刊讯｜SSCI 期刊《语言教学研究》2023年第5-6期

LANGUAGE TEACHING RESEARCH

Volume 27, Issue 5-6, 2023

Language Teaching Research（SSCI一区，2022 IF：4.2，排名：10/194）2023年第5-6期共发文24篇，均为研究性论文。研究论文涉及语言生态、词汇习得、外语背景、语法教学、语内影响、英语教学、翻转课堂、英文教材分析等。欢迎转发扩散！（2023年已更完）

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刊讯｜SSCI 期刊《语言教学研究》2023年第1-4期

目录

ISSUE 5

ARTICLES

■The wellbeing of language teachers in the private sector: An ecological perspective, by Sarah Mercer, Pages 1054–1077.

■ The effects of three different storytelling approaches on the vocabulary acquisition and response patterns of young EFL students, by Ya-Ling Gao, Fei-Yu Wang, Sy-Ying Lee, Pages 1078–1098.

■ Are think-alouds reactive? Evidence from an L2 written corrective feedback study, by Bo-Ram Suh, Pages 1099–1119.

■ The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views, by Art Tsang, Amos Paran, Wilfred W.F. Lau, Pages 1120–1141.

■ Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning, by C. Cecilia Tocaimaza-Hatch, Jonathan Santo, Pages 1142–1166.

■ Grammar teaching in ELT: A cross-national comparison of teacher-reported practices, by Alexandra Schurz, Marion Coumel, Pages 1167–1192.

■ Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence, by Barry Bai, Jing Wang, Pages 1193–1216.

■ Impact of constructional complexity and intralingual influence on the effectiveness of skewed input, by Xiaopeng Zhang, Chunping Mai, Pages 1217–1245.

■ Constraints on innovation in English language teaching in hinterland regions of China, by Neil Murray, Antony J. Liddicoat, Gavin Zhen, Penny Mosavian, Pages 1246–1267.

■ The flipped classroom in second language learning: A meta-analysis, by Joseph P. Vitta, Ali H. Al-Hoorie, Pages 1268–1292.

■ Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study, by Hongjing Liao, Yanju Li, Pages 1293–1324.

■ Representation of cultures and communities in a global ELT textbook: A diachronic content analysis, by Ufuk Keles, Bedrettin Yazan, Pages 1325–1346.

ISSUE 6

ARTICLES

■Task type completion in lower level EFL classes: A conversation analytic study, by Yujong Park, Pages 1352–1377.

■ The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students, byBerna Hendriks, Frank van Meurs, Nina Usmany, Pages 1378–1407.

■Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge, byBonnie Wing-Yin Chow, Anna Na-Na Hui, Zhen Li, Yang Dong, Pages 1408–1430.

■ Adapting multiple-choice comprehension question formats in a test of second language listening comprehension, by Stefan O’Grady, Pages 1431–1455.

■ Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension, by Deborah Yapp, Rick de Graaff, Huub van den Bergh, Pages 1456–1479.

■The effects of prosody instruction on listening comprehension in an EAP classroom context, by Mark McAndrews, Pages 1480–1503.

■Lexical coverage in dialogue listening, by Michael J. Giordano, Pages 1504–1531.

■Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context, by Maite Santiago-Garabieta, Rocío García-Carrión, Harkaitz Zubiri-Esnaola, Garazi López de Aguileta, Pages 1531–1551.

■A longitudinal study of foreign language anxiety and enjoyment, by Chunmei Pan, Xian Zhang, Pages 1552–1575.

■Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words, by Florence Baills, Pilar Prieto, Pages 1576–1606.

■ Exploring mono/multilingual practices on the CELTA course: What trainers say, by Fiona Gallagher, Catherine Geraghty,  Pages 1607–1633.

■ Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels, by Amanda Brown, Pages 1634–1659.

摘要

The wellbeing of language teachers in the private sector: An ecological perspective

Sarah Mercer, University of Graz, Austria

Abstract The teaching profession has been characterized as having high levels of stress and record rates of burnout and attrition. Language teaching is no exception to this global trend. Indeed, it could be argued that it is subject to additional specific stressors such as high intercultural and linguistic demands as well as the frequent use of energy-intense methodologies. Generally, language teacher psychology has been relatively neglected in research; however, those working in the private sector have almost exclusively been ignored. In terms of wellbeing, this is especially problematic given concerns about their working conditions. Therefore, this study takes an ecological perspective to investigating the wellbeing of teachers of English language teaching (ELT) working in the private sector in Malta. Eight volunteer teachers took part in a series of two semi-structured interviews assisted by visual prompts and journal entries. The data were analysed using a grounded Interpretative Phenomenological Analysis (IPA) approach and presented in line with the ecological perspective. The main findings revealed how the teachers’ wellbeing is defined by the business model character of the private sector in particular in terms of working conditions and status of the ELT profession in Malta. For the teachers, this very often means precarity in terms of the job and future prospects. However, the study also revealed aspects of positivity. For example, teachers reported enjoying their teaching, positive relationships with colleagues and students, and a positive work climate, which varied across institutions. The findings suggest implications for good practice in the field and directions for further research.

Key words ecological, psychology, teachers, wellbeing, private sector

The effects of three different storytelling approaches on the vocabulary acquisition and response patterns of young EFL students

Ya-Ling Gao, National Taiwan University of Science & Technology, Taipei

Fei-Yu Wang, National Taiwan University of Science & Technology, Taipei

Sy-Ying Lee, National Taiwan University of Science & Technology, Taipei

Abstract Storytelling is a well-established literary practice in language classrooms. However, approaches influencing its effectiveness and efficiency have rarely been investigated. This study compared the effects of three storytelling approaches on the vocabulary acquisition and response patterns of third-grade students of English as a foreign language (EFL). The storytelling approaches we considered are commonly used in schools, including storytelling alone (S), storytelling with word focus (S+W), and storytelling with activities (S+A). Our research comprised a three-week pilot study and a nine-week main study. For both studies, a pretest–posttest design involving a delayed test was used. Video recordings were also captured to facilitate the categorization of in-class response patterns. Results indicated that storytelling alone achieved the best performance. Vocabulary improvement with word focus or follow-up activities faded over the long term. The groups (S and S+W) which heard more stories generated more responses based on their own knowledge and life experience (as opposed to simply recalling facts) than did the group which completed more supplementary activities (S+A). This article provides both pedagogical implications and invitations for future empirical research. 

Key words efficiency rate, EFL pupils, response patterns, storytelling, vocabulary acquisition

Are think-alouds reactive? Evidence from an L2 written corrective feedback study

Bo-Ram Suh, Seoul National University, Republic of Korea

Abstract The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the written mode, particularly in the context of L2 writing that incorporates feedback. As part of a larger study of written corrective feedback, the present study investigates the possible reactive effects of think-alouds during exposure to written corrective feedback, which was provided on learners’ L2 writing, on their L2 development. Fifty-nine Korean university learners of English as a foreign language, randomly assigned to either a think-aloud or to a non-think-aloud (silent control) condition, participated in the study. L2 development was measured by a written story-retelling task and a multiple-choice receptive test. Results showed that thinking aloud while processing written corrective feedback during three feedback sessions did not affect learners’ development of receptive knowledge and their ability to produce the target structure in a new piece of writing when compared to a non-think-aloud condition. 

Key words think-alouds, reactivity, L2 development, writing tasks, written corrective feedback, research methods, second language acquisition (SLA)

The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views

Art Tsang, The Chinese University of Hong Kong, Hong Kong

Amos Paran, UCL Institute of Education, UK

Wilfred W.F. Lau, The Chinese University of Hong Kong, Hong Kong

Abstract Set against the backcloth of increasing recognition and attention to literature in foreign language education (FLE) globally, this article reports part of a large-scale study of 1,190 secondary-level learners’ views of the benefits of literature, as instantiated by short stories (ShS) and poems and songs (PS) in their English-as-a-foreign-language learning. An inventory of 27 items (13 language-related and 14 non-language-related) was compiled with reference to previous studies and curricular documents. The analyses compared the two modules through independent t-tests, as well as including an exploratory factor analysis to examine latent factors. Findings reveal a three factor structure and a slightly positive view of the benefits of literature. ShS were perceived to be generally more beneficial than PS, especially in the domains of generic skills and work/studies. There were benefits common to ShS and PS, which by extension, may be universal to literary texts at large. This study makes a theoretical contribution by unveiling the potential value of literature in FLE and the three underlying factors of its perceived benefits. Practically, the inventory can be used by foreign language (FL) teachers to measure students’ perceptions to inform their use of literature in FLE.

Key words foreign language education, learners’ perceptions, literature, perceived benefits, poems and songs, stories

Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning

C. Cecilia Tocaimaza-Hatch, University of Nebraska at Omaha, USA

Abstract Spanish learners engaged in two-way interaction gap tasks where, through social interaction, they identified and defined low-frequency vocabulary. Participants (referred to as actors to differentiate them from task partners) completed two such tasks. Each time, they collaborated with different partners of varying degrees of Spanish proficiency and linguistic background, either an L2 learner or a heritage speaker (HS). The purpose of the study was thus to shed light on if and how features of the collaborating partners in mixed (HS–L2) and matched (L2–L2; HS–HS) partnerships impacted vocabulary learning. Through a mixed methods analysis of the data (perception measures and qualitative responses, plus pre- and post-vocabulary tests), it was deduced that learners’ language proficiency level alone was not associated with differences in vocabulary gains. Rather, the nature of the partnerships among learners was more salient. In particular, learners in mixed partnerships had greater gains than those in matched partnerships. In addition, actors’ perceptions of the experience of working with their partner had no discernible effect on vocabulary, except for HSs who increased less when working with partners’ whose linguistic abilities they had rated as low. Pedagogical implications address learners’ social interaction in mixed language classrooms. 

Key words heritage speakers, linguistic background, proficiency, Spanish, vocabulary

Grammar teaching in ELT: A cross-national comparison of teacher-reported practices

Alexandra Schurz, University of Vienna, Austria

Marion Coumel, University of Warwick, UK

Abstract Social media offer an unprecedented opportunity for companies to interact more closely with customers and market their products and services. But social media also present reputational risks as negative word-of-mouth can spread more quickly and widely through these platforms than ever before. This study investigates how companies respond to customer complaints on Twitter. We propose an innovative mixed methods approach (i) to identify the key features that mark the styles used by a sample of companies in their replies to customers and (ii) to determine the most effective strategies for responding to complaints. Our results reveal that an affective style, expressed through devices such as stance markers, emphatics, and amplifiers, elicits the most positive response from complainants, regardless of the formality of the message. The study advances our understanding of the features and effects of corporate social media discourse. It also provides business communication practitioners with linguistically grounded insights that can inform the development of appropriate strategies for dealing with negative word-of-mouth online.

Key words English Language Teaching, extramural English, implicit vs. explicit instruction, inductive vs. deductive instruction, Instructed Second Language Acquisition, planned vs. incidental form-focused teaching

Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence

Barry Bai, The Chinese University of Hong Kong, Hong Kong

Jing Wang, Zheijang University, China

Abstract Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-regulated R2W strategy use had positive impacts on writing competence. This is the first time that reading-to-write is proposed from a self-regulated learning perspective in ESL/EFL school contexts. The self-regulated R2W framework, scale and positive impacts of strategy use on writing have important implications for future research and practices. 

Key words English writing competence, ESL/EFL, reading and writing connections, self-regulated R2W, strategy use

Impact of constructional complexity and intralingual influence on the effectiveness of skewed input

Xiaopeng Zhang, Xi’an Jiaotong University, China

Chunping Mai, North Minzu University, China

Abstract With an increasing global popularity of Chinese learning, how to efficiently conduct the teaching of Chinese as a second language (CSL) to a growing number of learners with different linguistic and cultural backgrounds draw more and more attention from educators and researchers. In an attempt to unveil the realities and complexities of language practices in CSL classrooms, Danping Wang investigates CSL policies and classroom practices in Hong Kong in her book entitled Multilingualism and Translanguaging in Chinese Language Classrooms, a monograph included in Palgrave Studies in Teaching and Learning Chinese, a series aiming at exploring global Chinese language education.

Key words complexity, counterfactual conditionals, intralingual influence, skewed conditions

Constraints on innovation in English language teaching in hinterland regions of China

Antony J. Liddicoat, University of Warwick, UK

Gavin Zhen, Shanghai Jiao Tong University, China

Penny Mosavian, University of Warwick, UK

Abstract Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress. 

Key words constraints on innovation in language teaching, contrasting educational traditions, English language reform in China, English language teacher professional development, English teaching in rural China

The flipped classroom in second language learning: A meta-analysis

Joseph P. Vitta, Rikkyo University, Japan

Ali H. Al-Hoorie, Royal Commission for Jubail and Yanbu, Saudi Arabia

Abstract Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p < .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports published in non-SSCI-indexed journals tended to find larger effects compared to indexed ones, conference proceedings, and university theses. The effect of flipped learning did not seem to vary by age, but it did vary by proficiency level in that the higher proficiency the higher the effects. Flipped learning also had a clear and substantial effect on most language outcomes. In contrast, whether the intervention used videos and whether the platform was interactive did not turn out to be significant moderators. Meta-regression showed that longer interventions resulted in only a slight reduction in the effectiveness of this approach. We discuss the implications of these findings and recommend that future research moves beyond asking whether flipped learning is effective to when and how its effectiveness is maximized.

Key words CALL, flipped learning, foreign language learning, research synthesis, second language learning

Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Hongjing Liao, Beijing Foreign Studies University, China

Yanju Li, George State University, USA

Abstract Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches.

Key words English language, intercultural competence, mixed methods, teaching approaches

Representation of cultures and communities in a global ELT textbook: A diachronic content analysis

Ufuk Keles, The University of Alabama, Tuscaloosa, AL, USA

Bedrettin Yazan, The University of Texas at San Antonio, TX, USA

Abstract This study examines the representation of cultures and communities in the world across five editions of New Headway elementary level textbook (NHE). It conducts a diachronic content analysis to explore how the representation of cultures and communities has evolved in NHE across five editions since its first edition’s publication in 1993. Adapting Kachru’s model of concentric circles for data analysis, we utilized Yuen’s adaptation of ACTFL’s (1996) standards for language teaching via the categories of persons, perspectives, products, and practices. Our findings mainly indicate that the Inner Circle has maintained its dominance in NHE’s content over five editions. We found that there was an imbalance favoring European cultures against non-European cultures in the Expanding Circle. On the other hand, Expanding Circle / Non-European and Outer Circle are underrepresented with around 10% of the textbook content. These findings show that NHE’s cultural focus is on the Western, European, and Anglo-American world of English-speaking communities. Such an imbalance in representation of world cultures leads us to conclude that NHE’s writers do not sufficiently raise English learners’ global cultural consciousness since there has been little engagement with multicultural view of English language varieties. We invite teachers, learners, and material developers to critically approach, analyse, revise, and/or adapt textbook content as discursive constructions which shape the imagination of cultures and communities.

Key words concentric circles, cultural representation, diachronic analysis, English as an international language, English language textbooks, new headway, world Englishes

Task type completion in lower level EFL classes: A conversation analytic study

Park, Yujong, Sungkyunkwan University

Abstract This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students' vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical suggestions for employing tasks in lower-level EFL contexts.

Key words conversation analysis, Korean EFL classrooms, structured tasks, task-based interaction

The effects of lecturers' non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students

Berna Hendriks, Radboud University Nijmegen

Frank van Meurs, Radboud University Nijmegen

Usmany Nina, Radboud University Nijmegen

Abstract The rapid spread of English medium instruction (EMI) across the globe has led to a growing number of non-native lecturers teaching in English to student populations that are increasingly international. The aim of the present study was to investigate to what extent lecturers with slight or moderate Dutch accents or native British English accents are evaluated differently in terms of intelligibility, comprehensibility and attitudinal impressions by non-native and native English-speaking listeners. In an experiment, 189 Dutch listeners, 175 international non-native listeners and 158 native English listeners evaluated fragments recorded by moderately accented Dutch, slightly accented Dutch and native English speakers. Findings showed that the moderately non-native accented lecturers were evaluated more negatively than lecturers with slight or native accents by both Dutch and international non-native listeners, but not by native English listeners. This suggests that non-native listeners evaluate the accents of non-native lecturers according to native speaker pronunciation norms.

Key words accent strength, attitudes, comprehensibility, English-medium instruction, non-native pronunciation

Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Bonnie Wing-Yin Chow, University College London

Anna Na-Na Hui, City University of Hong Kong

Zhen Li, Education University of Hong Kong

Yang Dong, City University of Hong Kong

Abstract As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other's ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children's second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels.

Key words dialogic teaching, English as a second language, phonological awareness, vocabulary knowledge, children

Adapting multiple-choice comprehension question formats in a test of second language listening comprehension

Stefan O’Grady, University of St Andrews

Abstract 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 before the sound file and listened to the options after the text had completed. However, interactions between preview and presentation conditions and comprehension level were only statistically significant in an analysis of the low scoring students' item responses, which were more frequently correct when preview of item stems was available for questions targeting comprehension of implicit information. The research underscores the importance of accounting for test design when making inferences about language learners' listening ability and will be of interest to teachers, practitioners and researchers developing listening assessment tasks.

Key words English as a second language, listening comprehension, multiple-choice questions, Rasch measurement

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension

Deborah Yapp, The University of Alabama, Tuscaloosa, AL, USA

Rick de Graaff, The University of Texas at San Antonio, TX, USA

Huub van den Bergh, 

Abstract The ability to read in a second language (L2) for academic purposes is essential for higher education students. Dutch colleges increasingly use materials in English or teach in English. This can be challenging for L2 readers, especially students entering higher education from vocational studies, who may have less experience with L2 academic reading. Teaching L2 reading programmes containing explicit instruction of reading strategies may benefit higher education students in L2 academic reading, particularly since reading strategies learned in the first language (L1) may not transfer to the L2. In this 7-week L2 reading strategy intervention, 801 first-year polytechnic students learned to use seven reading strategies that were effective according to a meta-analysis of L2 reading strategy studies. Data regarding students reading skills were collected over one academic year, from three treatment waves, using a regression discontinuity design. Three tests of equal difficulty were given to participants. In each wave students completed reading tests several weeks before the intervention, at the beginning and directly after the intervention. Results show that in all three waves the improvement in reading comprehension scores between the second and third measurement (due to the experimental course) significantly exceeded the increase between the first two measurement occasions. Although the intervention was shown to be effective, the effects were to some extent mediated by the previous education level. This study supports the explicit instruction of strategies in L2 reading for students in higher education and welcomes more research into L2 reading strategy interventions for students from vocational backgrounds.

Key words higher education, improving reading comprehension, L2 language teaching pedagogy and approaches, L2 reading strategy instruction, reading English for academic purposes, reading intervention, reading strategies, second language (L2) reading, vocational education and training

The effects of prosody instruction on listening comprehension in an EAP classroom context

Mark McAndrews, Concordia University, Canada

Abstract In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The current study tested these claims in the context of an English-for-academic-purposes (EAP) listening and speaking course. Sixty-four post-secondary learners of English were randomly assigned to one of two groups. In addition to their regularly scheduled listening activities, one group received 100 minutes of instruction for two prosodic features (paratone and prosodic phrasing), while the other group received an equal amount of product-oriented listening instruction. After the instructional treatment, learners in the prosody group outperformed those in the product-oriented group on comprehension of the target prosodic features, and on general listening proficiency tests. It is argued that short periods of instruction targeting prosodic features can improve the effectiveness of traditional product-oriented EAP listening instruction.

Key words bottom-up, EAP, ESL, listening, instruction, prosody

Lexical coverage in dialogue listening

Michael J. Giordano,Kwansei Gakuin University, Japan

Abstract In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects on this subject are provided.

Key words dialogue, lexical coverage, listening comprehension, pseudo word

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

Maite Santiago-Garabieta, University of Deusto, Bilbao, Spain

Rocío García-Carrión, University of Deusto; Ikerbasque, Basque Foundation for Science, Bilbao, Spain

Abstract The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

Key words Basque language, Dialogic Literary Gatherings, inclusion, L2, secondary education

A longitudinal study of foreign language anxiety and enjoyment

Chunmei Pan,Faculty of English Language and Culture, Guangdong University of Foreign Studies, China

Xian Zhang, University of North Texas, USA

Abstract The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

Key words foreign language anxiety, foreign language enjoyment, longitudinal, motivation, personality traits

Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words

Florence Baills, Universitat Pompeu Fabra, Spain

Abstract This study tested the effects of hand-clapping to the rhythm of newly learned French words on the pronunciation of these words by 7- to 8-year-old Catalan children. In a short training experiment with a pre- and posttest design, 28 children either repeated cognate words in French (e.g. French aspirateur, Catalan aspirador ‘vacuum cleaner’) while clapping to the rhythmic structure of those words or only repeated the words. Participants’ oral productions before and after training were rated for accentedness by three French native speakers. Results showed that in both groups, participants’ pronunciation improved after training, and crucially, children in the clapping group improved significantly more than those in the non-clapping group. Additionally, an acoustic analysis of the duration of word-final vowels indicated that only children in the clapping group significantly lengthened the final vowel after training, thus producing more target-like durational patterns. Our results suggest that a brief embodied intervention based on highlighting the rhythmic structure of words through hand-clapping has the potential to enhance pronunciation in a foreign language. The implications for second language teaching of pronunciation are discussed.

Key words Catalan-French cognates, embodied learning, hand clapping, L2 pronunciation, rhythm, rhythmic training

Exploring mono/multilingual practices on the CELTA course: What trainers say

Fiona Gallagher, Dublin City University, Ireland

Catherine Geraghty, Dublin City University, Ireland

Abstract This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers.

Key words bilingual skills, CELTA, English language teaching, L1 use, monolingual principle, multi-competence, native speaker, NNEST, teacher education, TESOL

Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels

Amanda Brown, Syracuse University, USA

Abstract Macaro has stated that the choice between a monolingual, immersive, target language-only pedagogy versus a non-immersive, multilingual pedagogy is ‘probably the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers’. Recognizing that prior empirical work on monolingual versus multilingual approaches has primarily been (1) descriptive, (2) in the context of English as a second or foreign language, and (3) very short term, often with one brief treatment, this intervention study examines the effectiveness of use of the L1/non-target language in the L2 classroom in a quasi-experimental, 10-week study examining French, a commonly learned foreign language, and Arabic, a less commonly learned foreign language, at beginning levels of proficiency in a community-based setting with 25 hours of instruction. Groups experiencing multilingual instruction outperformed those experiencing monolingual instruction in both languages with different instructors at almost all time periods and in almost all skill areas. Moderate to large effect sizes were found in inferential analyses of aggregated weekly progress quiz scores and scores in writing and vocabulary, and statistically significant differences between groups in Arabic were obtained in analyses of aggregated quiz scores overall and scores for vocabulary. These findings support theoretical position statements and a growing body of empirical research arguing for the potential benefits of inclusion of non-target languages in second language teaching and learning.

Key words Arabic, codeswitching, immersion, French, learning outcomes, multilingual pedagogy

期刊简介

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

《语言教学研究》是同行评审期刊。本刊主要发表第二语言或外语教学领域的相关研究。文章发表但不限于英语教学研究。

The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications.

本刊为使用了明晰研究方法，并报告有明确教学意义发现的研究提供了一个展示平台。

A wide range of topics in the area of language teaching is covered, including: Programme, Syllabus, Materials design, Methodology, The teaching of specific skills and language for specific purposes.

本刊涉及的主题较广，主要如下：课程、教学大纲、教材设计、教学方法、特殊技能和语言教学。

官网地址：

https://journals.sagepub.com/toc/ltra/27/2

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