Pub Date : 2024-04-10DOI: 10.1353/mml.2022.a924153
Paul Devlin
Abstract:
This article is a reading of Ralph Ellison's Invisible Man (1952) in light of Günther Anders's phenomenology of listening (1931) and hypothesized acoustic stereoscope (1949), proposing the latter as a source for the narrator's speculative desire to hear five recordings of Louis Armstrong's "(What Did I Do to Be So) Black and Bliue" playing simultaneously. Anders's obscure theories and notions about listening offer a way to conceptualize some of the novel's most enigmatic moments, including its descriptions of echo and its notoriously ambiguous final sentence. The article also explores Anders's career, possible social connections to Ellison, as well as Ellison's renewed interest in music in the late 1940s after years of ambivalence following his decision to stop pursuing music as a career. This recovered interest included working for inventor and sound engineer David Sarser. This part-time employment intersects with the philosophical questions and aural metaphors under investigation here, pointing to a different intellectual context for the novel's prologue and epilogue (1951) than for parts of the novel composed in the 1945–48 period.
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Pub Date : 2024-04-10DOI: 10.1353/mml.2022.a924157
Alex Crayon
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>Fictionality and Literature: Core Concepts Revisited</em> ed. by Lasse R. Gammelgaard et al. <!-- /html_title --></li> <li> Alex Crayon </li> </ul> <em>Fictionality and Literature: Core Concepts Revisited</em>. Edited by Lasse R. Gammelgaard, Stefan Iversen, Louise Brix Jacobsen, James Phelan, Richard Walsh, Henrik Zetterberg-Nielsen, and Simona Zetterberg-Nielsen. Ohio State University Press, 2022. 338 pp. <p><em>Fictionality and Literature: Core Concepts Revisited</em> is a collection of essays that, building on Richard Walsh's 2007 book <em>The Rhetoric of Fictionality: Narrative Theory and the Idea of Fiction</em>, seeks to probe the nature of fictionality: a theoretical approach (grounded in but not restricted to fiction) that "gets its purchase on the actual by inviting us to set aside the constraints of direct reference to the actual and assume invention or some other mode of indirection" (5). Underscoring the pervasive occurrence of fictionality across forms and contexts—novels, advertisements, speeches, and comics, to name a few—and emphasizing that fictionality is distinct from the truth–falsehood binary, this anthology stakes a claim that fictionality is a rhetorical mode of effective and affective communication. One contributor puts it simply: "rhetorical fictionality compels us to look more closely at what fiction does, and to what effect" (81). This book is well-suited for use in English courses across the disciplinary spectrum—literature, rhetoric and composition, and creative writing—as either the central text or as an anthology from which an instructor might excerpt an essay. As a fiction writer myself, I found this analytic text both challenging <strong>[End Page 165]</strong> and illuminating; this collection of essays prompted me to reexamine my own writing process and product. Altogether, <em>Fictionality and Literature</em> is a comprehensive interrogation of the rhetoric of fictionality—its origins, its applications, and its potentials—that centers utility and implementation.</p> <p>After the introduction, the book delves into the second part of its title—<em>and Literature</em>—by addressing a wide-ranging array of literary terms and concepts to push the boundaries of what, exactly, fictionality is and can do. Beginning with a consideration of authorial intent (central to a rhetorical understanding of fictionality), and moving to the concepts of narrator, plot, character, consciousness, metaphor, paratext, and intertextuality, these essays examine the rhetorical characteristics embedded in both fictional and nonfictional works. The book then examines metafiction and metalepsis, the novel, poetry, and literary nonfiction to highlight a cross-section of genres and forms where fictionality might and does arise. Finally, the concluding sections on ethics and social justice gra
以下是内容的简要摘录，以代替摘要：评论者： 虚构性与文学：核心概念再审视》，Lasse R. Gammelgaard 等编著，Alex Crayon Fictionality and Literature：核心概念重温。由 Lasse R. Gammelgaard、Stefan Iversen、Louise Brix Jacobsen、James Phelan、Richard Walsh、Henrik Zetterberg-Nielsen 和 Simona Zetterberg-Nielsen 编辑。俄亥俄州立大学出版社，2022 年。338 页。虚构性与文学：这本论文集以理查德-沃尔什（Richard Walsh）2007 年出版的《虚构性修辞学》（The Rhetoric of Fictionality）一书为基础：叙事理论与虚构理念》一书的基础上，力图探究虚构性的本质：这是一种理论方法（立足于虚构，但不限于虚构），"通过邀请我们抛开直接参照现实的限制，假设发明或其他间接模式"(5)。本选集强调了虚构性在各种形式和语境中的普遍存在--小说、广告、演讲和漫画等等--并强调虚构性有别于真-假二元对立，主张虚构性是一种有效的情感交流修辞模式。一位撰稿人简单地说："修辞上的虚构性迫使我们更仔细地审视虚构的作用和效果"（81）。本书非常适合用于各学科的英语课程--文学、修辞与写作、创意写作--作为中心文本或选集，教师可以从中摘录文章。作为一名小说家，我发现这本分析性文本既具有挑战性 [第165页完] ，又具有启发性；这本论文集促使我重新审视自己的写作过程和成果。总之，《虚构性与文学》是对虚构修辞--其起源、应用和潜力--的全面审视，以实用性和实施为中心。在引言之后，本书深入探讨了书名的第二部分--文学--探讨了一系列广泛的文学术语和概念，以拓展虚构性究竟是什么和能做什么的界限。这些文章从作者意图（对虚构性的修辞理解的核心）开始，进而探讨叙述者、情节、人物、意识、隐喻、副文本和互文性等概念，研究了虚构和非虚构作品中蕴含的修辞特征。然后，本书对元虚构和金属论文、小说、诗歌和文学非虚构进行了研究，以突出虚构性可能和确实出现的体裁和形式的横截面。最后，关于伦理和社会正义的结论部分探讨了虚构性的道德力量和政治后果。每篇文章都关注虚构性的遗产和未来，并敏锐地注意到当下的修辞。亨利克-泽特伯格-尼尔森（Henrik Zetterberg-Nielsen）在文集的第一章 "作者"（Author）中对流行的 "作者之死"（Death of the Author）概念提出质疑，认为作者的意图是一个重要的--或者说是必要的--解释视角，并最终认为虚构性的修辞理论取决于这样一种假设，即 "故事中的一切都必须是作者选择的结果，作者强调的是发明而不是报告"（43）。西尔维-帕特伦（Sylvie Patron）在 "叙述者 "一章中讨论了文学叙述者的谱系，然后整合并批判了沃尔什早先对这一概念的定义。帕特伦重申了叙述的臆造性（有时是善变的），强调了虚构性理论的交流方面："始终将叙述者视为作者的创造物，这种创造物在某些情况下可能既不连续也不一致"（57）。温迪-维罗妮卡-辛（Wendy Veronica Xin）的 "情节 "论述了模仿与审美之间相互竞争的驱动力，并强调了虚构性的起承转合能力，这种能力让读者在知道与不知道之间处于一种愉悦的叙事边缘--辛称之为 "披露与隐瞒、坦白与压制的诱人循环"（77）。[H. 波特-阿博特（H. Porter Abbott）在同名章节中对人物性格也有类似的论述，他认为读者在 "人物与人物之间的区别"（97）中感到紧张。阿博特认为，人物与生俱来的虚构性，即人物身份与非人物身份的同时存在，造成了本体与虚构之间的摩擦，并凸显了人物作为人工制品的推论性存在。随后，玛丽亚-梅凯拉在 "意识 "一章中谈到了人物虚构的心灵空间，她将其视为一种可理解的......
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Pub Date : 2024-04-10DOI: 10.1353/mml.2022.a924151
Andrew Fleck
Abstract:
The epidemic of bubonic plague that struck London in 1603 created its own culture of collectivity. Instead of seeking to place blame on others, the writers responding to the epidemic understood the disease to be divine punishment and a call to collective moral reform. Analyzing the plague pamphlets of Thomas Dekker, William Muggins, Thomas Middleton, and a Dutch refugee residing in London, Jacob Cool, this article argues that the focus on personal moral responsibility for the plague and the need for collective reform created an unexpected culture of collectivity in early modern London.
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Pub Date : 2024-04-10DOI: 10.1353/mml.2022.a924158
Ellyn Ruhlmann
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879–1924</em> by Cristina Stanciu <!-- /html_title --></li> <li> Ellyn Ruhlmann </li> </ul> <em>The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879–1924</em>. By Cristina Stanciu. Yale University Press, 2023. 370 pp. <p>After America declared its sovereignty, J. Hector St. John de Crèvecœur sought to define a unique American identity in <em>Letters from an American Farmer</em> (1782). His question, "What is an American?" (48), set off a centuries-long debate that grew especially strident during peak immigration years at the turn of the twentieth century. Cristina Stanciu's illuminating new book, <em>The Makings and Unmakings of Americans</em> (2023), traces patterns of inclusion and exclusion marking America's treatment of two so-called "problem" groups in the debate, Indigenous people and new immigrants (1). Historians have uncovered similar patterns before, but Stanciu advances the scholarship by demonstrating parallels in how these two groups responded to their common plight of not counting as "Americans." The book doesn't try to answer Crèvecœur's sweeping question, since the criteria for being considered American are fickle and, as Stanciu observes in describing the "myth" of an American identity, often contradictory (26). Rather, it builds a case through compelling and comprehensive archival research that, during the period of Stanciu's study, Indigenous people and new immigrants employed strategies to both adapt to and rewrite the ever-evolving terms of being accepted as American—hence <strong>[End Page 171]</strong> the phrase "Makings and Unmakings." Each chapter focuses on a particular aspect of this back-and-forth process of assimilation, exploring it within legal and cultural frameworks.</p> <p>In the first chapter, Stanciu sets the groundwork for her study by describing legal strategies the US government used to regulate citizenship among the two groups—strategies that show a shifting sequence of inclusion and exclusion policies dating back to the 1787 Constitutional Convention (35–36). During one week in 1924, President Coolidge signed into law the Immigration Act and the Indian Citizenship Act (ICA). The Immigration Act established a quota system that discriminated against settlers from southern and eastern Europe, gradually barring them from citizenship because of "new hierarchies of difference and (racial) desirability" (29). Meanwhile, the ICA freed Native Americans from the necessity of renouncing tribal affiliations but at a great cost: colonization, genocide, territory dispossession, and finally, forced American citizenship (30). After discussing key legislative acts, Stanciu turns to ideological constructs of the term <em>Ame
以下是内容的简要摘录，以代替摘要：评论者 The Makings and Unmakings of Americans：Cristina Stanciu Ellyn Ruhlmann 著 The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879-1924：美国文学和文化中的印第安人和移民，1879-1924 年》。作者：克里斯蒂娜-斯坦丘。耶鲁大学出版社，2023 年。370 页。美国宣布主权后，J. Hector St. John de Crèvecœur 在《一个美国农民的来信》（1782 年）中试图定义独特的美国身份。他的问题 "什么是美国人？(48)，引发了一场长达数百年的争论，这场争论在二十世纪之交的移民高峰期尤为激烈。克里斯蒂娜-斯坦修（Cristina Stanciu）的新书《美国人的塑造与解构》（2023 年）颇具启发性，书中追溯了美国对待辩论中两个所谓 "问题 "群体--原住民和新移民--的包容与排斥模式（1）。历史学家以前也发现过类似的模式，但斯坦丘通过展示这两个群体如何应对他们不被视为 "美国人 "这一共同困境的相似之处，推动了学术研究的发展。这本书并没有试图回答克雷维库尔（Crèvecœur）这个笼统的问题，因为被认为是美国人的标准是善变的，而且正如斯坦修在描述美国人身份的 "神话 "时所指出的，这些标准往往是相互矛盾的（26）。相反，该书通过令人信服的全面档案研究建立了一个案例，即在斯坦修的研究期间，原住民和新移民采用了各种策略，既适应又改写了不断演变的被接受为美国人的条件--这就是 "Makings and Unmakings "这一短语的由来。每一章都集中探讨了这一反反复复的同化过程的一个特定方面，并在法律和文化框架内对其进行了探讨。在第一章中，斯坦丘为她的研究奠定了基础，她描述了美国政府用来规范这两个群体公民身份的法律策略--这些策略显示了自 1787 年制宪会议以来不断变化的包容和排斥政策（35-36）。1924 年的一周内，柯立芝总统签署了《移民法》和《印第安人公民法》（ICA），使之成为法律。移民法》建立了一个歧视南欧和东欧定居者的配额制度，由于 "差异和（种族）可取性的新等级制度"（29），逐渐禁止他们获得公民身份。与此同时，《美国土著法》使美国原住民不必放弃部落归属，但也付出了巨大代价：殖民化、种族灭绝、领土被剥夺，最后被迫成为美国公民（30）。在讨论了主要的立法法案后，斯坦丘转而讨论了美国化一词的意识形态建构以及州和联邦计划，这些计划旨在灌输爱国主义思想，并在制定公共政策的同时管理公众观念。政治漫画和宣传海报推动了这一美国化进程，斯坦丘在第2章中提供了一个有说服力的样本。一幅 1880 年的《帕克》（Puck）漫画描绘了张开双臂的山姆在 "美国方舟避难所 "的入口处欢迎大众（77）。其他漫画则描绘了山姆在接待那些表现出种族差异的人时明显的不友好态度，包括一幅 1901 年的法官漫画《美国政策》，画中山姆把一个不听话的菲律宾男孩拽回了 "自由学校"（78-79）。这些插图和斯坦修富有洞察力的分析揭示了 "美国人的构成 "这一基于美国例外论的套语背后充满复杂性。"你不能进来！"一章的标题突出了排除那些看起来不可救药的外国移民的努力。从插图开始，本书转向学校和教室中美国化努力的真实案例。第 3 章展示了卡莱尔印第安人工业学校的学生如何在批判学校要求学生做出牺牲的同时，忠实于学校的美国意识形态。一首学生诗用军国主义术语描述了卡莱尔学校的日常管理--从第一次军号吹响时的[第172页完]"部队集合"，到学生们 "手持军帽 "向美国国旗敬礼的时刻（101）。本章还配有精彩的前后对比照片，展示了初到卡莱尔的孩子们和训练结束后整齐划一、面无表情的学生们。与卡莱尔的学生一样，参加美国化课程的移民在写给老师的信中既有默许，也有异议。第 4 章展示了公立学校、成人教育项目和大众媒体是如何强加民族主义议程的。
{"title":"The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879–1924 by Cristina Stanciu (review)","authors":"Ellyn Ruhlmann","doi":"10.1353/mml.2022.a924158","DOIUrl":"https://doi.org/10.1353/mml.2022.a924158","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879–1924</em> by Cristina Stanciu <!-- /html_title --></li> <li> Ellyn Ruhlmann </li> </ul> <em>The Makings and Unmakings of Americans: Indians and Immigrants in American Literature and Culture, 1879–1924</em>. By Cristina Stanciu. Yale University Press, 2023. 370 pp. <p>After America declared its sovereignty, J. Hector St. John de Crèvecœur sought to define a unique American identity in <em>Letters from an American Farmer</em> (1782). His question, \"What is an American?\" (48), set off a centuries-long debate that grew especially strident during peak immigration years at the turn of the twentieth century. Cristina Stanciu's illuminating new book, <em>The Makings and Unmakings of Americans</em> (2023), traces patterns of inclusion and exclusion marking America's treatment of two so-called \"problem\" groups in the debate, Indigenous people and new immigrants (1). Historians have uncovered similar patterns before, but Stanciu advances the scholarship by demonstrating parallels in how these two groups responded to their common plight of not counting as \"Americans.\" The book doesn't try to answer Crèvecœur's sweeping question, since the criteria for being considered American are fickle and, as Stanciu observes in describing the \"myth\" of an American identity, often contradictory (26). Rather, it builds a case through compelling and comprehensive archival research that, during the period of Stanciu's study, Indigenous people and new immigrants employed strategies to both adapt to and rewrite the ever-evolving terms of being accepted as American—hence <strong>[End Page 171]</strong> the phrase \"Makings and Unmakings.\" Each chapter focuses on a particular aspect of this back-and-forth process of assimilation, exploring it within legal and cultural frameworks.</p> <p>In the first chapter, Stanciu sets the groundwork for her study by describing legal strategies the US government used to regulate citizenship among the two groups—strategies that show a shifting sequence of inclusion and exclusion policies dating back to the 1787 Constitutional Convention (35–36). During one week in 1924, President Coolidge signed into law the Immigration Act and the Indian Citizenship Act (ICA). The Immigration Act established a quota system that discriminated against settlers from southern and eastern Europe, gradually barring them from citizenship because of \"new hierarchies of difference and (racial) desirability\" (29). Meanwhile, the ICA freed Native Americans from the necessity of renouncing tribal affiliations but at a great cost: colonization, genocide, territory dispossession, and finally, forced American citizenship (30). After discussing key legislative acts, Stanciu turns to ideological constructs of the term <em>Ame","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571462","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 purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom.
{"title":"Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators","authors":"Melina Porto, Michalinos Zembylas","doi":"10.1111/modl.12919","DOIUrl":"https://doi.org/10.1111/modl.12919","url":null,"abstract":"The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533216","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}
Mason A. Wirtz, Simone E. Pfenninger, Irmtraud Kaiser, Andrea Ender
The present study takes a variationist perspective to explore the varietal repertoires of adult learners of German as a second language (L2), that is, their variable use of standard German, Austro‐Bavarian dialect, and mixture varieties. Forty L2 learners completed a virtual reality task involving interactions with dialect‐speaking and standard‐German‐speaking interlocutors. Using Bayesian multilevel modeling, the goal was to explore differential outcomes in the acquisition of sociolinguistic competence by determining whether participants adjusted their varietal behavior to match that of the interlocutor (i.e., varietal convergence). The results show that there were no interindividual addressee‐dependent convergence tendencies. A holistic person‐centered analysis of individual learners’ intraspeaker variation revealed that only select L2 learners adjusted their usage patterns but did not entirely invert their usage of dialect and standard language as a function of the variety of the interlocutor. Introspective qualitative data speak to potential drivers behind the differential development of L2 (multi)varietal repertoires.
{"title":"Sociolinguistic competence and varietal repertoires in a second language: A study on addressee‐dependent varietal behavior using virtual reality","authors":"Mason A. Wirtz, Simone E. Pfenninger, Irmtraud Kaiser, Andrea Ender","doi":"10.1111/modl.12918","DOIUrl":"https://doi.org/10.1111/modl.12918","url":null,"abstract":"The present study takes a variationist perspective to explore the varietal repertoires of adult learners of German as a second language (L2), that is, their variable use of standard German, Austro‐Bavarian dialect, and mixture varieties. Forty L2 learners completed a virtual reality task involving interactions with dialect‐speaking and standard‐German‐speaking interlocutors. Using Bayesian multilevel modeling, the goal was to explore differential outcomes in the acquisition of sociolinguistic competence by determining whether participants adjusted their varietal behavior to match that of the interlocutor (i.e., varietal convergence). The results show that there were no interindividual addressee‐dependent convergence tendencies. A holistic person‐centered analysis of individual learners’ intraspeaker variation revealed that only select L2 learners adjusted their usage patterns but did not entirely invert their usage of dialect and standard language as a function of the variety of the interlocutor. Introspective qualitative data speak to potential drivers behind the differential development of L2 (multi)varietal repertoires.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"121 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331215","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.12916","DOIUrl":"https://doi.org/10.1111/modl.12916","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139994665","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.12915","DOIUrl":"https://doi.org/10.1111/modl.12915","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139994647","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}
Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint, in which learners’ cognitive and affective reactions to environmental factors are examined. These examinations rarely measure talk itself; however, it has been suggested that a key WTC factor is conversational behaviors. Talk and WTC arise in a communicative space negotiated between all interlocutors; therefore, this article positions conversational maneuvers, such as turn-taking and floor sharing, as key determiners of WTC. Idiodynamic data from 16 English-as-a-foreign-language (EFL) classroom conversations showed that (a) dependent on learner reactions, conversational floortime could manifest codependent and competitive facets, (b) EFL learners’ WTC and participation was highly dependent on experienced English users’ facilitating maneuvers, and (c) more voluble EFL students took better advantage of the affordances their experienced counterparts provided than taciturn students. Given the ultimate goal of out-of-class WTC and L2 contact, the findings have important implications for training EFL learners in communicative maneuvers to control conversational floortime.
{"title":"Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk","authors":"Nathan Thomas Ducker","doi":"10.1111/modl.12911","DOIUrl":"https://doi.org/10.1111/modl.12911","url":null,"abstract":"Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint, in which learners’ cognitive and affective reactions to environmental factors are examined. These examinations rarely measure talk itself; however, it has been suggested that a key WTC factor is conversational behaviors. Talk and WTC arise in a communicative space negotiated between all interlocutors; therefore, this article positions conversational maneuvers, such as turn-taking and floor sharing, as key determiners of WTC. Idiodynamic data from 16 English-as-a-foreign-language (EFL) classroom conversations showed that (a) dependent on learner reactions, conversational floortime could manifest codependent and competitive facets, (b) EFL learners’ WTC and participation was highly dependent on experienced English users’ facilitating maneuvers, and (c) more voluble EFL students took better advantage of the affordances their experienced counterparts provided than taciturn students. Given the ultimate goal of out-of-class WTC and L2 contact, the findings have important implications for training EFL learners in communicative maneuvers to control conversational floortime.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"64 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139911331","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}
In response to the issue of Chinese language teacher attrition in Myanmar, this study aimed to examine the professional commitment of these teachers, with a focus on how their commitment is constructed and shaped within the local context. The study adopted a theoretical lens of positive psychology and utilized a hermeneutic phenomenological approach. Data was collected through semi-structured interviews in which 10 participants shared their life stories. Thematic analysis was then conducted to identify key themes. The study proposed a positive-psychology-informed model with motivation, meaning, and perseverance as the three key components that interact with each other to jointly shape teachers’ professional commitment. In particular, motivation to teach is a precondition, the meaning-making process functions as reinforcement, and perseverance in coping with adverse situations is the ultimate embodiment of teachers’ professional commitment. A common feature underlying this model has been traces of the teachers’ positive emotions, attitudes, and values. Furthermore, the study approached Chinese language teachers’ professional commitment in the situated context at cultural, societal, and institutional levels. The study yields theoretical implications for understanding teacher commitment and offers practical insights for addressing the issue of attrition among Chinese language teachers in Myanmar and similar contexts.
{"title":"Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers","authors":"Yue Peng, Kaiyang Lou, Tao Xiong","doi":"10.1111/modl.12908","DOIUrl":"https://doi.org/10.1111/modl.12908","url":null,"abstract":"In response to the issue of Chinese language teacher attrition in Myanmar, this study aimed to examine the professional commitment of these teachers, with a focus on how their commitment is constructed and shaped within the local context. The study adopted a theoretical lens of positive psychology and utilized a hermeneutic phenomenological approach. Data was collected through semi-structured interviews in which 10 participants shared their life stories. Thematic analysis was then conducted to identify key themes. The study proposed a positive-psychology-informed model with motivation, meaning, and perseverance as the three key components that interact with each other to jointly shape teachers’ professional commitment. In particular, motivation to teach is a precondition, the meaning-making process functions as reinforcement, and perseverance in coping with adverse situations is the ultimate embodiment of teachers’ professional commitment. A common feature underlying this model has been traces of the teachers’ positive emotions, attitudes, and values. Furthermore, the study approached Chinese language teachers’ professional commitment in the situated context at cultural, societal, and institutional levels. The study yields theoretical implications for understanding teacher commitment and offers practical insights for addressing the issue of attrition among Chinese language teachers in Myanmar and similar contexts.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"232 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139911346","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}
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