刊讯｜SSCI 期刊《第二语言学习与教学研究》2024年第1-2期

Volume 14, Issue 1-2, 2024

Studies in Second Language Learning and Teaching（SSCI一区，2023 IF: 3.7，排名：11/194）2024年第1-2期共刊文16篇。其中，2024年第1期共发文8篇，其中特刊介绍1篇，研究性论文7篇；第2期为共发文8篇，其中研究性论文6篇，书评2篇。研究论文涉及移民、母语人士现象、双语教育、在线学习、学习动机、教师角色、个体差异、词汇习得、CEFR、语言教学自主性等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《第二语言学习与教学研究》2023年第1-2期

刊讯｜SSCI 期刊《第二语言学习与教学研究》2023年第3-4期

目录

Issue 1

■Introduction to the special issue on languages other than English: A reality check and a glimmer of hope, by Amy S. Thompson, Pages 17-22.

Arcticles

■Promoting equity in study abroad: A focus on first-generation and students of color in the USA, by Nicole Tracy-Ventura , Adrienne Ronee Washington, Iuliia Mikheeva, Pages 23-47.

■“Nonnative? Next!” Native-speakerism in world language job advertisements, by Amy S. Thompson, Emil Asanov, Pages 49-74.

■Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education, by Vashti Wai Yu Lee, Lee Her, Peter I. De Costa, Pages 75-96.

■The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves, by Ellen J. Serafini, Sara I. Roca-Ramirez, Pages 97–120.

■Task-based elementary Spanish in rural Indiana: A practice-based collaboration, by Laura Gurzynski-Weiss, Madison Wray, Mackenzie Coulter-Kern, Johana Bernardo, Pages 121–147.

■“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning, by Ching-Hsuan Wu, Sergio Robles-Puente, Amy S. Thompson, Pages 149-170.

■Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes? by Jean-Marc Dewaele, Kazuya Saito, Pages 171-191.

Issue 2

Arcticles

■An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language, by Gang Wang, Soheila Soleimanzadeh , Majid Elahi Shirvan, Pages 207-234.

■Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach, by Yongliang Wang , Mariusz Kruk, Pages 235-265.

■Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity, by Yiran Zhang , Mostafa Papi, Pages 267-290.

■Listener perception of appropriateness of L1 and L2 refusals in English, by Maria Kostromitina, Yongzhi Miao, Pages 291-310.

■The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention, by Maja Milosavljevic, Barry Lee Reynolds, Pages 311-338.

■The learning potential of English as a lingua franca contexts in the eyes of study abroad students, by Sybille Heinzmann, Zeynep Köylü, Kristina Ehrsam, Pages 339-363.

Book reviews

■CEFR-informed learning, teaching and assessment: A practical guide, by Guangmin Li, Hai Xu, Pages 365-370.

■Autonomy in language education: Theory, research and practice, by Nana Long, Pages 371-375.

摘要

Introduction to the special issue on languages other than English: A reality check and a glimmer of hope 

Amy S. Thompson, West Virginia University, Morgantown, USA

Abstract The role of languages other than English (LOTEs) in K-16 education is rife with controversy, particularly in Anglophone contexts. In a recent edited volume, Lanvers et al. (2021) tackled this controversy head-on by creating an anthology that not only described the “language learning problems in Anglophone countries in a holistic and universal manner” (p. 8), but also offered “solutions and examples of positive, forward-thinking practice” (p. 8). Certainly, with the rise of Global English, and even more recently, with the sudden proliferation of AI-enhanced communication strategies, languages other than English are being further marginalized. This marginalization often comes in the form of extreme budget cuts and elimination of courses and programs, as is being seen in a variety of Anglophone contexts and is particularly salient in the US context (Kingson, 2023).

Key words editorial

Promoting equity in study abroad: A focus on first-generation and students of color in the USA

Nicole Tracy-Ventura West Virginia University

Adrienne Ronee Washington West Virginia University

Iuliia Mikheeva University of Arizona

Abstract  Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.

Key words first-generation；students of color；study abroad；higher education；equity

“Nonnative? Next!” Native-speakerism in world language job advertisements

Amy S. Thompson West Virginia University

Emil Asanov West Virginia University

Abstract  Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as “native” or “near-native” much more often than inclusive language such as “superior language skills,” regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have “native” or “near-native” proficiency in at least two languages, most commonly English plus the target language of focus.

Key words native-speakerism；LOTEs；online recruitment discourse；employment discrimination

Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education

Vashti Wai Yu Lee Michigan State University

Lee Her Lehigh University

Peter I. De Costa Michigan State University

Abstract This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

Key words heritage language；identity；AsianCrit theory；dual language bilingual education；spatiality；temporality；relationality

The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves

Ellen J. Serafini George Mason University

Sara I. Roca-Ramirez Georgetown University 

Abstract  Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of English with little attention to how heritage speakers of languages other than English (LOTE) draw on critical experiences in discursive constructions of self. To address this gap, this study aims to explore the impact of critical experiences in university heritage Spanish speakers’ self-narratives. Twenty heritage Spanish students completed a background questionnaire and peer-facilitated, video-recorded interview. Emergent, recurring themes were identified in transcribed interview data following tenets of grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Findings underscore the key role of positioning (Davies & Harré, 1990) in dynamic conceptions of self, particularly how heritage speakers (re)imagine and discursively construct past, current, and future self-states. Positioning was also linked to agency (Ahearn, 2001) in relation to students’ critical reflections on experiences of racialization and resistance to, or reproduction of, dominant language ideologies. Overall, the study provides valuable insights for (heritage) language educators seeking to enact critical pedagogical principles in their classroom and curriculum.

Key words heritage language selves；complex dynamic systems；critical experiences；positioning；agency

Task-based elementary Spanish in rural Indiana: A practice-based collaboration

Laura Gurzynski-Weiss, Madison Wray, Mackenzie Coulter-Kern

Indiana University 

Johana Bernardo Indiana Public Schools

Abstract Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development and maintenance of exposure-track L2 programs, which meet once per week with the goal of, as the name suggests, providing exposure to the L2, rather than a focus on cumulative language development. Given that there are immediate and long-term benefits of even low levels of early bilingualism, ensuring access to quality L2 education is a matter of equity. This paper centers on the first year of a longitudinal collaboration between an exposure-track Spanish language teacher in a rural elementary school, and the research team who created a task-based program tailored for the school following a needs analysis. We analyze the first year of the grant-funded program based on task effectiveness, student enjoyment, and teacher perspectives. We contextualize results within the rural community and offer initial longitudinal data on US exposure-track Spanish. We detail how we adjusted the program for the second year, are freely sharing the materials on the Task Bank (tblt.indiana.edu) and have transferred the program to the teacher’s autonomy. Finally, we highlight that the success of this program was and is due to the collaborative nature of the partnership between the teacher, the researchers, and the administrators.

Key words TBLT；Spanish; practice-based collaborative research; rural communities;contextualized task-based evaluation

“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning

Ching-Hsuan Wu Case Western Reserve University 

Sergio Robles-Puente,Amy S. Thompson West Virginia University

Abstract  The impetus of this study is to investigate students’ attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and open-ended questions. The quantitative data were analyzed using an exploratory factor analysis and one-way ANOVAs and were complemented with qualitative data based on students’ responses. Findings indicate that students generally want consistent access to online learning, and that students with prior online-learning experience or with a desire to take an online course presented a statistically significant more positive perception of online language classes. There were also differences in perception of success in the online classes between those students who intended to major or minor in the language and those who did not. The results further revealed a decline in perception of success in online classes with the higher-level classifications (i.e., year of study). This study provides baseline attitudinal data to be built upon in future research and informs stakeholders of language programs in their curricular decisions.

Key words online learning; attitudes; grit; technological readiness; anxiety; motivation

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

Jean-Marc Dewaele Birkbeck

Kazuya Saito University College London

Abstract  The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a database of 360 students in an English-speaking university in Kuwait enrolled in English, German, Spanish and French as foreign language classes revealed that the LOTE learners (who also knew English) reported significantly more foreign language enjoyment (FLE), equal levels of foreign language classroom anxiety (FLCA) and – surprisingly – lower levels of attitudes/motivation than their peers studying English. Due to confounding variables, it is impossible to establish the cause of the difference with certainty, but this outcome does show that a stronger motivation to study English does not necessarily translate into more enjoyment in class. In other words, while FLE and attitudes/motivation typically correlate, they are independent concepts.

Key words languages other than English; English as a foreign language; foreign language enjoyment; foreign language classroom anxiety; attitudes/motivation

An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language

Gang Wang Zhejiang Yuexiu University

Soheila Soleimanzadeh,Majid Elahi Shirvan University of Bojnord

Abstract As a social-interactional positive behavior, the flow of compassion (i.e., self-compassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner’s (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semi-structured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.

Key words the flow of compassion; self-compassion;compassion for others; compassion from others; English as a foreign language; ecological perspective

Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach

Yongliang Wang 

North China University of Water Resources and Electric Power 

Mariusz Kruk

University of Zielona Góra

Abstract Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students’ academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students’ academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students’ engagement. Findings may have some noteworthy implications for teacher educators and language instructors.

Key words English as a foreign language (EFL) students; sequential mixed-methods approach; teacher confirmation; teacher credibility

Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity

Yiran Zhang Hangzhou Normal University

Mostafa Papi Florida State University

Abstract  The present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers’ chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.’s (2010) questionnaire was used to examine the participants’ regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants’ awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers’ recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers’ perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics.

Key words L2 pragmatic awareness; L2 grammatical awareness; motivation; regulatory focus

Listener perception of appropriateness of L1 and L2 refusals in English

Maria Kostromitina, Yongzhi Miao Northern Arizona University 

Abstract English has become an international language (EIL) as speakers around the world use it as a universal means of communication. Accordingly, scholars have investigated different aspects of EIL affecting communicative success. Speech scholars have been interested in speech constructs like accentedness, comprehensibility, and acceptability (e.g., Kang et al., 2023). On the other hand, pragmatic researchers have examined lexico-grammatical features of EIL that contribute to first language (L1) English listeners’ perceptions of appropriateness in speech acts (e.g., Taguchi, 2006). However, little is known about: a) how appropriateness is perceived by users of EIL of diverse L1s and b) how those appropriateness perceptions are related to lexico-grammatical and phonological features. Therefore, the present study had 184 listeners (L1 = English, Spanish, Chinese, and Indian languages) evaluate 40 speech acts performed by 20 speakers (L1 English and Chinese, 50% each) in terms of appropriateness on a 9-point numerical scale. Results from linear mixed-effects regressions suggested that: a) listener L1 did not contribute to listener ratings and b) speakers’ rhythm and lexico-grammatical features (i.e., use of different pragmatic strategies) significantly contributed to listener appropriateness ratings. The findings provide empirical evidence to support the phonology-pragmatics link in appropriateness perceptions and offer implications regarding the operationalization of English interactional appropriateness.

Key words speech perception; appropriateness; pragmatics; phonology

The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention

Maja Milosavljevic, Barry Lee Reynolds University of Macau

Abstract Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners’ vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a within-subjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.

Key words young L2 learners; comprehension-based instruction; production-based instruction; visual arts; vocabulary

The learning potential of English as a lingua franca contexts in the eyes of study abroad students

Sybille Heinzmann 

University of Applied Sciences and Arts Northwestern Switzerland

Zeynep Köylü University of Basel 

Kristina Ehrsam University of St. Gallen

Abstract This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students’ experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences.

Key words study abroad; English as a lingua franca; language learning; interview study

期刊简介

Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz Uiversity, Kalisz, Poland. The journal is devoted to reporting previuously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various acpects of language learning in instructed and non-instructed settings as well as different facets of the teaching process, including syllabus choice, material design, classroom practices, and evaluation.

《第二语言学习与教学研究》是波兰卡利什市波兹南密茨凯维奇大学英语系教学法与文学部出版的权威季度期刊。该期刊致力于出版关于第二语言和外语学习和教学的高质量、原创性理论和实证研究。该期刊不仅关注英语，它涉及任何语言的学习和教学，并聚焦于各种主题，包括第二语言习得的基础过程、在教学和非教学环境中语言学习的各种方面，以及语言教学过程的不同方面，包括教学大纲选择、材料设计、课堂实践和评估。

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