Pub Date : 2022-02-03DOI: 10.1080/09658416.2022.2033251
M. Karimi, Fatemeh Asadnia
Abstract Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers’ thoughts. One such strand is the research on teachers’ pedagogical knowledge base, defined as the thought units/categories underlying teachers’ instructional performance. To address this gap, the present study investigated L2 teachers’ pedagogical knowledge base with a specific focus on online reading instruction at a tertiary education level and the antecedents of such pedagogical thoughts. To this end, three novice and three experienced teachers were recruited as participants. A complete online instructional session per teacher was video-recorded and used as a stimulus for inspecting their pedagogical thought units (PTUs) and the antecedents driving/shaping the thoughts. The findings revealed striking differences in the pedagogical thought categories (PTCs) of the two groups. The results further demonstrated that experienced teachers’ pedagogical knowledge was informed by both cognitive and social sources, whereas novice teachers’ thoughts were more cognitively oriented. In particular, experienced teachers highlighted prior teaching experiences, students’ feedback, and colleagues’ advice as the mediators guiding their PTUs. In contrast, novice teachers relied on knowledge from research-based theories and teacher education courses to inform their pedagogical thoughts.
{"title":"Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts","authors":"M. Karimi, Fatemeh Asadnia","doi":"10.1080/09658416.2022.2033251","DOIUrl":"https://doi.org/10.1080/09658416.2022.2033251","url":null,"abstract":"Abstract Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers’ thoughts. One such strand is the research on teachers’ pedagogical knowledge base, defined as the thought units/categories underlying teachers’ instructional performance. To address this gap, the present study investigated L2 teachers’ pedagogical knowledge base with a specific focus on online reading instruction at a tertiary education level and the antecedents of such pedagogical thoughts. To this end, three novice and three experienced teachers were recruited as participants. A complete online instructional session per teacher was video-recorded and used as a stimulus for inspecting their pedagogical thought units (PTUs) and the antecedents driving/shaping the thoughts. The findings revealed striking differences in the pedagogical thought categories (PTCs) of the two groups. The results further demonstrated that experienced teachers’ pedagogical knowledge was informed by both cognitive and social sources, whereas novice teachers’ thoughts were more cognitively oriented. In particular, experienced teachers highlighted prior teaching experiences, students’ feedback, and colleagues’ advice as the mediators guiding their PTUs. In contrast, novice teachers relied on knowledge from research-based theories and teacher education courses to inform their pedagogical thoughts.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"235 - 254"},"PeriodicalIF":2.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41416532","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 : 2022-01-14DOI: 10.1080/09658416.2021.1996583
Kay Rosheim
Abstract The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily field notes written by the researcher, video and audio recordings, artifacts of schoolwork and student written communication. The researcher served as Tina’s learning specialist in Year 1 and her homeroom teacher in Year 2 during the data collection period. Those data sources were used to explain the evolution of new insights, identities, and pedagogical practices designed to support Tina in the school setting. The findings showed that being attentive and observant, establishing a safe learning environment, and cultivating a strong teacher-student relationship were critical to student success. In addition, the role of writing as a communication tool and use of digital tools supported Tina’s growth. In conclusion, implications for teacher development will be discussed.
{"title":"Learning from Tina: a case study with a selective speaker","authors":"Kay Rosheim","doi":"10.1080/09658416.2021.1996583","DOIUrl":"https://doi.org/10.1080/09658416.2021.1996583","url":null,"abstract":"Abstract The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily field notes written by the researcher, video and audio recordings, artifacts of schoolwork and student written communication. The researcher served as Tina’s learning specialist in Year 1 and her homeroom teacher in Year 2 during the data collection period. Those data sources were used to explain the evolution of new insights, identities, and pedagogical practices designed to support Tina in the school setting. The findings showed that being attentive and observant, establishing a safe learning environment, and cultivating a strong teacher-student relationship were critical to student success. In addition, the role of writing as a communication tool and use of digital tools supported Tina’s growth. In conclusion, implications for teacher development will be discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"175 - 193"},"PeriodicalIF":2.0,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43430716","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 : 2021-12-21DOI: 10.1080/09658416.2021.2018447
Ward Peeters, J. Mynard
Abstract To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work.
{"title":"Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration","authors":"Ward Peeters, J. Mynard","doi":"10.1080/09658416.2021.2018447","DOIUrl":"https://doi.org/10.1080/09658416.2021.2018447","url":null,"abstract":"Abstract To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"132 - 152"},"PeriodicalIF":2.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46561523","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 : 2021-12-09DOI: 10.1080/09658416.2021.2012479
Antoine Luijkx, M. Gerritsen, M. V. Mulken
Abstract One of the new scales in the CEFR Companion Volume is online interaction. The new descriptors cover goal-oriented online transactions, including written correspondence and the use of formulaic language. In Dutch business schools, students learn German for special purposes at B1/2 level: they are expected to master German in a professional context well enough to facilitate interactions and transactions. The question is how their not always flawless attempts at inviting a German colleague to a meeting are received by L1 language users. Is the level of B1/2 German sufficient to avoid bothersome situations? Is these learners’ mastery at B1/2 level sufficient to maintain a good relationship with a German partner? This study investigated whether communicative clashes might occur because of flawed German language use. Ninety-eight German business professionals, all L1 speakers of German, were asked to rate pragma-linguistic infelicities and syntactic, lexical and morphological errors in 16 business e-mails written by Dutch learners of German, using a 7-point Likert scale. The results showed that pragma-linguistic infelicities were considered more bothersome than syntactic, lexical or morphological errors, which suggests that L2 German writing courses should raise more explicit awareness of pragma-linguistic forces in intercultural communication. This idea is in line with recommendations contained in the new Companion Volume. Furthermore, it was studied whether knowledge of the writer’s foreign provenance and Dutch nationality affected the judgement of the German professionals. This was not the case.
{"title":"The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infelicities","authors":"Antoine Luijkx, M. Gerritsen, M. V. Mulken","doi":"10.1080/09658416.2021.2012479","DOIUrl":"https://doi.org/10.1080/09658416.2021.2012479","url":null,"abstract":"Abstract One of the new scales in the CEFR Companion Volume is online interaction. The new descriptors cover goal-oriented online transactions, including written correspondence and the use of formulaic language. In Dutch business schools, students learn German for special purposes at B1/2 level: they are expected to master German in a professional context well enough to facilitate interactions and transactions. The question is how their not always flawless attempts at inviting a German colleague to a meeting are received by L1 language users. Is the level of B1/2 German sufficient to avoid bothersome situations? Is these learners’ mastery at B1/2 level sufficient to maintain a good relationship with a German partner? This study investigated whether communicative clashes might occur because of flawed German language use. Ninety-eight German business professionals, all L1 speakers of German, were asked to rate pragma-linguistic infelicities and syntactic, lexical and morphological errors in 16 business e-mails written by Dutch learners of German, using a 7-point Likert scale. The results showed that pragma-linguistic infelicities were considered more bothersome than syntactic, lexical or morphological errors, which suggests that L2 German writing courses should raise more explicit awareness of pragma-linguistic forces in intercultural communication. This idea is in line with recommendations contained in the new Companion Volume. Furthermore, it was studied whether knowledge of the writer’s foreign provenance and Dutch nationality affected the judgement of the German professionals. This was not the case.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"137 - 154"},"PeriodicalIF":2.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42578551","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 : 2021-12-09DOI: 10.1080/09658416.2021.2014510
J. Lee, Hansol Lee
Abstract As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this end, 306 South Korean college students’ learner factors, motivation, and English achievement were measured. The results of the structural equation modeling analysis indicated that learners’ SES was positively associated with their perception of technology use and motivation and indirectly associated with their language learning achievement. Furthermore, we found that learners’ perception of technology use in language learning is associated with their motivation and achievement. In addition, among the several learner factors measured in this study, learners’ expectancy of being successful in language learning as part of achievement motivation emerged as the strongest predictor of their language learning achievement. An in-depth discussion of pedagogical and policy implications is also provided.
{"title":"The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement","authors":"J. Lee, Hansol Lee","doi":"10.1080/09658416.2021.2014510","DOIUrl":"https://doi.org/10.1080/09658416.2021.2014510","url":null,"abstract":"Abstract As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this end, 306 South Korean college students’ learner factors, motivation, and English achievement were measured. The results of the structural equation modeling analysis indicated that learners’ SES was positively associated with their perception of technology use and motivation and indirectly associated with their language learning achievement. Furthermore, we found that learners’ perception of technology use in language learning is associated with their motivation and achievement. In addition, among the several learner factors measured in this study, learners’ expectancy of being successful in language learning as part of achievement motivation emerged as the strongest predictor of their language learning achievement. An in-depth discussion of pedagogical and policy implications is also provided.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"217 - 234"},"PeriodicalIF":2.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48551350","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 : 2021-12-07DOI: 10.1080/09658416.2021.2002880
J. Lim, Magda Tigchelaar, C. Polio
Abstract Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to textual features. We focused on six students in two English for academic purposes (EAP) writing classes, in which we conducted observations and teacher interviews. Students filled out an open-ended survey, wrote two essays using keystroke logging software, and participated in stimulated recall sessions. We first evaluated how instructional goals and practices aligned with students’ goals and writing behaviors. We first found that the instructors’ and students’ language-related goals did not completely match. Students had the goal of improving their language, but teachers focused on more global writing issues. In addition, teachers had a goal that students become independent editors of their language, but students missed opportunities to edit. A secondary yet important methodological finding was that the use of timed writing tasks in text-based studies did not allow students to apply explicit grammatical knowledge that the instructors expected the students to have. Pedagogical, research design, and assessments implications are provided.
{"title":"Understanding text-based studies of linguistic development through goals for academic writing","authors":"J. Lim, Magda Tigchelaar, C. Polio","doi":"10.1080/09658416.2021.2002880","DOIUrl":"https://doi.org/10.1080/09658416.2021.2002880","url":null,"abstract":"Abstract Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to textual features. We focused on six students in two English for academic purposes (EAP) writing classes, in which we conducted observations and teacher interviews. Students filled out an open-ended survey, wrote two essays using keystroke logging software, and participated in stimulated recall sessions. We first evaluated how instructional goals and practices aligned with students’ goals and writing behaviors. We first found that the instructors’ and students’ language-related goals did not completely match. Students had the goal of improving their language, but teachers focused on more global writing issues. In addition, teachers had a goal that students become independent editors of their language, but students missed opportunities to edit. A secondary yet important methodological finding was that the use of timed writing tasks in text-based studies did not allow students to apply explicit grammatical knowledge that the instructors expected the students to have. Pedagogical, research design, and assessments implications are provided.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"117 - 136"},"PeriodicalIF":2.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41762670","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 : 2021-11-16DOI: 10.1080/09658416.2021.2000996
Judy de Oliveira, Patricia Gubitosi
Abstract This study investigates the motivations of both heritage and non-heritage students of Portuguese at two universities in Rhode Island where Portuguese-speaking migrant communities have settled and their language has strong visibility. Attention is drawn to motivation since it is known to be a significant factor in the development of linguistic proficiency. The results of this study underscore a difference in students’ motivation for studying Portuguese between heritage and non-heritage language learners. Findings also suggest that heritage speakers of Portuguese recognize the importance of the language to communicate daily with family and relatives. In contrast, non-heritage learners of Portuguese perceive the Linguistic Landscape as an authentic space to practice and facilitate their learning. Furthermore, non-heritage learners value the language and are motivated to learn Portuguese in order to communicate with the community and understand its culture. Finally, in light of our conclusions, we seek to contribute and extend our research of students’ motivation to other languages.
{"title":"The motivations of heritage and non-heritage students in learning portuguese in L(USA)land","authors":"Judy de Oliveira, Patricia Gubitosi","doi":"10.1080/09658416.2021.2000996","DOIUrl":"https://doi.org/10.1080/09658416.2021.2000996","url":null,"abstract":"Abstract This study investigates the motivations of both heritage and non-heritage students of Portuguese at two universities in Rhode Island where Portuguese-speaking migrant communities have settled and their language has strong visibility. Attention is drawn to motivation since it is known to be a significant factor in the development of linguistic proficiency. The results of this study underscore a difference in students’ motivation for studying Portuguese between heritage and non-heritage language learners. Findings also suggest that heritage speakers of Portuguese recognize the importance of the language to communicate daily with family and relatives. In contrast, non-heritage learners of Portuguese perceive the Linguistic Landscape as an authentic space to practice and facilitate their learning. Furthermore, non-heritage learners value the language and are motivated to learn Portuguese in order to communicate with the community and understand its culture. Finally, in light of our conclusions, we seek to contribute and extend our research of students’ motivation to other languages.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"213 - 231"},"PeriodicalIF":2.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48666302","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 : 2021-11-15DOI: 10.1080/09658416.2021.2002881
Leah Shepard‐Carey, Anuradha Gopalakrishnan
Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.
{"title":"Developing critical language awareness in future English language educators across institutions and courses","authors":"Leah Shepard‐Carey, Anuradha Gopalakrishnan","doi":"10.1080/09658416.2021.2002881","DOIUrl":"https://doi.org/10.1080/09658416.2021.2002881","url":null,"abstract":"Abstract In English language teacher education, we must offer opportunities for future educators to critically engage with topics surrounding the globalization of English, neocolonialism, and standardized notions of language, such as ‘native speaker’ proficiency. Critical language awareness (CLA) pedagogies, pedagogical approaches that facilitate students’ awareness of language and power relations, have been posited as effective avenues to explore such topics. Yet, there is a dearth of examples of such pedagogical activities in language teacher education contexts. In this study, we draw on frameworks of CLA and dialogue to explore the potential of a discussion activity focused on topics of language, race, and power. Future English language educators across course sections and institutions engaged in discussions related to CLA topics and submitted reflections on their discussion and the activity itself. Qualitative analysis of the reflections demonstrated that discussions with a partner from a different course section or institution facilitated: (a) reflexivity on identity, (b) identifying, critiquing, and questioning language ideologies and practices, and (c) applying CLA to teaching contexts. As such, this study has implications for research in language awareness and language teacher education and furthermore highlights the potential of intentional discussion opportunities related to CLA across courses and institutions.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"114 - 131"},"PeriodicalIF":2.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59478810","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 : 2021-11-01DOI: 10.1080/09658416.2021.1998087
Meixiu Zhang, W. Crawford
Abstract Previous research has noted an increased attention to language form as one of the many benefits of collaborative writing (CW). Although prior studies have investigated different variables (e.g. proficiency, pre-task modelling) to promote attention to form (often operationalized as a language-related episode, LRE), one crucial yet underexplored variable is whether a shared native language affects LRE use during CW. Researching this question informs an understanding of how L1 use influences the potential of CW in L2 classrooms. The present study considers LREs in both L1 and L2 use conditions. Thirty-five pairs of EFL learners were asked to complete two argumentative writing tasks collaboratively. In the first task, one group interacted in the L1 and another group interacted in the L2. In the second task, the groups switched the language used for interaction and wrote on a similar topic. Results showed that interacting in a shared L1 affords learners more opportunities to discuss and resolve lexis and mechanics related issues. Furthermore, learners in the L1 use condition were able to negotiate language use in a more elaborate manner and use a wider range of L2 lexical items. In light of these findings, the pedagogical implications of L1 use during CW are discussed.
{"title":"Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions","authors":"Meixiu Zhang, W. Crawford","doi":"10.1080/09658416.2021.1998087","DOIUrl":"https://doi.org/10.1080/09658416.2021.1998087","url":null,"abstract":"Abstract Previous research has noted an increased attention to language form as one of the many benefits of collaborative writing (CW). Although prior studies have investigated different variables (e.g. proficiency, pre-task modelling) to promote attention to form (often operationalized as a language-related episode, LRE), one crucial yet underexplored variable is whether a shared native language affects LRE use during CW. Researching this question informs an understanding of how L1 use influences the potential of CW in L2 classrooms. The present study considers LREs in both L1 and L2 use conditions. Thirty-five pairs of EFL learners were asked to complete two argumentative writing tasks collaboratively. In the first task, one group interacted in the L1 and another group interacted in the L2. In the second task, the groups switched the language used for interaction and wrote on a similar topic. Results showed that interacting in a shared L1 affords learners more opportunities to discuss and resolve lexis and mechanics related issues. Furthermore, learners in the L1 use condition were able to negotiate language use in a more elaborate manner and use a wider range of L2 lexical items. In light of these findings, the pedagogical implications of L1 use during CW are discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"194 - 212"},"PeriodicalIF":2.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45651612","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 : 2021-10-28DOI: 10.1080/09658416.2021.1990938
Ebtesam Abbasi Montazeri, A. Jalilifar, J. A. Hita
Abstract Research on academic stance and evaluation has been prolific over the past few decades. Few studies, however, have focused on exploring the evaluative potential of that-constructions in shaping the structure of academic arguments. To address this lacuna, the current study aimed at exploring the potential impact of the distinct communicative functions of the research article discussion on the way its argument structure is linguistically shaped through the utilization of evaluative that-structures in applied linguistics research article discussions. Textual analysis was carried out for identifying the forms and functions of that-clauses. The findings indicated that the subtleties of the writers’ intended purposes depict themselves in the way they linguistically structure their arguments by taking advantage of the evaluative potential of that-clauses to specify the findings of their research, to specify the interpretations and implications of their findings, and to comment on the work of others.
{"title":"Evaluative language in applied linguistics research article discussions: exploring the functions and patterns of that-structures in argumentative texts","authors":"Ebtesam Abbasi Montazeri, A. Jalilifar, J. A. Hita","doi":"10.1080/09658416.2021.1990938","DOIUrl":"https://doi.org/10.1080/09658416.2021.1990938","url":null,"abstract":"Abstract Research on academic stance and evaluation has been prolific over the past few decades. Few studies, however, have focused on exploring the evaluative potential of that-constructions in shaping the structure of academic arguments. To address this lacuna, the current study aimed at exploring the potential impact of the distinct communicative functions of the research article discussion on the way its argument structure is linguistically shaped through the utilization of evaluative that-structures in applied linguistics research article discussions. Textual analysis was carried out for identifying the forms and functions of that-clauses. The findings indicated that the subtleties of the writers’ intended purposes depict themselves in the way they linguistically structure their arguments by taking advantage of the evaluative potential of that-clauses to specify the findings of their research, to specify the interpretations and implications of their findings, and to comment on the work of others.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"193 - 216"},"PeriodicalIF":2.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875302","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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