System最新文献 - Book学术

Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance 探索计算机动态评估对反身代词显性和隐性知识的影响：大脑优势的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103537

Hossein Kargar Behbahani , Sedigheh Karimpour

Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners' involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. In this regard, this study explored the impacts of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns and the moderating impact of brain dominance among university-level English language learners in Iran. Drawing on Vygotsky's sociocultural theory and employing a quantitative quasi-experimental pretest posttest control group design with two intact classes (N = 62) randomly assigned to experimental and control groups, the rigorous statistical analyses using ANOVAs and t-tests revealed the superior performance of the learners in the experimental group over the control group in both explicit and implicit knowledge on the posttest. As a support for the interface position, our findings highlighted a strong interface between explicit and implicit knowledge. In addition, the study findings indicated that learners with different hemispheric preferences benefitted from computerized dynamic assessment in similar fashions. Practical implications of the study signify how flexible computerized dynamic assessment is to fit different hemispheric tendencies and its affordances and possibilities for inclusive language instruction and the development of both the explicit and implicit knowledge of reflexive pronouns.

对以产品为导向的静态评估形式的不满导致了以过程为导向的测试或动态评估的出现。学习者参与评价过程可以提高他们的学习自主性，帮助他们更深入地处理语言特点。为此，本研究探讨了计算机化动态评估对伊朗大学英语学习者反身代词显性和隐性知识的影响，以及大脑优势的调节作用。借鉴维果茨基的社会文化理论，采用定量准实验前测后测对照组设计，将两个完整的班级（N = 62）随机分配到实验组和对照组，利用方差分析和 t 检验进行严格的统计分析，结果显示实验组学习者在后测的显性和隐性知识方面的表现均优于对照组。我们的研究结果表明，显性知识和隐性知识之间存在着很强的衔接关系，这是对衔接立场的支持。此外，研究结果表明，不同半球偏好的学习者从计算机动态评估中获益的方式相似。这项研究的实际意义表明，计算机化动态评估在适应不同半球倾向方面是多么灵活，以及它在包容性语言教学和发展反身代词的显性和隐性知识方面的能力和可能性。

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引用次数: 0

Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications 英语语言教学中的母语主义和跨母语主义：解释、表现和影响

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103543

Takaaki Hiratsuka

To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article undertakes a holistic exploration of native-speakerism and trans-speakerism by researching how these ideologies are understood, observed in practice, and considered to impact the educational and professional lives of students, teachers, and researchers. Via narrative interviews, I gathered data from 26 participants in Japan, consisting of 2 junior high school teachers, 6 senior high school teachers, 7 master's students, 3 PhD students, 3 novice university professors, and 5 veteran university professors. Through an analysis of the data, I unearthed multifaceted interpretations of native-speakerism and trans-speakerism, a plethora of ways they are manifested in practice, and the complex ramifications these have had upon the participants' idiosyncratic identities, contexts, and careers. The findings urge us to adopt trans-speakerism as a catalyst for change within our ELT field. The article concludes by offering practical recommendations and empirical insights for how to do this.

为了克服母语主义，我们必须承认我们目前所处的困境，设想一个为所有人提供不受限制的机构的未来，从而最终解除束缚我们的历史枷锁。跨母语者主义是对抗母语者主义的另一种意识形态，它倡导多样性、公平性和包容性，同时试图确认英语语言教学中的所有利益相关者，并赋予他们权力--无论他们的母语是什么。本文通过研究学生、教师和研究人员如何理解这些意识形态，如何在实践中观察这些意识形态，以及如何考虑这些意识形态对教育和职业生活的影响，对母语主义和跨母语主义进行了全面的探讨。通过叙事访谈，我收集了 26 名日本参与者的数据，其中包括 2 名初中教师、6 名高中教师、7 名硕士生、3 名博士生、3 名大学新教授和 5 名大学老教授。通过对数据的分析，我发现了对母语主义和跨母语主义的多层面解释，它们在实践中的大量表现形式，以及它们对参与者特异的身份、背景和职业生涯所产生的复杂影响。研究结果敦促我们在英语语言教学领域将跨语言主义作为变革的催化剂。文章最后就如何做到这一点提出了切实可行的建议和经验见解。

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引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103551

Yuanhua Xie, Huafeng Wang, Lan Wang

引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-23 DOI: 10.1016/j.system.2024.103547

Csaba Z. Szabo, Phat Hong Cao

引用次数: 0

Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities 在荒岛上教英语：小学教师的情感体验和职业认同

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-23 DOI: 10.1016/j.system.2024.103553

Su Yon Yim , Sarah Mercer

Teachers’ emotional lives and their identities are key determinants of how likely they are to stay in the profession and flourish in their professional careers; all of these processes affect how they teach and how learners learn. However, there is a lack of research to understand how these processes specifically affect primary school English teachers. This study examined the emotional experiences and identities of ten English language teachers working in primary schools in South Korea. Data were collected through in-depth, semi-structured interviews and analysed using thematic reflexive analysis. The analysis revealed three main themes: Becoming an island in primary schools, coping with emotional challenges, and distancing oneself from English language teaching. The data show that these primary school teachers, who teach English in Korea, experience marginalisation in sociocultural environments shaped by native-speakerist ideologies. This leads to challenging emotional experiences which affect their identities as English teachers as well as their overall job satisfaction. The findings highlight the importance of teachers feeling valued in their professional roles and suggest that ensuring teachers are esteemed for their work and supported both emotionally and practically is essential for teacher retention.

教师的情感生活和身份认同是决定他们能否留在教师队伍并在职业生涯中蓬勃发展的关键因素；所有这些过程都会影响他们的教学方式和学生的学习方式。然而，目前还缺乏研究来了解这些过程对小学英语教师的具体影响。本研究考察了在韩国小学工作的十位英语教师的情感体验和身份认同。数据是通过深入的半结构式访谈收集的，并采用主题反思分析法进行了分析。分析揭示了三大主题：成为小学中的一座孤岛、应对情感挑战以及远离英语教学。数据显示，这些在韩国教授英语的小学教师在母语为英语的意识形态所塑造的社会文化环境中经历了边缘化。这导致了具有挑战性的情感体验，影响了他们作为英语教师的身份认同以及整体工作满意度。研究结果强调了教师在其职业角色中感受到被重视的重要性，并建议确保教师的工作受到尊重，并在情感和实践上得到支持，这对留住教师至关重要。

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引用次数: 0

The transformative role of Positive Psychology in fostering inclusive language education for SEN students 积极心理学在促进有特殊教育需要学生的全纳语言教育中的变革作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-20 DOI: 10.1016/j.system.2024.103545

Dalia Elleuch

The pursuit of optimizing language teaching/learning has driven educators and researchers to explore innovative approaches that create enriching and appealing environments conducive to learning. However, there remains a gap in addressing language teaching for Special Educational Needs (SEN) students. Building on the Positive Psychology (PP) foundations embedded in EMPATHICS, this review article calls for a PP-geared paradigm shift in language education for SEN students. It explores the impact of PP on language teaching, with a special focus on SEN students. Since the integration of PP principles (equally referred to as PP constructs in the literature) holds the promise of cultivating enriching and effective learning environments, this review aims to design and implement a set of practical strategies for SEN educators to create inclusive and motivating language learning environments. By addressing the unique learning needs of these students based on a theory-informed needs analysis, the current work aspires to shed further light on how positive language learning mindsets and beliefs can enhance the learning experience. Thanks to its innovative principles, PP can profoundly influence SEN learners’ positive emotions, motivation, well-being, and overall learning outcomes, inviting thus both educators and researchers to adopt it as an integrative approach to language teaching.

对优化语言教学的追求，促使教育工作者和研究人员探索创新方法，以创造有利于学习的丰富而有吸引力的环境。然而，在解决特殊教育需求（SEN）学生的语言教学方面，仍然存在差距。这篇评论文章以《情感教育学》（EMPATHICS）中的积极心理学（PP）为基础，呼吁在针对特殊教育需要学生的语言教育中进行与积极心理学相关的范式转变。文章探讨了积极心理学对语言教学的影响，并特别关注有特殊教育需要的学生。由于融合 PP 原则（文献中同样称为 PP 构建）有望培养丰富而有效的学习环境，本综述旨在为有特殊教育需要的教育工作者设计和实施一套实用策略，以创建包容性和激励性的语言学习环境。通过基于理论的需求分析来满足这些学生的独特学习需求，本研究旨在进一步阐明积极的语言学习心态和信念如何能够提升学习体验。由于其创新的原则，PP 可以深刻影响 SEN 学习者的积极情绪、学习动机、幸福感和整体学习成果，因此，教育工作者和研究人员都应将其作为语言教学的综合方法。

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引用次数: 0

Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections 职前教师对通过 TBLT 教授 L2 法语互动能力的理解：从任务设计过程和实施后反思中获得的启示

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-20 DOI: 10.1016/j.system.2024.103549

Carmen Konzett-Firth

This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks' success and their own learning process. In a post-hoc study, data gathered from the course including pre-design comments, written design rationales, audio recordings of the group design meetings, oral and written feedback and post-implementation comments were analyzed using Qualitative Content Analysis to find out in what respects the PST's cognition with regard to teaching L2 IC changed during the seminar. The results show that there were some dynamics in the PST's cognition, particularly regarding their view of learner factors in task accomplishment and the targeting of specific social actions. Other aspects of PST's cognition remained more stable as their initial beliefs were confirmed by the task design process.

本文介绍了一个针对第二语言法语职前教师（PST）的大学研讨会，该研讨会将语言使用的会话分析概念与任务型语言教学（TBLT）方法相结合，以教授第二语言互动能力（L2 IC）。在课程中，学员们进行了需求分析，设计了以教授 L2 IC 为重点的教学任务，并在真实课堂上进行了试用，然后对任务的成功率和自身的学习过程进行了评估。在一项事后研究中，我们使用定性内容分析法分析了从课程中收集到的数据，包括设计前的评论、书面设计理由、小组设计会议的录音、口头和书面反馈以及实施后的评论，以了解 PST 在研讨会期间对 L2 IC 教学的认知在哪些方面发生了变化。结果表明，PST 的认知发生了一些动态变化，特别是他们对任务完成过程中学习者因素的看法以及具体社会行动的针对性。由于任务设计过程证实了 PST 最初的信念，因此他们在其他方面的认知仍较为稳定。

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引用次数: 0

Comprehending, envisioning and practicing: The mediating effects of EFL university students’ future L2 writing selves on the relationship between academic writing beliefs and task engagement 理解、设想和实践：EFL 大学生的未来 L2 写作自我对学术写作信念和任务参与之间关系的中介效应

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-19 DOI: 10.1016/j.system.2024.103550

Kaixuan Gong , Hongmei Pang

Academic writing beliefs are conceptualised as writers’ task perceptions that may shape their aspired future competence and influence their engagement patterns. However, there is a dearth of research validating this comprehending, envisioning and practicing process especially among novice learners of academic writing. Through structural equation modelling (SEM), the present study explored the relationship between academic writing beliefs and task engagement mediated by future L2 writing selves. A survey was administered to 508 Chinese non-English-major undergraduates enrolled in academic English courses from four universities in mainland China. The results showed that beliefs of academic writing as autonomous idea transaction best predicted behavioural, cognitive and emotional engagement, and beliefs of authoritative source transmission in writing fostered social and agentic engagement the most. While ought-to L2 writing self had no mediating effect, ideal L2 writing self significantly mediated the positive influence of transactional beliefs on all aspects of task engagement, which implied that the motivational power of learners’ desired future self-image as academic writers originated from their sense of writing autonomy and authorial idea development. Pedagogical implications of university academic English writing instruction were proposed.

学术写作信念的概念是写作者对任务的认知，这种认知可能会塑造他们所期望的未来能力，并影响他们的参与模式。然而，对这一理解、设想和实践过程进行验证的研究还很缺乏，尤其是在学术写作新手学习者中。本研究通过结构方程建模（SEM），探讨了学术写作信念与任务参与之间的关系，这种关系是以未来的第二语言写作自我为中介的。本研究对来自中国大陆四所大学的508名非英语专业的本科生进行了学术英语课程调查。结果表明，学术写作是自主的想法交易的信念最能预测行为、认知和情感参与，而写作中权威来源传递的信念最能促进社会和代理参与。虽然 "应该的第二语言写作自我 "没有中介效应，但 "理想的第二语言写作自我 "显著地中介了 "交易性信念 "对任务参与各个方面的积极影响。提出了大学学术英语写作教学的教学启示。

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引用次数: 0

L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices 课堂上的阿拉伯语第二语言语用学：从语言教师的信念和实践中获得的启示

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-18 DOI: 10.1016/j.system.2024.103546

Khaled Al Masaeed, Seth McCombie

Instructional pragmatics praxis has received increased attention in recent years, but a good deal of this literature has focused on the L2 English context. More research is needed to determine the state of instructional pragmatics in other languages, such as Arabic, which has witnessed a foregrounding of interactional and pragmatic competence (Al Masaeed et al., 2020) that has not always been present. Therefore, the current study focused on L2 Arabic instructors in various countries to explore the state of pragmatics teaching in the field of L2 Arabic. To this end, the study utilized an online survey and follow-up interviews to contribute to our understanding of how teachers conceptualize pragmatics, how they approach instruction, and what needs and challenges they report when teaching pragmatics. The study also examined their perceptions of the quality and quantity of material available to them, their perceived levels of self-efficacy in teaching pragmatics, pre-service training, and how pragmatics teaching may differ across proficiency levels and institutional contexts. Data were collected from 52 teachers of Arabic as a second language (referred to here as L2 Arabic teachers) from various countries including USA, Jordan, Egypt, Morocco, Saudi Arabia, and France. Findings showed that while L2 Arabic teachers feel positively and passionately about teaching pragmatics and feel committed to integrating it into their classroom, there is a clear need for additional training and curriculum development to support their teaching of L2 Arabic pragmatics. Many teachers are well poised to benefit from such resources, but many are less prepared and may need a thorough grounding in the principles of instructional pragmatics. Consequently, the study concludes by underscoring the need for additional pre-service training, instructional scaffolding, and institutional support so teachers can be empowered to enhance their L2 Arabic learners’ pragmatic competence.

近年来，语用学教学实践受到越来越多的关注，但大量文献都集中在第二语言英语环境中。还需要更多的研究来确定其他语言（如阿拉伯语）的教学语用学状况，阿拉伯语的互动和语用能力（Al Masaeed et al.因此，本研究以不同国家的 L2 阿拉伯语教师为重点，探讨 L2 阿拉伯语领域的语用学教学现状。为此，本研究通过在线调查和后续访谈，帮助我们了解教师如何构思语用学，如何进行教学，以及他们在教授语用学时有哪些需求和挑战。研究还考察了他们对可用材料的质量和数量的看法、他们在语用学教学中的自我效能感水平、职前培训以及不同水平和机构背景下的语用学教学有何不同。我们收集了来自美国、约旦、埃及、摩洛哥、沙特阿拉伯和法国等不同国家的 52 名阿拉伯语作为第二语言的教师（在此称为第二语言阿拉伯语教师）的数据。研究结果表明，尽管第二语言阿拉伯语教师对语用学教学抱有积极和热情的态度，并致力于将其融入课堂，但他们显然需要更多的培训和课程开发，以支持他们的第二语言阿拉伯语语用学教学。许多教师完全有能力从这些资源中获益，但许多教师准备不足，可能需要在语用学教学原则方面打下坚实的基础。因此，本研究在结论中强调，有必要提供更多的岗前培训、教学支架和机构支持，使教师有能力提高他们的第二语言阿拉伯语学习者的语用能力。

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引用次数: 0

Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners 探索中国低年级学生的成就感、学生参与度与外语学习成绩之间的关系

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-18 DOI: 10.1016/j.system.2024.103548

Zhijie Wang , Qiaoyao Zhao , Yingrui Ma

Existing research on Chinese foreign language (FL) learners has documented the complex relationship between their achievement emotions, student engagement, and FL achievement. However, most studies have focused on second language (L2) learners, with limited attention given to third language (L3) learners. This study aimed to explore the levels of achievement emotions and student engagement among Chinese learners of Japanese as a L3, clarify the relationships between achievement emotions, student engagement, and FL achievement, and examine the mediating role of student engagement. Questionnaire data were collected from 337 students learning Japanese as L3 at Chinese universities and high schools. Correlation and regression analyses revealed that foreign language enjoyment (FLE) has a direct impact on student engagement and FL achievement, while foreign language boredom (FLB) affects FL achievement only through the mediating effect of student engagement. Moreover, although foreign language classroom anxiety (FLCA) and student engagement showed a negative correlation, FLCA was not a significant predictor of student engagement or FL achievement. The findings highlight the importance of FLE in facilitating both student engagement and FL achievement in L3 learning settings. Based on the findings, constructive implications for L3 educators to foster FL achievement were discussed.

关于中国外语（FL）学习者的现有研究记录了他们的成就情感、学生参与和外语成就之间的复杂关系。然而，大多数研究集中于第二语言（L2）学习者，对第三语言（L3）学习者的关注有限。本研究旨在探讨中国日语学习者的成就情感和学生参与程度，阐明成就情感、学生参与和语言学习成绩之间的关系，并研究学生参与的中介作用。研究收集了 337 名中国大学和高中日语学习者的问卷数据。相关分析和回归分析表明，外语乐趣（FLE）对学生参与度和外语学习成绩有直接影响，而外语厌烦（FLB）仅通过学生参与度的中介效应影响外语学习成绩。此外，尽管外语课堂焦虑（FLCA）与学生参与度呈负相关，但FLCA对学生参与度和外语成绩的预测作用并不显著。这些研究结果凸显了外语教学在促进学生参与和外语学习成绩方面的重要性。根据研究结果，讨论了对 L3 教育工作者促进 FL 成绩的建设性影响。

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引用次数: 0