Pub Date : 2023-06-04DOI: 10.1080/09658416.2023.2204237
L. Mary, Véronique Lemoine-Bresson, Anne Choffat-Dürr
{"title":"Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies","authors":"L. Mary, Véronique Lemoine-Bresson, Anne Choffat-Dürr","doi":"10.1080/09658416.2023.2204237","DOIUrl":"https://doi.org/10.1080/09658416.2023.2204237","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41473025","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 : 2023-05-16DOI: 10.1080/09658416.2023.2193409
Hanne Brandt, T. Ehmke, Poldi Kuhl, D. Leutner
{"title":"Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching","authors":"Hanne Brandt, T. Ehmke, Poldi Kuhl, D. Leutner","doi":"10.1080/09658416.2023.2193409","DOIUrl":"https://doi.org/10.1080/09658416.2023.2193409","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950803","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 : 2023-05-13DOI: 10.1080/09658416.2023.2206136
Nadine Nelson, J. Chen
Abstract This paper is based on the first author’s experience of experimenting with critical language pedagogy (CLP) when she was teaching in the UAE. While prior research focuses mainly on the theoretical aspects of CLP, empirical studies on the effectiveness of implementing critical approaches and developing related teaching materials in Arab EFL contexts with young learners are underrepresented. Informed by Paulo Freire’s formulation of ‘culture circles’, this case study reports on the problem-posing literacy practice in a class of Grade 4 female Arabic students in an Abu Dhabi government school—a sample unique to both CLP and case study research. Results indicate EFL learners’ increased capacity for problem posing and motivation for writing, metacognition, and application of prior knowledge during the pre-writing discussion. Findings of this study add evidence-based, practical dimensions to existing critical research, paving the way for like-minded language educators to trial CLP with young learners. ABSTRACT IN ARABIC PLAIN LANGUAGE SUMMARY This study is the fruition of a question that had perplexed and frustrated me as an English teacher of young Grade 4 Arabic learners: ‘How do I increase student talk in a way that is authentic to them, where ideas are discussed openly and earnestly?’ This frustration led me to critical language pedagogy and the work of educator Paulo Freire, and in particular, his formulation of ‘culture circles’ with the rural poor in Brazil. His problem-posing approach where authentic dialogue and conversation was the basis of language learning captivated me. I was fascinated with the idea that such culture circles could work with young learners to encourage unrehearsed and deep conversation, drawing on the experiences of my students in relation to actual issues that troubled them. As we worked through the issue in discussing it, we could together generate some solutions. This paper outlines the way in which we formulated and conducted culture circles for young Arabic EFL learners. Results from this study revealed that giving an increased opportunity for learners to look at a problematised scenario, increased the student’s ability to take different perspectives and voice their own thought processes. We saw an increased desire to write about the problems posed, and the provision of that oral rehearsal of ideas through discussion was evidenced in the students writing. More importantly, this paper is developed with the English language teacher in mind, to document working with younger learners and perhaps guide future studies in the field of critical language pedagogy.
{"title":"The interplay of critical language pedagogy and young Arabic EFL learners","authors":"Nadine Nelson, J. Chen","doi":"10.1080/09658416.2023.2206136","DOIUrl":"https://doi.org/10.1080/09658416.2023.2206136","url":null,"abstract":"Abstract This paper is based on the first author’s experience of experimenting with critical language pedagogy (CLP) when she was teaching in the UAE. While prior research focuses mainly on the theoretical aspects of CLP, empirical studies on the effectiveness of implementing critical approaches and developing related teaching materials in Arab EFL contexts with young learners are underrepresented. Informed by Paulo Freire’s formulation of ‘culture circles’, this case study reports on the problem-posing literacy practice in a class of Grade 4 female Arabic students in an Abu Dhabi government school—a sample unique to both CLP and case study research. Results indicate EFL learners’ increased capacity for problem posing and motivation for writing, metacognition, and application of prior knowledge during the pre-writing discussion. Findings of this study add evidence-based, practical dimensions to existing critical research, paving the way for like-minded language educators to trial CLP with young learners. ABSTRACT IN ARABIC PLAIN LANGUAGE SUMMARY This study is the fruition of a question that had perplexed and frustrated me as an English teacher of young Grade 4 Arabic learners: ‘How do I increase student talk in a way that is authentic to them, where ideas are discussed openly and earnestly?’ This frustration led me to critical language pedagogy and the work of educator Paulo Freire, and in particular, his formulation of ‘culture circles’ with the rural poor in Brazil. His problem-posing approach where authentic dialogue and conversation was the basis of language learning captivated me. I was fascinated with the idea that such culture circles could work with young learners to encourage unrehearsed and deep conversation, drawing on the experiences of my students in relation to actual issues that troubled them. As we worked through the issue in discussing it, we could together generate some solutions. This paper outlines the way in which we formulated and conducted culture circles for young Arabic EFL learners. Results from this study revealed that giving an increased opportunity for learners to look at a problematised scenario, increased the student’s ability to take different perspectives and voice their own thought processes. We saw an increased desire to write about the problems posed, and the provision of that oral rehearsal of ideas through discussion was evidenced in the students writing. More importantly, this paper is developed with the English language teacher in mind, to document working with younger learners and perhaps guide future studies in the field of critical language pedagogy.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"530 - 552"},"PeriodicalIF":2.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49629483","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 : 2023-05-12DOI: 10.1080/09658416.2023.2211803
E. Britton, T. Austin
{"title":"Learning and teaching trans-inclusive language and register hybridity for multilingual writers","authors":"E. Britton, T. Austin","doi":"10.1080/09658416.2023.2211803","DOIUrl":"https://doi.org/10.1080/09658416.2023.2211803","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43148009","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 : 2023-04-03DOI: 10.1080/09658416.2023.2195666
Kim McDonough, Rachael Lindberg, Y. Kim, P. Trofimovich
{"title":"Raising business communication students’ awareness of nonverbal features of interaction","authors":"Kim McDonough, Rachael Lindberg, Y. Kim, P. Trofimovich","doi":"10.1080/09658416.2023.2195666","DOIUrl":"https://doi.org/10.1080/09658416.2023.2195666","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768473","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 : 2023-02-15DOI: 10.1080/09658416.2023.2179630
P. Trofimovich, A-NICOLETA Bodea, Thao-Nguyen Nina Le, M. O’Brien, Masako Shimada, Cesar Teló
{"title":"What do students in human resource management know about accent bias?","authors":"P. Trofimovich, A-NICOLETA Bodea, Thao-Nguyen Nina Le, M. O’Brien, Masako Shimada, Cesar Teló","doi":"10.1080/09658416.2023.2179630","DOIUrl":"https://doi.org/10.1080/09658416.2023.2179630","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45284265","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 : 2023-02-13DOI: 10.1080/09658416.2023.2177659
Sima Khezrlou
Abstract Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective. The current study investigates the extent to which performing focused dictogloss tasks accompanied with explicit instruction (EI) affects EFL learners’ explicit knowledge and automatized explicit knowledge of the past-counterfactual conditional structure. Sixty-seven upper-intermediate proficiency learners were assigned into four groups: task performance without any EI (Task- Only); prewriting EI (Pre-EI); prewriting EI also available during task enactment (Pre + online- EI); and post-writing EI with revision (Post-EI). Results indicated explicit knowledge gains for the Pre-EI and Pre + online-EI groups in the immediate and delayed posttests. However, no significant development appeared concerning the automatized explicit knowledge. Learners’ task engagement and the discrepancies and correspondences between the learning outcomes and learners’ and teachers’ perceptions are further discussed. ABSTRACT IN FARSI اگرچه یادگیری دانش دستوری به صورت ضمنی بسیار مطلوب است، اما همه ساختارهای دستوری را نمی توان به طور ضمنی یاد گرفت . بنابراین، یکی از اهداف نهایی کلاس های درس زبان انگلیسی به عنوان زبان خارجی کمک به زبان آموزان در توسعه دانش دستوری ضمنی آنها است. استفاده از فعالیت های به تدریج پیچیده و آموزشی که مبتنی بر انجام فعالیت به همراه توضیح صریح دستوری است از جمله راه های کارآمد برای تحقق این هدف است. مطالعه حاضر به بررسی این میپردازد که تا چه اندازه انجام فعالیت متمرکز نوشتاری (دیکتوگلاس) به همراه ارائه آموزش صریح بر دانش صریح و سپس ضمنی شدهِ ساختار شرطی زبانآموزان انگلیسی تأثیر میگذارد. شصت و هفت زبان آموز سطح متوسطه به چهار گروه تقسیم شدند: گروه اول که فعالیت را بدون هیچ آموزشی انجام داد، گروه دوم که قبل از انجام فعالیت آموزش صریح دریافت کرد، گروه سوم که قبل و هنگام انجام فعالیت به توضیحات دستوری دسترسی داشت و گروه چهارم که توضیحات را پس از فعالیت با امکان بازنگری در نوشتار خود دریافت کرد. نتایج نشانگر پیشرفت در دانش صریح گروه های دوم و سوم در پس آزمون های فوری و تاخیری بود. با این حال، هیچ کدام از گروه ها پیشرفت قابل توجهی در دانش ضمنی خود نشان ندادند. تحقیق حاضر همچنین به بحث در مورد اینکه زبان آموزان چقدر با اشتیاق به انجام فعالیت نوشتاری پرداختند و اینکه تا چه اندازه دیدگاه زبان آموزان و معلمان با نتایج به دست آمده از دانش صریح و ضمنی مطابقت یا مخالفت میکند، میپردازد. PLAIN LANGUAGE SUMMARY Scholars have been interested in how the use of authentic, meaning-focused tasks with or without the provision of explicit instruction (EI) affects second language learning. However, there are still concerns about when and how best to incorporate EI in a task-based lesson. Some advocates of task-based langua
{"title":"The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?","authors":"Sima Khezrlou","doi":"10.1080/09658416.2023.2177659","DOIUrl":"https://doi.org/10.1080/09658416.2023.2177659","url":null,"abstract":"Abstract Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective. The current study investigates the extent to which performing focused dictogloss tasks accompanied with explicit instruction (EI) affects EFL learners’ explicit knowledge and automatized explicit knowledge of the past-counterfactual conditional structure. Sixty-seven upper-intermediate proficiency learners were assigned into four groups: task performance without any EI (Task- Only); prewriting EI (Pre-EI); prewriting EI also available during task enactment (Pre + online- EI); and post-writing EI with revision (Post-EI). Results indicated explicit knowledge gains for the Pre-EI and Pre + online-EI groups in the immediate and delayed posttests. However, no significant development appeared concerning the automatized explicit knowledge. Learners’ task engagement and the discrepancies and correspondences between the learning outcomes and learners’ and teachers’ perceptions are further discussed. ABSTRACT IN FARSI اگرچه یادگیری دانش دستوری به صورت ضمنی بسیار مطلوب است، اما همه ساختارهای دستوری را نمی توان به طور ضمنی یاد گرفت . بنابراین، یکی از اهداف نهایی کلاس های درس زبان انگلیسی به عنوان زبان خارجی کمک به زبان آموزان در توسعه دانش دستوری ضمنی آنها است. استفاده از فعالیت های به تدریج پیچیده و آموزشی که مبتنی بر انجام فعالیت به همراه توضیح صریح دستوری است از جمله راه های کارآمد برای تحقق این هدف است. مطالعه حاضر به بررسی این میپردازد که تا چه اندازه انجام فعالیت متمرکز نوشتاری (دیکتوگلاس) به همراه ارائه آموزش صریح بر دانش صریح و سپس ضمنی شدهِ ساختار شرطی زبانآموزان انگلیسی تأثیر میگذارد. شصت و هفت زبان آموز سطح متوسطه به چهار گروه تقسیم شدند: گروه اول که فعالیت را بدون هیچ آموزشی انجام داد، گروه دوم که قبل از انجام فعالیت آموزش صریح دریافت کرد، گروه سوم که قبل و هنگام انجام فعالیت به توضیحات دستوری دسترسی داشت و گروه چهارم که توضیحات را پس از فعالیت با امکان بازنگری در نوشتار خود دریافت کرد. نتایج نشانگر پیشرفت در دانش صریح گروه های دوم و سوم در پس آزمون های فوری و تاخیری بود. با این حال، هیچ کدام از گروه ها پیشرفت قابل توجهی در دانش ضمنی خود نشان ندادند. تحقیق حاضر همچنین به بحث در مورد اینکه زبان آموزان چقدر با اشتیاق به انجام فعالیت نوشتاری پرداختند و اینکه تا چه اندازه دیدگاه زبان آموزان و معلمان با نتایج به دست آمده از دانش صریح و ضمنی مطابقت یا مخالفت میکند، میپردازد. PLAIN LANGUAGE SUMMARY Scholars have been interested in how the use of authentic, meaning-focused tasks with or without the provision of explicit instruction (EI) affects second language learning. However, there are still concerns about when and how best to incorporate EI in a task-based lesson. Some advocates of task-based langua","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"387 - 420"},"PeriodicalIF":2.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333693","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 : 2023-02-13DOI: 10.1080/09658416.2023.2173216
Jack K. H. Pun, X. Gao
{"title":"Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes","authors":"Jack K. H. Pun, X. Gao","doi":"10.1080/09658416.2023.2173216","DOIUrl":"https://doi.org/10.1080/09658416.2023.2173216","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897793","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 : 2023-02-03DOI: 10.1080/09658416.2022.2149762
Andrew H. Lee, R. Lyster
Abstract The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of FFI on only sublexical cues, FFI on both sublexical cues and pronunciation, or the control condition (two classes per condition). To measure the effects of the instructional conditions, a pretest, an immediate posttest, and a delayed posttest were administered. Results showed that the participants receiving FFI on only sublexical cues showed significant improvement in binary-choice, text-completion, and listening tasks, but not in an oral picture-description task. In contrast, those receiving FFI on both sublexical cues and pronunciation showed significantly higher scores on all tasks after the instructional sessions. The present study highlights the importance of pronunciation instruction in L2 grammar acquisition and its interdependence with lexical and morphological domains.
{"title":"The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French","authors":"Andrew H. Lee, R. Lyster","doi":"10.1080/09658416.2022.2149762","DOIUrl":"https://doi.org/10.1080/09658416.2022.2149762","url":null,"abstract":"Abstract The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of FFI on only sublexical cues, FFI on both sublexical cues and pronunciation, or the control condition (two classes per condition). To measure the effects of the instructional conditions, a pretest, an immediate posttest, and a delayed posttest were administered. Results showed that the participants receiving FFI on only sublexical cues showed significant improvement in binary-choice, text-completion, and listening tasks, but not in an oral picture-description task. In contrast, those receiving FFI on both sublexical cues and pronunciation showed significantly higher scores on all tasks after the instructional sessions. The present study highlights the importance of pronunciation instruction in L2 grammar acquisition and its interdependence with lexical and morphological domains.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"508 - 529"},"PeriodicalIF":2.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46181512","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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