Language Teaching最新文献

Over the past two decades in the applied linguistics subfield of second language (L2) writing, there has been considerable interest in the topic of collaborative writing (CW). Studies in this domain have investigated different phenomena such as the nature of learner-to-learner interactions, the learning outcomes of CW, and students' perceptions of these activities when implemented in the classroom. Despite the large number of studies that have been published to date, replication research has been scarce. As such, the current article opens by making a case for replication work in the area of L2 CW, arguing why such research is both important and necessary. Following this, the article turns to a discussion of two key CW studies that have been highly influential in the L2 writing sphere. These studies are described in detail, and suggestions are provided as to how and why these studies might be replicated in the future.

We closely replicated Nurmukhamedov and Sharakhimov (2021), which was the first study to examine the lexical profile of general-audience English podcasts. Nurmukhamedov and Sharakhimov (2021) found that podcast listeners should have a knowledge of the most frequent 3,000 word families and 5,000 word families, respectively, plus proper nouns, marginal words, transparent compounds, and acronyms in order to achieve good and high-level listening comprehension. We followed the methods and procedures of the initial study with a much larger corpus. Specifically, a total of 8,862 podcast transcripts sampled from 12 general-audience podcast programs were used to compile the 14-million-word corpus. Results of the study confirmed Nurmukhamedov and Sharakhimov's (2021) findings in the vocabulary size required to understand general-audience English podcasts. However, some minor differences pertaining to individual podcast programs were revealed, indicating that the sampling of data had an effect on the lexical demand. These findings provide solid evidence to support the validity and generalizability of the initial study's findings. Implications for second language teaching and learning are also discussed.

This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and the training and placement of Arab teachers of Hebrew. The distribution of the Arab population (in mixed Jewish–Arab towns, and in Arab towns and villages), as well as differing levels of exposure to Hebrew, also pose considerable challenges. The paper combines a historical-theoretical with a philosophical-theoretical approach. It analyzes findings of previous studies that examined Hebrew writings of Arabs studying to be teachers of Hebrew, and policy documents dealing with teacher training and placement in the schools. Our study found a profound gap between Arab Hebrew teachers' academic-pedagogical training and its implementation. Our main recommendations for reducing the gap are: (1) the curriculum should take Israeli Arabs' sociolinguistic situation into account; (2) the teacher placement system needs an overhaul; and (3) the teaching of Hebrew should begin in third grade.

Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research–practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject-specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.

Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

The invitation to speak at this conference on corpora and data-driven language learning (DDL) at COSEDI, the University of Grenoble, was received at the beginning of February 2023. ChatGPT had been released on 30 November 2022 and it was already becoming obvious that this technology would present revolutionary opportunities and challenges for corpus applications to language learning. Through a limited number of case studies – the Collins Cobuild Dictionary, a data-driven workshop for academic writing for research students, and the replication of the tasks used in the workshop, using ChatGPT – this presentation selectively highlights the trajectory of DDL from its beginnings to the present day and takes a look into a possible future with large language models (LLMs) such as ChatGPT.

This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, Papers in Language Testing and Assessment and TESOL in Context. Five key areas of research are discussed: First Nations peoples and their multilingualism, language and migration, language testing and assessment, language curricula and pedagogy, and teacher development, and their identity and pedagogical beliefs.

The primary objective of this paper is to contribute to the advancement of second language (L2) fluency research by outlining a specific proposal for future replication studies. The overarching goal is to assess the generalisability of the original findings of the two influential studies in the area of perceived fluency: Kormos and Dénes (2004) and Rossiter (2009). This objective will be achieved by first introducing the concept of L2 fluency that often conflates two categories: (1) overall language proficiency; (2) temporal features of speech production. The paper then highlights limitations in the current fluency research paradigm emphasising the variability in the methods employed for speech analysis and rating data collection. This diversity makes it somewhat challenging to compare results across various studies. In response to these challenges, the second part of the paper proposes several close and approximate replications of the two studies.

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven research tasks. The seven themes are: (1) the effectiveness of DMC for L2 writing development; (2) DMC task design; (3) L2 teacher education/training for implementing DMC; (4) feedback practice for DMC; (5) DMC assessment; (6) collaborative DMC as a translanguaging space; and (7) the deployment of DMC for critical digital literacies. Throughout the article, we refer to interdisciplinary scholarship and methods from multimodality, L2 writing, composition studies, new literacy studies, language teacher education, and computer-assisted language learning. The seven research tasks represent what we see as the essential next steps for understanding DMC, which is a young domain that has great potential to advance L2 language and literacy education in the digital age.