Pub Date : 2023-07-24DOI: 10.1080/09571736.2023.2225360
Walaa El-Henawy, Maria-del-Mar Suárez
Published in The Language Learning Journal (Vol. 51, No. 4, 2023)
发表于《语言学习学报》2023年第51卷第4期
{"title":"Guest editorial: digital language learning and teaching: practices and perspectives","authors":"Walaa El-Henawy, Maria-del-Mar Suárez","doi":"10.1080/09571736.2023.2225360","DOIUrl":"https://doi.org/10.1080/09571736.2023.2225360","url":null,"abstract":"Published in The Language Learning Journal (Vol. 51, No. 4, 2023)","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/09571736.2022.2092198
Paola Mannarelli, Raquel Serrano
ABSTRACT
Pop songs have been claimed to provide a noteworthy source of second language (L2) input. While listening to songs in English is one of the most commonly reported out-of-class activities among EFL learners, little research exists as to how different teaching approaches to the use of songs in the EFL class can enhance students’ vocabulary learning. The present study aims to investigate two different instructional approaches to the use of songs in the L2 class in order to learn how to maximise vocabulary learning through this input source. Two groups of grade 8 Italian EFL learners followed a short treatment that used English pop songs in different conditions, which differed in instructional focus (explicit vs. implicit). The results of the study suggest that although vocabulary significantly improved in both conditions, the explicit approach led to more durable gains.
{"title":"‘Thank you for the music’: examining how songs can promote vocabulary learning in an EFL class","authors":"Paola Mannarelli, Raquel Serrano","doi":"10.1080/09571736.2022.2092198","DOIUrl":"https://doi.org/10.1080/09571736.2022.2092198","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Pop songs have been claimed to provide a noteworthy source of second language (L2) input. While listening to songs in English is one of the most commonly reported out-of-class activities among EFL learners, little research exists as to how different teaching approaches to the use of songs in the EFL class can enhance students’ vocabulary learning. The present study aims to investigate two different instructional approaches to the use of songs in the L2 class in order to learn how to maximise vocabulary learning through this input source. Two groups of grade 8 Italian EFL learners followed a short treatment that used English pop songs in different conditions, which differed in instructional focus (explicit vs. implicit). The results of the study suggest that although vocabulary significantly improved in both conditions, the explicit approach led to more durable gains.</p>","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-08DOI: 10.1080/09571736.2022.2073383
Olena Gundarina
The paper discusses the findings regarding future possible selves based on research with Russian-speaking migrant pupils in English state-funded primary schools at Key Stage 2 (7–11 years old). Its...
{"title":"Migrant pupils as motivated agents: a qualitative longitudinal multiple-case study of Russian-speaking pupils’ future ideal selves in English primary schools","authors":"Olena Gundarina","doi":"10.1080/09571736.2022.2073383","DOIUrl":"https://doi.org/10.1080/09571736.2022.2073383","url":null,"abstract":"The paper discusses the findings regarding future possible selves based on research with Russian-speaking migrant pupils in English state-funded primary schools at Key Stage 2 (7–11 years old). Its...","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.1080/09571736.2020.1804104
A. Dobson
ABSTRACT Content and Language Integrated Learning (CLIL), involving teaching one or more subjects through the medium of the foreign language, is widespread in Europe, but only offered in a sprinkling of UK schools. Sustainability has been a persistent issue since the 1970s. The focus here is on England but various issues will be familiar to colleagues in other parts of the UK. The article traces CLIL's sporadic development, initiatives taken to support it, and the distinctive challenges it faces. The implementation issues are quite different from those in mainland Europe, where successful CLIL is usually associated with conditions rarely encountered in the UK. CLIL in Europe is almost synonymous with teaching through the medium of English; no other language has this standing in the UK, with the exception of those areas where Gaelic- or Welsh-medium education is well established. The article considers how some form of CLIL might be implemented in the UK and ways of supporting it in the context of national policies. The author draws on his perspective as one who was present when significant initiatives were proposed in the European Union, the Council of Europe and the UK.
{"title":"Context is everything: reflections on CLIL in the UK","authors":"A. Dobson","doi":"10.1080/09571736.2020.1804104","DOIUrl":"https://doi.org/10.1080/09571736.2020.1804104","url":null,"abstract":"ABSTRACT Content and Language Integrated Learning (CLIL), involving teaching one or more subjects through the medium of the foreign language, is widespread in Europe, but only offered in a sprinkling of UK schools. Sustainability has been a persistent issue since the 1970s. The focus here is on England but various issues will be familiar to colleagues in other parts of the UK. The article traces CLIL's sporadic development, initiatives taken to support it, and the distinctive challenges it faces. The implementation issues are quite different from those in mainland Europe, where successful CLIL is usually associated with conditions rarely encountered in the UK. CLIL in Europe is almost synonymous with teaching through the medium of English; no other language has this standing in the UK, with the exception of those areas where Gaelic- or Welsh-medium education is well established. The article considers how some form of CLIL might be implemented in the UK and ways of supporting it in the context of national policies. The author draws on his perspective as one who was present when significant initiatives were proposed in the European Union, the Council of Europe and the UK.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2020.1804104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59544005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-15DOI: 10.1080/09571736.2018.1534260
Lucía Pintado Gutiérrez
ABSTRACT The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as monographs that recognise ‘pedagogical translation’ as a beneficial and increasingly accepted practice. However, conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as ‘pedagogical translation’) or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation. The goal is to consider the plethora of concepts related to translation in language teaching (TILT) and to explore how they may be connected with the reconceptualisation of translation in language pedagogy. This will open up useful avenues for a more thorough incorporation of translation into foreign language education, particularly at the secondary and college level, and will propose future lines of research and pedagogical sound praxis.
{"title":"Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries","authors":"Lucía Pintado Gutiérrez","doi":"10.1080/09571736.2018.1534260","DOIUrl":"https://doi.org/10.1080/09571736.2018.1534260","url":null,"abstract":"ABSTRACT The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as monographs that recognise ‘pedagogical translation’ as a beneficial and increasingly accepted practice. However, conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as ‘pedagogical translation’) or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation. The goal is to consider the plethora of concepts related to translation in language teaching (TILT) and to explore how they may be connected with the reconceptualisation of translation in language pedagogy. This will open up useful avenues for a more thorough incorporation of translation into foreign language education, particularly at the secondary and college level, and will propose future lines of research and pedagogical sound praxis.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2018.1534260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1080/09571736.2016.1185799
María del Pilar García Mayo, Ainara Imaz Agirre
Little research has been carried out on the effect of task repetition on young learners’ negotiation of meaning (NoM) strategies and on pair dynamics. The present study aims to fill this gap by analysing the interaction of 60 dyads of third- and fourth-year primary English as a foreign language learners (8–9, 9–10 years old, respectively) while they perform communicative tasks and assessing whether task repetition has an impact on those constructs. The participants, with a beginner proficiency level established by standardised tests, completed different tasks in dyads at two testing times: at Time 1, all participants completed a spot-the-difference task. At Time 2, 21 dyads repeated exactly the same task, 16 dyads completed a similar task with a different content (procedural repetition group) and the last 23 dyads completed a guessing game. The video-recorded oral production was transcribed and codified for NoM strategies (clarification requests, confirmation and comprehension checks, self- and other-repetition, L1 use) and pair dynamics. Results indicate that, overall, there were no statistically significant differences between production at Time 1 and at Time 2 regarding NoM strategies. Regarding pair dynamics, task repetition seems to have a positive effect on collaborative patterns.
{"title":"Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study","authors":"María del Pilar García Mayo, Ainara Imaz Agirre","doi":"10.1080/09571736.2016.1185799","DOIUrl":"https://doi.org/10.1080/09571736.2016.1185799","url":null,"abstract":"Little research has been carried out on the effect of task repetition on young learners’ negotiation of meaning (NoM) strategies and on pair dynamics. The present study aims to fill this gap by analysing the interaction of 60 dyads of third- and fourth-year primary English as a foreign language learners (8–9, 9–10 years old, respectively) while they perform communicative tasks and assessing whether task repetition has an impact on those constructs. The participants, with a beginner proficiency level established by standardised tests, completed different tasks in dyads at two testing times: at Time 1, all participants completed a spot-the-difference task. At Time 2, 21 dyads repeated exactly the same task, 16 dyads completed a similar task with a different content (procedural repetition group) and the last 23 dyads completed a guessing game. The video-recorded oral production was transcribed and codified for NoM strategies (clarification requests, confirmation and comprehension checks, self- and other-repetition, L1 use) and pair dynamics. Results indicate that, overall, there were no statistically significant differences between production at Time 1 and at Time 2 regarding NoM strategies. Regarding pair dynamics, task repetition seems to have a positive effect on collaborative patterns.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2016.1185799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-02DOI: 10.1080/09571736.2012.737358
M. P. Agustín Llach
The present paper explores and compares the receptive vocabulary sizes of two groups of learners of different native languages. One of the most widely used vocabulary size tests is the Vocabulary Levels Test designed by Nation. Some reservations have been raised in relation to the adequacy of the Vocabulary Levels Test to estimate the vocabulary size of learners with Romance languages. In order to examine this reservation, this paper sets out to describe and compare the vocabulary size estimates of two groups of learners with different mother tongues, Spanish and German. A total of 41 German and 41 Spanish native speakers participated in the study. They averaged between 9 and 10 years of age and attended the 4th grade of primary education. Proficiency level tests revealed that their English level was comparable. Analysis of the results of the Vocabulary Levels Test show that mean and median values are very similar between the two language groups and no significant differences could be found. Results are discussed in light of critical constraints on word knowledge and vocabulary acquisition such as age and word origin.
{"title":"Does L1 make a difference? Evidence from the receptive vocabulary size of Spanish and German EFL primary school learners","authors":"M. P. Agustín Llach","doi":"10.1080/09571736.2012.737358","DOIUrl":"https://doi.org/10.1080/09571736.2012.737358","url":null,"abstract":"The present paper explores and compares the receptive vocabulary sizes of two groups of learners of different native languages. One of the most widely used vocabulary size tests is the Vocabulary Levels Test designed by Nation. Some reservations have been raised in relation to the adequacy of the Vocabulary Levels Test to estimate the vocabulary size of learners with Romance languages. In order to examine this reservation, this paper sets out to describe and compare the vocabulary size estimates of two groups of learners with different mother tongues, Spanish and German. A total of 41 German and 41 Spanish native speakers participated in the study. They averaged between 9 and 10 years of age and attended the 4th grade of primary education. Proficiency level tests revealed that their English level was comparable. Analysis of the results of the Vocabulary Levels Test show that mean and median values are very similar between the two language groups and no significant differences could be found. Results are discussed in light of critical constraints on word knowledge and vocabulary acquisition such as age and word origin.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2012.737358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/09571736.2012.708054
Meral Ozturk
This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an implicational scale among frequency levels were also investigated. The results of the study suggest that learners’ vocabularies expand by about 500 words a year. However, there is evidence for severe attrition in the final year. Frequency is a significant factor in receptive vocabulary development, but an implicational scale could not be established.
{"title":"Second language vocabulary growth at advanced level","authors":"Meral Ozturk","doi":"10.1080/09571736.2012.708054","DOIUrl":"https://doi.org/10.1080/09571736.2012.708054","url":null,"abstract":"This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an implicational scale among frequency levels were also investigated. The results of the study suggest that learners’ vocabularies expand by about 500 words a year. However, there is evidence for severe attrition in the final year. Frequency is a significant factor in receptive vocabulary development, but an implicational scale could not be established.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2012.708054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-09-02DOI: 10.1080/09571736.2015.1053280
Maria Lim Falk
This study investigates Swedish students' ability to produce the discourse of the subject history, in a situation where they had to demonstrate historical knowledge in written explanations, and where both English and Swedish are involved. The students attend a content and language integrated learning (CLIL) programme at the upper secondary school level. The study highlights the roles of both languages in CLIL, thus including both English and the L1 Swedish. The research questions concern language choice, field-specific lexis and genre. These variables are related to the teacher's assessment in terms of grading, in order to discover possible connections between linguistic choices on the part of the students and the degree of success in terms of grades. While the students had quite a lot of input in English during the history course, they mainly choose to write the exam in Swedish. The elements of English in the texts are primarily used for field-specific lexis. Texts with elements of English also tend to be slightly less successful than texts written in Swedish only. The overall achievements in this exam were quite low, even though the students used their strongest language. Few students display the significant linguistic resources needed in the production of successful historical explanations. Texts assessed with high grades represent content by means of linguistic choices that correspond to the typical patterns of the field, more than the texts with lower grades. The results confirm the importance of paying attention to both languages in CLIL education.
{"title":"English and Swedish in CLIL student texts","authors":"Maria Lim Falk","doi":"10.1080/09571736.2015.1053280","DOIUrl":"https://doi.org/10.1080/09571736.2015.1053280","url":null,"abstract":"This study investigates Swedish students' ability to produce the discourse of the subject history, in a situation where they had to demonstrate historical knowledge in written explanations, and where both English and Swedish are involved. The students attend a content and language integrated learning (CLIL) programme at the upper secondary school level. The study highlights the roles of both languages in CLIL, thus including both English and the L1 Swedish. The research questions concern language choice, field-specific lexis and genre. These variables are related to the teacher's assessment in terms of grading, in order to discover possible connections between linguistic choices on the part of the students and the degree of success in terms of grades. While the students had quite a lot of input in English during the history course, they mainly choose to write the exam in Swedish. The elements of English in the texts are primarily used for field-specific lexis. Texts with elements of English also tend to be slightly less successful than texts written in Swedish only. The overall achievements in this exam were quite low, even though the students used their strongest language. Few students display the significant linguistic resources needed in the production of successful historical explanations. Texts assessed with high grades represent content by means of linguistic choices that correspond to the typical patterns of the field, more than the texts with lower grades. The results confirm the importance of paying attention to both languages in CLIL education.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2015-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2015.1053280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-02DOI: 10.1080/09571736.2012.708053
Meral Ozturk
This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners’ written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on vocabulary development and the growth in academic vocabulary were also investigated. The overall results of the two studies suggested that learners’ receptive vocabularies did not grow significantly, whereas the longitudinal data indicated expansion of productive vocabularies by about 10%. Both receptive and productive knowledge of academic vocabulary improved significantly in the longitudinal data. Frequency seemed to have a stable overall effect in vocabulary development. However, evidence for an implicational scale among the frequency levels was obtained only for the receptive test.
{"title":"Vocabulary growth of the advanced EFL learner","authors":"Meral Ozturk","doi":"10.1080/09571736.2012.708053","DOIUrl":"https://doi.org/10.1080/09571736.2012.708053","url":null,"abstract":"This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners’ written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on vocabulary development and the growth in academic vocabulary were also investigated. The overall results of the two studies suggested that learners’ receptive vocabularies did not grow significantly, whereas the longitudinal data indicated expansion of productive vocabularies by about 10%. Both receptive and productive knowledge of academic vocabulary improved significantly in the longitudinal data. Frequency seemed to have a stable overall effect in vocabulary development. However, evidence for an implicational scale among the frequency levels was obtained only for the receptive test.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571736.2012.708053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59543800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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