jia, Hamilton College

Abstract A great deal of research has recognized the necessity of receiving proper predeparture training for being able to truly benefit from international internship experiences. However, few researchers have taken the next step by exploring how domestic programs could pedagogically and psychologically prepare students for their professional experiences abroad. This study examines the role that a language-for-specific-purposes course plays in the process of preparing students for their upcoming internship experiences in the target culture, with a focus on intercultural negotiation. The findings suggest the students were able to successfully develop the cultural awareness and communicative skills necessary to engage in the negotiation of cultural boundaries. Furthermore, the study discusses how the introduction of a role model, in-depth workplace scenarios, and creating a holistic view of one's learning experiences are the three pedagogical elements that contribute to the construction of a professional L2 self.

Key words 21st century skills, curriculum for specific/special purposes, intercultural awareness and competence, motivation, negotiation of meaning

Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher- and lower-proficiency readers

Tianxu Chen,  Minzu University of China

Dongbo Zhang, University of Exete

Abstract Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framework, this study investigated 238 L2 Chinese learners who were college-level students in China, using a set of reading-related tasks. The results showed that (1) vocabulary breadth and grammatical knowledge independently contributed to L2 reading comprehension with grammatical knowledge being a more deciding factor; (2) different aspects of vocabulary depth (i.e., polysemy and synonymy), over and above vocabulary breadth and grammatical knowledge, played an independent role; and (3) more importantly, lower-proficiency learners relied more on vocabulary breadth whereas higher-proficiency learners made more use of vocabulary depth during text-level comprehension.

Key words reading comprehension, vocabulary breadth, vocabulary depth, L2 Chinese

The presence and absence of race in world language education literature

Bethany Daniel, Department of Teaching and Learning, Vanderbilt University

Abstract World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary journals in WL education. Drawing on literature from race and critical whiteness studies, the article presents a conceptual framework used to analyze articles that referenced race-related terms in the publication histories of 11 WL journals. Using textual content and thematic analysis, the articles illuminated ways in which systemic whiteness operates in WL education. Findings suggest that individual actions and coordinated efforts to shift policies and practice may help the field move toward greater racial equity.

Key words  history of the teaching of foreign languages, race and ethnicity, teacher development

Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study

Lauren Goodspeed, University of Minnesota

Kate Paesani, University of Minnesota

Mandy Menke, University of Minnesota

Helena Ruf, University of Minnesota

Abstract Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand critical pedagogies that prioritize language-content integration through a simultaneous focus on proficiency development and engagement with target language texts. This multiple case study addresses these research gaps by examining postsecondary French, German, and Spanish teachers' conceptualizations of social justice in language education as they created social justice curricular units. Findings show that these conceptualizations are complex and multifaceted and span the what, why, and how of social justice in language education. Insights gleaned from these findings have important implications for language teacher professional development and future research.

Key words beliefs and philosophy, curriculum and curriculum development, pedagogy, postsecondary/higher education, teaching culture

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

Francis John Troyan, Department of Teaching and Learning, The Ohio State University

Loretta Fernández, Department of Teaching, Learning and Leading in the School of Education, University of Pittsburgh

Zhenjie Weng, Language and Culture Center, Duke Kunshan University

Daniel Scott Ferguson, Department of Teaching and Learning, The Ohio State University

Yuseva Ariyani Iswandari, Department of Teaching and Learning, The Ohio State University, Faculty of English Teacher Education, Universitas Sanata Dharma

Sarah Avdakov, South-Western City Schools

Abstract Contextualized within our Projects in Humanization in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers?Daniel, Yuseva, and Sarah?and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Profile?part of the foundations course in our language teacher education programs?guided language teachers in developing their understandings of their bi-/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as translanguaging to survive, negotiating my identity and being a white woman who learned Spanish. SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education.

Key words humanizing methodologies, language teacher education, language teacher identity, language use, systemic functional linguistics

American sign language level 1 assessment: What is out there?

Beverly J. Buchanan, Gallaudet University, McDaniel College, Lamar University

John S. Pirone, Northeastern University, Univeristy of Vermont

Kimberly K. Pudans-Smith, Gallaudet University, McDaniel College, Lamar University

Brian W. Leffler, McDaniel College, Lamar University, University of Georgia

Brad S. Cohen, University of Northern Colorado, Lamar University

Paul K. Simmons, McDaniel College, Lamar University

Pauline M. Ballentine, Regent University, Lamar University, University of Northern Colorado

Tabitha Venable, Gallaudet University, Lamar University

Karen Soza, Gallaudet University, Lamar University

Abstract American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL level 1 teachers use in the classroom and how those teachers measure students' language progression. This study is critical because no standard ASL level 1 assessment tool measures students' skill levels to advance to the next level. The survey was created to build a better understanding of what tools ASL instructors use to assess their students' language performance. Data were collected from 93 ASL level 1 teachers. The results demonstrated a need for additional training for ASL teachers to improve their knowledge of language assessments and skills in using assessment tools, especially to support ASL students' language progress and proficiency. The results of this study provide suggestions for future assessment tools to increase the effectiveness of ASL programs across the United States.

Key words American Sign Language (ASL), ASL education, assessment tools, language assessment

Who considers becoming a world language teacher? Comparing students who would with those who won't

William S. Davis, Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, The University of Oklahoma

Bo Liu, Department of Asian Studies, College of Liberal Arts, The University of Texas at Austin

Josephine Kim, College of Arts and Sciences, The University of Oklahoma

Abstract Given the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N?=?116) while others would not (N?=?129). Analyses indicated that those who would consider the profession were significantly more motivated for language study and had perceived experiencing significantly more instances of communicative and authentic pedagogy, as well as feelings of autonomy, community, and capability in their current language course than their counterparts who would not consider the profession. While passion for languages, teaching, and social contribution were factors that drew students to the profession, those who would not consider world language teaching were primarily dissuaded by a lack of passion for languages and teaching and perceptions of their own inadequate language proficiency.

Key words mixed methodology, motivation, postsecondary/higher education, preservice teacher preparation, recruitment

Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices

Scott Kissau, Cato College of Education, University of North Carolina at Charlotte

Kristin J. Davin, Department of Middle, Secondary and K-12 Education, University of North Carolina

Helga Haudeck, Institute of English, University of Education Ludwigsburg

Chuang Wang, Faculty of Education, University of Macau

Abstract Research has identified 10 high-leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States and Germany, to better understand how the two very different programs prepare their candidates to implement HLTPs, which HLTPs are emphasized, and how successful they are at preparing their aspiring teachers to implement one practice that has been identified in the research as particularly important (facilitating target language comprehensibility). Survey, teaching observation, and interview data collected from teacher candidates and their instructors suggested the critical nature of select HLTPs, that some of the subcomponents of one of these practices may be more challenging for novice teachers to master than others, and that there may be multiple approaches to preparing foreign language teachers to implement HLTPs.

Key words high-leverage teaching practices, foreign/second language teacher preparation, all languages, case study

Teachers' perspectives on pedagogy in short-term language study abroad

Brett Fischer, Department of Modern Languages, Cégep André-Laurendeau

Danielle Viens, Department of Modern Languages, Cégep du Vieux Montréal

Abstract Study abroad (SA) in North America is changing in two ways: short-term trips are becoming more popular, and more students are traveling in teacher-facilitated groups. These changes raise questions about how teaching methods can help to improve outcomes in short stays abroad, particularly in the case of language learners. To better understand teachers' perspectives on pedagogy, we conducted a series of group and individual interviews with 18 college teachers who facilitate short-term language SA. The results of a constructivist grounded theory analysis showed that teachers believed pedagogy in short-term SA could be improved by integrating the SA program into the at-home curriculum, by targeting both measurable and process-based objectives, by adopting a variety of teaching strategies including experiential teaching, and by integrating interactions between students and locals in different ways.

Key words facilitated study abroad, group study abroad, L2 learning abroad, out-of-class teaching, short-term study abroad

Indicators of academic readiness for college: Evaluating an advanced Spanish language program

Jill Landes-Lee, Second Language Teaching and Research Center, University of Utah

Johanna Watzinger-Tharp, Department of Linguistics, University of Utah

Abstract Students who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that race/ethnicity played a role in inequitable distribution of college readiness indicators to a larger extent than parent college completion. Hispanic students, although enrolled in advanced coursework at a higher rate than the school overall, were still at a disadvantage compared with their White peers. Findings can inform programs to improve educational outcomes and may suggest areas for future research.

Key words college readiness, advanced coursework, high school Spanish, student demographics, articulation and extended sequences pre-K-20

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Lama Nassif, Williams College

Shawna Shapiro, Middlebury College

Abstract Code use, including codeswitching and/or style-shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic?a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third-year, L2 learners of Arabic in a multidialectal program, and focused on the questions: (1) What types of metasociolinguistic awareness are evident among advanced learners of Arabic who have had multidialectal training? (2) To what extent is this awareness reflected in their productions? Data collection included a language learning history survey, spoken and written productions in Arabic, and an English interview. Findings show that participants had a complex awareness of MSA-CA use that could be further expanded through instruction, suggesting that the trajectory of sociolinguistic competence development is complex, nonlinear, and influenced by instructional, social, and idiolectal factors. This study has important scholarly and pedagogical implications, and is linked to the rapidly growing body of scholarship on translanguaging practices and pedagogies.

Key words  L2 Arabic, L2 sociolinguistic competence, multidialectal training, sociolinguistic awareness

Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction

Mostafa Morady Moghaddam, Department of English, Shahrood University of Technology

Abstract This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher?student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment?response exchanges, 148 DMs were identified within the responses. These sequences were analyzed to find out how DMs are combined with four distinct CR types; accept, mitigate, reject, and request interpretation. DMs were also identified and categorizedbased on their frequency of occurance and semantic features to allow comparison with previous findings. The results of this study revealed that Iranian EFL learners resorted to a limited number of DMs in responses to teacher-generated compliments, with ?linking? DMs being the most favorable type. Moreover, some DMs were accompanied by a specific CR type which helped the formation of an intended illocutionary force by the complimentee. It was also observed that a DM or a combination of these markers can stand alone as a legitimate and functional response to compliments, which further reveals that DMs can contribute to both semantic and pragmatic meaning. These findings clearly suggest that explicit teaching of DMs in English language classes should be taken into consideration, as these linguistic elements can provide learners with important tools to convey their intended meaning more smoothly and effectively.

Key words classroom discourse, compliment-response (CR) exchanges, discourse markers (DMs), Iranian learners of English, pragmatic markers

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。

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