{"title":"Synergies extended","authors":"Tetyana Smotrova","doi":"10.1111/modl.12980","DOIUrl":"https://doi.org/10.1111/modl.12980","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.
{"title":"Conceptualizing identity construction in language teacher education","authors":"Darren K. LaScotte","doi":"10.1111/modl.12984","DOIUrl":"https://doi.org/10.1111/modl.12984","url":null,"abstract":"The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143417174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhancing the accessibility of findings by using percentages. This reproducible study (https://rnorouzian.github.io/m/p.html) employed a 3M approach and used the (M)UTOS framework to examine the effect of note‐taking on learning through exposure to L2 input. Retrieving 55 effect sizes from 27 studies, the 3M approach found that there was at least a 63% likelihood for note‐taking treatments to produce a meaningfully positive benefit (≥0.2 gain on the effect‐size scale) on learning outcomes and revealed that the type of note‐taking treatment, measurement type, input mode, and learners’ proficiency levels were particularly influential.
{"title":"Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input","authors":"Reza Norouzian, Zhouhan Jin, Stuart Webb","doi":"10.1111/modl.12985","DOIUrl":"https://doi.org/10.1111/modl.12985","url":null,"abstract":"Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhancing the accessibility of findings by using percentages. This reproducible study (<jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"https://rnorouzian.github.io/m/p.html\">https://rnorouzian.github.io/m/p.html</jats:ext-link>) employed a 3M approach and used the (M)UTOS framework to examine the effect of note‐taking on learning through exposure to L2 input. Retrieving 55 effect sizes from 27 studies, the 3M approach found that there was at least a 63% likelihood for note‐taking treatments to produce a meaningfully positive benefit (≥0.2 gain on the effect‐size scale) on learning outcomes and revealed that the type of note‐taking treatment, measurement type, input mode, and learners’ proficiency levels were particularly influential.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143393452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Forthcoming in The Modern Language Journal, 109, 2","authors":"","doi":"10.1111/modl.12993","DOIUrl":"https://doi.org/10.1111/modl.12993","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143393453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Congratulations to the NFMLTA/MLJ Award and Grant Recipients","authors":"","doi":"10.1111/modl.12992","DOIUrl":"https://doi.org/10.1111/modl.12992","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143385368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issue Information ‐ Copyright Page","authors":"","doi":"10.1111/modl.12970","DOIUrl":"https://doi.org/10.1111/modl.12970","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issue Information ‐ TOC","authors":"","doi":"10.1111/modl.12969","DOIUrl":"https://doi.org/10.1111/modl.12969","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese immersion programs have been increasingly popular in US schools. However, we have insufficient data on young English‐speaking children's acquisition of Chinese as a second language in these programs, and specifically on social contextual variables systematically promoting or hindering Chinese language use. Taking a variationist sociolinguistic approach, this mixed‐methods case study identifies interlocutor and task as central social variables that most significantly condition the use, and therefore the acquisition, of Chinese by second graders attending an early total one‐way Chinese immersion program in the United States. The idiosyncratic social roles learners played with different interlocutors in carrying out classroom tasks and activities help account for their use of Chinese or English, with implications for future research on second language acquisition and pedagogy in one‐way language immersion education.
{"title":"First and second language use in an early total one‐way Chinese immersion classroom","authors":"Mengying Liu, Elaine Tarone","doi":"10.1111/modl.12965","DOIUrl":"https://doi.org/10.1111/modl.12965","url":null,"abstract":"Chinese immersion programs have been increasingly popular in US schools. However, we have insufficient data on young English‐speaking children's acquisition of Chinese as a second language in these programs, and specifically on social contextual variables systematically promoting or hindering Chinese language use. Taking a variationist sociolinguistic approach, this mixed‐methods case study identifies interlocutor and task as central social variables that most significantly condition the use, and therefore the acquisition, of Chinese by second graders attending an early total one‐way Chinese immersion program in the United States. The idiosyncratic social roles learners played with different interlocutors in carrying out classroom tasks and activities help account for their use of Chinese or English, with implications for future research on second language acquisition and pedagogy in one‐way language immersion education.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research indicates that high‐immersion virtual reality (VR) has several unique affordances for language learning that contribute to learning outcomes, such as boosting learners’ confidence, engagement, and motivation. However, little is known about the extent to which VR promotes language skills, in particular learners’ verbal interaction using a second language (L2). The present study uses an intervention design to examine the impact of high‐immersion VR on L2 Spanish learners’ interactional development and perceptions of VR experience. Twenty‐six beginning‐level Spanish learners engaged in four social VR sessions over a 2‐week period. Learners’ perceptions of social VR were assessed through surveys and focus group interviews, and their changes in interaction‐involved language performance were evaluated. The results reinforce previous research in showing that learners felt a heightened sense of presence in VR and that interacting in Spanish in the immersive virtual space was more enjoyable and less nerve‐wracking than face‐to‐face conversation, albeit equally beneficial to learning. Quantitative analyses of learners’ interaction revealed significant improvement in terms of their engagement, clarity, and content appropriateness. However, participants reported that technical issues could at times limit the pedagogical usefulness of VR. These findings reinforce the use of social VR in L2 instruction and provide novel insights about performance gains and Spanish L2 pedagogy in a virtual space.
{"title":"Social virtual reality for L2 Spanish development: Learning how to interact with others in a high‐immersion virtual space","authors":"Naoko Taguchi, Elizabeth Hanks","doi":"10.1111/modl.12968","DOIUrl":"https://doi.org/10.1111/modl.12968","url":null,"abstract":"Research indicates that high‐immersion virtual reality (VR) has several unique affordances for language learning that contribute to learning outcomes, such as boosting learners’ confidence, engagement, and motivation. However, little is known about the extent to which VR promotes language skills, in particular learners’ verbal interaction using a second language (L2). The present study uses an intervention design to examine the impact of high‐immersion VR on L2 Spanish learners’ interactional development and perceptions of VR experience. Twenty‐six beginning‐level Spanish learners engaged in four social VR sessions over a 2‐week period. Learners’ perceptions of social VR were assessed through surveys and focus group interviews, and their changes in interaction‐involved language performance were evaluated. The results reinforce previous research in showing that learners felt a heightened sense of presence in VR and that interacting in Spanish in the immersive virtual space was more enjoyable and less nerve‐wracking than face‐to‐face conversation, albeit equally beneficial to learning. Quantitative analyses of learners’ interaction revealed significant improvement in terms of their engagement, clarity, and content appropriateness. However, participants reported that technical issues could at times limit the pedagogical usefulness of VR. These findings reinforce the use of social VR in L2 instruction and provide novel insights about performance gains and Spanish L2 pedagogy in a virtual space.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Roehr‐Brackin, Karolina Baranowska, Renato Pavlekovic, Paweł Scheffler
Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional conditions: auditory inductive, written inductive, mixed inductive, and mixed deductive. International volunteers (N = 136) completed online language lessons in beginners’ Polish targeting two morphological features. Participants’ phonetic and language‐analytic abilities, level of multilingualism, and age predicted L2 achievement. A cluster analysis identified four learner profiles: high aptitude, low aptitude, memory oriented, and analytically oriented. Deductive instruction seemed to neutralise individual differences in aptitude, while ATI effects were observed in the single‐modality conditions, with auditory input favouring high‐aptitude learners and written input favouring high‐aptitude, analytically oriented, and memory‐oriented learners. We discuss the theoretical and practical import of these findings by highlighting the “capital” afforded by prior language learning experience, over and above the role of cognitive ability. In addition to the inductive–deductive contrast in explicit instruction, we emphasise the importance of input modality, which has hitherto been neglected in the field.
能力-待遇交互作用（ATI）研究对第二语言（L2）学习既有理论意义，又有实际意义，因为该研究深入揭示了学习者内部个体差异因素与学习者外部环境变量（包括教学方法）之间的联系过程，而这些变量共同决定了 L2 的学习效果。本研究采用了一整套能力测量方法，并将其映射到四种明确的教学条件中：听觉归纳法、书面归纳法、混合归纳法和混合演绎法。国际志愿者（N = 136）完成了针对两种形态特征的波兰语初级在线语言课程。参与者的语音和语言分析能力、多语水平和年龄预测了第二语言的学习成绩。聚类分析确定了四种学习者特征：高能力、低能力、记忆导向型和分析导向型。演绎式教学似乎能中和能力方面的个体差异，而在单一模式条件下，听觉输入有利于高能力学习者，书面输入有利于高能力、分析导向和记忆导向学习者，从而观察到了 ATI 效果。我们讨论了这些发现的理论和实践意义，强调了先前的语言学习经验所提供的 "资本"，而不是认知能力所起的作用。除了显性教学中的归纳-演绎对比之外，我们还强调了输入模式的重要性，这一点迄今为止一直被该领域所忽视。
{"title":"The role of individual learner differences in explicit language instruction","authors":"Karen Roehr‐Brackin, Karolina Baranowska, Renato Pavlekovic, Paweł Scheffler","doi":"10.1111/modl.12963","DOIUrl":"https://doi.org/10.1111/modl.12963","url":null,"abstract":"Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional conditions: auditory inductive, written inductive, mixed inductive, and mixed deductive. International volunteers (<jats:italic>N</jats:italic> = 136) completed online language lessons in beginners’ Polish targeting two morphological features. Participants’ phonetic and language‐analytic abilities, level of multilingualism, and age predicted L2 achievement. A cluster analysis identified four learner profiles: high aptitude, low aptitude, memory oriented, and analytically oriented. Deductive instruction seemed to neutralise individual differences in aptitude, while ATI effects were observed in the single‐modality conditions, with auditory input favouring high‐aptitude learners and written input favouring high‐aptitude, analytically oriented, and memory‐oriented learners. We discuss the theoretical and practical import of these findings by highlighting the “capital” afforded by prior language learning experience, over and above the role of cognitive ability. In addition to the inductive–deductive contrast in explicit instruction, we emphasise the importance of input modality, which has hitherto been neglected in the field.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","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：