Pub Date : 2023-07-13DOI: 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.
{"title":"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)","authors":"M. Yeldham","doi":"10.1017/s0261444823000228","DOIUrl":"https://doi.org/10.1017/s0261444823000228","url":null,"abstract":"\u0000 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.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1017/S026144482300023X
Shaofeng Li, M. Prior, Shondel J. Nero, Phil Hiver, Ali H. Al-Hoorie, Akira Murakami, Liqiu Wei, L. Ortega
Shaofeng Li1*, Matthew Prior2, Shondel Nero3, Phil Hiver1 , Ali H. Al-Hoorie4, Akira Murakami5, Li Wei6 and Lourdes Ortega7 Florida State University, Tallahassee, USA, Arizona State University, Tempe, USA, New York University, New York, USA, Royal Commission for Jubail, Jubail, Saudi Arabia, University of Birmingham, Birmingham, UK, Institute of Education, University College London, London, UK and Georgetown University, Washington, DC, USA *Corresponding author. Email: sli9@fsu.edu
{"title":"Methodological innovation in applied linguistics research: Perspectives, strategies, and trends","authors":"Shaofeng Li, M. Prior, Shondel J. Nero, Phil Hiver, Ali H. Al-Hoorie, Akira Murakami, Liqiu Wei, L. Ortega","doi":"10.1017/S026144482300023X","DOIUrl":"https://doi.org/10.1017/S026144482300023X","url":null,"abstract":"Shaofeng Li1*, Matthew Prior2, Shondel Nero3, Phil Hiver1 , Ali H. Al-Hoorie4, Akira Murakami5, Li Wei6 and Lourdes Ortega7 Florida State University, Tallahassee, USA, Arizona State University, Tempe, USA, New York University, New York, USA, Royal Commission for Jubail, Jubail, Saudi Arabia, University of Birmingham, Birmingham, UK, Institute of Education, University College London, London, UK and Georgetown University, Washington, DC, USA *Corresponding author. Email: sli9@fsu.edu","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"551 - 556"},"PeriodicalIF":3.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1017/S0261444823000198
Deniz Ortaçtepe Hart, J. Aydınlı
Abstract This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.
{"title":"Applied linguistics and language education research in Turkey: 2016–2022","authors":"Deniz Ortaçtepe Hart, J. Aydınlı","doi":"10.1017/S0261444823000198","DOIUrl":"https://doi.org/10.1017/S0261444823000198","url":null,"abstract":"Abstract This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"495 - 521"},"PeriodicalIF":3.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1017/s0261444823000113
R. Leow
Ronald P. Leow is Professor (Applied Linguistics) in the Department of Spanish and Portuguese and Language Program Director of Spanish Language Instruction at Georgetown University. He has initiated and published (over 100 articles and chapters) in several strands of research that include language curriculum development, research methodology, cognitive processes and depth of processing in language learning, (written and computerized) corrective feedback, textual enhancement, reactivity, and CALL. He has contributed to the field his 2015 Model of the L2 Learning Process in ISLA (in Explicit learning in the L2 classroom: A student-centered approach, Routledge) and his 2020 Feedback Processing Framework (in R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas, John Benjamins) to provide a cognitive account for how L2 data and feedback are processed by L2 learners. His i10-index is 58 with over 6,500 citations.
Ronald P. Leow是乔治城大学西班牙语和葡萄牙语系应用语言学教授，也是西班牙语教学项目主任。他发起并发表了100多篇文章和章节，涉及多个研究领域，包括语言课程开发、研究方法论、语言学习中的认知过程和深度处理、(书面和计算机化)纠正反馈、文本增强、反应性和CALL。他在2015年的ISLA L2学习过程模型(在L2课堂中的显性学习:以学生为中心的方法，Routledge)和2020年的反馈处理框架(在r.m. Manchón(编辑)，写作和语言学习中)为该领域做出了贡献。推进研究议程(John Benjamins)，为二语学习者如何处理二语数据和反馈提供认知解释。他的i10指数是58，被引用超过6500次。
{"title":"Ronald P. Leow's essential bookshelf: The L2 learning process in instructed second language acquisition (ISLA)","authors":"R. Leow","doi":"10.1017/s0261444823000113","DOIUrl":"https://doi.org/10.1017/s0261444823000113","url":null,"abstract":"Ronald P. Leow is Professor (Applied Linguistics) in the Department of Spanish and Portuguese and Language Program Director of Spanish Language Instruction at Georgetown University. He has initiated and published (over 100 articles and chapters) in several strands of research that include language curriculum development, research methodology, cognitive processes and depth of processing in language learning, (written and computerized) corrective feedback, textual enhancement, reactivity, and CALL. He has contributed to the field his 2015 Model of the L2 Learning Process in ISLA (in Explicit learning in the L2 classroom: A student-centered approach, Routledge) and his 2020 Feedback Processing Framework (in R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas, John Benjamins) to provide a cognitive account for how L2 data and feedback are processed by L2 learners. His i10-index is 58 with over 6,500 citations.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56834638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1017/s0261444823000149
Hyun‐Sook Kang, Rachel L. Shively
Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and to document their experiences abroad. Despite recent scholarship in these areas, relatively little research has employed an equity lens to address research on language-focused SA. This article puts forward language-focused SA as a possible venue to pursue equity and to provide quality education for all students, especially for historically underserved students. More specifically, we address three overarching questions: (1) What theoretical frameworks could be implemented to research SA through an equity lens?; (2) What methodological approaches could inform SA research with an equity lens?; and (3) What topics could be examined to research SA through an equity lens? Drawing on equity as a guiding principle, we discuss relevant research tasks that demonstrate specific ways to address these overarching questions in future research on language-focused SA.
{"title":"Researching language-focused study abroad through an equity lens: A research agenda","authors":"Hyun‐Sook Kang, Rachel L. Shively","doi":"10.1017/s0261444823000149","DOIUrl":"https://doi.org/10.1017/s0261444823000149","url":null,"abstract":"\u0000 Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and to document their experiences abroad. Despite recent scholarship in these areas, relatively little research has employed an equity lens to address research on language-focused SA. This article puts forward language-focused SA as a possible venue to pursue equity and to provide quality education for all students, especially for historically underserved students. More specifically, we address three overarching questions: (1) What theoretical frameworks could be implemented to research SA through an equity lens?; (2) What methodological approaches could inform SA research with an equity lens?; and (3) What topics could be examined to research SA through an equity lens? Drawing on equity as a guiding principle, we discuss relevant research tasks that demonstrate specific ways to address these overarching questions in future research on language-focused SA.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1017/s0261444823000186
Liqiu Wei
The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice – that is, translanguaging pedagogy rather than pedagogical translanguaging – which can be achieved through processes of ‘co-learning’ and ‘transpositioning’.
{"title":"Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning","authors":"Liqiu Wei","doi":"10.1017/s0261444823000186","DOIUrl":"https://doi.org/10.1017/s0261444823000186","url":null,"abstract":"\u0000 The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice – that is, translanguaging pedagogy rather than pedagogical translanguaging – which can be achieved through processes of ‘co-learning’ and ‘transpositioning’.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46492831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1017/s0261444823000101
Naoko Taguchi
Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative practice. Technology can help produce rich multimodal input, opportunities for interaction with consequences, and experience-based learning, which are all important elements of pragmatics learning. This lecture highlights these benefits of technology-enhanced pragmatics learning using a digital game as a sample platform. We created a digital game to teach request-making in English by having participants experience interpersonal consequences of their request as feedback (observing their interlocutor's reactions to their choice of request-making forms). Using the digital game with Chinese learners of English, a series of studies were conducted to investigate a variety of topics, such as the effects of different feedback conditions on learning outcomes, role of metapragmatic knowledge in learning, and transfer of request-making knowledge to a novel speech act. This lecture presents findings from these studies and concludes with future research directions on technology-enhanced pragmatics learning.
{"title":"Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction","authors":"Naoko Taguchi","doi":"10.1017/s0261444823000101","DOIUrl":"https://doi.org/10.1017/s0261444823000101","url":null,"abstract":"\u0000 Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative practice. Technology can help produce rich multimodal input, opportunities for interaction with consequences, and experience-based learning, which are all important elements of pragmatics learning. This lecture highlights these benefits of technology-enhanced pragmatics learning using a digital game as a sample platform. We created a digital game to teach request-making in English by having participants experience interpersonal consequences of their request as feedback (observing their interlocutor's reactions to their choice of request-making forms). Using the digital game with Chinese learners of English, a series of studies were conducted to investigate a variety of topics, such as the effects of different feedback conditions on learning outcomes, role of metapragmatic knowledge in learning, and transfer of request-making knowledge to a novel speech act. This lecture presents findings from these studies and concludes with future research directions on technology-enhanced pragmatics learning.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46904283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1017/s0261444823000125
J. Lim, M. Kessler
Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early 2000s. In the domain of second language (L2) research, Tardy's (2005*) study on multimodal composition in academia was one of the earliest to bring attention to the nonlinguistic features of L2 written output. Even after this pioneering study, in the few years that followed, only a handful of studies further explored aspects of L2 learners’ multimodal compositions. However, over the past decade, the fields of applied linguistics and second language acquisition (SLA) have witnessed an explosion of interest in both its study and classroom applications, with teachers’ adoption of multiple modes becoming an indispensable part of their pedagogical toolkits (e.g., Kessler, 2022; Li, 2021; Zhang et al., 2021).
{"title":"Multimodal composing and second language acquisition","authors":"J. Lim, M. Kessler","doi":"10.1017/s0261444823000125","DOIUrl":"https://doi.org/10.1017/s0261444823000125","url":null,"abstract":"Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early 2000s. In the domain of second language (L2) research, Tardy's (2005*) study on multimodal composition in academia was one of the earliest to bring attention to the nonlinguistic features of L2 written output. Even after this pioneering study, in the few years that followed, only a handful of studies further explored aspects of L2 learners’ multimodal compositions. However, over the past decade, the fields of applied linguistics and second language acquisition (SLA) have witnessed an explosion of interest in both its study and classroom applications, with teachers’ adoption of multiple modes becoming an indispensable part of their pedagogical toolkits (e.g., Kessler, 2022; Li, 2021; Zhang et al., 2021).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152509","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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