Pub Date : 2023-03-07DOI: 10.1515/applirev-2022-0189
Sin Wang Chong, Luke Plonsky
Abstract Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies in the published literature. It is important to understand that secondary research is an umbrella term that includes numerous types of literature review. In this commentary, we present a typology of 13 types of well-established and emergent types of secondary research in Applied Linguistics. Employing a four-dimensional analytical framework, focus, review process, structure, and representation of text of the 13 types of secondary research are discussed, supported by examples. This article ends with recommendations for conducting secondary research and calls for further inquiry into field-specific methodology of secondary research.
{"title":"A typology of secondary research in Applied Linguistics","authors":"Sin Wang Chong, Luke Plonsky","doi":"10.1515/applirev-2022-0189","DOIUrl":"https://doi.org/10.1515/applirev-2022-0189","url":null,"abstract":"Abstract Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies in the published literature. It is important to understand that secondary research is an umbrella term that includes numerous types of literature review. In this commentary, we present a typology of 13 types of well-established and emergent types of secondary research in Applied Linguistics. Employing a four-dimensional analytical framework, focus, review process, structure, and representation of text of the 13 types of secondary research are discussed, supported by examples. This article ends with recommendations for conducting secondary research and calls for further inquiry into field-specific methodology of secondary research.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136245381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1515/applirev-2022-0081
B. Reynolds, Chen Ding
Abstract This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.
{"title":"The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel","authors":"B. Reynolds, Chen Ding","doi":"10.1515/applirev-2022-0081","DOIUrl":"https://doi.org/10.1515/applirev-2022-0081","url":null,"abstract":"Abstract This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43197233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-20DOI: 10.1515/applirev-2022-0160
M. Teng, Danyang Zhang
Abstract This article examines the effects of task conditions (i.e., with and without a sentence-writing task), multimedia input (definition only, definition + information, definition + information + videos), and combinations of these two variables on the learning gains of new words. This study involved a 2 × 3 research design. In total, 235 Chinese EFL learners were allocated to the six conditions. Vocabulary learning outcomes were measured by pre- and post-tests on 24 target items. The results showed that the definition + information + videos group scored significantly higher than the definition + information and the definition-only groups. Additionally, the sentence-writing task increased the effectiveness of vocabulary learning versus the condition without this task. The combination of the definition + information + videos condition and sentence-writing task was identified as the most effective technique for learning lexical items. This study highlighted the effectiveness of combining multimedia input with a sentence-writing task to learn new words. Relevant teaching and theoretical implications were also discussed.
{"title":"Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination","authors":"M. Teng, Danyang Zhang","doi":"10.1515/applirev-2022-0160","DOIUrl":"https://doi.org/10.1515/applirev-2022-0160","url":null,"abstract":"Abstract This article examines the effects of task conditions (i.e., with and without a sentence-writing task), multimedia input (definition only, definition + information, definition + information + videos), and combinations of these two variables on the learning gains of new words. This study involved a 2 × 3 research design. In total, 235 Chinese EFL learners were allocated to the six conditions. Vocabulary learning outcomes were measured by pre- and post-tests on 24 target items. The results showed that the definition + information + videos group scored significantly higher than the definition + information and the definition-only groups. Additionally, the sentence-writing task increased the effectiveness of vocabulary learning versus the condition without this task. The combination of the definition + information + videos condition and sentence-writing task was identified as the most effective technique for learning lexical items. This study highlighted the effectiveness of combining multimedia input with a sentence-writing task to learn new words. Relevant teaching and theoretical implications were also discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47598852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1515/applirev-2022-0033
Fulan Liu, Zhenhui Rao
Abstract This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students’ use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students’ strategy use could be linked to some cultural and educational factors.
{"title":"The effects of cultural and educational background on students’ use of language learning strategies in CFL learning","authors":"Fulan Liu, Zhenhui Rao","doi":"10.1515/applirev-2022-0033","DOIUrl":"https://doi.org/10.1515/applirev-2022-0033","url":null,"abstract":"Abstract This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students’ use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students’ strategy use could be linked to some cultural and educational factors.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46247305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1515/applirev-2023-0021
Christian W. Chun
Abstract By inscribing and ascribing particular indexical signifiers to people while ignoring and/or dismissing actual individual performative enactments and self-identifications, neoliberal multicultural discourses, in claiming tolerance and acceptance, frame racialized people as “an essentialized and totalized unit that is perceived to have little or no internal variation” (Ladson-Billings, Gloria. 2000. Racialized discourses and ethnic epistemologies. In Norman K. Denzin & Yvonna S. Lincoln (eds.), Handbook of qualitative research, 2nd edn., 257–277. Thousand Oaks, CA: Sage). In doing so, these discourses supposedly celebrating ‘diversity’ disregard the complexities, hybridities, and differences that constitute and are constitutive of any individual. Thus, in drawing on the ethos of tolerance and acceptance, ‘multicultural’ discourses paper over societal conflicts, internal divisions and oppressions, and homogenize racial, linguistic, and cultural identities ignoring the complex identifications people may perform and hold in any given interactional situational context. In this critical autoethnography, I illustrate how an indexical order of ‘Asianness’ in its ‘model minority’ variety has been shaped and subverted at times by my situated appropriations of various enregisterments (Agha, Asif. 2007. Language and social relations. Cambridge University Press) of a working-class heteronormative masculinity in interactional contexts. These enactments illuminate how an indexical order of an Asian American male has continually shifted and reacted to such positionings in a white supremacy society.
{"title":"I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity","authors":"Christian W. Chun","doi":"10.1515/applirev-2023-0021","DOIUrl":"https://doi.org/10.1515/applirev-2023-0021","url":null,"abstract":"Abstract By inscribing and ascribing particular indexical signifiers to people while ignoring and/or dismissing actual individual performative enactments and self-identifications, neoliberal multicultural discourses, in claiming tolerance and acceptance, frame racialized people as “an essentialized and totalized unit that is perceived to have little or no internal variation” (Ladson-Billings, Gloria. 2000. Racialized discourses and ethnic epistemologies. In Norman K. Denzin & Yvonna S. Lincoln (eds.), Handbook of qualitative research, 2nd edn., 257–277. Thousand Oaks, CA: Sage). In doing so, these discourses supposedly celebrating ‘diversity’ disregard the complexities, hybridities, and differences that constitute and are constitutive of any individual. Thus, in drawing on the ethos of tolerance and acceptance, ‘multicultural’ discourses paper over societal conflicts, internal divisions and oppressions, and homogenize racial, linguistic, and cultural identities ignoring the complex identifications people may perform and hold in any given interactional situational context. In this critical autoethnography, I illustrate how an indexical order of ‘Asianness’ in its ‘model minority’ variety has been shaped and subverted at times by my situated appropriations of various enregisterments (Agha, Asif. 2007. Language and social relations. Cambridge University Press) of a working-class heteronormative masculinity in interactional contexts. These enactments illuminate how an indexical order of an Asian American male has continually shifted and reacted to such positionings in a white supremacy society.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48528974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1515/applirev-2023-0022
Gloria Nystrom
Abstract This autoethnographic narrative shows how discourses of belonging for racialized identities within Canada’s mosaic are bounded by history, cultural politics, and attendant social struggles. Using an intersectional framework of Asian Critical theory, politics of location, and cultural capital, this paper demonstrates how ideologies of belonging are sustained by processes of cultural and institutional socialization which maintain hierarchies privileging some social groups over others and produce racial/ized difference and inequities within Canadian citizenry. As a second-generation of Chinese ancestry born and raised in Vancouver, Canada, my lived experiences in a predominantly white English-speaking environment illustrate how my status as “model minority” or “honorary white” has been a precarious position. Bonilla-Silva warns us that “honorary white” positioning may be revoked in times of economic, racial or ethnic tension. Dramatic increases in anti-Asian hate incidents during the 2020 Coronavirus pandemic—earning Vancouver, BC, the title of the “anti-Asian hate capital of North America”—is an example of how these racialized statuses are paradoxical designations which deny the existence of social inequities. Critical research must interrogate how the continued use of mis-aggregated data that essentializes diverse population groups and perpetuates harmful distortions of Canadian citizenry contribute to, rather than dismantle, discourses of race in “multicultural” Canada.
{"title":"Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian”","authors":"Gloria Nystrom","doi":"10.1515/applirev-2023-0022","DOIUrl":"https://doi.org/10.1515/applirev-2023-0022","url":null,"abstract":"Abstract This autoethnographic narrative shows how discourses of belonging for racialized identities within Canada’s mosaic are bounded by history, cultural politics, and attendant social struggles. Using an intersectional framework of Asian Critical theory, politics of location, and cultural capital, this paper demonstrates how ideologies of belonging are sustained by processes of cultural and institutional socialization which maintain hierarchies privileging some social groups over others and produce racial/ized difference and inequities within Canadian citizenry. As a second-generation of Chinese ancestry born and raised in Vancouver, Canada, my lived experiences in a predominantly white English-speaking environment illustrate how my status as “model minority” or “honorary white” has been a precarious position. Bonilla-Silva warns us that “honorary white” positioning may be revoked in times of economic, racial or ethnic tension. Dramatic increases in anti-Asian hate incidents during the 2020 Coronavirus pandemic—earning Vancouver, BC, the title of the “anti-Asian hate capital of North America”—is an example of how these racialized statuses are paradoxical designations which deny the existence of social inequities. Critical research must interrogate how the continued use of mis-aggregated data that essentializes diverse population groups and perpetuates harmful distortions of Canadian citizenry contribute to, rather than dismantle, discourses of race in “multicultural” Canada.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1515/applirev-2023-0023
Shumin Lin, Ming-Hsuan Wu, Genevieve Leung
Abstract Unlike Korean or Vietnamese adoptees who came to the U.S. during the postwar era, Chinese adoptees are mostly abandoned female infants under China’s one-child policy from 1980 through 2015. Little work has documented Chinese adoptees’ identity (trans)formation across time and space. This study examines how three Chinese adoptees from the U.S. who chose to go to Taiwan to teach English make sense of their Chinese heritages and their lives in and out of Asia. Drawing on the frameworks of positioning and chronotopic identities, this cross-sectional, multiple case study documents the participants’ identity (trans)formations through their narratives on their moves across the U.S., China, and Taiwan during different points of their lives. Our adoptee participants’ home and work experiences over time represent diverse pathways for their negotiations of various aspects of their identities – linguistic, cultural, Chinese, American, Asian American, and adoptee – in their life trajectories transnationally. Their diverse experiences complicate current understandings of adoptee identities within and across the adoptive home, the “homeland” of their birth places, and beyond.
{"title":"Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space","authors":"Shumin Lin, Ming-Hsuan Wu, Genevieve Leung","doi":"10.1515/applirev-2023-0023","DOIUrl":"https://doi.org/10.1515/applirev-2023-0023","url":null,"abstract":"Abstract Unlike Korean or Vietnamese adoptees who came to the U.S. during the postwar era, Chinese adoptees are mostly abandoned female infants under China’s one-child policy from 1980 through 2015. Little work has documented Chinese adoptees’ identity (trans)formation across time and space. This study examines how three Chinese adoptees from the U.S. who chose to go to Taiwan to teach English make sense of their Chinese heritages and their lives in and out of Asia. Drawing on the frameworks of positioning and chronotopic identities, this cross-sectional, multiple case study documents the participants’ identity (trans)formations through their narratives on their moves across the U.S., China, and Taiwan during different points of their lives. Our adoptee participants’ home and work experiences over time represent diverse pathways for their negotiations of various aspects of their identities – linguistic, cultural, Chinese, American, Asian American, and adoptee – in their life trajectories transnationally. Their diverse experiences complicate current understandings of adoptee identities within and across the adoptive home, the “homeland” of their birth places, and beyond.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48469472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1515/applirev-2022-0173
Kevin W. H. Tai, David Wei Dai
Abstract Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker’s interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument.
{"title":"Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective","authors":"Kevin W. H. Tai, David Wei Dai","doi":"10.1515/applirev-2022-0173","DOIUrl":"https://doi.org/10.1515/applirev-2022-0173","url":null,"abstract":"Abstract Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker’s interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67352186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract As teaching a foreign language (FL) is a demanding and frustrating career, FL teachers might face different challenges and difficulties which in turn would lead them to quit their jobs. Therefore, FL teachers need to keep their effort, energy, and passion to achieve their teaching goals. FL teacher grit (i.e., perseverance of effort and consistency of interest in FL teaching) is the concept that deals with these issues. In this study, we developed a new FL teacher grit scale (FLTGS) and investigated how FL teacher grit is related to their burnout and different discrete emotions. To this end, a total of 235 FL teachers filled out the questionnaires. The results of the study indicated, firstly, that the newly developed FL teacher grit scale had high reliability and a two-factor model fitted the data adequately. Secondly, findings indicated that both grit components had positive correlations with FL teaching enjoyment and negative correlations with FL teaching anxiety, boredom, and burnout. Finally, the results of relative weight analysis showed that FL teacher grit components can be as important as emotions in predicting burnout. Our findings suggested that the newly developed grit scale could provide us with a valid and reliable tool to assess FL teacher grit. Moreover, our findings suggested that higher levels of FL teacher grit can prevent them from experiencing burnout.
{"title":"Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis","authors":"Soheila Soleimanzadeh, Gholam Hassan Khajavy, Elyas Barabadi","doi":"10.1515/applirev-2022-0076","DOIUrl":"https://doi.org/10.1515/applirev-2022-0076","url":null,"abstract":"Abstract As teaching a foreign language (FL) is a demanding and frustrating career, FL teachers might face different challenges and difficulties which in turn would lead them to quit their jobs. Therefore, FL teachers need to keep their effort, energy, and passion to achieve their teaching goals. FL teacher grit (i.e., perseverance of effort and consistency of interest in FL teaching) is the concept that deals with these issues. In this study, we developed a new FL teacher grit scale (FLTGS) and investigated how FL teacher grit is related to their burnout and different discrete emotions. To this end, a total of 235 FL teachers filled out the questionnaires. The results of the study indicated, firstly, that the newly developed FL teacher grit scale had high reliability and a two-factor model fitted the data adequately. Secondly, findings indicated that both grit components had positive correlations with FL teaching enjoyment and negative correlations with FL teaching anxiety, boredom, and burnout. Finally, the results of relative weight analysis showed that FL teacher grit components can be as important as emotions in predicting burnout. Our findings suggested that the newly developed grit scale could provide us with a valid and reliable tool to assess FL teacher grit. Moreover, our findings suggested that higher levels of FL teacher grit can prevent them from experiencing burnout.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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