刊讯｜SSCI 期刊 《现代语言杂志》2023年第1-4期

THE MODERN LANGUAGE JOURNAL

Volume 107, Issue 2-4, 2023

THE MODERN LANGUAGE JOURNAL（SSCI一区，2022 IF：4.9，排名：6/194）2023年第2-4期共发研究性论文25篇。研究论文涉及英语教学、二语习得、多语言互动、语言能力评估、语块处理、跨语言教学法、口语流利度、双语学习、德语写作、跨文化能力等方面。欢迎转发扩散！（2023年已更完）

往期推荐：

目录

Issue 2

■ Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project,by Dingfang Shu,  Shanshan Yang,  Masatoshi Sato, Pages 405–427.

■ Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments, by Ryan A. Goble, Pages 428–450.

■ How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment, by Keiko Hanzawa,  Yuichi Suzuki, Pages 451–478.

■ Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners, by Richard L. Sparks,  Philip S. Dale,  Jon M. Patton, Pages 479–508.

■ Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yorùbá-language classroom in southwestern Nigeria, by Adeola Agoke, Pages 509–530.

■ Assessing spoken lexical and lexicogrammatical proficiency using features of word, bigram, and dependency bigram use, by Kristopher Kyle,  Masaki Eguchi, Pages 531–564.

■ The processing of multiword expressions in L1 and L2 Chinese: Evidence from reaction times and eye movements, by Shang Jiang,  Anna Siyanova–Chanturia, Pages 565–605.

Issue 3

■ The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences, by Michael Zuniga, Pages 650–668.

■ Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed, by Emma Marsden,  Amber Dudley,  Rachel Hawkes, Pages 669–692.

■ Bringing the body into play: The corporeal aspect in second language acquisition, by Arnd Witte, Pages 693–712.

■ Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy, by Kongji Qin,  Lorena Llosa, Pages 713–733.

■ Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction, by Hyun–Bin Hwang, Pages 734–755.

■ The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking, by Yucel Yilmaz,  Diana Arroyo,  Carly Carver,  Jungyoun Choi,  Megan Dibartolomeo, Pages 756–781.

■ Tracking learnables and teachables in L2 Arabic dyadic conversations-for-learning, by Khaled Al Masaeed, Pages 782–801.

■ The social consequences of talking to oneself: The dialectical continuum of social and private speech, by Nicholas Carr, Pages 802–818.

■ Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit, by Young Ae Kim,  Tim Stoeckel,  Stuart McLean, Pages 819–846.

Issue 4

■Out-of-classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary, by Batia Laufer,  Esther Emma Vaisman, Pages 854–872.

■ “Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction, by Ana Fernández–Dobao, Pages 873–895.

■ Task communicative function and oral fluency of L1 and L2 speakers, by Astrid Morrison,  Parvaneh Tavakoli, Pages 896–921.

■ Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework,by Yuan Lu,  Chuanren Ke, Pages 922–943.

■ Does spaced practice have the same effects on different second language vocabulary learning activities? Fill-in-the-blanks versus flashcards, by Su Kyung Kim,  Stuart Webb, Pages 944–964.

■ Developing advanced L2 German writing: A functionally oriented longitudinal study, by Hiram H. Maxim, Pages 965–990.

■ L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk, by František Tůma,  Leila Kääntä,  Teppo Jakonen, Pages 991–1010.

■ Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations, by Pınar Turan,  Nur Yiğitoğlu Aptoula, Pages 1011–1034.

■ The impact of explicit instruction in intercultural competence in the world language classroom, by Janice M. Aski,  Xinquan Jiang,  April D. Weintritt, Pages 1035–1056.

摘要

Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project

Dingfang Shu, The Shanghai Centre for Research in English Language Education, Shanghai International Studies University, Shanghai, China

Shanshan Yang, College of Foreign Languages and Literatures,Fudan University, Shanghai, China

Masatoshi Sato, Department of English, Universidad AndresBello, Santiago, Chile

Abstract In addressing the widening research–practice gap in the field of second language (L2) education, an increasing emphasis has been placed on a bidirectional and mutually beneficial relationship between L2 researchers and practitioners. Through the lens of an ecosystems model, this qualitative study explored how seven researchers at a research center in China, who collaborated with practitioners and other stakeholders in developing English textbooks, impacted the local English language teaching (ELT) ecosystem and built a bridge between research and practice. Data sources included semistructured interviews, written reflections, and official documents, in an effort to provide a holistic perspective of researchers’ experiences and changes in the textbook project. Results showed that with researchers’ engagement, which was influenced by other participants at distinct levels of the ecosystem, a healthy ecosystem emerged as a result of the project. The engagement of the researchers with other participants contributed to value co-creation in the local ELT ecosystem, which was facilitated by the research center. The evolving new ecosystem is characterized by rich, multidirectional, and reciprocal energy flows among the stakeholders with differing roles. In particular, active agents, government support, dialogue platforms, and collaborative mindsets played important roles in facilitating researchers’ engagement in the ecosystem.

Key words ecosystem, energy flow, knowledge mobilization, researcher agency,research–practice relationship, textbook development

Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments

Ryan A. Goble, Language Program Office, International Division,University of Wisconsin–Madison, Madison,Wisconsin, USA

AbstractEmpirical research on the relationship between language learners’ (LLs’) multilingual and professional development has remained scant in conversations surrounding LLs’ sustained engagement with a target language (TL) beyond higher education. To address this gap, this article examines the co-construction of US collegiate LLs’ multilingual–professional identities and trajectories in career advising appointments where language is cast as a measurable, marketable skill on resumes and job postings. Data include six audio-recorded, transcribed career advising appointments and 20-minute post-advising interviews with collegiate LLs of three non-English TLs. Through the theoretical lens of figured worlds, the thematic and narrative analyses jointly demonstrate how resumes and job postings function as cognitive tools that prompt LLs to develop stances toward their willingness and preparedness to use the TL in professional settings. Such stances are associated with various manifestations of linguistic insecurity when language is presented as a technical skill on those artifacts. Yet, the analysis shows how LLs work with career advisors to narratively position themselves in relation to “objective” proficiency descriptors and the ideological bi–monolingual in positions of employment and along professional trajectories. Implications for strengthening LLs’ capacity to translate classroom language learning to participation in personally relevant multilingual communities are discussed.

How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment

Keiko Hanzawa, Institute of Arts and Sciences, Tokyo University of Science, Noda, Chiba, Japan

Yuichi Suzuki, Department of Cross-Cultural Studies, Kanagawa University, Yokohama-shi, Kanagawa, Japan

AbstractWhile task repetition is effective for improving oral fluency, some teachers are reluctant to use it in their classrooms due to the alleged negative perceptions of learners toward repetitive practice. To address this concern, the participants in the current study completed a posttask questionnaire probing their perceptions toward task repetition practice, focusing on metacognitive judgment (i.e., the number of task repetitions considered effective) and emotional engagement (i.e., enjoyment and concentration). Prior to taking the survey, 64 second language learners individually performed the same picture-description task six times under one of the three repetition schedules (massed, short-spaced, and long-spaced condition). Their posttask questionnaire results indicated that task repetition was perceived as an effective and engaging activity (about four to five performances were deemed to be most optimal). Relative to massed task repetition, short- and long-spaced schedules led to higher perceived effectiveness and emotional engagement. Moreover, while the short-spaced group made accurate metacognitive judgment of their fluency gains, learners in the massed practice condition overestimated their fluency gains, possibly due to enjoyment and illusion of high competence. These findings indicate that spacing between task repetitions can influence learners’ engagement in the task, which can impact their fluency development.

Key words emotional engagement, massed and spaced practice, metacognition,speaking fluency, task repetition

Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners

Richard L. Sparks, Department of Education, College of Mount. St.Joseph University, Cincinnati, Ohio, USA

Philip S. Dale, Department of Speech and Hearing Sciences,University of New Mexico, Albuquerque, NewMexico, USA

Jon M. Patton, Department of Academic Affairs, Miami University, Oxford, Ohio, USA

AbstractAlthough most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small and irrelevant to IDs in L2 acquisition. However, growing evidence has found strong relationships between IDs in L1 attainment and ultimate L2 achievement. In this longitudinal study, US secondary students were administered measures of L1 written and oral achievement, L1 cognitive processing, and L2 aptitude, then followed over 3 years of Spanish instruction and administered standardized measures of L2 literacy and oral proficiency at the end of each year. Hierarchical regressions followed by regression commonality analysis showed that IDs in L1 achievement alone (reading, writing, vocabulary, and print exposure) accounted for substantial unique variance in L2 reading, writing, listening comprehension, and oral proficiency, while L2 aptitude accounted for additional unique variance at the end of each year. A new finding showed that variance accounted for by L1 skills increased from first to second to third year. Results lend additional support to the conclusion of strong L1–L2 relationships between IDs in L1 attainment and IDs in L2 achievement.

Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yorùbá-language classroom in southwestern Nigeria

Adeola Agoke, Department of African Cultural Studies,University of Wisconsin, Madison, Wisconsin,USA

AbstractIn many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges the reification of standard dialects and examines their relationship with learners’ language use through an analysis of a Yorùbá-language classroom in southwestern Nigeria. Findings from ethnographic data—classroom observations, instructor interviews, educational language policy, and curricular documents—show that learners’ social, linguistic, and cultural experiences interacted with and sometimes contradicted classroom expectations. I argue that the expectation of standard dialect use stifles fluid interaction in the classroom but, paradoxically, triggers learners’ linguistic creativity. To bridge the gap between classroom expectations and learners’ experiences, I call for an alternative pedagogy that privileges language users’ multilingual realities for optimizing standard language use in the classroom context. The article also contributes to ongoing conversations in applied linguistics about standard dialect use and the lack of affirmation of learners’ linguistic creativity in educational contexts.

Key words classroom interaction, multilingual practices, pedagogical processes,standard dialects, Yorùbá

Assessing spoken lexical and lexicogrammatical proficiency using features of word, bigram, and dependency bigram use

Kristopher Kyle, Department of Linguistics, University of Oregon,Eugene, Oregon, USA

Masaki Eguchi, Department of Linguistics, University of Oregon,Eugene, Oregon, USA

AbstractThe measurement of second language (L2) productive lexical proficiency has driven a great deal of research over the past two decades. Research has indicated that more proficient speakers and writers tend to use a wider range of words and that more proficient writers tend to use words that are more sophisticated (less frequent in reference corpora). Research over the past 15 years has also demonstrated that the way words are used in context (i.e., collocation use) is also an important indicator of both written and spoken proficiency. In this study, we extend recent research that has modeled writing proficiency using collocation indices based on grammatical dependencies (e.g., verb–direct object) to spoken contexts. In particular, we model speaking proficiency scores from a large corpus of oral proficiency interview responses using a range of well-known indices of productive proficiency and newly developed grammatical dependency indices. The results indicated that all index types demonstrated small to moderate correlations with speaking proficiency individually but explained a large proportion of the variance when used in a multivariate model that included dependency collocation indices.

Key words collocations, corpus linguistics, learner corpus research, lexicogrammati-cal use, natural language processing, oral proficiency

The processing of multiword expressions in L1 and L2 Chinese: Evidence from reaction times and eye movements

Shang Jiang, College of Foreign Languages, Nanjing University of Aeronautics and Astronautics,Nanjing, China

Anna Siyanova–Chanturia, College of Foreign Languages, Ocean University of China, Qingdao, China/School of Linguistics and Applied Language Studies, Te Herenga Waka—Victoria University of Wellington, Wellington, New Zealand

AbstractFrequency and proficiency have been found to play an important role in second language (L2) phrasal processing. However, existing research has largely focused on English and other European languages, with other commonly used languages, such as Chinese, being largely disregarded. To fill this gap, we carried out two experiments to investigate how frequency—operationalized as a dichotomy (collocation vs. control) and a continuum (log-transformed corpus frequency)—and language proficiency affect phrasal processing in first language (L1) and L2 speakers of Chinese. The results of a grammaticality judgment task (Experiment 1) and an eye-tracking experiment (Experiment 2) largely converged to show that not only L1 speakers but also L2 learners are sensitive to phrase frequency manipulations, with collocations and higher frequency phrases being processed faster than controls and lower frequency phrases, respectively. Additionally, the analysis of eye movements—but not reaction times—showed a relationship between proficiency and phrase frequency. Finally, the use of the eye-tracking methodology allowed us to tap into the mechanisms associated with earlier and later stages of phrasal processing, and to analyze multiple interest areas.

Key words Chinese reading, eye tracking, L2 proficiency, multiword expressions,phrase frequency, phrase type

The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences

Michael Zuniga, Département de didactique des langues, Universitédu Québec à Montréal, Montréal, Quebec, Canada

AbstractFlow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire (N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features (N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience.

Key words flow, intrinsic motivation, optimal experience, positive emotions, secondlanguage learning, task engagement, task-based language teaching

Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed

Emma Marsden, Department of Education, University of York,York, UK

Amber Dudley， Department of Education, University of York,York, UK

Rachel Hawkes， The Cam Academy Trust, InternationalEducation and Research, Cambridge, UK

AbstractThe awarding organizations that create and administer high-stakes assessments for beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish in England provide optional topic-driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency-informed versus the awarding organizations’ topic-driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic-driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency-informed word lists, however, seemed to better prepare learners for the exams.

Key words foreign language education, high-frequency vocabulary, high-stakestesting, lexical coverage, lexical selection, topic-driven vocabular

Bringing the body into play: The corporeal aspect in second language acquisition

Arnd Witte, School of Modern Languages, Literatures andCultures, National University of IrelandMaynooth, Maynooth, Co. Kildare, Ireland

Abstract This article foregrounds the role of the learner's experienced and expressive body in the process of action-oriented intercultural second language acquisition (SLA), drawing on phenomenological and related research on embodiment. It suggests that processes of perception, cognition, intentionality, and action are fundamentally shaped by the preconscious experiences of the moving body and its real-time, unmediated interaction with affordances of the social, cultural, and material environment. The prereflective corporeal resonances and experiences provide foundational orientations and scaffoldings for perceptive, emotive, and cognitive processes, emerging through situated bodily activities. Thus, the explicit integration of learners’ active bodies in SLA processes mobilizes largely untapped resources of embodied learning. Preconscious resonances with the second language and the cultural other can be directly sensed in, through, and with the body, allowing for spontaneous behavior to flow naturally in intercultural situations. By engaging the active body in SLA, elements of body memory, and not just episodic memory, are continually reenacted and actualized. The regular training of attentiveness to the corporeal resonances with and adaptive responses to the affordances in the SLA process serves to orientate and scaffold hermeneutical learning and to anchor it in learners’ life experience.

Key words action-oriented SLA, body memory, embodied semiosis, lived body,multimodal learning, somatic attentiveness

Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy

Kongji Qin,  Department of Teaching and Learning, New YorkUniversity, New York, USA

Lorena Llosa， Department of Teaching and Learning, New YorkUniversity, New York, USA

Abstract Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in one US superdiverse, multilingual secondary science classroom. Taking up the lens of criticality and superdiversity, we view classrooms as power-laden spaces and translanguaging as a social practice shaped by and shaping social norms and ideologies. Through discourse analyses of classroom interactions and interview data, we identified seven functions of classroom translanguaging practices. Our analysis shows that translanguaging offered students translingual support for accessing meaning and instruction and allowed the teacher to build relationships with students through translingual caring and translingual critical love. Students also engaged in translanguaging for translingual bonding and creating translingual safe houses. However, translanguaging was also used for translingual exclusion and translingual aggression. Our analysis sheds light on the complexity of translanguaging pedagogy. We call for (re)centering criticality in the research and practice of translanguaging pedagogy and developing students’ critical language awareness in translanguaging classrooms.

Key words translanguaging pedagogy, criticality, translingual caring, translingualcritical love, translingual exclusion, translingual aggression

Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction

Hyun–Bin Hwang, Second Language Studies, Michigan StateUniversity, East Lansing, Michigan, USA

Abstract This study investigated the influence of teachers’ experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research-related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form-focused instruction studies. Second, in-class environment was the most influential element in shaping their grammar instruction. Third, more research-related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence-based grammar instruction. However, prior research-related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research-informed pedagogy to be achievable.

Key words form-focused instruction, grammar instruction, L2 pedagogy literacy,relevance of research, research engagement, research–practice dialogue

The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking

Yucel Yilmaz,  Department of Second Language Studies, IndianaUniversity, Bloomington, Indiana, USA

Diana Arroyo， Department of Second Language Studies, IndianaUniversity, Bloomington, Indiana, USA

Carly Carver， Department of English and World Languages,Augusta University, Augusta, Georgia, USA

Jungyoun Choi， Department of Second Language Studies, IndianaUniversity, Bloomington, Indiana, USA

Megan Dibartolomeo， Department of English and Modern Languages,Longwood University, Farmville, Virginia, USA

Abstract This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16) received feedback in the last task. The control group (n = 16) received no feedback. The total amount of CF provided to the two CF groups was controlled. Learners completed oral production and grammaticality judgment pre, post, and delayed posttests. Results showed that the massed group scored significantly higher than the control group across test types and times. However, the distributed group scored significantly higher than the control group only on the immediate and delayed oral production tests. We argue that the temporal contiguity, intensity, and consistency of feedback instances in the massed condition might be responsible for the relative superiority of the massed CF.

Key words corrective feedback, differential object marking, massed and distributedspacing effect, recasts

Tracking learnables and teachables in L2 Arabic dyadic conversations-for-learning

Khaled Al Masaeed, Modern Languages Department, Carnegie MellonUniversity, Pittsburgh, Pennsylvania, USA

Abstract This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video-recorded data from L2 Arabic dyadic conversations-for-learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other-initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning-behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real-time interaction.

Key words CA-SLA, conversations-for-learning, L2 Arabic, learning-behavior track-ing, learnables and teachables

The social consequences of talking to oneself: The dialectical continuum of social and private speech

Nicholas Carr, Center for Language Research, The University ofAizu, Tsuruga, Ikki-machi, AizuWakamatsu,Fukushima, Japan

Abstract The intrapersonal functions of private speech have been researched extensively. However, studies in interactive settings that focus on the interpersonal functions of private speech have been rare. Adopting a case-study approach, I investigated the social consequences of private speech and how it contributes to the establishment of intersubjectivity during collaborative tasks. Data were collected through video recordings of participants collaboratively processing feedback on jointly produced texts, retrospective interviews that included stimulated recall, and collaborative writing tasks. Findings show instances of private speech acting as a tool that helps establish intersubjectivity, thus promoting joint problem solving and potentially affording interlocutors more opportunities to co-construct knowledge. These opportunities for learning were made possible when interlocutors used the private speech of a peer as a resource to build upon when deliberating on a response to feedback. This indicates that the ability to understand the intra- and interpersonal functions of an interlocutors’ private speech is an important aspect of interactional competence in an additional language.

Key words collaboration, private speech, sociocultural theory, written correctivefeedbac

Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit

Young Ae Kim, Institute of General Education, Kyoto SeikaUniversity, Kyoto City, Japan

Tim Stoeckel， Department of International Studies and RegionalDevelopment, University of Niigata Prefecture,Niigata City, Japan

Stuart McLean， Department of Applied Sociology, KindaiUniversity, Higashi Osaka, Japan

Abstract In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible if words containing the most frequent derivational affixes are known. This study assessed the validity of these views for L2 listening. Participants (N = 120) provided translations of 27 base words and 43 related affixational forms when listening. When participants knew one form (either the base word or an affixed form) they also knew the other just 25.1% of the time. For target words containing the most frequent derivational affixes, this was just 26.5%. Logistic regression found that learners’ overall vocabulary level, several aspects of word frequency, and base word knowledge were all significant predictors of knowing affixed forms. However, when other variables were held constant, base word knowledge was a weak predictor of affixational form knowledge. These findings support neither the strict assumption nor the more lenient view of WF6 use for L2 listening among study participants.

Key words listening, logistic regression, morphology, word counting unit

Out-of-classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary

Batia Laufer, Department of English Language and Literature,University of Haifa, Haifa, Israel

Esther Emma Vaisman, Department of English Language and Literature,University of Haifa, Haifa, Israel

Abstract Extramural exposure, through activities such as watching TV, gaming, networking, and online reading, has become an important source of vocabulary acquisition in English as a foreign language, particularly when learners’ first language (L1) has many cognates with English. Our study examined extramural vocabulary acquisition of 10th-grade L1 speakers of noncognate languages over one school year and explored the effects of digital activities and initial lexical knowledge of the participants on their vocabulary gains. Learners reported the amount of digital activity, took a vocabulary pretest, and kept vocabulary diaries where they recorded, on a weekly basis, the new words they encountered. At the end of the study, each student took a personalized test that included all the words recorded in their personal diary. The results indicate that (a) all learners gained some out-of-school word knowledge, (b) students with better initial vocabulary knowledge gained more words, and (c) the initial knowledge contributed to out-of-school learning more than the amount of digital activity.

Key words digital activities and vocabulary learning, extramural learning, out-of-school learning, out-of-school vocabulary learning, prior vocabularyknowledge effec

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

Ana Fernández–Dobao, Spanish & Portuguese Studies, University ofWashington, Seattle, Washington, USA

Abstract Drawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high-intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language-related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre-established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.

Key words heritage learners, language-related episodes, learner interaction, mixedclasses, patterns of interaction, positioning

Task communicative function and oral fluency of L1 and L2 speakers

Astrid Morrison, Department of English Language and AppliedLinguistics, University of Reading, Whiteknights,Reading, UK

Parvaneh Tavakoli, Department of English Language and AppliedLinguistics, University of Reading, Whiteknights,Reading, UK

Abstract To respond to recent calls for examining oral fluency from a broader social and communicative perspective, the current study aimed at investigating the effects of task communicative function on second language (L2) and first language (L1) speakers’ fluency. Designing tasks that represent three different communicative functions (congratulations, bad news, and complaint), we collected data from 40 Spanish L2 learners of English, 20 L1 English speakers, and 20 L1 Spanish speakers. The data were analysed for a range of measures of speed, composite, breakdown, and repair fluency. Results of the statistical analyses (descriptive, Multivariance Analysis of Variance (MANOVA), and two-way mixed Analysis of Variance (ANOVAs)) suggested that task communicative function had an impact on the speakers’ performance, with bad news eliciting the slowest speech and most mid-clause pauses, and complaint the fastest with fewest end-clause pauses. Significant differences were observed across the tasks for speech rate and end-clause pauses in the L1 English group, but the results were nonsignificant for task effects in the L1 Spanish and L2 English groups. The three language groups’ fluency was statistically different, highlighting (a) cross-linguistic differences between L1 Spanish and L1 English speakers and (b) differences between L1 and L2 English speakers.

Key words communicative functions, L2 fluency, L2 pragmatics, oral fluency

Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework

Yuan Lu, Department of Asian and Slavic Languages andLiteratures, The University of Iowa, Iowa City,Iowa, USA

Chuanren Ke, Department of Asian and Slavic Languages andLiteratures, The University of Iowa, Iowa City,Iowa, USA

Abstract Through the application of the Douglas Fir Group's transdisciplinary framework, this study investigated how three levels of mutually dependent influence (i.e., the micro level of social action and interaction, meso level of sociocultural institutions and communities, and macro level of ideological structures) operate across time and space to shape a bilingual heritage language learner's study-abroad (SA) experiences. Data were collected from standardized proficiency tests; language contact profiles; pre- and midprogram surveys; and interviews with the learner, classroom instructors, tutor–roommates, host family members, and the director of the SA program. The transdisciplinary framework enabled this study to expand its research focus and analytical scope, demonstrating that language learning was mediated by the three levels of mutually dependent influence in a dynamic and complex manner. This study has generated a richer understanding of multilayered complexity in heritage language development, advanced bilingual performance and proficiency, and bilingualism in language education and society.

Key words advanced language proficiency, bilingual heritage language learner,bilingualism, study abroad, transdisciplinary framework

Does spaced practice have the same effects on different second language vocabulary learning activities? Fill-in-the-blanks versus flashcards

Su Kyung Kim, Department of Linguistics, Korea University,Seongbuk-gu, Seoul, South Korea

Stuart Webb, Faculty of Education, University of WesternOntario, London, Ontario, Canada

Abstract This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill-in-the-blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1-day interval]). The participants studied 48 low-frequency English words. Results showed that the effects of spaced practice were greater for fill-in-the-blanks than flashcards on an immediate posttest and that spaced practice was more effective than massed practice for both activities on a 2-week delayed posttest with no overall significant difference between the learning gains from the two activities. Feedback timing (immediate, delayed) did not affect vocabulary learning in either activity.

Key words feedback timing, fill-in-the-blanks, flashcards, second language vocabu-lary learning, spaced practice

Developing advanced L2 German writing: A functionally oriented longitudinal study

Hiram H. Maxim, Department of German Studies, Emory University,Atlanta, Georgia, USA

Abstract Competent L2 writing has been described in research in terms of an increasing incidence, variety, and length of clauses; a countervailing compactness and tightness with reduced number of clauses even as clause length expands; and various interrelationships between syntactic realizations of texts and the genres they represent. These partly contradictory features are typically related to the fact that “advancedness” is both a notoriously vague term and a developmental stage that is more expansive than are introductory and intermediate levels of L2 performance. To contribute to a more differentiated understanding of advancedness—particularly its gradual development in instructed settings—this article examines the characteristics of advanced writing through an analysis of data that are (a) longitudinal, rather than cross-sectional, (b) embedded in an instructional environment that has implemented principled, articulated curricular, and pedagogical practices for the development of advancedness, and (c) analyzed within a systemic–functional linguistic framework in order to focus on the notions of experiential and logical meaning. By analyzing the intraclausal and interclausal resources that evolving advanced learners use and by relating them to the learners’ developmental trajectory, this article contributes to a better understanding not only of the nature of advancedness but also of its development by adult instructed learners.

Key words advanced second language ability, genre-based writing, longitudi-nal study, second language writing, systemic–functional linguistics,transitivity

L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk

František Tůma, Department of Foreign Language BusinessCommunication, Institute for Slavic Languages,WU: Vienna University of Economics andBusiness, Wien, Austria/Faculty of Arts, Department of English andAmerican Studies, Masaryk University, Brno,Czech Republic

Leila Kääntä, Faculty of Humanities and Social Sciences,Department of Language and CommunicationStudies, University of Jyväskylä, Finland

Teppo Jakonen, School of Languages and Translation Studies,University of Turku, Turku, Finland

Abstract This article examines how second language (L2) interactional competence is manifested in students’ use of “and”-prefaced turns when doing meaning-focused oral tasks in pairs and small groups. Drawing on video recordings from English-as-a-foreign-language upper-secondary classes recorded in Czechia and Finland, 86 sequences involving “and”-prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”-prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task-managerial “and”-prefaced turns, the current speaker invites another student to participate, while in “and”-prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”-prefaced turns in close coordination with embodied resources and with respect to the spatio-material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn-initial particles within L2 interactional competence.

Key words classroom interaction, conversation analysis, L2 grammar-for-interaction,L2 interactional competence, multimodality, turn-initial particles

Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations

Pınar Turan, Department of Foreign Language Education,Faculty of Education, Middle East TechnicalUniversity, Ankara, Turkiye

Nur Yiğitoğlu Aptoula, Department of Foreign Language Education,Faculty of Education, Bogazici University,Istanbul, Turkiye

Abstract Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence-based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post-observation conversations (POCs) in a language teaching practicum. The recordings of 17 video-mediated POCs are sequentially and functionally analyzed using multimodal conversation analysis. The data suggests that the fluctuations in knowledge (a)symmetries serve as a catalyst for the progression of reflection- and evaluation-oriented sequences. The mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite reflection. However, when mentors initiate evaluation-oriented sequences, they systematically insert their epistemic primacy to limit any potential resistance that would challenge their epistemic authority to evaluate. The video medium also creates unique multimodal opportunities for their mutual orientation to evidence. The findings are conducive to expanding research into reflective practice in LTE and have pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.

Key words evaluation, feedback talk, knowledge in interaction, language teachereducation, mentoring conversations, reflective practice

The impact of explicit instruction in intercultural competence in the world language classroom

Janice M. Aski, Department of French and Italian, The Ohio StateUniversity, Columbus, Ohio, USA

 Xinquan Jiang, Office of International Affairs, The Ohio StateUniversity, Columbus, Ohio, USA

April D. Weintritt, Department of French and Italian, The Ohio StateUniversity, Columbus, Ohio, USA

Abstract This article describes a research study of a three-semester elementary Italian language curriculum at a large Midwestern research university that incorporates intercultural competence (IC) training through cognitive dissonance image analyses, conversations with native speakers, classroom discussion, and reflections to determine the impact of this curriculum on learners’ development of IC. Quantitative and qualitative data were gathered over three semesters to assess students’ IC and identify insights into the developmental processes. Students’ development of IC was measured in pre- and posttests using the Intercultural Development Inventory. Students demonstrated positive growth in IC with 9-point gains in developmental orientation scores (p < .001). Qualitative data from student interviews and reflections were analyzed using the VALUE rubric of the Association of American Colleges and Universities and illustrate that students increased awareness of cultural self and different others, applied openness and curiosity in intercultural interactions, and developed skills for empathy and perspective taking. While previous studies on language courses with no or limited intercultural learning content failed to prove effective in promoting IC growth, this study suggests that purposeful integration of IC materials and activities can promote intercultural development in elementary language learners.

Key words curriculum revision, intercultural competence, intercultural learning,world language learning

期刊简介

The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages. 

《现代语言杂志》是一份国际审稿期刊，致力于促进所有现代外语和英语作为第二语言的研究人员和教师之间的学术交流。该期刊尤其致力于发表非英语语言的高质量作品。

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https://onlinelibrary.wiley.com/journal/15404781

本文来源：The Morden Language Journal官网

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