Tipo: artículo

Metodología: estudio empírico

Temas: corpus

Resumen:

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This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-,...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

While the significance of the cognitive language aptitude (aptitude) and the affective second language (L2) grit for L2 achievement has been well demonstrated, their comparative contributions and the mechanisms underlying their predictive effects remain insufficiently understood. To address this gap, this study examined the predictive effects of aptitude and L2 grit on L2 achievement with foreign language learning boredom (FLLB) as a mediator. The data was collected from 156 English-major university students in China and analysed via structural equation modeling (SEM). The results indicated that (1) aptitude and L2 grit significantly and positively predicted L2 achievement with the former showing a stronger strength; (2) FLLB negatively mediated the effects of aptitude and the consistency of interest (CI) dimension of L2 grit on L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study concerns a cooperative podcast creation task undertaken by second-year bachelors students enrolled on an English as a Foreign Language (EFL) vocabulary course in Belgium. While a handful of studies have documented the perceptions of language learners engaged in podcast production, the few that have explicitly focused on emotions have been anxiety-centered, mirroring research in computer assisted language learning (CALL) contexts and language learning more generally. This study compared the socio-emotional experiences of 38 EFL learners in two conditions – a podcast creation task and during general language learning – to explore how emotions and their potential sources differed across contexts. Open-ended responses were analyzed alongside items from validated foreign language anxiety and enjoyment scales. The quantitative...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Collaborative writing (CW) involves two or more students writing a single text together. Previous studies mainly focused on students’ cognitive engagement in CW and investigated their attention to various language-related problems during task interaction. However, little CW research to date has considered that engagement in language-related discussions can manifest from three dimensions: cognitive, social, and affective. Focusing on the multidimensional characteristics of engagement, this study investigated how Russian learners’ social and affective reactions influence their focus on language use while they completed a CW task. Drawing on Svalberg’s framework of engagement with language to identify the three dimensions of engagement, I conducted a mixed-method approach towards analysing the audio-recorded collaborative dialogues by...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Language teachers’ experiences of identity tensions present valuable opportunities for researchers to understand the complex role of professional identity in shaping language teachers’ instructional practice. This exploratory sequential mixed-method study reports on identity tensions as experienced by teachers of Chinese as an additional language (CAL), and its role in mediating their instructional practice in intercultural teaching. First, seven types of professional and sociocultural identities related to intercultural teaching were generated based on interview responses and observation field notes from 10 CAL teachers. One hundred and three CAL teachers were then surveyed to identify the roles of these identities in mediating their approaches to intercultural teaching. An exploratory factor analysis of the survey data suggested...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

This study responds to the growing emphasis on applying the cognitive linguistic approach to second language (L2) teaching by investigating the effects of metaphor awareness-raising instruction on the acquisition of requests in the underexplored domain of L2 pragmatics. Using a pretest, intervention, immediate posttest, and delayed posttest design, this study compares the performance of an experimental group exposed to metaphor awareness-raising instruction with a comparison group receiving explicit instruction. Both groups engaged in three weekly 35-minute teaching sessions. Computer-animated production tasks were utilized to elicit learners’ request productions in the pretest, immediate, and delayed posttests. Results indicated significant improvement in both groups postintervention, with the experimental group demonstrating...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although research on written corrective feedback has proliferated over the past decades, scant attention has been paid to how dyadic interaction pattern influence English-as-a-foreign-language learners’ behavioral engagement with feedback. This study explored the extent to which patterns of interaction affect the degree of learner engagement with teacher corrective feedback, learners’ revision behavior, and revision outcome. Forty learners of English as a foreign language on an advanced writing course participated in the study. Learners were provided with comprehensive teacher feedback on six writing tasks and were required to collaboratively process feedback over a 4-month semester. The qualitative analysis of recorded learner talk revealed that although the learners were at the same proficiency level, they adopted a variety of...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts the focus of reading purposes, toward reading as a form of participation in everyday literacy practices, and reading as a way of thinking critically about representation and communication. This article presents findings from an empirical study investigating the reading processes of second language (L2) French learners while interpreting an authentic multimodal web text, guided by tasks informed by multiliteracies. A prompted think-aloud...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

The scoring scheme used in vocabulary translation tests remains a debate topic among researchers. This study aims to examine the impact of various scoring schemes on the reliability and validity of the Chinese Vocabulary Proficiency Test (CVPT), as well as on the scores and rankings of test-takers. A total of 170 Indonesian Chinese as a second/foreign language (CS/FL) learners were recruited to complete the CVPT, which required the participants to translate 100 Chinese words into Indonesian or explain their meanings in Indonesian. The translation responses were classified into four levels based on the semantic distance between such answers and the intended word meanings. Subsequently, five distinct scoring schemes were devised, encompassing strict and lenient 2-point schemes, strict and lenient 3-point schemes, and a 4-point scheme....

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: translingüismo

Resumen:

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of this young and fast-growing research area, I systematically reviewed 62 studies with a research synthesis method to explore what translingual activities have been implemented and how they have impacted EAL writing teaching and learning (including both K-12 and post-secondary contexts). The findings reveal that various translingual activities, such as self-reflective writing and literacy narrative, have been enacted in EAL writing teaching and learning. These activities have been practiced in...

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