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Second language speech comprehensibility: A research agenda 第二语言演讲的可理解性:一项研究议程
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-22 DOI: 10.1017/s026144482300037x
Dustin Crowther, Daniel R. Isbell
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning. While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research agenda might look like for the next 10–15 years. In this regard, we propose four primary areas of future research, including a need to: (1) extend inquiry beyond a primary focus on L2 English speech, (2) explore comprehensibility more thoroughly as a social construct, (3) investigate the effects of more targeted task manipulations, and (4) delve deeper into the effects of comprehensibility-oriented instruction. We additionally discuss the need for more replication in L2 comprehensibility research while also promoting several scholarly disciplines we feel can greatly inform future research, such as task-based literature.
自从Munro和Derwing(1995)在《语言学习》杂志上发表了开创性的文章以来,人们对第二语言(L2)语音的可理解性,或听众对理解特定话语的容易或困难的感知的兴趣不断增长。在认识到Munro和Derwing研究后25多年来发展起来的知识体系的同时,在本文中,我们展望未来,思考未来10-15年积极而翔实的研究议程。在这方面,我们提出了未来研究的四个主要领域,包括需要:(1)将探究扩展到第二语言英语演讲的主要关注点之外,(2)更深入地探索作为一种社会结构的可理解性,(3)调查更有针对性的任务操作的效果,以及(4)深入研究以可理解性为导向的教学的效果。此外,我们还讨论了在二语可理解性研究中进行更多复制的必要性,同时也促进了我们认为可以为未来研究提供重大信息的几个学术学科,例如任务型文学。
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引用次数: 0
Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century 应用语言学的混合方法研究:描绘21世纪第二个十年的进展
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-08 DOI: 10.1017/s0261444823000332
A. Riazi, M. A. Farsani
This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency discussions in the MMR literature. Using the quality and transparency framework, we report on: (1) which sources AL MMR researchers use to frame their studies, (2) how explicitly they explain the purpose and design structure of the MMR studies, (3) how transparently they describe method features (sampling procedures, data sources, and data analysis), and (4) how they integrate quantitative and qualitative data and analyses and construct meta-inferences. The results of the analyses will be reported and will show how MMR has developed and is represented in the published articles in the second decade of the twenty-first century. The discussion of the results will also highlight the areas future AL MMR researchers need to consider to make their studies and reports more rigorous and transparent.
这篇综述最近的奖学金(RRS)论文是2014年发表在该杂志上的第一篇论文的后续。在这篇RRS论文中,我们识别并纳入了发表在20个顶级应用语言学(AL)期刊上的304篇混合方法研究(MMR)论文。我们使用了六个方面的质量和透明度框架来审查和分析MMR研究,借鉴了MMR文献中的六个质量框架和透明度讨论。使用质量和透明度框架,我们报告:(1)AL - MMR研究人员使用哪些来源来构建他们的研究,(2)他们如何明确地解释MMR研究的目的和设计结构,(3)他们如何透明地描述方法特征(抽样程序,数据源和数据分析),以及(4)他们如何整合定量和定性数据和分析并构建元推论。将报告分析结果,并将显示二十一世纪第二个十年中妇幼结合部是如何发展并在已发表的文章中有所体现的。对结果的讨论还将突出未来AL - MMR研究人员需要考虑的领域,以使他们的研究和报告更加严格和透明。
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引用次数: 0
A general service list for French? Teaching the vocabulary that matters 法式餐的总服务清单?教授重要的词汇
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-03 DOI: 10.1017/S0261444823000289
T. Antes
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引用次数: 0
Supporting students with limited or interrupted formal education (SLIFE): Effective policies, practices, and programs 支持正规教育有限或中断的学生(SLIFE):有效的政策、实践和计划
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-28 DOI: 10.1017/s0261444823000290
Jamie Morgan, Megan J. Montee, Francesca Di Silvio
2. Background To effectively define, identify, and support the growing and diverse number of SLIFE in Massachusetts K-12 schools, the Massachusetts Department of Elementary and Secondary Education contracted the Center for Applied Linguistics to conduct a four-year research study on best practices for the education of SLIFE. The research presented in this summary comes from a 2022 literature review and state policy analysis and will be followed by an analysis of Massachusetts’ SLIFE data and qualitative research with Massachusetts SLIFE and the educators who serve them. This research is grounded in an assets-based, culturally-responsive approach that recognizes and promotes the value and integration of students’ bilingualism, social language abilities, and authentic ways of learning into the learning norms and standards of their schools.
2.背景为了有效地定义、识别和支持马萨诸塞州K-12学校中SLIFE数量的不断增长和多样化,马萨诸塞州中小学教育部与应用语言学中心签订了合同,对SLIFE教育的最佳实践进行了为期四年的研究。本摘要中的研究来自2022年的文献综述和州政策分析,随后将对马萨诸塞州的SLIFE数据进行分析,并与马萨诸塞州SLIFE及其服务的教育工作者进行定性研究。这项研究基于一种基于资产、文化响应的方法,该方法承认并促进学生的双语能力、社会语言能力和真实的学习方式的价值,并将其融入学校的学习规范和标准。
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引用次数: 0
Localising linguistic citizenship in England 英国语言公民身份的本地化
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-28 DOI: 10.1017/s0261444823000241
B. Rampton, M. Cooke, Dermot Bryers, B. Winstanley, C. Leung, A. Tomei, Samuel J. Holmes
What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language education policies and an officially ‘hostile environment for migrants'. In fact, LC lines up with four sources of opposition to this: civil society and small-scale community organisations cultivating heritage language multilingualism; experience of system-wide ‘hospitality to diversity' in education in England in the 1970s & 1980s; c.50 years of linguistics research in Britain; and universities themselves. Drawing on LC's pedigree in sociolinguistics, we then turn to the Hub for Education & Language Diversity, a collaboration between King's and non-profit language organisations which approaches LC as a multi-dimensional programme of language development. This includes BA & MA classes; teacher training (with resonant concepts like ‘diasporic local'); and efforts to broaden ideas about university ‘impact’. Overall, Linguistic Citizenship invites us to reassess the lie of the land in language education, and suggests an array of practical but principled initiatives at different points of the language teaching/university interface.
“语言公民身份”(LC),一个在南部非洲发展起来的概念,与英国的语言教育有什么相关性?LC致力于民主参与和发声,致力于语言多样性和社会语言学理解的价值(斯特劳德,2001年),它为质疑英国的语言条件提供了一个框架,在英国,方言多语面临单语教育政策和官方的“移民敌对环境”。事实上,LC有四个反对来源:民间社会和培养传统语言多语的小规模社区组织;20世纪70年代和80年代英国教育中全系统“热情好客”的经验;c.50年的英国语言学研究;以及大学本身。根据LC在社会语言学方面的谱系,我们转向教育和语言多样性中心,这是King’s和非营利语言组织之间的合作,将LC视为一个多维度的语言发展计划。这包括BA和MA课程;教师培训(具有“散居地”等共鸣概念);以及努力拓宽对大学“影响力”的认识。总的来说,《语言公民》邀请我们重新评估语言教育的现状,并在语言教学/大学界面的不同点提出了一系列实用但有原则的举措。
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引用次数: 0
Whose open science are we talking about? From open science in psychology to open science in applied linguistics 我们在谈论谁的开放科学?从心理学的开放科学到应用语言学的开放科学
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-27 DOI: 10.1017/S0261444823000307
Meng Liu
“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.
“这是一篇关于开放科学的应用语言学及其他领域的非常及时、深思熟虑和见多识广的讨论。这篇文章旨在吸引广大读者,消除围绕开放科学的一些长期存在的神话,并将被该领域的许多人读到富有成果的文章”。
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引用次数: 0
Corrective feedback and second language pronunciation instruction: A case study of a nonnative-speaking teacher 纠正反馈与第二语言发音教学:一位非母语教师的个案研究
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-27 DOI: 10.1017/S0261444823000265
Joshua Gordon
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引用次数: 0
Relational applied research: A model for re-balancing research relationships for equity in applied linguistics 关系型应用研究:应用语言学研究关系公平再平衡模式
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-26 DOI: 10.1017/S0261444823000277
Allison Taylor-Adams
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引用次数: 0
Discussions on the past, present, and future of quantitative research ethics in applied linguistics 讨论应用语言学中定量研究伦理的过去、现在和未来
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-20 DOI: 10.1017/S0261444823000253
Katherine Yaw, Sible Andringa, S. Gass, G. Hancock, Daniel R. Isbell, Jieun Kim, Merja Kytö, Tove Larsson, Luke Plonsky, Scott Sterling, Margaret Wood
Katherine Yaw1* , Sible Andringa2 , Susan Gass3 , Gregory R. Hancock4 , Daniel R. Isbell5 , Jieun Kim5 , Merja Kytö6 , Tove Larsson6,7 , Luke Plonsky7 , Scott Sterling8 and Margaret Wood7 University of South Florida, Tampa, USA, University of Amsterdam, Amsterdam, the Netherlands, Michigan State University, East Lansing, USA, University of Maryland, College Park, USA, University of Hawai’i at Mānoa, Honolulu, USA, Uppsala University, Uppsala, Sweden, Northern Arizona University, Flagstaff, USA and Indiana State University, Terre Haute, USA *Corresponding author. Email: kyaw@usf.edu
Katherine Yaw1*, Sible andring2, Susan Gass3, Gregory R. Hancock4, Daniel R. Isbell5, Jieun Kim5, Merja Kytö6, Tove Larsson6,7, Luke Plonsky7, Scott Sterling8和Margaret Wood7美国坦帕南佛罗里达大学,荷兰阿姆斯特丹大学,美国东兰辛密歇根州立大学,美国马里兰大学帕克分校,夏威夷大学Mānoa,美国檀香山,瑞典乌普萨拉大学,北亚利桑那大学,弗拉格斯塔夫,美国印第安那州立大学,Terre Haute, USA *通讯作者。电子邮件:kyaw@usf.edu
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引用次数: 0
How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017) 当第二语言学习者观看字幕视频时,他们是如何进行听力训练的?Taylor(2005)、Winke et al.(2013)和Rodgers and Webb(2017)的复制研究
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-13 DOI: 10.1017/s0261444823000228
M. Yeldham
In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.
近年来,人们对使用字幕视频学习第二语言的兴趣极大地增长,部分原因是可用材料的爆炸式增长和观看平台的迅速增加。字幕为许多学习者提供了他们通常无法接触到的真实视频,教师经常使用这些视频来帮助提高学习者的听力。然而,有一种观点认为,学习者主要只是阅读标题,而这种观看在很大程度上提高了他们的阅读技能。有越来越多的研究在调查这个问题,其中很多需要通过复制来进一步验证。本文概述了如何复制三个关键的相关研究,重点是检查字幕观看对学习者听力的影响。Taylor(2005)和Winke等人(2013)的两项研究考察了观众的处理策略,其中包括音频、字幕和视觉方式的使用。罗杰斯和韦伯(2017)的另一项研究考察了长期观看如何影响学习者的理解能力。
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Language Teaching
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