{"title":"Research on EFL learning by young children in Spain","authors":"","doi":"10.1075/ltyl.3.2","DOIUrl":"https://doi.org/10.1075/ltyl.3.2","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41680281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Bernstein (2020): (Re)defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School","authors":"Mayyer Ling","doi":"10.1075/ltyl.00023.lin","DOIUrl":"https://doi.org/10.1075/ltyl.00023.lin","url":null,"abstract":"This article reviews (Re)defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School £29.959781788929004","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43862115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative writing has been traditionally studied in terms of language-related episodes (LREs), which have been shown to be influenced by learner proficiency. Yet, the impact of collaboration on the written product has received less attention, especially regarding child EFL learners. Our study analyzes the individual reconstructions produced by 30 Spanish-Basque EFL children (aged 11–12) before and after (T1 and T3) they completed a collaborative dictogloss (T2). From the analysis of their LREs at T2, we predicted that certain areas (grammar and mechanics) could reflect more changes at T3 than others. Moreover, we wanted to determine whether those changes were moderated by the learners’ and their partners’ proficiency at T2: low (LP) or high (HP). Text-based and rubric measurements showed that only grammatical complexity improved in children’s individual writing from T1 to T3. Regarding proficiency, LP children performed significantly worse than their HP counterparts at T1 and T3 in most writing dimensions. Partner proficiency only influenced accuracy, and unexpectedly, working with an LP partner did not appear to have a detrimental effect. Our findings stress the need to carry out longitudinal studies to further determine the role of collaboration in L2 writing and knowledge development.
{"title":"Effects of proficiency and collaborative work on child EFL individual dictogloss writing","authors":"Asier Calzada, M. Mayo","doi":"10.1075/ltyl.20003.cal","DOIUrl":"https://doi.org/10.1075/ltyl.20003.cal","url":null,"abstract":"\u0000 Collaborative writing has been traditionally studied in terms of language-related episodes (LREs), which have been\u0000 shown to be influenced by learner proficiency. Yet, the impact of collaboration on the written product has received less\u0000 attention, especially regarding child EFL learners. Our study analyzes the individual reconstructions produced by 30\u0000 Spanish-Basque EFL children (aged 11–12) before and after (T1 and T3) they completed a collaborative dictogloss (T2). From the\u0000 analysis of their LREs at T2, we predicted that certain areas (grammar and mechanics) could reflect more changes at T3 than\u0000 others. Moreover, we wanted to determine whether those changes were moderated by the learners’ and their partners’ proficiency at\u0000 T2: low (LP) or high (HP). Text-based and rubric measurements showed that only grammatical complexity improved in children’s\u0000 individual writing from T1 to T3. Regarding proficiency, LP children performed significantly worse than their HP counterparts at\u0000 T1 and T3 in most writing dimensions. Partner proficiency only influenced accuracy, and unexpectedly, working with an LP partner\u0000 did not appear to have a detrimental effect. Our findings stress the need to carry out longitudinal studies to further determine\u0000 the role of collaboration in L2 writing and knowledge development.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47878319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews Using Tasks in Second Language Teaching: Practice in Diverse Contexts £39.95
这篇文章评论了在第二语言教学中使用任务：在不同背景下的实践39.95英镑
{"title":"Review of Lambert & Oliver (2020): Using Tasks in Second Language Teaching: Practice in Diverse Contexts","authors":"Priska Pramastiwi","doi":"10.1075/ltyl.21007.pra","DOIUrl":"https://doi.org/10.1075/ltyl.21007.pra","url":null,"abstract":"This article reviews Using Tasks in Second Language Teaching: Practice in Diverse Contexts £39.95","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research shows young learners are indeed able to interact in a foreign language (FL) and negotiate for meaning while also attending to form. One of the variables that has been least studied among young learners (YLs) in FL contexts is the kind of relationships established among the members of a dyad and how the nature of pair dynamics affects the learners’ ability to attend to language. The present study explores the pair dynamics and the frequency and types of language learning opportunities in the form of language-related episodes (LREs) that emerge during peer interaction in a spot-the-differences task completed by young learners in an English as a Foreign Language (EFL) context. We also examine the effects of age and pair dynamics on the production of these LREs. Results suggest that children interact mainly using collaborative patterns and can actually attend to language in episodes which are mainly meaning-focused and are resolved particularly in expert/novice dyads. Age has been found to significantly affect the production of LREs but pair dynamics seems to be less determinant. Findings corroborate the need for YLs to be given the chance to interact with their peers in class to foster learning opportunities.
{"title":"Pair dynamics and language-related episodes in child EFL task-based peer interaction","authors":"Elisabet Pladevall-Ballester","doi":"10.1075/ltyl.20007.pla","DOIUrl":"https://doi.org/10.1075/ltyl.20007.pla","url":null,"abstract":"\u0000Previous research shows young learners are indeed able to interact in a foreign language (FL) and negotiate for meaning while also attending to form. One of the variables that has been least studied among young learners (YLs) in FL contexts is the kind of relationships established among the members of a dyad and how the nature of pair dynamics affects the learners’ ability to attend to language. The present study explores the pair dynamics and the frequency and types of language learning opportunities in the form of language-related episodes (LREs) that emerge during peer interaction in a spot-the-differences task completed by young learners in an English as a Foreign Language (EFL) context. We also examine the effects of age and pair dynamics on the production of these LREs. Results suggest that children interact mainly using collaborative patterns and can actually attend to language in episodes which are mainly meaning-focused and are resolved particularly in expert/novice dyads. Age has been found to significantly affect the production of LREs but pair dynamics seems to be less determinant. Findings corroborate the need for YLs to be given the chance to interact with their peers in class to foster learning opportunities.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41531885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Larios, Francisco Javier García Hernández, Yvette Coyle
Research into collaborative writing (CW) has drawn on the notion of “languaging”, operationalized as language-related episodes (LREs), to account for the way learners pool their ideational and linguistic resources, give and receive immediate feedback on language and, as a result, deepen their awareness of meaning-form mappings. LREs in CW have been examined from different perspectives, including the degree of noticing shown by learners, the extent of their involvement in the interaction, the knowledge sources drawn upon, or the cognitive processes deployed to solve their linguistic problems. Yet, in spite of the alleged “added value” that strategic behaviour brings to learners’ reflection on language, available research on CW has not yet looked at LREs from the perspective of formulation strategies, i.e., the conscious mental actions engaged in by writers to address the problems involved in the transformation of ideas into written language. In an attempt to address this gap, and to extend available, but sill limited, CW research with children, the interactions of 30 young EFL pairs while writing two narrative picture-story texts were analysed by means of a reconceptualization of LREs as problem-solving strategy clusters, i.e., chains of strategies activated and applied to the writer’s linguistic knowledge in the course of the activity. The outcome of these analyses is a theoretically-motivated and pedagogically useful, child-based taxonomy of collaborative formulation strategies, which can help raise awareness of the mechanisms involved in solving language-related problems in early EFL writing, thereby promoting more tailored writing instruction and learners’ self-regulation. The taxonomy is also presented as a point of departure for future research.
{"title":"A theoretically-grounded classification of EFL children’s formulation strategies in collaborative\u0000 writing","authors":"J. Larios, Francisco Javier García Hernández, Yvette Coyle","doi":"10.1075/ltyl.20008.roc","DOIUrl":"https://doi.org/10.1075/ltyl.20008.roc","url":null,"abstract":"\u0000 Research into collaborative writing (CW) has drawn on the notion of “languaging”, operationalized as\u0000 language-related episodes (LREs), to account for the way learners pool their ideational and linguistic resources, give and receive\u0000 immediate feedback on language and, as a result, deepen their awareness of meaning-form mappings. LREs in CW have been examined\u0000 from different perspectives, including the degree of noticing shown by learners, the extent of their involvement in the\u0000 interaction, the knowledge sources drawn upon, or the cognitive processes deployed to solve their linguistic problems. Yet, in\u0000 spite of the alleged “added value” that strategic behaviour brings to learners’ reflection on language, available research on CW\u0000 has not yet looked at LREs from the perspective of formulation strategies, i.e., the conscious mental actions engaged in by\u0000 writers to address the problems involved in the transformation of ideas into written language. In an attempt to address this\u0000 gap, and to extend available, but sill limited, CW research with children, the interactions of 30 young EFL pairs while writing\u0000 two narrative picture-story texts were analysed by means of a reconceptualization of LREs as problem-solving strategy clusters,\u0000 i.e., chains of strategies activated and applied to the writer’s linguistic knowledge in the course of the activity. The outcome\u0000 of these analyses is a theoretically-motivated and pedagogically useful, child-based taxonomy of collaborative formulation\u0000 strategies, which can help raise awareness of the mechanisms involved in solving language-related problems in early EFL writing,\u0000 thereby promoting more tailored writing instruction and learners’ self-regulation. The taxonomy is also presented as a point of\u0000 departure for future research.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49425889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.
{"title":"Give me a second chance","authors":"Amparo Lázaro-Ibarrola, M. Hidalgo","doi":"10.1075/ltyl.20009.laz","DOIUrl":"https://doi.org/10.1075/ltyl.20009.laz","url":null,"abstract":"\u0000 Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce\u0000 better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition,\u0000 STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more\u0000 common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition,\u0000 PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish\u0000 young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9,\u0000 N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a\u0000 composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20)\u0000 wrote the same composition again (STR) while the other individual (N = 10) and collaborative\u0000 (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners,\u0000 our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition\u0000 were hinted at, with students in the STR group obtaining greater holistic rates.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42543899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This paper reports a case study based on a project school in a suburb of Beijing with a cohort of 290 Grade 4 students and their 8 English teachers. The study investigated changes the reading project has brought to the students and teachers between 2017 to 2019. Data collected include three reading test results (pre-, mid-, and post-), and a post-project student questionnaire. Data collected concerning the 8 teachers included classroom observations, teachers’ lesson plans and post project narrative reports. Analyses were closely linked to how students’ literacy developed, including their reading ability, interests, habits, and creative thinking. Changes in the teachers’ views and their teaching practices were also examined.
{"title":"Improving Chinese students’ English reading through graded readers","authors":"W. Qiang, Zehang Chen, Xianglin Qi","doi":"10.1075/ltyl.19022.wan","DOIUrl":"https://doi.org/10.1075/ltyl.19022.wan","url":null,"abstract":"\u0000 Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have\u0000 been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading\u0000 project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014\u0000 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded\u0000 readers in primary classrooms in collaborative projects with university teacher educators. This paper reports a case study based\u0000 on a project school in a suburb of Beijing with a cohort of 290 Grade 4 students and their 8 English teachers. The study\u0000 investigated changes the reading project has brought to the students and teachers between 2017 to 2019. Data collected include\u0000 three reading test results (pre-, mid-, and post-), and a post-project student questionnaire. Data collected concerning the 8\u0000 teachers included classroom observations, teachers’ lesson plans and post project narrative reports. Analyses were closely linked\u0000 to how students’ literacy developed, including their reading ability, interests, habits, and creative thinking. Changes in the\u0000 teachers’ views and their teaching practices were also examined.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46118906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial","authors":"J. Enever","doi":"10.1075/ltyl.00016.edi","DOIUrl":"https://doi.org/10.1075/ltyl.00016.edi","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48585102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"National foreign language policies for primary schools","authors":"","doi":"10.1075/ltyl.2.2","DOIUrl":"https://doi.org/10.1075/ltyl.2.2","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44769131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：