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Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach 通过预测学习者的理解来比较不同英语变体的可理解性:一种语音实验方法
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0102
Chao Wu, Fang Gao
Abstract In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson’s correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach’s alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards.
在本文中,我们重点研究了使用自动语音系统测量英语发音可理解性的必要性,并对来自6个国家(中国、越南、埃及、印度、南非和菲律宾)的18名发言者进行了可行性研究。这些考生被精心挑选出来代表一系列的可理解性,两种不同的方法,转录和废话,被用来测试和测量他们的可理解性。一个基于超分段测量的口语水平评分的自动计算机模式被用来预测可理解性分数。在人类评估的分数和计算机预测的分数之间,转录结构的Pearson相关系数为0.743,无义结构的Pearson相关系数为0.819。转录分数的可靠评分间Cronbach 's alpha为0.943,无意义可理解性分数为0.945。根据可理解度测量的类型,计算机利用不同的超分段测量来预测分数。计算机用了11种方法来计算无意义的可理解性分数,用了8种方法来计算转录分数。只有两个特征是两个结构共有的。这一计算机实验模式的分析和结果可以为二语研究者在以后的研究中提供测量可理解性的不同视角。
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引用次数: 0
Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of From an ELF Perspective 功能负荷原理是否预测了语音对比对ELF用户的可理解性有多重要?ELF视角下的部分复制
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0101
G. O’Neal, Lance Latham
Abstract The Functional Load (FL) principle predicts that high FL phonemic contrasts, such as /i:/ and /ɪ/, contribute more to the mutual intelligibility of pronunciation than low FL phonemic contrasts, such as /u:/ and /ʊ/. In order to assess whether the FL principle accurately predicts intelligibility under English as a Lingua Franca (ELF) conditions, this study partially replicated the first study to empirically support the FL principle: Munro and Derwing (2006). Chinese speakers of English recorded 24 sentences containing target words with high and low FL phoneme substitutions, and 171 Japanese university students listened to the sentences and transcribed the target words into standard orthography. The hypothesis of this study is that the target words with high FL phoneme substitutions will be less intelligible than the target words with low FL phoneme substitutions. The results showed that the target words with high FL phoneme substitutions were indeed lower in intelligibility than the target words with low FL phoneme substitutions, and furthermore cumulative high FL phoneme substitutions lower intelligibility even more. The results are consistent with Munro and Derwing’s (2006) finding that high FL phoneme substitutions lower comprehensibility more than low FL phoneme substitutions, and thus this study claims to have replicated one aspect of their study even under ELF conditions.
功能负荷(Functional Load, FL)原理预测,高FL音位对比(如/i:/和/ / /)比低FL音位对比(如/u:/和/ ku /)对语音的相互可理解性贡献更大。为了评估FL原则是否准确地预测了英语作为通用语(ELF)条件下的可理解性,本研究部分复制了第一项研究,以实证支持FL原则:Munro和Derwing(2006)。说英语的中国人记录了24个含有高低音位替换的目标词的句子,171名日本大学生听这些句子并将目标词转录成标准的正字法。本研究的假设是高音位置换的目标词比低音位置换的目标词的可理解性更低。结果表明,高音位置换的目标词的可理解性确实比低音位置换的目标词低,而且累积的高音位置换对可理解性的影响更大。结果与Munro和Derwing(2006)的发现一致,即高FL音位替换比低FL音位替换更能降低可理解性,因此本研究声称即使在ELF条件下也复制了他们研究的一个方面。
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引用次数: 0
Chinese Abstracts 中文摘要
4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/cjal-2023-0110
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引用次数: 0
An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period 新冠肺炎疫情期间英语综合阅读课同步在线教学模式的学习满意度及问题探讨
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0107
Guihua Ma
Abstract In order to explore the learning satisfaction and problems of the synchronous online teaching mode in an English comprehensive reading course during the COVID-19 epidemic period, this study constructed a synchronous online teaching mode based on the theory of community of inquiry and practiced it for one semester. The participants were 60 second-year English education majors, and the research methods were surveys and interviews. The study found that most students were satisfied with the synchronous online teaching mode adopted in this course; the synchronous online teaching mode helped improve learning outcomes; there were problems of distraction and lack of sustained attention in the synchronous online teaching mode. Based on the findings, suggestions were put forward to improve the learning satisfaction of online teaching, in order to provide references for enhancing the quality of foreign language online teaching and blended teaching in the post-epidemic era.
摘要为探讨新冠肺炎疫情期间英语综合阅读课程同步在线教学模式的学习满意度及存在的问题,本研究构建了基于探究共同体理论的同步在线教学模式,并进行了一学期的实践。研究对象为60名英语教育专业二年级学生,研究方法为问卷调查和访谈。研究发现,大多数学生对该课程采用的同步在线教学模式感到满意;同步在线教学模式有助于提高学习效果;同步在线教学模式存在注意力分散、持续注意力不足等问题。根据调查结果,提出了提高网络教学学习满意度的建议,以期为后疫情时代提高外语网络教学和混合式教学质量提供参考。
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引用次数: 0
Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English 是去钓鱼还是去钓鱼?英语学习者对形容分词的困惑
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0104
Hye K. Pae, Jing Sun, Haiyang Ai, Elizabeth Lowrance Falhaber
Abstract This study investigates how learners of English process adjectival participles in both attributive and predicative positions within sentences in order to identify whether difficulties associated with participles stem from learner-specific or English-specific characteristics. A Chinese-speaking group and a mixed language group participated in Study 1 that used the target sentence in English as L2 without contextual cues. A subgroup of the Chinese participants took part in Study 2 that used target sentences with contextual cues. Results showed that the two groups’ performance was different in the use of pre-nominal attributive adjectival participles after controlling for English proficiency (Study 1). Contextual cues did not facilitate Chinese learners’ performance (Study 2). The target word frequency effects disappeared when contextual cues were provided. These findings suggest that the complexities of adjectival participles reside not only in the linguistic characteristics of English, but also in the learner characteristics of L1 background and English proficiency.
摘要本研究调查了英语学习者如何在句子中的定语和表语位置处理形容词分词,以确定与分词相关的困难是源于学习者特有的还是英语特有的特征。一个汉语组和一个混合语言组参与了研究1,在没有上下文线索的情况下使用英语中的目标句子作为第二语言。一组中国参与者参加了第二项研究,该研究使用了带有上下文线索的目标句。结果表明,在控制英语水平后,两组在名词前定语形容词分词的使用方面表现不同(研究1)。语境提示对中国学习者的学习成绩没有促进作用(研究2)。当提供上下文线索时,目标词频效应消失。这些发现表明,形容词分词的复杂性不仅在于英语的语言特征,还在于母语背景和英语水平的学习者特征。
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引用次数: 0
An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education 中学英语教学中学生和教师对语言文学整合的认知探索
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0106
Lina Sun
Abstract The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well as possible pedagogical strategies. Graphic novels were used in the program, facilitated by such literacy activities as reader’s theatre, keeping a reflection journal, literature circles, and explicit vocabulary teaching. This exploratory case study lasted for four months, collecting data from student and teacher participants, classroom observations, semi-structured interviews, reflection journals, artifacts, and relevant documents. Using the framework of a critical literacy approach to second/foreign language teaching, this study finds that with explicit teacher guidance and critical pedagogies, students developed high-order reading/thinking skills, multiple perspectives, historical empathy, and agency by engaging in multiliteracies practices through language-literature integration. Additionally, by highlighting some of the challenges and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future research and practice.
近年来,在第二语言/外语教学中使用文学作品的好处重新得到了人们的认可。本研究调查了一位资深教师在中国高中实施的阅读计划,目的是探讨学生和教师的看法,以及可能的教学策略。该计划使用了图画小说,并辅以诸如读者剧院、保持反思日记、文学圈和明确的词汇教学等扫盲活动。这个探索性案例研究持续了四个月,收集了来自学生和教师参与者、课堂观察、半结构化访谈、反思日志、文物和相关文件的数据。本研究将批判性读写方法应用于第二语言/外语教学,发现在明确的教师指导和批判性教学法下,学生通过语言-文学整合的多元读写实践,发展了高阶阅读/思维技能、多元视角、历史同理心和能动性。此外,通过强调教师遇到的一些挑战和困惑,本研究提请注意在实施这种教学方法时需要对教师进行培训,以及对未来研究和实践的影响。
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引用次数: 0
Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback 中国高水平英语学习者策略在建构性反馈中的应用研究
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0105
Beibei Song
Abstract In cross-cultural and interlanguage pragmatics, constructive feedback (CF), defined as “the identification of a problematic action and advice on how to change or correct the problem” (Nguyen & Basturkmen, 2010, p. 125), has received little attention. To fill this gap, similarities and differences between native Chinese speakers, native American speakers, and high-proficiency Chinese EFL learners’ CF are explored in this study. In particular, how these learners’ strategy applications in CF differ from those of American and Chinese speakers is examined. Data were collected through discourse completion tests (DCTs) owing to their advantages in controlling social variables and their efficiency in eliciting rich data within a limited time (Leech, 2014). In total, 42 participants were randomly selected from three groups: 14 native Chinese speakers, 14 native American speakers, and 14 high-proficiency Chinese EFL learners. The results revealed significant differences in strategy employment in CF among the three groups, with the highest disparity elicited in hedge strategies. Here, EFL learners resembled American speakers in six of the eight hedge strategies. However, they had the same percentage in terms of compliments as the Chinese speakers. With regard to supportive moves, there were no significant differences among the three groups. As a pioneering investigation, the aim of this study is to call for further research on CF.
在跨文化和语际语用学中,建设性反馈(CF)被定义为“识别有问题的行为,并就如何改变或纠正问题提出建议”(Nguyen & Basturkmen, 2010, p. 125),很少受到关注。为了填补这一空白,本研究探讨了中国母语人士、美国母语人士和中国高水平英语学习者的CF的异同。特别研究了这些学习者在语言交际中的策略运用与美国和中国学习者的差异。由于话语完成测试(dct)在控制社会变量方面的优势以及在有限时间内获得丰富数据的效率,因此通过话语完成测试(dct)收集数据(Leech, 2014)。总共42名参与者被随机从三组中选择:14名母语为汉语的人,14名母语为美国人,14名高水平的中国英语学习者。结果显示,三组学生在财务管理策略使用上存在显著差异,其中对冲策略差异最大。在这里,英语学习者在八种对冲策略中的六种与美国人相似。然而,在赞美方面,他们和说中文的人的比例是一样的。在支持措施方面,三组之间没有显著差异。作为一项开创性的研究,本研究的目的是呼吁对CF的进一步研究。
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引用次数: 0
Source Work in China-Based and Western SSCI Journal Articles: Preferences of Reporting Structures of English Academic Articles Published in China and in English-Speaking Countries 来源于中国和西方SSCI期刊文章:中国和英语国家发表的英语学术文章的报道结构偏好
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0407
Min Zhou, Zhixiang Sun
Abstract The purpose of this study is to examine the use of reporting verbs (RVs) in China-based and Western SSCI indexed English journal articles. Writing samples (N=168) are compared in terms of the frequencies of RVs, selection of high-frequency RVs and the evaluative orientations of RVs. The results suggest that whereas both English academic articles published in China and English academic articles published in English-speaking countries use similar varieties of RVs. Using the resources of appraisal theory, we found that English academic articles published in Chinas use fewer discourse RVs; they tend to use more neutral RVs, providing no overt intersubjective stance on the cited evidence, whereas English academic articles published in English-speaking countries favor more positive RVs to endorse the evidence during the argument. In particular, English academic articles published in China rarely employ negative and critical RVs. Academic writers’ preferences of RVs are not only due to their language proficiency, but also due to their discursive tradition and underlying cultural values. They also have to do with the journals’ coverage of topics and attitude toward academic debates and original thinking. The comparative findings have implications for English academic articles published in China, especially those based in non-English-speaking countries, when they try to use RVs to develop authorial stance in English: that is, to distinguish the semantic stance of RVs and cultivate cross-language and -culture awareness.
摘要本研究的目的是检验报告动词(RV)在中国和西方SSCI索引的英语期刊文章中的使用情况。写作样本(N=168)在RV的频率、高频RV的选择和RV的评估方向方面进行了比较。研究结果表明,在中国发表的英语学术文章和在英语国家发表的英文学术文章使用的RV种类相似。利用评价理论资源,我们发现在中国发表的英语学术文章使用较少的话语RV;他们倾向于使用更中性的RV,对所引用的证据没有提供公开的主体间立场,而在英语国家发表的英语学术文章则倾向于在辩论中使用更积极的RV来支持证据。特别是,在中国发表的英文学术文章很少使用负面和批判性的RV。学术作家对RV的偏好不仅源于他们的语言水平,还源于他们话语传统和潜在的文化价值观。它们还与期刊对主题的报道以及对学术辩论和原创思维的态度有关。这些比较结果对在中国发表的英语学术文章,特别是那些在非英语国家发表的学术文章,在试图使用RVs来发展英语中的作者立场时具有启示意义:即,区分RVs的语义立场,培养跨语言和跨文化意识。
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引用次数: 0
Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development 我们是谁,我们能做什么,我们在想什么?EAP教师发展述评
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0403
Jianying Du, Weiping Li, Qiong Li
Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
摘要:本文对学术英语教师发展的相关文献进行了综述,重点对教学主动性、研究潜力和学术英语教师的认知状况进行了实证研究。我们选取了2002年至2021年间发表在《学术英语杂志》和《专用英语》上的107篇文章进行分类综述。我们的调查表明,对EAP教师的研究在这一领域仍然是一个不发达的领域。我们还试图指出教师主导研究的未来方向,并将EAP概念理解为一种研究知情的实践和实践驱动的研究。
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引用次数: 1
A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank 基于依赖树库的中国英语学习者时间状语从句排序分布的发展研究
IF 0.7 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0404
Wenwen Li, Yijun Long
Abstract Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese, which brings about difficulties for Chinese EFL learners. Based on the theory of Dependency Grammar, the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning, intermediate and advanced levels. The results show that: 1) Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause. With the increase of proficiency, the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language. 2) The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English, showing a tendency of 100% preposition, which ascribes to the high frequency and salience of subordinators in English. 3) MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners. As a kind of natural language, interlanguage has a unique cognitive mechanism which distinguishes from both native and target language. This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses, as well as data support from empirical research for language teaching.
摘要时间状语从句是一种重要的语言结构,在英语和汉语中表现出不同的特点,这给中国英语学习者带来了困难。本研究以依存语法理论为基础,考察了中国英语学习者在初级、中级和高级阶段时间状语从句的顺序分布。研究结果表明:1)不同水平的中国英语学习者倾向于将时间状语从句置于主句之前。随着熟练程度的提高,学习者对时间状语从句的后置性也在增加,并逐渐接近目的语的排序偏好。2) 中国英语学习者在时间状语从句中的从句词序分布与母语英语一致,呈现出100%介词的倾向,这归因于英语中从句词序的高频率和显著性。3) MDD是导致中国英语学习者偏爱介词时间状语从句的重要动机之一。中介语作为一种自然语言,具有区别于母语和目的语的独特认知机制。本研究为不同水平的学习者理解和学习时间状语从句提供了更全面的理论参考,也为语言教学提供了实证研究的数据支持。
{"title":"A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank","authors":"Wenwen Li, Yijun Long","doi":"10.1515/CJAL-2022-0404","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0404","url":null,"abstract":"Abstract Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese, which brings about difficulties for Chinese EFL learners. Based on the theory of Dependency Grammar, the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning, intermediate and advanced levels. The results show that: 1) Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause. With the increase of proficiency, the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language. 2) The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English, showing a tendency of 100% preposition, which ascribes to the high frequency and salience of subordinators in English. 3) MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners. As a kind of natural language, interlanguage has a unique cognitive mechanism which distinguishes from both native and target language. This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses, as well as data support from empirical research for language teaching.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"551 - 565"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552664","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}
引用次数: 0
期刊
Chinese Journal of Applied Linguistics
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