Abstract Rather than looking at variables like grammatical feature type, proficiency, and L1 as separate, we must start to view them as interrelated and codependent. In this way, educators may finally learn how to maximize the effect of corrective feedback (CF). A meta-analysis of 13 studies was conducted to examine four styles of CF (implicit prompt, implicit reformulation, explicit prompt, and explicit reformulation) along with the following variables: grammatical feature type, L1 similarity (with Mandarin Chinese), and proficiency level. Results suggest that effect size is highly dependent upon the grammatical feature targeted. Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features. Implicit reformulations (recasts) also provide scaffolding, yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.
{"title":"How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners","authors":"Andrew Schenck","doi":"10.1515/CJAL-2022-0208","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0208","url":null,"abstract":"Abstract Rather than looking at variables like grammatical feature type, proficiency, and L1 as separate, we must start to view them as interrelated and codependent. In this way, educators may finally learn how to maximize the effect of corrective feedback (CF). A meta-analysis of 13 studies was conducted to examine four styles of CF (implicit prompt, implicit reformulation, explicit prompt, and explicit reformulation) along with the following variables: grammatical feature type, L1 similarity (with Mandarin Chinese), and proficiency level. Results suggest that effect size is highly dependent upon the grammatical feature targeted. Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features. Implicit reformulations (recasts) also provide scaffolding, yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"274 - 293"},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41361681","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}
Abstract In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers, as for its impact and beneficial effects on students. This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad, and to identify and analyze different motivational factors, adjustments, changes, challenges, and perspectives of Chinese teachers linked to a Confucius Institute in Spain, through a qualitative analysis of narratives elicited through in-depth interviews and focus groups. It highlights the role and potential of the transnational, intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture, indicating many issues including language difficulties, professional adjustment, ideas about education, beliefs of teachers and the management of the program.
{"title":"Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain","authors":"Óscar Fernández-Álvarez, Qiuyang Li, Chen Chen","doi":"10.1515/CJAL-2022-0209","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0209","url":null,"abstract":"Abstract In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers, as for its impact and beneficial effects on students. This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad, and to identify and analyze different motivational factors, adjustments, changes, challenges, and perspectives of Chinese teachers linked to a Confucius Institute in Spain, through a qualitative analysis of narratives elicited through in-depth interviews and focus groups. It highlights the role and potential of the transnational, intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture, indicating many issues including language difficulties, professional adjustment, ideas about education, beliefs of teachers and the management of the program.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"294 - 315"},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44471951","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}
Abstract This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.
{"title":"Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching","authors":"Hong Liu, Rining Wei","doi":"10.1515/CJAL-2022-0207","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0207","url":null,"abstract":"Abstract This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"254 - 273"},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643850","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}
Abstract This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language (CFL) with different Chinese proficiencies and cultural backgrounds. Eighty-eight CFL learners from four cultures (South Koreans, Southeast Asians, Western Caucasians and Arabs) were divided into two Chinese proficiency groups according to their HSK scores, and 15 L1 Chinese speakers also took part in the experiment as a control group. The participants were asked to write down how they interpreted Chinese logogriphs in questionnaires. An ANOVA analysis was conducted to examine the effects of Chinese proficiency and cultural background on logogriph comprehension. The results indicate that the accuracy of logogriph comprehension and the frequency of adopting logogriph-solving strategies positively correlated with the learners’ Chinese proficiency, and that those with higher proficiency used more linguistic and cultural knowledge of the target language. As for cultural influence, Western Caucasians tended to think more visually than the other three cultural groups, and South Koreans and Southeast Asians were better at activating Chinese semantic knowledge. The closer the CFL learners’ culture is to Chinese culture, the more similar strategies they adopted to those of L1 Chinese participants. Moreover, the participants’ Chinese proficiency and cultural background show an interactive effect on their logogriph comprehension, with the former factor having a greater influence than the latter in this process.
{"title":"The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs","authors":"Yizhen Wang, Xiaolu Wang","doi":"10.1515/CJAL-2022-0201","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0201","url":null,"abstract":"Abstract This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language (CFL) with different Chinese proficiencies and cultural backgrounds. Eighty-eight CFL learners from four cultures (South Koreans, Southeast Asians, Western Caucasians and Arabs) were divided into two Chinese proficiency groups according to their HSK scores, and 15 L1 Chinese speakers also took part in the experiment as a control group. The participants were asked to write down how they interpreted Chinese logogriphs in questionnaires. An ANOVA analysis was conducted to examine the effects of Chinese proficiency and cultural background on logogriph comprehension. The results indicate that the accuracy of logogriph comprehension and the frequency of adopting logogriph-solving strategies positively correlated with the learners’ Chinese proficiency, and that those with higher proficiency used more linguistic and cultural knowledge of the target language. As for cultural influence, Western Caucasians tended to think more visually than the other three cultural groups, and South Koreans and Southeast Asians were better at activating Chinese semantic knowledge. The closer the CFL learners’ culture is to Chinese culture, the more similar strategies they adopted to those of L1 Chinese participants. Moreover, the participants’ Chinese proficiency and cultural background show an interactive effect on their logogriph comprehension, with the former factor having a greater influence than the latter in this process.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"155 - 175"},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764995","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}
Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions. The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening, speaking, reading, writing, vocabulary, and grammar. A total of 1, 415 Chinese senior secondary students participated in the questionnaire survey. Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency, while less by actual English achievement; 2) perceptions of speaking and grammar competence were significant predictors of both emotions; 3) perceived reading competence predicted FLE significantly but not FLCA; and that 4) perceptions of listening, writing, and vocabulary competence predicted neither FLE nor FLCA. The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.
{"title":"Foreign Language Enjoyment and Anxiety: Associations With General and Domain-Specific English Achievement","authors":"Jean–Marc Dewaele, Chengchen Li","doi":"10.1515/CJAL-2022-0104","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0104","url":null,"abstract":"Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions. The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening, speaking, reading, writing, vocabulary, and grammar. A total of 1, 415 Chinese senior secondary students participated in the questionnaire survey. Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency, while less by actual English achievement; 2) perceptions of speaking and grammar competence were significant predictors of both emotions; 3) perceived reading competence predicted FLE significantly but not FLCA; and that 4) perceptions of listening, writing, and vocabulary competence predicted neither FLE nor FLCA. The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"32 - 48"},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168471","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}
Abstract While academic resilience has been a hot topic in positive psychology, there is still scope for researchers to explore it in the field of applied linguistics. Drawing on the framework of L2 (second language) learners’ resilience proposed by T. Y. Kim and Y. K. Kim (2017), the current study aims to examine senior high school students’ English academic resilience (EAR) and its relationship to their English achievement (EA). This study comprises a survey of 454 senior high school students. Follow-up interviews were carried out to triangulate the quantitative findings. The descriptive results demonstrate that students’ EAR is above the average, and its five subscales obtain medium to medium-higher levels due to the mean scores. It shows that students have good EAR that enables them to deal with academic adversity. The correlational analysis shows a low positive correlation between EAR and EA in general, and the subscales share medium to low correlations with students’ EA. EAR has a certain influence on EA, but the correlation may be influenced by other learner variables. Based on the results, suggestions on improving students’ EAR are provided.
{"title":"Exploring Senior High School Students’ English Academic Resilience in the Chinese Context","authors":"Honggang Liu*, Xueke Han","doi":"10.1515/CJAL-2022-0105","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0105","url":null,"abstract":"Abstract While academic resilience has been a hot topic in positive psychology, there is still scope for researchers to explore it in the field of applied linguistics. Drawing on the framework of L2 (second language) learners’ resilience proposed by T. Y. Kim and Y. K. Kim (2017), the current study aims to examine senior high school students’ English academic resilience (EAR) and its relationship to their English achievement (EA). This study comprises a survey of 454 senior high school students. Follow-up interviews were carried out to triangulate the quantitative findings. The descriptive results demonstrate that students’ EAR is above the average, and its five subscales obtain medium to medium-higher levels due to the mean scores. It shows that students have good EAR that enables them to deal with academic adversity. The correlational analysis shows a low positive correlation between EAR and EA in general, and the subscales share medium to low correlations with students’ EA. EAR has a certain influence on EA, but the correlation may be influenced by other learner variables. Based on the results, suggestions on improving students’ EAR are provided.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"49 - 68"},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43492409","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}
Abstract This study investigates anxiety in foreign language learning from a positive psychology perspective, and in doing so, it considers some of the ways in which anxiety can interact with other aspects of language learner psychology to contribute to improved learning outcomes and improved learner well-being. The paper reports on a small-scale mixed-method study of English learners at a university in northern Japan. It shows how for many learners some of the most anxiety-provoking episodes were also the most rewarding and enjoyable, suggesting a need to reconsider simplistic accounts that present anxiety as an impediment to successful language learning. This is done by shifting to a positive psychology perspective. The paper concludes with a tentative model of how anxiety, when reframed as tension, can function as a core component of a more productive language learning experience.
{"title":"A Different Kind of Tension: Foreign Language Anxiety From a Positive Psychology Perspective","authors":"Aya Hayasaki, Stephen B. Ryan","doi":"10.1515/CJAL-2022-0103","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0103","url":null,"abstract":"Abstract This study investigates anxiety in foreign language learning from a positive psychology perspective, and in doing so, it considers some of the ways in which anxiety can interact with other aspects of language learner psychology to contribute to improved learning outcomes and improved learner well-being. The paper reports on a small-scale mixed-method study of English learners at a university in northern Japan. It shows how for many learners some of the most anxiety-provoking episodes were also the most rewarding and enjoyable, suggesting a need to reconsider simplistic accounts that present anxiety as an impediment to successful language learning. This is done by shifting to a positive psychology perspective. The paper concludes with a tentative model of how anxiety, when reframed as tension, can function as a core component of a more productive language learning experience.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"17 - 31"},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555620","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}
Abstract This study examined the influence of semantic and phonological priming on L2 speech planning, as well as the difference between native and non-native speakers of English in terms of lemma activation. Two potential explanations for the contrast between the performance of L2 speakers and native controls were considered. The first of which was that L2 speakers’ phonological forms are activated before selection of syntactic frame occurred, whereas the reverse is true for native speakers. The second explanation posits that the organisation of the speech production procedure is fundamentally similar in native and L2 speakers, and the disparity in performance arises from difference in the levels of activation of stored items. The results of the present experiment suggest that lemma selection is indeed what drives syntactic frame selection. However, lemmas in L2 speakers can be primed through a chain of connections demonstrated as: L2 phonological form → L1 phonological form → L1 lemma.
{"title":"The Difference of Lemma Activation Between Native Speakers of English and L2 Speakers of English With L1 Chinese: Evidence From the Semantic and Phonological Priming Effects on L2 Speech Planning","authors":"Yi Ma, Mingyang Chen","doi":"10.1515/CJAL-2022-0106","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0106","url":null,"abstract":"Abstract This study examined the influence of semantic and phonological priming on L2 speech planning, as well as the difference between native and non-native speakers of English in terms of lemma activation. Two potential explanations for the contrast between the performance of L2 speakers and native controls were considered. The first of which was that L2 speakers’ phonological forms are activated before selection of syntactic frame occurred, whereas the reverse is true for native speakers. The second explanation posits that the organisation of the speech production procedure is fundamentally similar in native and L2 speakers, and the disparity in performance arises from difference in the levels of activation of stored items. The results of the present experiment suggest that lemma selection is indeed what drives syntactic frame selection. However, lemmas in L2 speakers can be primed through a chain of connections demonstrated as: L2 phonological form → L1 phonological form → L1 lemma.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"69 - 88"},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365682","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}
Abstract The present study compares the discourse markers (DMs) of “saying” in Mandarin Chinese ke yi shuo (lit. “can say”) and ying gai shuo (lit. “should say”) with their equivalents in English, by drawing the parallel corpora from The Selected Works of Deng Xiaoping (Volume III) (henceforth The Works), so as to uncover the pragmatic motivation for the variation in translating the DMs of “saying.” The analysis is conducted within a theoretical framework of speech act theory, by grouping the DMs according to their personal pronouns. Moreover, by comparing the uses of personal pronouns in English and Chinese, the current study confirms that The Works keeps the consistency between the two languages as well as with the characteristics and styles of Deng Xiaoping’s locution. It also finds that modalized DMs of “saying” (e. g., “I should say”), as a parenthesis, lose their status as matrix clauses and help reduce the tone of affirmation.
在言语行为理论的理论框架内，根据人称代词对dm进行分组。“说”的情态从句(如“I should say”)作为插入语，失去了其作为矩阵从句的地位，降低了肯定语气。
{"title":"Discourse Markers of “Saying”: A Comparative Study","authors":"Yanhong Zhou, Sihong Huang","doi":"10.1515/CJAL-2022-0107","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0107","url":null,"abstract":"Abstract The present study compares the discourse markers (DMs) of “saying” in Mandarin Chinese ke yi shuo (lit. “can say”) and ying gai shuo (lit. “should say”) with their equivalents in English, by drawing the parallel corpora from The Selected Works of Deng Xiaoping (Volume III) (henceforth The Works), so as to uncover the pragmatic motivation for the variation in translating the DMs of “saying.” The analysis is conducted within a theoretical framework of speech act theory, by grouping the DMs according to their personal pronouns. Moreover, by comparing the uses of personal pronouns in English and Chinese, the current study confirms that The Works keeps the consistency between the two languages as well as with the characteristics and styles of Deng Xiaoping’s locution. It also finds that modalized DMs of “saying” (e. g., “I should say”), as a parenthesis, lose their status as matrix clauses and help reduce the tone of affirmation.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"61 3","pages":"89 - 105"},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41289298","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}
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