Tipo: artículo

Metodología: revisión bibliográfica

Temas: adquisición de segundas lenguas

Resumen:

This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings. First, the overall correlation between VK and L2 reading comprehension was .57 ( p .01) and that between VK and L2 listening was .56 ( p .01). If the attenuation effect due to reliability of measures was taken into consideration, the ‘true’ correlation between VK and L2 reading/listening comprehension may likely fall within the range of .56–.67, accounting for 31%–45% variance in L2 comprehension. Second, all three mastery levels of form–meaning knowledge (meaning recognition, meaning recall,...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

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Studies have generally found benefits of multimodal presentation for comprehension and memory. However, although learner-related and design-related factors have received increasing attention in bilingual and L2 research, the role of visual continuity in naturalistic reading and its interaction with attentional control remains less well understood. This study investigated how the presence and continuity of visual inputs affect word recognition memory in bilingual Chinese-English university students. We also examined whether components of the attention network moderate word recognition performance. Participants read short passages in either their first language (L1) Chinese or second language (L2)...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking teachers (NNSTs) can be as effective as native-speaking teachers (NSTs) in pronunciation instruction, and that their training needs resemble those of NSTs, the way NNSTs implement L2 pronunciation instruction has not been studied extensively. This is important to understand given the number of NNSTs of English worldwide at present, and because of the potential benefits of nonnative-speaking pronunciation teaching models in general. In this study, I analysed the way an experienced NNST implemented...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

The current study explores the impact of varying multiple-choice question preview and presentation formats in a test of second language listening proficiency targeting different levels of text comprehension. In a between-participant design, participants completed a 30-item test of listening comprehension featuring implicit and explicit information comprehension questions under one of four multiple-choice question preview and presentation conditions. Interactions between preview, presentation and comprehension in the participants’ test scores were analysed using many facet Rasch analysis. The results suggest that the measurement of participants’ listening ability was directly influenced by the presentation of multiple-choice questions. Test scores were highest when participants were able to preview the multiple-choice question stems...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students...

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Tipo: artículo

Metodología: estudio empírico

Temas: paisaje lingüístico

Resumen:

This study aims to investigate how the linguistic landscape can affect self-efficacy to improve the students’ foreign language enjoyment and learning in China with an emphasis on the moderating effect of language policy. It is crucial to establish how these factors influence students’ achievement in foreign language education in China. The current study sample comprised 550 students from different educational institutes in Beijing, China. Data were collected using convenience sampling technique. The study applied structural equation modeling (SEM) for analyzing the data using IBM SPSS AMOS software. The results affirm all proposed hypotheses. The findings reveal that linguistic landscape has a direct influence on self-efficacy (H1) and foreign language enjoyment and learning (H2). Self-efficacy has a positive effect on foreign...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

The present study investigated whether a distinct link exists between attention-shift, foreign language anxiety (FLA) and both a subjective and an objective measure of oral fluency. Participants were 34 French first language (L1) English second language (L2) speakers. Oral production data were collected through a picture-cued narration task and analysed using both oral fluency measures. We used a measure of attention-shift capacity and a measure of FLA. Results first show strong correlations between both fluency measures. Additionally, both measures of fluency were negatively correlated with FLA and attention-shift. However, multiple regression analyses indicated that only the subjective measure was explained by both attention-shift capacity and FLA, the objective one only being explained by FLA. The results suggest that subjective...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English (strong Vietnamese accent), (2) students’ assessments of the comprehensibility and English nativelikeness of the accents, and (3) students’ perceptions of and preferences for visual cues in communication. A total of 120 Arab university students were distributed across three stimulus conditions: auditory-visual (AV)-gesture-face, AV-face, and A-only within two accent conditions (L1, L2 English). Materials included: a listening comprehension...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Considering the contribution of intelligent personal assistant (IPA) platforms to English as a foreign language (EFL) speaking courses and the insufficiency of research in this regard, the current study applied a sequential explanatory mixed-methods approach to explore the impact of Google Assistant, an IPA platform, on EFL learners’ International English Language Testing System (IELTS) speaking test marks and their fluency, comprehensibility, and accentedness. Two intact classes at a language institute were chosen and randomly assigned to an IPA class with 20 EFL learners and a non-IPA class with 23 EFL learners. The IPA learners interactively and individually communicated with Google Assistant by giving commands/requests/questions, and the non-IPA learners communicated the same commands/requests/questions with their peers...

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