LANGUAGE TEACHING

Volume 56, Issue 1-2, 2023

Language Teaching（SSCI一区，2022 IF：3.6，排名：18/194）2023年第1-2期共刊文22篇。其中，2023年第1期共发文14篇。研究论文涉及语言学习动机与语言投资、二语合作写作、元语言理解和虚拟现实等方面。2023年第2期共发文8篇。研究论文涉及附带性词汇学习、社交网站辅助语言教学、学术语篇和老年人二语学习等方面。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊 《语言教学》 2022年第1-4期

目录

ARTICLES

Issue 1

■ Analysing culture in language learning materials, by Karen Risager, Pages 1-21.

■ The story of a loner learner: Reconsidering authenticity and authentic engagement in second language learning, by Ningyang Chen, Pages 22-28.

■ Investment and motivation in language learning: What's the difference?, by Ron Darvin & Bonny Norton, Pages 29-40.

■ Language teaching and learning in Ireland: 2012–2021, by Marie-Thérèse Batardière, Sarah Berthaud, Bronagh Ćatibušić & Colin J. Flynn, Pages 41-72.

■ The final frontier? Why we have been ignoring second language attrition, and why it is time we stopped, by Monika S. Schmid, Pages 73-93.

■ Collaborative writing in L2 classrooms: A research agenda, by Mimi Li & Meixiu Zhang, Pages 94-112.

■ The visual signature of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, and Abashidze (2019), by Kim McDonough, Rachael Lindberg, Pavel Trofimovich & Oguzhan Tekin, Pages 113-127. 

■ Replicating corpus-based research in English for academic purposes: Proposed replication of Cortes (2013) and Biber and Gray (2010), by Taha Omidian, Oliver James Ballance & Anna Siyanova-Chanturia, Pages 128-136.

■ Virtual professional development project on secondary teachers’ awareness of race, language, and culture，by Nicole King, Kim H. Song & Gregory Child, Pages 137-142.

■ Researching vulnerable multilinguals: Developing an inclusive research practice，by Sara Ganassin & Alexandra Georgiou, Pages 143-145.

■ Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding, by Debra Myhill, Abdelhamid Ahmed & Esmaeel Abdollazadeh, Pages 146-148.

■ Difficulties in academic reading for EFL students: An initial investigation, by Linda Eriksson, Pages 149-152.

■ Best practices for working with heritage language learners in the K-12 language classroom，by Jamie Morgan, Mathilda Reckford, Leslie Fink & Francesca Di Silvio, Pages 153-156.

■ Virtual reality in the EAP classroom: Creating immersive, interactive, and accessible experiences for international students, by Katie Coleman, Brian Derry, Pages 157-160.

Issue 2

■ How effective is second language incidental vocabulary learning? A meta-analysis, by Stuart Webb, Takumi Uchihara & Akifumi Yanagisawa, Pages 161-180.

■ Using social networking sites as a language teaching and learning environment, by Jessie S. Barrot, Pages 181-196.

■ Mind the gap: A tale of two curriculum fallacies Mind the gap: A tale of two curriculum fallacies, by Kathleen Graves, Pages 197-209.

■ What about the teacher?, by Carol Griffiths, Pages 210-222.

■ Research on foreign language learning, teaching, and assessment in Sweden 2012–2021, by Camilla Bardel, Henrik Gyllstad & Jörgen Tholin, Pages 223-260.

■ Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda, by Debra A. Friedman, Pages 261-275.

■ From replication to substantiation: A complexity theory perspective, by Ali H. Al-Hoorie, Phil Hiver, Diane Larsen-Freeman & Wander Lowie, Pages 276-291.

■ Language learning in older adults: Interdisciplinary perspectives, by Karen Roehr-Brackin, Pages 292-295.

摘要

Language teaching and learning in Ireland: 2012–2021

Marie-Thérèse Batardière, University of Limerick, Limerick, Ireland

Sarah Berthaud, Atlantic Technological University, Galway, Ireland

Bronagh Ćatibušić, Trinity College Dublin, Dublin, Ireland 

Colin J. Flynn, Dublin City University, Dublin, Ireland

Abstract The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country’s already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.

The final frontier? Why we have been ignoring second language attrition, and why it is time we stopped

Monika S. Schmid, University of York, York, UK

Abstract Instructed foreign language knowledge – that is, language skills acquired exclusively in the classroom without the benefit of any significant immersion experience – remains a vastly neglected area of studies on language learning in general and language attrition in particular. There is also little consideration of foreign language attrition and maintenance as a problem for policy or pedagogy. The present talk will give an overview of what is and what is not known about second language (L2) attrition at the present time. It will then present the results from a pilot project that will hopefully serve as the foundation for larger studies of instructed L2 attrition in future years.

Collaborative writing in L2 classrooms: A research agenda

Mimi Li, Texas A&M University-Commerce, Texas, USA

Meixiu Zhang, Texas Tech University, Texas, USA

Abstract Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

The visual signature of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, and Abashidze (2019)

Kim McDonough, Concordia University, Montreal, Canada

Rachael Lindberg, Concordia University, Montreal, Canada

Pavel Trofimovich, Concordia University, Montreal, Canada

Oguzhan Tekin, Concordia University, Montreal, Canada

Abstract This replication study seeks to extend the generalizability of an exploratory study (McDonough et al.,2019) that identified holds (i.e., temporary cessation of dynamic movement by the listener) as a reliable visual cue of non-understanding. Conversations between second language (L2) English speakers in the Corpus of English as a Lingua Franca Interaction (CELFI; McDonough & Trofimovich, 2019) with non-understanding episodes (e.g., pardon?, what?, sorry?) were sampled and compared with understanding episodes (i.e., follow-up questions). External raters (N = 90) assessed the listener’s comprehension under three rating conditions: +face/+voice, −face/+voice, and +face/−voice. The association between non-understanding and holds in McDonough et al. (2019) was confirmed. Although raters distinguished reliably between understanding and non-understanding episodes, they were not sensitive to facial expressions when judging listener comprehension. The initial and replication findings suggest that holds remain a promising visual signature of non-understanding that can be explored in future theoretically- and pedagogically-oriented contexts.

Replicating corpus-based research in English for academic purposes: Proposed replication of Cortes(2013) and Biber and Gray (2010)

Taha Omidian, Te Herenga Waka - Victoria University of Wellington, Wellington, New Zealand

Oliver James Ballance, Massey University, Palmerston North, New Zealand

Anna Siyanova-Chanturia, Te Herenga Waka - Victoria University of Wellington, Wellington, New Zealand & Ocean University of China, Qingdao, China

Abstract Accurate description of language use is central to English for academic purposes (EAP) practice. Thanks to the development of corpus tools, it has been possible to undertake systematic studies of language in academic contexts. This line of research aims to provide detailed and accurate characterization of academic communication and to ultimately inform EAP practice. Very few studies, however, have attempted to ascertain whether, and to what the extent, corpus-based findings have achieved such goals. The diverse nature of EAP, and the unique methodological challenges involved in compiling and using corpora, provide sufficient incentive for replication research in this area. The present article makes a case for replication of corpus-based studies in the field of EAP. It argues that replication research not only enhances the credibility of corpus linguistics for EAP pedagogy and research but also provides practical advice for EAP teachers and materials designers. It then looks at how two key corpus-based studies on the topic, Cortes (2013) and Biber and Gray (2010), can be replicated with respect to replication approaches described in Porte (2012).

How effective is second language incidental vocabulary learning? A meta-analysis

Stuart Webb, University of Western Ontario, Ontario, Canada

Takumi Uchihara, Waseda University, Tokyo, Japan

Akifumi Yanagisawa, University of Tsukuba, Ibaraki, Japan 

Abstract There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9–18% on immediate posttests, and 6–17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

Camilla Bardel, Stockholm University, Stockholm, Sweden

Henrik Gyllstad, Lund University, Lund, Sweden 

Jörgen Tholin, University of Gothenburg, Göteborg, Sweden

Abstract This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

Debra A. Friedman, by Indiana University, Bloomington, USA

Abstract In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how COMPETENCE and COMMUNITY are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.

From replication to substantiation: A complexity theory perspective

Ali H. Al-Hoorie, Jubail English Language and Preparatory Year Institute, Education Sector, Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia

Phil Hiver, Florida State University, Tallahassee, Florida

Diane Larsen-Freeman, University of Michigan, Ann Arbor, USA

Wander Lowie, University of Groningen, Groningen, The Netherlands

Abstract In contemporary methodological thinking, replication holds a central place. However, relatively little attention has been paid to replication in the context of complex dynamic systems theory (CDST), perhaps due to uncertainty regarding the epistemology–methodology match between these domains. In this paper, we explore the place of replication in relation to open systems and argue that three conditions must be in place for replication research to be effective: results interpretability, theoretical maturity, and terminological precision. We consider whether these conditions are part of the applied linguistics body of work, and then propose a more comprehensive framework centering on what we call SUBSTANTIATION RESEARCH, only one aspect of which is replication. Using this framework, we discuss three approaches to dealing with replication from a CDST perspective theory. These approaches are moving from a representing to an intervening mindset, from a comprehensive theory to a mini-theory mindset, and from individual findings to a cumulative mindset.

期刊简介

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.

《语言教学》是语言类专业人士必不可少的研究资源，为第二语言教学与学习领域的研究提供了丰富而专业的研究纵览。本期刊包括近期关于特定主题，第二语言及外语国家的批判性调查文章，并欢迎复制性、元分析等研究。期刊还包括对优秀博士论文的区域调查、基于主题的研究时间表、基于主题的研究议程、近期的会议演讲和关于正在进行的研究的报告。在该期刊中，受邀发表和主动投稿的文章均会通过完善的同行审议程序。

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https://www.cambridge.org/core/journals/language-teaching

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