刊讯丨SSCI 期刊 System 2022年第107卷
2022-09-01
2022-09-03
2022-09-02
SYSTEM
Volume 107, July 2022
SYSTEM（SSCI一区，2021 IF：4.518）2022年第107卷共发文23篇，其中研究性论文17篇，书评6篇。研究论文涉及在线教育中的倦怠、自我效能感、ESP、情绪、身份认同等等。
往期推荐：
目录
Regular Articles
■Investigating the impact of linguistic and non-linguistic factors on EMI academic success，by Adem Soruç, Mirosław Pawlak, Dogan Yukseld， Barış Horzum■Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use, by GuohuiDu, DeliangMan
■Promoting L2 reading fluency at the tertiary level through timed and repeated reading, by Jeongyeon Park
■The emergence of boredom inan online language class: An ecological perspective, by MariuszKruk, Mirosław Pawlak, MajidElahi Shirvan, MojdehS hahnama
■Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses, by Josep M.Cots，LídiaGallego-Balsà，ÀngelsLlanes
■The relationship between tolerance of ambiguity and multilingualism revisited, by RiningWei，YifanKang，ShijieWang
■Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions, by Derya Duran，Teppo Jakonen
■From an alienated to an active English learner: The case of a North Korean refugee in South Korea, by SeojinPark
■Improving self-efficacy beliefs and English language proficiency through a summer intensive program, by MeiXu，ChuangWang，XiangjingChen，TingSun，XiaomeiMa
■The role of emotion labor in English language teacher identity construction: An activity theory perspective, by Mostafa Nazari ，Sedigheh Karimpour
■A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension, by Jeff Peterson
■Exploring the relationship between L2 vocabulary size and academic speaking,by Yixin Wang-Taylora，JonClentonb
■Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context, by XiaowenLiu，MartinLamb，Gary N.Chambers
■Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach, by WeiYi，RobertDeKeyser
■The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea, by VictoriaKim，GeneThompson
■Research on language learning motivation in school settings in System, by FangZhang，JinquanWang，Hennebry-Leung Mairin
■Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program, by Ali Kushki，Hossein Nassaji，Mohammad Rahimi
Book Reviews
■Narrative inquiry into language teacher identity: ALTs in the JET Program, Takaaki Hiratsuka. Routledge (2022), by Ian Moodie■Research questions in language education and applied linguistics: A reference guide, H. Mohebbi, C. Coombe (Eds.). Springer, Cham (2021) , by Adnan Ajšić
■Mobile Assisted Language Learning: Concepts, Contexts, and Challenges, Glenn Stockwell. CAMBRIDGE University Press, New York (2021), XVII + 242, by Budi Waluyo
■Introducing English for Research Publication Purposes, John Flowerdew, Pejman Habibie. Routledge (2021), 150, ISBN-10:0367330598; ISBN-13:978-0367330590, by Sheng Yan
■Mixed methods social network analysis: theories and methodologies in learning and education, Dominik E. Froehlich, Martin Rehm, Bart C. Rienties (Eds.). Routledge (2020), 422 pp, ISBN 978-0-367-17445-3 (pbk) , by Citing Li, Chenchen Zhang
Adem Soruç，Department of Education, University of Bath, UK
Mirosław Pawlak，Department of Education, University of Bath, UK& University of Applied Sciences, Konin, Poland
DoganYuksel，Department of Foreign Language Education, Kocaeli University, Turkey
BarışHorzum，Department of Education, Sakarya University, Turkey
Key words EMIA cademic success, English language, proficiency, Individual differences, Motivation, Self-regulation,Self-efficacy
GuohuiDu，School of Foreign Languages, Anyang Institute of Technology, 455000, Anyang, Henan, China
DeliangMan，National Demonstration Center for Experimental Simultaneous Interpretation Education, Guangdong University of Foreign Studies, 510420, Guangzhou, China
Abstract Research has shown that person factors and strategic processing are associated with L2 listening comprehension. Few studies, however, have considered to what extent person factors and strategic processing account for the variance of L2 listening comprehension. This study aims to investigate the predictive power of person factors (i.e., aural vocabulary size, listening metacognitive knowledge, and listening self-efficacy) and listening strategy use (i.e., top-down strategies and bottom-up strategies) on L2 listening comprehension. Data collected from a survey among 367 Chinese EFL undergraduate students were analyzed using a partial least squares structural equation modeling (PLS-SEM) approach. The results of the study indicate that altogether 20.9% of the variance in L2 listening comprehension could be explained by person factors and strategic processing. Aural vocabulary size and listening metacognitive knowledge were significant predictors of L2 listening comprehension whereas listening self-efficacy was not. Listening strategies were not significant predictors of L2 listening comprehension. Person factors did not indirectly predict L2 listening comprehension through listening strategies, either. Implications for listening instruction are considered.
Promoting L2 reading fluency at the tertiary level through timed and repeated reading
Jeongyeon Park，Department of British and American Studies, Dong-A University, 225 Gudeok-ro, Seo-gu, Busan, 49236, South Korea
Abstract
This study investigates the effects of one semester of fluency-building activities on L2 readers' reading rate and comprehension. The participants were 63 university EFL students enrolled in three academic reading classes. Each class was assigned one of three instructional treatments: timed reading (TR), timed repeated reading (TRR), and timed reading and repeated oral reading (TROR). All participants engaged in the fluency-building activities twice a week, individually recording their reading rates and comprehension scores on a chart. Each reading passage was about 350 words long, written at the 1400-word level, and followed by five comprehension questions. A pretest was conducted at week 1 and a posttest at week 15. All three groups experienced gains in their reading rate, in the order of, from most to least gain, TRR, TROR, TR. The TRR group's rate gain was statistically significantly greater than that of the TR group. All three groups also improved in reading comprehension, in the order of TRR, TR, TROR. Furthermore, positive correlations between reading rate and comprehension on the posttest showed that improvement in reading rate was not achieved at the cost of comprehension. Pedagogic benefits of incorporating fluency practice into an academic classroom and instructional alternatives are discussed.
The emergence of boredom in an online language class: An ecological perspective
MariuszKruk, University of Zielona Góra, Poland
Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland &University of Applied Sciences, Konin, Poland
MajidElahi Shirvan,University of Bojnord, Bojnord, Iran
MojdehShahnamae ，Ferdowsi University of Mashhad, Iran
Key words Boredom， Online setting， Ecological perspective， Nested ecosystems model， COVID-19 pandemic，
Josep M.Cots，Universitat de Lleida, Department of English and Linguistics, Pl/ Víctor Siurana, 1, 25003, Lleida, Catalonia, Spain
LídiaGallego-Balsà，Universitat Rovira i Virgili, Department of English and German Studies, Avinguda de Catalunya, 35, 43002, Tarragona, Catalonia, Spain
ÀngelsLlanes，Universitat de Lleida, Department of English and Linguistics, Pl/ Víctor Siurana, 1, 25003, Lleida, Catalonia, Spain
Key words Translanguaging, ESP, Classroom practices and discourses
The relationship between tolerance of ambiguity and multilingualism revisited
RiningWei，Xi'an Jiaotong-Liverpool University, HS449, Dept. of Applied Linguistics, Xi'an Jiaotong-Liverpool University (South Campus), Chongwen Rd., SIP, Suzhou, Jiangsu Province, 215123, PR China
YifanKang，Xi'an Jiaotong-Liverpool University, HS449, Dept. of Applied Linguistics, Xi'an Jiaotong-Liverpool University (South Campus), Chongwen Rd., SIP, Suzhou, Jiangsu Province, 215123, PR China
ShijieWang，University of Cambridge, Dept. of Theoretical and Applied linguistics, Cambridgeshire, United Kingdom
Key words Tolerance of ambiguity， Multilingualism， Personality trait， Hierarchical regression， Effect size， Structural Equation Modelling，
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions
DeryaDuran，University of Jyväskylä, Department of Language and Communication Studies, Athenaeum, Building A, FI-40014, Jyväskylä, Finland
TeppoJakonen，University of Turku, School of Languages and Translation Studies, Turku, Finland
Key words Conversation analysis， Epistemics， ESL tutoring， L2 learners， Vocabulary checks，
SeojinPark，Second Language Acquisition and Teaching, The University of Arizona, Tucson, AZ, United States
Key words North Korean refugee， English learner identity， Second language learning， Positioning， Narrative inquiry
Improving self-efficacy beliefs and English language proficiency through a summer intensive program
MeiXua，School of Foreign Studies, Xi'an Jiaotong University, China
ChuangWang，Faculty of Education, University of Macau, Macau, China
XiangjingChen，School of Foreign Studies, Xi'an Jiaotong University, China
TingSun，Northwestern University, USA
XiaomeiMa，School of Foreign Studies, Xi'an Jiaotong University, China
Key words Intensive summer program, English listening and speaking skills, Self-efficacy
The role of emotion labor in English language teacher identity construction: An activity theory perspective
Mostafa Nazari，Department of Foreign Languages, Kharazmi University, Tehran, Iran
Sedigheh Karimpour，Department of English Language, Mazandaran University of Medical Sciences, Sari, Iran
Abstract Current scholarship on language teacher emotions and identity construction emphasizes the substantial role of contextual discourses and power relations in shaping teachers' professionalism. In line with this scholarship, the present study examined the role of emotion labor in Iranian English language teachers' identity construction. Grounded in activity theory as the conceptual underpinning, the study shows how institutional work functions as a regulatory mechanism for teachers' emotion labor and their multi-faceted identities. Data analyses indicated that the teachers' emotion labor and identity construction are shaped by institutional particularities in three dimensions: (1) emotion labor of managing conflicts in subjectivity and adopted identities, (2) emotion labor of dealing with tensions in caring for students and assigned identities, and (3) emotion labor of aligning agency with resisted identities. The findings reveal how the teachers engaged in and interpreted emotion labor in light of tools, goals, division of labor, and communities of practice that come to shape their multi-faceted identities. Based on the findings, we argue that gradual policy adaptation accounting for emotions and identities, rather than policy overhauls that may create resistance, would reduce institutional clashes and transform teachers’ management of emotions into a site of mutual emotionality, rather than a site of vulnerability.
Keywords
Emotion labor， Language teacher identity， Activity theory， Teacher agency， Top-down systems
A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension
JeffPeterson，Department of Asian and Near Eastern Languages, 3064 JFSB, Brigham Young University, Provo, UT, 84602, USA
Using a quantitative single-case study method, eight intermediate-level learners of Japanese were monitored while they engaged in hybrid ER and strictly adhered to ER principles over 2.5–4 months. Reading rate data, reading comprehension data, and general ER data were collected. Results showed that participants’ reading rates increased significantly following the hybrid ER treatment and that comprehension abilities were not hampered by an increase in reading rate. This study provides evidence that hybrid ER has the potential to provide a highly enjoyable activity while substantially increasing learner reading rates without hindering comprehension.
Key words Extensive reading， Tadoku， Reading rate， Reading speed， Reading comprehension， Reading fluency， Second-language reading， Japanese，
Exploring the relationship between L2 vocabulary size and academic speaking
YixinWang-Taylor， College of Foreign Languages, Nankai University, Nankai University, No. 74, Weijin Road, Tianjin, 300071, China
JonClenton，Graduate School of Humanities and Social Sciences, Hiroshima University, 1-3-2 Kagamiyama, Higashi-Hiroshima City, Hiroshima, 739-8511, Japan
Key words General vocabulary size， Academic vocabulary size， Lexical diversity， Lexical sophistication， Speaking fluency，
The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention
FakiehAlrabai，Department of English, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia
Key words Positive psychology， Emotion， EFL， Achievement， Anxiety， Motivation
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context
XiaowenLiu，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom
MartinLamb，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom
Gary N.Chambers，School of Education, University of Leeds, Hillary Place, Woodhouse Lane, Leeds, LS2 9JT, United Kingdom
Key words Second language learning， L2 Pragmatics， Learner identity， Study abroad
Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach
WeiYi，Peking University, China
RobertDeKeyser，University of Maryland, College Park, USA
Key words Incidental vocabulary learning， Reading， Semantic transparency， Compound words， Eye-tracking
The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea
VictoriaKim, Ulsan National Institute of Science and Technology (UNIST), School of Business Administration, Ulsan, Republic of Korea
GeneThompson，Rikkyo University, College of Business, Tokyo, Japan
Abstract This article explores differences in content knowledge, English language proficiency, and motivation for learners studying via English medium instruction (EMI) at universities in Korea and Japan. It draws upon content knowledge test and questionnaire data from a total of 455 students from two institutions, representing three groups of students (business majors from the Japanese institution, business majors from the Korean institution, and non-business majors from the Korean institution). Results from a 3 × 2 factorial ANOVA indicated a significant interaction between the effect of student group and gender on content knowledge test scores and motivated behaviour, and significant differences between student groups on a range of motivational measures. Findings indicated differing learner profiles between the three groups: business-major students from the Korean institution tended to have stronger motivation and high content knowledge, regardless of gender while significant differences were identified between females and males within the Japanese business major group and non-business major group from the Korean institution. The comparative nature of the study highlights the potential impact of demographic variables across and between groups of EMI learners, indicating areas for future exploration within each of the programs explored in this study.
Key words English-medium instruction， Content knowledge， Self-beliefs， Comparative study， Japan， Korea
Research on language learning motivation in school settings in System
FangZhang，College of Literature and Media. Dongguan University of Technology, 1, Daxue Road, Songshan Lake, Dongguan, Guangdong Province, 523808, PR China
JinquanWangb，College of International Studies Yangzhou University, 196 W. Huayang Road, Yangzhou, Jiangsu Province, 225127, PR China
Hennebry-LeungMairinc， Faculty of Education, University of Tasmania, Newnham, Tasmania 7250, Australia
Abstract This review of System's scholarship on school-based language learning motivation focuses on 12 papers on learners and teachers in secondary school settings. Of 190 studies on motivation published in the Journal from 1990 to 2021, 24 have had a focus on secondary school contexts. The 12 focus studies are drawn from these. The review highlights theoretical and methodological shifts that have characterized the field of language learning motivation and considers the extent to which these are manifested in the Journal's scholarship, specifically pointing to a growing concern for approaches that account for the complex, dynamic, and situated nature of motivation. Studies on language learning motivation in school settings have addressed a range of aspects including motivational change, the interplay between instructional approaches and motivation, the role of sociocultural context in shaping and directing learner motivation, teacher cognition on motivation, and teachers' motivation for language teaching. While acknowledging the extensive body of literature on language learning motivation among adult learners, the review concludes with suggestions for ways in which the still rather limited knowledge about school-based motivation could be extended and enriched.
Key words Motivation, System, School settings
期刊简介
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.
《系统》致力于教育技术和应用语言学在外语教学中的应用。在所有国家，人们都重视将所有语言(如英语)作为第二语言或外语的学习和教学。《系统》要求文章要有良好的理论基础和明显的实际应用，有广泛的读者群。如果评论文章涉及语言学习和教学中对实践和研究有重大影响的关键问题，则可考虑发表。
官网地址：
https://www.sciencedirect.com/journal/system
本文来源：SYSTEM
点击文末“阅读原文”可跳转下载
课程推荐
2022-09-04
2022-09-05
2022-09-05
2022-09-04
2022-09-04
2022-09-03
2022-09-03
2022-09-03
2022-09-02
2022-09-02
2022-09-02
2022-09-01
2022-09-01
2022-09-01
“语言学心得交流分享群”“语言学考博/考研/保研交流群”
今日小编：神厨小福贵
审 核：心得小蔓
转载&合作请联系
"心得君"
微信：xindejun_yyxxd
点击“阅读原文”可跳转下载