IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-22 DOI: 10.1016/j.system.2024.103516

Jeong-eun Kim, Yohan Hwang

This study employs psychological network analysis to explore the intricate relationships between personality traits and second language (L2) oral performance. The participants, 162 Korean adult learners of English, completed the IPIP-NEO-60 personality trait questionnaire and a time-pressured oral narrative task. The oral narratives are assessed for two aspects of L2 knowledge (grammar and vocabulary) and two aspects of L2 processing (pronunciation and fluency). The analysis identifies two personality factors (neuroticism and extraversion) and two oral performance factors (grammar and vocabulary) as playing central roles in the network model. It shows particularly robust associations in a negative link between neuroticism and vocabulary and a positive link between conscientiousness and vocabulary, as well as a potential interaction of L2 knowledge (vocabulary) and L2 processing (fluency). The findings highlight the need for differentiated instructional strategies based on learners’ diverse personality profiles.

本研究采用心理网络分析法来探讨人格特质与第二语言（L2）口语表现之间错综复杂的关系。被试是 162 名韩国成人英语学习者，他们完成了 IPIP-NEO-60 人格特质问卷调查和一项有时间压力的口头叙述任务。口头叙述的评估包括两个方面的 L2 知识（语法和词汇）和两个方面的 L2 处理（发音和流利度）。分析确定了两个人格因素（神经质和外向性）和两个口语表现因素（语法和词汇）在网络模型中的核心作用。分析表明，神经质与词汇量之间的负向联系、自觉性与词汇量之间的正向联系，以及 L2 知识（词汇量）与 L2 处理（流利性）之间的潜在交互作用之间的联系尤为紧密。研究结果突出表明，有必要根据学习者的不同个性特征制定差异化教学策略。

引用次数: 0

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement 从成长心态到 L2 学习的积极成果：研究自主动机和参与的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-21 DOI: 10.1016/j.system.2024.103519

Yan Jiang , Lili Tian , Nigel Mantou Lou

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth language mindset positively, albeit weakly, predicted subsequent L2 achievement (r = 0.17). Further, autonomous motivation and engagement sequentially mediated the link between growth language mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth language mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

从积极心理学的角度来看，在语言学习中采用成长型思维模式可以培养积极的学习目标，并保持学习动力。然而，这些学习动机的益处能在多大程度上转化为切实的语言学习成果仍存在争议。本研究从语言学习动机过程模型出发，探讨了成长型语言思维模式对第二语言（L2）成绩的预测力，以及自主动机和参与的中介作用。中国的高中英语学习者（n = 486）填写了思维模式、学习动机和参与度问卷，我们还检索了他们随后的英语测试成绩。结果表明，成长型语言思维方式对学习者随后的语言学习成绩有积极的预测作用，尽管作用较弱（r = 0.17）。此外，自主动机和参与在成长型语言思维模式与学习成绩之间起到了连续的中介作用。参与也起到了独立中介的作用（尽管自主动机并非如此）。这项研究为成长型语言思维模式对 L2 学习产生积极影响的机制提供了理论上的见解，并为 L2 课堂确定了实际的教学意义。

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引用次数: 0

En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs 走向研究型教师之路？中国大学EFL教师在专业博士项目中的跨界研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-16 DOI: 10.1016/j.system.2024.103514

Jie Bao , Guangwei Hu , Dezheng Feng (William)

Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: from intuitive teacher to rigorous teacher, from passive follower to critical inquirer, from idealistic researcher-teacher to qualified researcher first, and from EFL teacher to EFL academic. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers’ navigation of the teaching-research nexus through doctoral education. Based on the findings, research-mindset-informed practice is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as evidence-based practice and practice-based research.

本研究借鉴 "通过跨越边界进行学习和身份认同 "的理论框架，探讨了中国大学英语作为外语（EFL）的教师如何通过参加教育学和应用语言学的专业博士课程来协商他们的研究者-教师身份。本研究采用案例研究设计，通过对八位参与者的叙事框架和后续访谈收集数据，并利用日志和其他文件作为补充数据。数据分析揭示了四种独特的身份发展轨迹：从直觉型教师到严谨型教师、从被动追随者到批判性探究者、从理想主义的研究型教师到合格的研究第一者，以及从 EFL 教师到 EFL 学者。总体而言，虽然专业博士课程中的跨界促进了参与者向研究者-教师身份的发展，但参与者在专业工作中对教学-研究关系的建构遵循的是一条非线性路线，形式也多种多样。因此，本研究揭示了教师在博士教育中构建教学与研究关系的复杂性。根据研究结果，我们提出了 "以研究思维为基础的实践 "作为教学与研究之间关系的另一种方法，以补充以往的方法，如基于证据的实践和基于实践的研究。

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引用次数: 0

Semiotic packaging of teacher talk for affective recyclings: A usage-based approach to children's construction development 教师谈话的语义包装促进情感再造：以使用为基础的儿童建构发展方法

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-15 DOI: 10.1016/j.system.2024.103512

Haruka Kikuchi

This study examines how iconically designed teacher talk facilitates preschool novice L2 learners' construction development through playful interactions. It combines two approaches: ethnomethodological conversation analysis and usage-based linguistics. The conversational data were retrieved from teacher-children interactions filmed at an all-English school in Japan. The microanalysis of 945-min classroom interactions illustrated that when a part of teacher talk was packaged with iconic semiotic resources, such as gestures, situated meanings, tones of voice, and affective stances, it became accessible L2 resources for the children to learn and recycle in their subsequent utterances. Simultaneously, the analysis also revealed the pragmatic mechanism of teachers' assignment of interactional responsibility, inviting children to perform language learning of target constructions through recyclings. The recycled part of the teacher talk indicated the children's microgenetic usage-based language learning as they modified and developed L2 constructions to accomplish certain social actions—sanction of a deviated action, attention-getting, and storytelling in situ. This study indicates that language learning opportunities can be integrated into children's processes of achieving specific social actions, and language learning performance can be invited as an appropriate practice in situ by certain teacher talk designs.

本研究探讨了图标设计的教师谈话如何通过游戏性互动促进学前语言学习新手的建构发展。研究结合了两种方法：人种学会话分析和基于用法的语言学。会话数据取自日本一所全英语学校拍摄的教师与儿童的互动。对 945 分钟课堂互动的微观分析表明，当教师谈话的某一部分被包装上标志性符号资源（如手势、情景意义、语调和情感立场）时，它就成为儿童可以学习并在随后的话语中循环使用的 L2 资源。同时，分析还揭示了教师分配互动责任的语用机制，即邀请幼儿通过再循环来进行目标结构的语言学习。教师谈话的再循环部分表明，幼儿通过修改和发展第二语言结构来完成某些社会行动--偏离行动的认可、吸引注意力和现场讲故事--从而进行了基于微基因的语言学习。本研究表明，语言学习的机会可以融入儿童实现特定社会行动的过程中，而语言学习的表现可以通过教师的某些谈话设计作为一种适当的原地练习来邀请。

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引用次数: 0

Towards epistemological pluralism and methodological openness in language teacher emotion research 在语文教师情感研究中实现认识论多元化和方法论开放性

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-13 DOI: 10.1016/j.system.2024.103510

Mari Haneda , Magdalena Madany-Saá

In recent years the notion of emotional labor or emotion labor has gained prominence as an analytically robust concept to explore language teacher emotions in both western and non-western educational settings. The first aim of this article is to examine the applicability of a western concept of emotion labor to the study of language teacher emotions in the Global South/s. Through a comparative case study, we examine how Ecuadorian English-language and Kichwa-language teachers managed emotions while undertaking virtual teaching at the beginning of Covid-19 pandemic. While emotion labor was useful for explaining the former's reported experiences, for the latter, it was only through the Indigenous concept of corazonar rooted in Andean philosophy and cosmology that we could capture their drastically differing accounts. From the perspective of Epistemologies of the South, we argue for a locally sensitive way of theorizing language teacher emotions. We also aim to illustrate the significance of casing and recasing (i.e., a recursive process of linking developing ideas and the evidence that researchers gather) in language teacher emotion research through the investigation of our own analytical processes.

近年来，"情感劳动 "或 "情绪劳动 "作为一个分析性强的概念，在探讨西方和非西方教育环境中的语言教师情感方面日益受到重视。本文的第一个目的是探讨西方的情感劳动概念是否适用于研究全球南部语言教师的情感。通过比较案例研究，我们考察了厄瓜多尔英语教师和基切瓦语教师在科维德-19 大流行初期开展虚拟教学时如何管理情绪。虽然情绪劳动有助于解释前者报告的经历，但对后者而言，只有通过植根于安第斯哲学和宇宙学的原住民 corazonar 概念，我们才能捕捉到他们截然不同的描述。从南方认识论的角度来看，我们主张以一种对当地敏感的方式来理论化语言教师的情感。我们还旨在通过对自身分析过程的调查，说明在语言教师情感研究中套用和再套用（即将发展中的观点与研究人员收集的证据联系起来的递归过程）的意义。

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引用次数: 0

Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach 在 L2 写作发展中参与对话式同伴反馈：微遗传学方法

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-13 DOI: 10.1016/j.system.2024.103513

Danli Li , Jinghua Qian

Recent research on the multifaceted nature of student engagement indicating that students engaged with peer feedback dynamically, varying with the interaction of individuals and the environment, while neglecting the impact of engagement with peer feedback on L2 learners’ writing development. Grounded in sociocultural theory, this longitudinal case study aimed to investigate the roles of dialogic peer feedback as a mediating tool for promoting L2 writing development. Four first-year English major students participated in eight tutorials over 16 weeks in a university in China. Data were collected from peer feedback dialogue, pre- and post-mediation drafts, retrospective verbal reports, self-reflection, and focus groups through microgenesis. The findings revealed that dialogic peer feedback enhanced student engagement from various dimensions. Engaging in dialogic peer feedback facilitated the diagnosis of writing problems and appropriate mediation through interaction. Mediation rather than correction in dialogic peer feedback was critical in assisting learners in achieving L2 writing goals.

最近关于学生参与多面性的研究表明，学生参与同伴反馈是动态的，随着个人和环境的互动而变化，但却忽视了参与同伴反馈对 L2 学习者写作发展的影响。本纵向案例研究以社会文化理论为基础，旨在探讨对话式同伴反馈作为促进 L2 写作发展的中介工具的作用。四名英语专业一年级学生参加了中国某大学为期 16 周的八次辅导。研究数据来自同伴反馈对话、调解前后的草稿、回顾性口头报告、自我反思以及通过微观生成的焦点小组。研究结果表明，对话式同伴反馈从多个方面提高了学生的参与度。参与对话式同伴反馈有助于诊断写作问题，并通过互动进行适当的调解。对话式同伴反馈中的调解而非纠正对于帮助学习者实现 L2 写作目标至关重要。

引用次数: 0

Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology 积极心理学探究：通过 EMPATHICS 模型和 Q 方法评估影响中国语言学习者中文学习的因素

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-09 DOI: 10.1016/j.system.2024.103500

Feng Mao , Juan Gong , Jiaqi Huang , Ye Zhu

The growing prominence of Chinese, driven by initiatives like the “Belt and Road,” has led to a surge in demand for Chinese language learning among international students. However, this endeavor faces challenges due to cultural differences and the complexity of Chinese linguistics. This study explores the impact factors on Chinese as a Foreign Language (CFL) learners by integrating positive psychology, the EMPATHICS model, and Q methodology. Investigating the experiences of 31 learners at a Shanghai university, the findings revealed three distinct factors: “Proactive Exploration,” “Communication and Empathy,” and “Positive Attitude,” representing a unique combination of well-being dimensions influencing learners' experiences. The study highlights the importance of considering multiple well-being dimensions in designing learner support systems and tailoring teaching strategies to specific learner needs. The EMPATHICS model and Q methodology demonstrate utility in assessing impact factors on CFL learners’ well-being, offering practical recommendations for enhancing learner satisfaction and success. Despite limitations, this study contributes insights to Chinese as a foreign language education, emphasizing a comprehensive focus on learner well-being and the value of Q methodology as a research tool.

在 "一带一路 "等倡议的推动下，汉语的地位日益凸显，导致留学生对汉语学习的需求激增。然而，由于文化差异和汉语语言的复杂性，这一努力面临着挑战。本研究通过整合积极心理学、EMPATHICS 模型和 Q 方法，探索对外汉语学习者的影响因素。通过对上海某大学 31 名学习者的经历进行调查，研究结果显示了三个不同的因素："积极探索"、"沟通与共情 "和 "积极态度 "代表了影响学习者体验的幸福感维度的独特组合。这项研究强调了在设计学习者支持系统和根据学习者的具体需求调整教学策略时考虑多个幸福维度的重要性。EMPATHICS 模型和 Q 方法在评估对 CFL 学习者幸福感的影响因素方面显示出实用性，为提高学习者的满意度和成功率提供了实用建议。尽管存在局限性，但这项研究为对外汉语教育提供了见解，强调了对学习者幸福感的全面关注以及 Q 方法作为研究工具的价值。

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引用次数: 0

Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning 验证在线中文学习中外语课堂倦怠、无聊和焦虑的简式量表

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-08 DOI: 10.1016/j.system.2024.103507

Fangwei Huang , Haijing Zhang

The digital classroom has become a crucible for complex emotional stressors such as burnout, boredom, and anxiety. The short-form of foreign language classroom burnout, boredom, and anxiety scales (S-FLCBUS, S-FLCBS, and S-FLCAS) have been widely used. However, few studies have assessed the validity and reliability of S-FLCBUS, S-FLCBS, and S-FLCAS in the context of learning Chinese as a foreign language (CFL), especially in online learning environment. To address this issue, a sample of n = 662 CFL learners in online classes was utilized in the validation efforts, including multiple rounds of exploratory and confirmatory factor analysis, the establishment of convergent, discriminant, and criterion-related validity tests, and structural equation modeling. The findings revealed an adjusted 8-item two-factor S-FLCBUS and a 6-item unidimensional S-FLCAS and supported the 8-item unidimensional S-FLCBS, demonstrating excellent reliability and validity. This research provides a replicable template for future psychometric-scale development in second language acquisition, contributing to emotion research in diverse settings.

数字化课堂已成为倦怠、无聊和焦虑等复杂情绪压力的熔炉。短式外语课堂倦怠、无聊和焦虑量表（S-FLCBUS、S-FLCBS 和 S-FLCAS）已被广泛使用。然而，很少有研究对 S-FLCBUS、S-FLCBS 和 S-FLCAS 在对外汉语学习环境下，尤其是在线学习环境下的效度和信度进行评估。为了解决这个问题，我们使用了一个 n = 662 的在线课堂对外汉语学习者样本进行验证，包括多轮探索性和确认性因素分析，建立收敛效度、判别效度和标准效度检验，以及结构方程模型。研究结果表明，经过调整的 8 个项目的双因素 S-FLCBUS 和 6 个项目的单维 S-FLCAS，支持 8 个项目的单维 S-FLCBS，显示了出色的信度和效度。这项研究为未来第二语言习得心理测量量表的开发提供了一个可复制的模板，有助于在不同环境中开展情感研究。

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引用次数: 0

How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence 语言教师如何超越语言礼仪：改编俄语第二语言教材以提高语用能力

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-07 DOI: 10.1016/j.system.2024.103506

Daniele Artoni

Within the field of RKI – russkij kak inostrannyj ‘Russian as a Foreign Language/L2 Russian’, so far little attention has been paid to teaching pragmatic competence, as the issues of language in context are traditionally covered by the subject rečevoj ėtiket ‘speech etiquette’, leaving pragmatics an underexplored field.

The present study aims to analyze whether and to what extent current L2 Russian textbooks introduce topics related to pragmatics and, if so, how the existing material can be adapted to improve explicit instruction of pragmatic competence.

The analysis was conducted on two handbooks of Russian rečevoj ėtiket ‘speech etiquette’ for L2 learners and a series of four textbooks designed for L1 Italian learners. Data analysis confirms the global tendency for textbooks to provide scarce to null meta-pragmatic explanations. The coursebooks were then searched for elements related to the speech act of request, and the materials were adapted to fit explicit pragmatic instruction. The material adaptations proposed in the current study are based on previous research on Russian pragmatics and L2 pragmatics and aim to overcome the ethno-nationalistic perspective of speech etiquette toward a more transnational Russophone context. Implications for teacher education are presented.

在 RKI（《俄语作为外语/俄语中级》）领域，迄今为止很少有人关注语用能力的教学，因为语境中的语言问题传统上由 rečevoj ėtiket "演讲礼仪 "科目涵盖，因此语用学是一个未被充分开发的领域。本研究旨在分析目前的俄语第二语言教科书是否以及在多大程度上引入了语用学相关话题，如果是，如何调整现有材料以改进明确的语用能力教学。数据分析证实，教科书提供的元语用解释从少到空是一个总体趋势。然后，我们搜索了教材中与请求这一言语行为相关的内容，并对教材进行了改编，以适应明确的语用教学。本研究中提出的教材改编建议是基于以前对俄语语用学和 L2 语用学的研究，旨在克服言语礼仪的民族主义观点，使其更符合跨国俄语语境。本研究还提出了对师范教育的启示。

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引用次数: 0

Charting the trajectory of language teacher cognition development: What 15 years of research in System informs us 描绘语言教师认知发展的轨迹：系统研究 15 年的启示

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-05 DOI: 10.1016/j.system.2024.103508

Yonghua (Yoka) Wang , Lawrence Jun Zhang

Teacher education has always been what our journal, System, plays much emphasis on, and this emphasis has gradually strengthened as research into teacher cognition has gained popularity, particularly following Borg's influential work in 2006. While earlier studies by Wood (1996) have already examined teacher beliefs and their relationships with classroom practices, the mounting attention to this area has significantly shaped the scope of our journal. In the interest of helping our readers to have a fresh memory of how System has been playing an ever-increasing role in disseminating information related to language teaching and learning, and in this case, research into language teacher cognition, we present a historical overview of studies on teacher cognition that have been published in System over the past fifteen years. In doing so, we would like to show the major themes and trends in teacher cognition research reflected in System from 2008 to 2023 and how System has contributed to advancing this line of study. It is hoped that, with our systematic documentation of important work that has been done along these lines in our journal, we aspire to retain our focus on teacher cognition in our journal in the years to come.

教师教育一直是我们的期刊《系统》非常重视的内容，随着教师认知研究的普及，尤其是博格在 2006 年发表了具有影响力的著作之后，这一重点逐渐得到加强。尽管伍德（Wood，1996 年）的早期研究已经考察了教师信念及其与课堂实践的关系，但对这一领域日益增长的关注极大地影响了本刊的研究范围。为了帮助我们的读者对《系统》如何在传播与语言教学相关的信息（这里指的是语言教师认知的研究）方面发挥着越来越重要的作用有一个全新的记忆，我们对过去十五年中发表在《系统》上的有关教师认知的研究进行了历史性的回顾。在此过程中，我们希望展示从 2008 年到 2023 年《系统》所反映的教师认知研究的主要主题和趋势，以及《系统》如何促进了这一研究方向的发展。我们希望，通过系统地记录我们的期刊在这些方面所做的重要工作，我们希望在未来的岁月里，我们的期刊能够继续关注教师认知。

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引用次数: 0

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