Abstract The importance of emotion in language learning is well recognized, but the significant contribution of basic psychological needs (BPNs) to emotion has been neglected. Moreover, prior studies have mainly used variable-centered approaches to investigate associations between emotions and their antecedents, which has uncovered only part of their relationships. Therefore, this study first set out to reveal the general levels, and gender differences of BPNs satisfaction (autonomy, competence, and relatedness) and foreign language emotions (enjoyment, anxiety, and boredom), and the bivariate correlations between them among 948 Chinese university English foreign language learners. Using a person-centered approach (i.e., latent profile analysis), the present study further investigated the latent profiles of BPNs satisfaction and examined how emotions differ across these profiles. Results revealed middle to high levels of BPNs satisfaction, enjoyment, and anxiety, but a low level of boredom. Males reported higher levels of BPNs satisfaction, enjoyment, and lower anxiety than females. Four profiles of BPNs satisfaction were identified, namely average-satisfaction, below-average satisfaction, low-satisfaction, and high-satisfaction. The majority of students fell into the average-satisfaction profile. Students in the high-satisfaction had the most positive emotional outcomes, while those in the low-satisfaction reported the opposite pattern. Theoretical and pedagogical implications were then provided.
{"title":"Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach","authors":"Enhao Feng, Xian Zhao, Huiyu Wang","doi":"10.1515/iral-2023-0087","DOIUrl":"https://doi.org/10.1515/iral-2023-0087","url":null,"abstract":"Abstract The importance of emotion in language learning is well recognized, but the significant contribution of basic psychological needs (BPNs) to emotion has been neglected. Moreover, prior studies have mainly used variable-centered approaches to investigate associations between emotions and their antecedents, which has uncovered only part of their relationships. Therefore, this study first set out to reveal the general levels, and gender differences of BPNs satisfaction (autonomy, competence, and relatedness) and foreign language emotions (enjoyment, anxiety, and boredom), and the bivariate correlations between them among 948 Chinese university English foreign language learners. Using a person-centered approach (i.e., latent profile analysis), the present study further investigated the latent profiles of BPNs satisfaction and examined how emotions differ across these profiles. Results revealed middle to high levels of BPNs satisfaction, enjoyment, and anxiety, but a low level of boredom. Males reported higher levels of BPNs satisfaction, enjoyment, and lower anxiety than females. Four profiles of BPNs satisfaction were identified, namely average-satisfaction, below-average satisfaction, low-satisfaction, and high-satisfaction. The majority of students fell into the average-satisfaction profile. Students in the high-satisfaction had the most positive emotional outcomes, while those in the low-satisfaction reported the opposite pattern. Theoretical and pedagogical implications were then provided.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study explores the effect of a project-based learning module informed by the principles of the Deep Approach to World Language Education on students’ well-being in an advanced Italian language subject. Data were collected via a questionnaire ( n = 21) created in light of Oxford’s EMPATHICS model of well-being. As part of this module, students were tasked with creating and self-publishing an illustrated story in Italian. Results indicate that the project contributed to students’ well-being, mostly because it enabled them to have an experience of authorship while also making a difference by supporting the local Italian community. Students were able to gain control of their learning by engaging in a task that they perceived as enriching and socially meaningful. The project also had a positive influence on students’ self-efficacy and self-concept, on their intrinsic motivation for learning Italian, as well as on their overall sense of belonging and accomplishment.
{"title":"Fostering well-being in the university L2 classroom: the “I am an author” project","authors":"Riccardo Amorati, John Hajek","doi":"10.1515/iral-2023-0051","DOIUrl":"https://doi.org/10.1515/iral-2023-0051","url":null,"abstract":"Abstract This study explores the effect of a project-based learning module informed by the principles of the Deep Approach to World Language Education on students’ well-being in an advanced Italian language subject. Data were collected via a questionnaire ( n = 21) created in light of Oxford’s EMPATHICS model of well-being. As part of this module, students were tasked with creating and self-publishing an illustrated story in Italian. Results indicate that the project contributed to students’ well-being, mostly because it enabled them to have an experience of authorship while also making a difference by supporting the local Italian community. Students were able to gain control of their learning by engaging in a task that they perceived as enriching and socially meaningful. The project also had a positive influence on students’ self-efficacy and self-concept, on their intrinsic motivation for learning Italian, as well as on their overall sense of belonging and accomplishment.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic Collocation List (ACL) and conduct a frequency, coverage, and dispersion analysis of its 2,464 pairs in the British Academic Written English (BAWE) corpus. Using BAWE data, we also examine whether university students increase use of academic collocations across years. Generally, our results indicate that cover-all academic collocation lists, like academic word lists, show uneven frequency distributions across disciplines; the ACL covers considerably more word combinations in soft than hard sciences. According to our dispersion analysis, furthermore, an important cause for such skewed distributions is that a substantial part of the ACL (i.e., almost 25 %) is in actuality discipline-specific rather than generic collocations. In terms of collocation development, we do observe steady increases across years. Interestingly, university students throughout levels not only use more academic collocations, but display a stronger tendency to raise the proportion of discipline-specific collocations in writing. This study is novel as it systematically examines distributions and developments of academic collocations, and is pedagogically valuable in that it collects 483 ACL entries which are suitable targets for EAP learning.
{"title":"A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing","authors":"Ping-Yu Huang","doi":"10.1515/iral-2023-0129","DOIUrl":"https://doi.org/10.1515/iral-2023-0129","url":null,"abstract":"Abstract This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic Collocation List (ACL) and conduct a frequency, coverage, and dispersion analysis of its 2,464 pairs in the British Academic Written English (BAWE) corpus. Using BAWE data, we also examine whether university students increase use of academic collocations across years. Generally, our results indicate that cover-all academic collocation lists, like academic word lists, show uneven frequency distributions across disciplines; the ACL covers considerably more word combinations in soft than hard sciences. According to our dispersion analysis, furthermore, an important cause for such skewed distributions is that a substantial part of the ACL (i.e., almost 25 %) is in actuality discipline-specific rather than generic collocations. In terms of collocation development, we do observe steady increases across years. Interestingly, university students throughout levels not only use more academic collocations, but display a stronger tendency to raise the proportion of discipline-specific collocations in writing. This study is novel as it systematically examines distributions and developments of academic collocations, and is pedagogically valuable in that it collects 483 ACL entries which are suitable targets for EAP learning.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135044535","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}
Pia Resnik, Jean-Marc Dewaele, Eva Knechtelsdorfer
Abstract The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on a convergent research design. Statistical analysis of quantitative data gathered with a web survey showed a significant drop in learners’ FLE in ERT, based on a 9-item scale. The sharpest drop was observed for the scales’ subdimensions Personal and Social Enjoyment while Teacher appreciation decreased less. Qualitative content analysis of 21 in-depth interviews revealed that enjoyable aspects were mentioned more frequently for ERT than for in-person classes. The nature of FLE was found to shift with teaching modality: FLE was linked to rich social interactions in in-person classes, while it was linked to the convenience and comfort of working from home and an increase in learner autonomy in ERT. Additionally, learners reported that despite the physical isolation, they managed to establish good social connections in ERT classes. This shows that FLE can flourish in challenging circumstances. Its intensity might differ from in-person classes but it feeds generally on similar nutrients, namely interesting learning materials, friendly and professional teachers and stimulating interactions with peers in order to develop social bonds.
{"title":"How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes","authors":"Pia Resnik, Jean-Marc Dewaele, Eva Knechtelsdorfer","doi":"10.1515/iral-2023-0076","DOIUrl":"https://doi.org/10.1515/iral-2023-0076","url":null,"abstract":"Abstract The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on a convergent research design. Statistical analysis of quantitative data gathered with a web survey showed a significant drop in learners’ FLE in ERT, based on a 9-item scale. The sharpest drop was observed for the scales’ subdimensions Personal and Social Enjoyment while Teacher appreciation decreased less. Qualitative content analysis of 21 in-depth interviews revealed that enjoyable aspects were mentioned more frequently for ERT than for in-person classes. The nature of FLE was found to shift with teaching modality: FLE was linked to rich social interactions in in-person classes, while it was linked to the convenience and comfort of working from home and an increase in learner autonomy in ERT. Additionally, learners reported that despite the physical isolation, they managed to establish good social connections in ERT classes. This shows that FLE can flourish in challenging circumstances. Its intensity might differ from in-person classes but it feeds generally on similar nutrients, namely interesting learning materials, friendly and professional teachers and stimulating interactions with peers in order to develop social bonds.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135044155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In recent years, there has been a significant increase in the integration of synchronous online teaching tools in language teaching. Recent research has explored how second language (L2) teachers utilise available resources to engage students’ learning within the virtual learning space. Nevertheless, there has been a lack of research exploring how L2 teachers bring in different funds of knowledge to connect the teaching of specific aspects of the L2 with some broader social-cultural issues and/or values. Further research is necessary to explore how the teaching of specific sociocultural values and beliefs is achieved through translanguaging, with the aim of enriching students’ L2 learning experiences. This study adopts translanguaging as an analytical perspective and investigates how different funds of knowledge are being incorporated into the online teaching processes in order to mediate the student’s L2 English learning and promote specific sociocultural values and beliefs to the student. Multimodal Conversation Analysis is used to analyse the online classroom data and the analysis is triangulated with the video-stimulated-recall-interview that is analysed using Interpretative Phenomenological Analysis. The findings demonstrate that the online language classroom is a virtual translanguaging space which affords classroom participants to bring with them diverse funds of knowledge for constructing new knowledge in online classrooms, bridging the gap between L2 learning and everyday life experience and promoting certain values and beliefs, as well as facts and practices, in the online classroom.
{"title":"Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices","authors":"Kevin W. H. Tai","doi":"10.1515/iral-2023-0096","DOIUrl":"https://doi.org/10.1515/iral-2023-0096","url":null,"abstract":"Abstract In recent years, there has been a significant increase in the integration of synchronous online teaching tools in language teaching. Recent research has explored how second language (L2) teachers utilise available resources to engage students’ learning within the virtual learning space. Nevertheless, there has been a lack of research exploring how L2 teachers bring in different funds of knowledge to connect the teaching of specific aspects of the L2 with some broader social-cultural issues and/or values. Further research is necessary to explore how the teaching of specific sociocultural values and beliefs is achieved through translanguaging, with the aim of enriching students’ L2 learning experiences. This study adopts translanguaging as an analytical perspective and investigates how different funds of knowledge are being incorporated into the online teaching processes in order to mediate the student’s L2 English learning and promote specific sociocultural values and beliefs to the student. Multimodal Conversation Analysis is used to analyse the online classroom data and the analysis is triangulated with the video-stimulated-recall-interview that is analysed using Interpretative Phenomenological Analysis. The findings demonstrate that the online language classroom is a virtual translanguaging space which affords classroom participants to bring with them diverse funds of knowledge for constructing new knowledge in online classrooms, bridging the gap between L2 learning and everyday life experience and promoting certain values and beliefs, as well as facts and practices, in the online classroom.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135133365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study investigates the effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development. The participants were 51 university EFL students from two English composition classes. One class ( n = 26) was the collaborative prewriting (CP) group, and the other was the non-collaborative prewriting (NCP) group ( n = 25). Both groups participated in individual pre- and post-test writing and two collaborative expository essay writing tasks via Google Docs. The CP group engaged in collaborative prewriting before the collaborative writing tasks, whereas the NCP group did not. Learners’ pre- and post-test writing was evaluated for content quality, organization, linguistic complexity, and accuracy. Learner collaboration was analyzed for reflective versus non-reflective content-, organization-, and language-related episodes (CREs, OREs, LREs). LREs were further analyzed for resolution. The results showed that the learners who were engaged in collaborative prewriting produced collaborative expository essays with better content quality and organization, and made greater improvement in the content quality and organization of individual L2 writing. The findings were discussed in relation to the CREs, OREs, and LREs produced during collaborative prewriting and writing processes.
{"title":"The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development","authors":"Hsiu-Chen Hsu","doi":"10.1515/iral-2023-0043","DOIUrl":"https://doi.org/10.1515/iral-2023-0043","url":null,"abstract":"Abstract This study investigates the effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development. The participants were 51 university EFL students from two English composition classes. One class ( n = 26) was the collaborative prewriting (CP) group, and the other was the non-collaborative prewriting (NCP) group ( n = 25). Both groups participated in individual pre- and post-test writing and two collaborative expository essay writing tasks via Google Docs. The CP group engaged in collaborative prewriting before the collaborative writing tasks, whereas the NCP group did not. Learners’ pre- and post-test writing was evaluated for content quality, organization, linguistic complexity, and accuracy. Learner collaboration was analyzed for reflective versus non-reflective content-, organization-, and language-related episodes (CREs, OREs, LREs). LREs were further analyzed for resolution. The results showed that the learners who were engaged in collaborative prewriting produced collaborative expository essays with better content quality and organization, and made greater improvement in the content quality and organization of individual L2 writing. The findings were discussed in relation to the CREs, OREs, and LREs produced during collaborative prewriting and writing processes.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to examine group trends and individual variability of descriptive Grammatical Complexity (GC) in writing development. A longitudinal sample of 41 high school EFL learners is followed for an academic year (12 waves of data collection), resulting in a corpus of 492 texts, coded for eight descriptive GC features of academic writing. Our analysis reveals different sets of descriptive GC features relevant to capturing group trends and individual variability in writing development. At the group level, two phrasal-level GC features could capture significant changes in group means over time; at the individual level, four types of clausal and phrasal GC features showed significant associations between individual variability over time (measured by Standard Deviation of differences) and gains (as measured by the increase of usage frequency). Findings are discussed with regard to modeling both inter-individual and intra-individual trajectories in writing development and pedagogical implications attuned to both group and individual needs.
{"title":"Group trends and individual variability in writing development: a descriptive grammatical complexity analysis","authors":"Wenjuan Qin, Huixian Li, Yongyan Zheng","doi":"10.1515/iral-2023-0011","DOIUrl":"https://doi.org/10.1515/iral-2023-0011","url":null,"abstract":"Abstract This study aims to examine group trends and individual variability of descriptive Grammatical Complexity (GC) in writing development. A longitudinal sample of 41 high school EFL learners is followed for an academic year (12 waves of data collection), resulting in a corpus of 492 texts, coded for eight descriptive GC features of academic writing. Our analysis reveals different sets of descriptive GC features relevant to capturing group trends and individual variability in writing development. At the group level, two phrasal-level GC features could capture significant changes in group means over time; at the individual level, four types of clausal and phrasal GC features showed significant associations between individual variability over time (measured by Standard Deviation of differences) and gains (as measured by the increase of usage frequency). Findings are discussed with regard to modeling both inter-individual and intra-individual trajectories in writing development and pedagogical implications attuned to both group and individual needs.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/T. Third, we apply the FE concept in investigating interaction in an Australian English as a second language classroom. Fourth and finally, we discuss our analysis’s wider implications for learning and teaching: Studying interaction in FEs from a sociocognitive perspective enables investigation not just of language learning opportunities but of moment-by-moment learning processes.
{"title":"Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching","authors":"Dwight Atkinson, Elif Burhan-Horasanlı, Anamaría Sagre Barboza, Jorge Andres Mejía-Laguna, Verónica Oguilve, Amable Daiane Custodio Ribeiro","doi":"10.1515/iral-2023-0118","DOIUrl":"https://doi.org/10.1515/iral-2023-0118","url":null,"abstract":"Abstract This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/T. Third, we apply the FE concept in investigating interaction in an Australian English as a second language classroom. Fourth and finally, we discuss our analysis’s wider implications for learning and teaching: Studying interaction in FEs from a sociocognitive perspective enables investigation not just of language learning opportunities but of moment-by-moment learning processes.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264252","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}
Alejandra Meneses, Silvana Arriagada, Sebastián Caro, Felipe Baeza, Paola Uccelli
Abstract This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction. In this study we combined a secondary analysis of midadolescents’ connective assessment data (810 students in grades 4–8) with a corpus linguistics frequency analysis of connectives in Chilean national science and social studies textbooks (1,079,593 total words), with the goal of generating a pedagogically relevant tool to support the instruction of connectives in Spanish literacy across content areas. To generate the Connective Frequency Bands Tool, we first examined the role of grade and connective type in midadolescents’ connective knowledge. Secondly, we examined associations between students’ knowledge and textual frequencies across content areas for each connective included in the assessment. Finally, informed by midadolescents’ connective knowledge and by the corpus linguistics analysis of science and social studies textbooks from grades 1–8, we generated the Connective Frequency Bands Tool listing connectives frequencies by grade, connective type, and content area.
{"title":"Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas","authors":"Alejandra Meneses, Silvana Arriagada, Sebastián Caro, Felipe Baeza, Paola Uccelli","doi":"10.1515/iral-2023-0013","DOIUrl":"https://doi.org/10.1515/iral-2023-0013","url":null,"abstract":"Abstract This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction. In this study we combined a secondary analysis of midadolescents’ connective assessment data (810 students in grades 4–8) with a corpus linguistics frequency analysis of connectives in Chilean national science and social studies textbooks (1,079,593 total words), with the goal of generating a pedagogically relevant tool to support the instruction of connectives in Spanish literacy across content areas. To generate the Connective Frequency Bands Tool, we first examined the role of grade and connective type in midadolescents’ connective knowledge. Secondly, we examined associations between students’ knowledge and textual frequencies across content areas for each connective included in the assessment. Finally, informed by midadolescents’ connective knowledge and by the corpus linguistics analysis of science and social studies textbooks from grades 1–8, we generated the Connective Frequency Bands Tool listing connectives frequencies by grade, connective type, and content area.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135489729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study investigated tutors’ pronunciation teaching delivery in the Certificate in Teaching English to Speakers of Other Languages (CELTA) through two sequential qualitative case studies. The study was conducted in three phases: (1) case 1 – teacher interviews, (2) case 2 – a Delphi with pronunciation specialists, (3) Comparative Case Study analysis. Phase one involved four semi-structured interviews with five English teachers from Australia via virtual group meetings. Phase two involved responses to three rounds of online Delphi questionnaires with an international panel of 13 pronunciation specialists. Information about pronunciation teaching practice emerged from the teacher interviews that informed the Delphi question frame. The pronunciation specialists’ consensus in the Delphi was that CELTA tutors need to develop an eclectic knowledge base of pronunciation instruction that reflects contemporary approaches in pronunciation research and teaching. Phase three combined the phase one and two results in a Comparative Case Study analysis that attended simultaneously to dimensions of time, policy, and culture to identify a model of pronunciation instruction amenable to the CELTA. Recommendations for tutors’ professional development based on a comparison of the teachers’ extant practical knowledge and the pronunciation specialists’ research-informed knowledge include a community of practice and a mini curriculum.
{"title":"What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation","authors":"Arizio Sweeting, Michael D. Carey","doi":"10.1515/iral-2023-0031","DOIUrl":"https://doi.org/10.1515/iral-2023-0031","url":null,"abstract":"Abstract This study investigated tutors’ pronunciation teaching delivery in the Certificate in Teaching English to Speakers of Other Languages (CELTA) through two sequential qualitative case studies. The study was conducted in three phases: (1) case 1 – teacher interviews, (2) case 2 – a Delphi with pronunciation specialists, (3) Comparative Case Study analysis. Phase one involved four semi-structured interviews with five English teachers from Australia via virtual group meetings. Phase two involved responses to three rounds of online Delphi questionnaires with an international panel of 13 pronunciation specialists. Information about pronunciation teaching practice emerged from the teacher interviews that informed the Delphi question frame. The pronunciation specialists’ consensus in the Delphi was that CELTA tutors need to develop an eclectic knowledge base of pronunciation instruction that reflects contemporary approaches in pronunciation research and teaching. Phase three combined the phase one and two results in a Comparative Case Study analysis that attended simultaneously to dimensions of time, policy, and culture to identify a model of pronunciation instruction amenable to the CELTA. Recommendations for tutors’ professional development based on a comparison of the teachers’ extant practical knowledge and the pronunciation specialists’ research-informed knowledge include a community of practice and a mini curriculum.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168748","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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