Language Awareness最新文献

{"title":"Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher","authors":"Chenggang Liang, Shulin Yu","doi":"10.1080/09658416.2023.2284352","DOIUrl":"https://doi.org/10.1080/09658416.2023.2284352","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211699","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}

{"title":"Reciprocal multilingual awareness for linguistic citizenship","authors":"Joel Windle, Kathleen Heugh, Mei French, Janet Armitage, Li-Ching Chan","doi":"10.1080/09658416.2023.2282585","DOIUrl":"https://doi.org/10.1080/09658416.2023.2282585","url":null,"abstract":"In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as ‘reciprocal multilingual awareness’. Reciprocity...","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"28 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496848","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}

{"title":"Translanguaging dynamics in the digital landscape: insights from a social media corpus","authors":"Hülya Mısır, Hale Işık Güler","doi":"10.1080/09658416.2023.2285401","DOIUrl":"https://doi.org/10.1080/09658416.2023.2285401","url":null,"abstract":"Based on a new Turkish social media influencer corpus consisting of 30 YouTube vlogs, this study explores young adults’ translanguaging practices, prevalent linguistic events, and spatial repertoir...","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"28 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496847","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}

{"title":"Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices","authors":"Peter I. De Costa, Koen Van Gorp","doi":"10.1080/09658416.2023.2285359","DOIUrl":"https://doi.org/10.1080/09658416.2023.2285359","url":null,"abstract":"Critical multilingual language awareness (CMLA) serves as a valuable heuristic for recognizing linguistic diversity and, ultimately, contributing to the transformation of social inequities. The cur...","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"28 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496846","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}

{"title":"Be(com)ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms","authors":"Gail Prasad, Esther Bettney Heidt","doi":"10.1080/09658416.2023.2280030","DOIUrl":"https://doi.org/10.1080/09658416.2023.2280030","url":null,"abstract":"Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and A...","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"28 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496845","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}

{"title":"Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach","authors":"Latisha Mary, Andrea Susan Young","doi":"10.1080/09658416.2023.2274551","DOIUrl":"https://doi.org/10.1080/09658416.2023.2274551","url":null,"abstract":"Teachers in France working with (emergent) bilingual pupils often not only feel ill-equipped to provide the specific support these learners require, but also find it difficult to accept that langua...","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"140 27","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517241","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}

{"title":"Commentary: toward a multilingual listener-as-teacher stance in teaching and teacher education","authors":"Kate Seltzer","doi":"10.1080/09658416.2023.2274987","DOIUrl":"https://doi.org/10.1080/09658416.2023.2274987","url":null,"abstract":"AbstractThis commentary begins with a brief overview of the shift in focus from language to speakers and their languaging in language awareness scholarship. I then discuss the connection between this shift and translanguaging, a burgeoning area of research in the education of multilingual students. Next, I provide brief overviews of each of the six papers in the special issue, focusing on the authors’ contributions to CMLA research. I end with some points of discussion that the issue as a whole raises regarding future directions of CMLA research and its applications to teaching and teacher education.Keywords: Critical language awarenesstranslanguagingteacher educationteaching Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"116 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137786","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}

{"title":"L2 irony comprehension and the role of L2 proficiency and use","authors":"Weiyi Li, Jookyoung Jung","doi":"10.1080/09658416.2023.2277777","DOIUrl":"https://doi.org/10.1080/09658416.2023.2277777","url":null,"abstract":"AbstractThe present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negative. The irony comprehension task was immediately followed by a stimulated recall session to further explore the participants’ thought processes while responding to the irony comprehension items. The results revealed that the participants were faster and more accurate when processing positively-valenced comments (literal praise, ironic criticism), compared to negatively-­valenced ones (literal criticism, ironic praise). The findings suggest that learners had greater difficulty identifying ironic praises than ironic criticisms, underscoring the role of valence in second language irony inferencing. The stimulated recall data suggested that the anticipation of irony may accelerate the identification of ironic criticisms. While proficiency facilitated the speed of irony comprehension, the duration of L2 use, especially in speaking, emerged as an important factor in moderating the accuracy of irony comprehension.ABSTRACT (CANTONESE) 本研究調查廣東話(粵語)為母語的英語第二語言學習者如何理解英語的反è«·, 以及他們的第二語言熟練程度和使用情況是否會影響他們對反è«·的理解。三十位不同英語熟練程度(中級和高級)的廣東話使用者完成了一項反è«·理解任務。他們需要判斷在字面意義或反è«·情境下給出的評論是積極的還是消極。反è«·理解任務後, 參與者立即進行刺激回憶環節, 以進一步探索他們在反è«·理解任務時的思維過程。結果顯示, 相較於消極效價的評論(字面批評, 反è«·稱贊), 參與者在處理積極效價的評論(字面稱贊, 反è«·批評)時反應更快, 準確率也更高。這些結果表明, 學習者在識別反è«·稱贊時的困難大於識別反è«·批評。這顯示情感效價在第二語言反è«·理解中的作用。刺激回憶的數據表明, 預期反è«·可能會加速對反è«·批評的識別。儘管第二語言熟練程度有助提高反è«·理解速度, 但第二語言的使用時長, 特別是口語的使用, 爲影響反è«·理解準確率的重要因素。PLAIN LANGUAGE SUMMARYUnderstanding irony in a second language (L2) can pose challenges. It goes beyond mere knowledge of vocabulary and grammar; it requires the ability to identify the speaker’s intent, which can be hidden or indirect. For instance, when someone says “you are so smart” after a friend does something foolish, they are actually criticizing the friend using a seemingly positive remark. This is referred to as ironic criticism. Conversely, if someone says “you are a lousy cook” after thoroughly enjoying a delicious meal prepared by a friend, they are actually complimenting the friend using a seemingly negative phrase. This is known as ironic praise. In our study, we investigated the extent to which Cantonese speakers comprehend irony in L2 English. Participants were presented with comments and asked to determine whether they were praise or criticism, in both literal and ironic contexts. Subsequently, we examined their thought processes through additional questions. Our findings revealed that learners were quicker and more accurate in identifying comments containing positive words (literal praise and ironic criticism) compared to comments with negat","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"39 21","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819318","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}

{"title":"Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices","authors":"Mario E. López-Gopar, Vilma Huerta Cordova, Jamie L. Schissel, Lorena Córdova-Hernández, Yesenia Bautista Ortiz, Verónica Rivera Hernández","doi":"10.1080/09658416.2023.2274985","DOIUrl":"https://doi.org/10.1080/09658416.2023.2274985","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908833","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}

{"title":"EFL writers’ cognitive engagement with AWE feedback","authors":"Ralf Giessler","doi":"10.1080/09658416.2023.2269088","DOIUrl":"https://doi.org/10.1080/09658416.2023.2269088","url":null,"abstract":"AbstractThis paper reports on a pilot study with advanced EFL learners in Germany who were asked to use ProWritingAid (PWA) for a composition task in a German comprehensive school. PWA is an Automated Writing Evaluation (AWE) tool that provides writers with feedback on grammar, spelling mistakes, and writing style during the writing and editing process. Students’ engagement with PWA’s suggestions is documented with the help of screen capture software and a change tracker sheet. A coding grid, based on the three dimensions of learner engagement with AWE feedback, is developed in the process of analysing the data. Results indicate that there is cognitive engagement with AWE feedback even when learners reject suggestions for correction. It will be discussed whether episodes of cognitive engagement with AWE can be conceptualised as engagement with language according to Svalberg.ABSTRAKTAutomatisierte Diagnose- und Feedbacksysteme (ADFS) unterstützen Schreibende bei der Texterstellung und Überarbeitung. Dieser Beitrag berichtet über eine Pilotstudie mit fortgeschrittenen Englischlernenden, die gebeten wurden, ProWritingAid (PWA) bei der Erstellung eines Essays zu verwenden. PWA stellt während des Schreib- und Bea­rbeitungsprozesses Feedback zu Grammatik, Rechtschreibfehlern und Schreibstil bereit. Die Auseinandersetzung der Schülerinnen und Schüler mit den Vorschlägen von PWA wurde mit Hilfe einer Screen-Capture-Software und einem Change-Tracker-Bogen dokumentiert. Für die Analyse der Daten wurde ein Kodierschema entwickelt, welches drei Dimensionen der Auseinandersetzung (engagement) mit AWE-Feedback operationalisiert. Die Ergebnisse zeigen, dass Lernende begründet Korrekturvorschläge annehmen oder ablehnen, wenn diese nicht zu ihren Aussageabsichten passen. Episoden der kognitiven Auseinandersetzung mit AWE Feedback können als Form des engagement with language interpretiert werden.PLAIN LANGUAGE STATEMENTWhen EFL learners use a computer program to evaluate their writing, they receive feedback to help them improve. This feedback is called Automated Writing Evaluation (AWE) feedback. It can show them what they did well and what they can work on. This study explores how advanced EFL learners deal with the suggestions from an AWE tool. EFL learners who engage with AWE feedback actively read and consider the suggestions given by the program. They use this feedback to make changes and enhance their writing skills. By paying attention to AWE feedback, EFL learners can become better at writing in English.Keywords: Automated writing evaluationEFL writingformative assessmentengagement with languagetechnology-generated feedback","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858247","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}