首页 > 最新文献

Tesol Quarterly最新文献

英文 中文
Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education 在 EFL 环境中通过第二语言向语言少数群体学生教授英语:识别 "双重减法 "教育
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-25 DOI: 10.1002/tesq.3313
Trang Thi Thuy Nguyen
Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.
尽管英语教育是 TESOL 研究中一个备受关注的话题,但在 EFL 环境中通过第二语言向语言少数群体学生教授英语的问题却常常被忽视。在这种情况下的英语教学可以说是一种双重减法教育。本文探讨并举例说明了越南的双重减法教育。数据是通过与六所郊区中学的管理人员、教师和少数民族学生的访谈或谈话收集的。研究结果表明,在这种教育计划中,由于学生的母语、越南语和英语之间的跨语言过渡问题,教师和学生在英语教学和学习方面面临重大挑战。然而,这种教育形式似乎不仅仅涉及语言问题,还与政治和社会因素有关。此外,与英语相关的语言资本的概念表明,语言是学习者社会流动的工具,但这一概念不一定适用于经历这种教育形式的少数民族学生。因此,需要对少数民族教育采取非殖民主义的方法,以解决实际中的双减教育问题。
{"title":"Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education","authors":"Trang Thi Thuy Nguyen","doi":"10.1002/tesq.3313","DOIUrl":"https://doi.org/10.1002/tesq.3313","url":null,"abstract":"Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of <jats:italic>double subtractive education</jats:italic>. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Let's Hear it from Them: An Interview-Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession 让我们听听他们怎么说:基于访谈的男教师对英语教学行业性别失衡的看法探讨
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-21 DOI: 10.1002/tesq.3311
Natalia Wright
The presence of gender disparities, marked by a shortage of male teachers, has been a longstanding concern within the TESOL profession. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social standing, this research seeks to challenge gender stereotyping in foreign language teaching. Guided by personal observations and the stories of three male English language teachers, this article seeks to answer how male ESL/EFL1 teachers perceive gender playing out in their careers. By examining their perezhivaniya, or lived experiences, the study contributes to a more comprehensive understanding of the gender dynamics within TESOL, filling a critical gap in the existing literature and offering new insights into the subjective emotional experiences shaping the professional lives of male teachers in this field. The research demonstrates how the feminization of the ELT environment affects their sense of self-worth and fulfillment and ultimately their commitment to stay in the profession.
以男性教师短缺为标志的性别差异一直是外语教学专业长期关注的问题。人类繁荣的概念倡导超越性别和社会地位的平等与尊重,本研究试图借鉴这一概念,挑战外语教学中的性别陈规定型观念。本文以三位男性英语教师的个人观察和故事为指导,试图回答男性 ESL/EFL1 教师如何看待他们职业生涯中的性别问题。通过研究他们的 "生活体验"(perezhivaniya),本研究有助于更全面地了解 TESOL 中的性别动态,填补了现有文献中的一个重要空白,并为塑造该领域男性教师职业生活的主观情感体验提供了新的见解。研究表明,英语语言教学环境中的女性化如何影响他们的自我价值感和成就感,并最终影响他们继续从事这一职业的决心。
{"title":"Let's Hear it from Them: An Interview-Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession","authors":"Natalia Wright","doi":"10.1002/tesq.3311","DOIUrl":"https://doi.org/10.1002/tesq.3311","url":null,"abstract":"The presence of gender disparities, marked by a shortage of male teachers, has been a longstanding concern within the TESOL profession. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social standing, this research seeks to challenge gender stereotyping in foreign language teaching. Guided by personal observations and the stories of three male English language teachers, this article seeks to answer how male ESL/EFL<sup>1</sup> teachers perceive gender playing out in their careers. By examining their <i>perezhivaniya</i>, or lived experiences, the study contributes to a more comprehensive understanding of the gender dynamics within TESOL, filling a critical gap in the existing literature and offering new insights into the subjective emotional experiences shaping the professional lives of male teachers in this field. The research demonstrates how the feminization of the ELT environment affects their sense of self-worth and fulfillment and ultimately their commitment to stay in the profession.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"183 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media 社交媒体自我品牌时代英语教师的情感脆弱性
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-21 DOI: 10.1002/tesq.3312
Hassan Nejadghanbar, Juyoung Song, Guangwei Hu
This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self-branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self-promotion on Instagram through narrative frames and follow-up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities generated a great amount of vulnerability among the language teachers. The results evidenced the teachers' constant struggles in competing against those who seemingly possess superior skills and resources for self-promotion and their resistance to the “rules of the game” in gaining quick visibility. They shed light on language teachers' vulnerability and identity negotiation in their efforts to present themselves as authentic and legitimate teachers on Instagram against popular, self-branded individuals. Highlighting the intersection of language teaching, emotion, and identity, this study provides theoretical and pedagogical implications for language teacher identity in a shifting teaching context.
本研究旨在探讨英语教师在社交媒体上进行自我品牌推广时的脆弱性和身份协商。研究通过叙事框架和后续访谈,重点关注 15 名伊朗教师在 Instagram 上的教学和自我宣传经历。对教师叙事的分析表明,新的网络环境要求内容和个性吸引受众,从而重视可见性,这在语言教师中产生了巨大的脆弱性。分析结果表明,在与那些看似拥有高超技能和自我宣传资源的人竞争时,教师们一直在挣扎,他们抵制 "游戏规则",以快速获得知名度。这些研究揭示了语言教师在 Instagram 上以真实、合法的教师身份与流行的自我品牌个体竞争时的脆弱性和身份协商。本研究突出了语言教学、情感和身份认同的交叉点,为不断变化的教学环境中的语言教师身份认同提供了理论和教学意义。
{"title":"English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media","authors":"Hassan Nejadghanbar, Juyoung Song, Guangwei Hu","doi":"10.1002/tesq.3312","DOIUrl":"https://doi.org/10.1002/tesq.3312","url":null,"abstract":"This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self-branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self-promotion on Instagram through narrative frames and follow-up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding audience appealing content and personalities generated a great amount of vulnerability among the language teachers. The results evidenced the teachers' constant struggles in competing against those who seemingly possess superior skills and resources for self-promotion and their resistance to the “rules of the game” in gaining quick visibility. They shed light on language teachers' vulnerability and identity negotiation in their efforts to present themselves as authentic and legitimate teachers on Instagram against popular, self-branded individuals. Highlighting the intersection of language teaching, emotion, and identity, this study provides theoretical and pedagogical implications for language teacher identity in a shifting teaching context.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"213 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications EFL 教科书对话中的性别与多样性:互动结构和教学意义
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-16 DOI: 10.1002/tesq.3310
Shin-Ying Huang
Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.
本研究以英语作为外语(EFL)课本对话为重点,从互动能力的角度探讨性别平等和多元化身份。本研究有两个目的:第一,研究教科书对话中有关互动模式的性别差异;第二,从研究结果中得出英语教学中性别平等和多元化身份的教学意义。本研究提出了话语结构的启动-回应-跟进(IRF)模型,作为探索和纳入与性别和多样性相关的互动能力的分析框架和教学框架。研究结果表明,在教科书对话中,女性和男性之间的互动模式总体上是平衡的,但在特定类型的对话启动背景下,与特定话语特征有关的差异较大。这些研究结果与可能的课堂策略进行了讨论,这些策略可以将 IRF 话语结构纳入互动能力和社会语言技能的教学中,特别是与促进多元化身份的语言维度相关的教学中。
{"title":"Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications","authors":"Shin-Ying Huang","doi":"10.1002/tesq.3310","DOIUrl":"https://doi.org/10.1002/tesq.3310","url":null,"abstract":"Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"2 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139925913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
ELF Communication Strategies: A Pedagogical Intervention Pilot Study ELF 沟通策略:教学干预试点研究
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-07 DOI: 10.1002/tesq.3309
Marcella Caprario
This study investigated the feasibility and effectiveness of ELF communication strategy instruction for university students’ communicative competence. Conceptual studies on ELF-informed pedagogy stress the importance of teaching strategies, which promote mutual understanding and positive relationships, but few empirical pedagogical studies exist. This gap seriously hinders efforts to develop more inclusive English language and intercultural communication teaching practices that meet real-world communication needs. In response, this pilot study developed and tested the effectiveness of instructional materials and assessment instruments for teaching ELF communication strategies. These materials were pilot tested with 26 L1 and LX English speaking participants. The two assessments resulted in statistically significant improvements from pre- to posttest with small effect sizes. Participant opinion survey responses were overwhelmingly positive. Based on these encouraging preliminary results, follow-up pedagogical studies should expand on this pilot study to yield a more comprehensive understanding of ELF communication strategy instruction.
本研究调查了针对大学生交际能力的 ELF 交际策略教学的可行性和有效性。有关以英语语言教学法为基础的教学法的概念性研究强调了促进相互理解和积极关系的教学策略的重要性,但很少有实证性教学研究。这一空白严重阻碍了开发更具包容性的英语语言和跨文化交际教学实践以满足现实世界交际需求的努力。为此,本试点研究开发并测试了英语语言交际策略教学材料和评估工具的有效性。这些教材在 26 名讲 L1 和 LX 英语的参与者中进行了试点测试。两项评估结果表明,从测试前到测试后,学员们的成绩有了明显的提高,但影响程度较小。参与者的意见调查反馈也非常积极。基于这些令人鼓舞的初步结果,后续的教学研究应在这项试点研究的基础上进行扩展,以便更全面地了解英语语言沟通策略教学。
{"title":"ELF Communication Strategies: A Pedagogical Intervention Pilot Study","authors":"Marcella Caprario","doi":"10.1002/tesq.3309","DOIUrl":"https://doi.org/10.1002/tesq.3309","url":null,"abstract":"This study investigated the feasibility and effectiveness of ELF communication strategy instruction for university students’ communicative competence. Conceptual studies on ELF-informed pedagogy stress the importance of teaching strategies, which promote mutual understanding and positive relationships, but few empirical pedagogical studies exist. This gap seriously hinders efforts to develop more inclusive English language and intercultural communication teaching practices that meet real-world communication needs. In response, this pilot study developed and tested the effectiveness of instructional materials and assessment instruments for teaching ELF communication strategies. These materials were pilot tested with 26 L1 and LX English speaking participants. The two assessments resulted in statistically significant improvements from pre- to posttest with small effect sizes. Participant opinion survey responses were overwhelmingly positive. Based on these encouraging preliminary results, follow-up pedagogical studies should expand on this pilot study to yield a more comprehensive understanding of ELF communication strategy instruction.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"99 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139768276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries 学习者对语料库启发式教学后口语语法意识发展的感知:学习者日记探索
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-17 DOI: 10.1002/tesq.3305
Christian Jones, David Oakey
Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.
培养口语语法意识是培养第二语言学习者注意习惯的关键第一步(Schmidt,1990)。使用以语料库为基础的教材进行课堂教学是帮助学生培养语法意识的理想途径,因为这些教材以研究为基础,让我们了解口语语法中最常见的形式和用法,因此这些教材可以帮助我们让学习者更加关注常见的形式。然而,正如 Badger(2018)所指出的那样,很少有研究试图调查学生在课堂之外、教学之后实际注意到了什么。在这项定性研究中,我们使用语料库信息材料为四名中级学习者提供教学课程,教授语料库显示非常频繁的口语语法的三个方面(模糊语言、省略和话语标记),旨在弥补这一不足。教学结束后,学习者提交了为期三周的学习日记,以追踪:(a) 学习者在英国的日常会话中是否注意到了教学中关注的口语语法形式;(b) 他们是否使用了其中的任何形式;以及 (c) 他们认为这种意识在多大程度上帮助他们更成功地进行会话。在提交最后一篇日记两周后,还进行了定性问卷调查。结果表明,学习者在各种会话中都注意到了表格,尽管这种意识并不总是很准确。他们还报告说,他们自己也使用了一些形式,而且普遍认为所教授的语言对他们有用。
{"title":"Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries","authors":"Christian Jones, David Oakey","doi":"10.1002/tesq.3305","DOIUrl":"https://doi.org/10.1002/tesq.3305","url":null,"abstract":"Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139499956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Diversifying “English” at the Decolonial Turn 非殖民转向中的 "英语 "多样化
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-12 DOI: 10.1002/tesq.3306
Suresh Canagarajah
In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets enregistered as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative activity as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.
在这篇简短的论坛文章中,我将从语言人类学的学科方向出发,讨论语言和符号资源的集合如何被注册为特定交际活动的 "语言"。登记是一个持续的社会和意识形态过程,在这一过程中,符号语料库被确定为某一活动或身份的常规语料库(见 Agha, 2005)。在更大的范围内,它也有助于解释在任何特定时间和地点什么被认定为 "英语"。更恰当的做法是,将交际活动作为分析构成交际活动的各种符号资源的单位,而不是假定一种贴有标签的语言是我们教学或研究的出发点。英语语法在交际实践中的相关性可能不尽相同,与其依赖正式的英语语法能力,我们必须让学生为他们的目的所需的各种符号资源做好准备,并培养他们在任何活动中始终适应各种纠缠在一起的资源的能力。
{"title":"Diversifying “English” at the Decolonial Turn","authors":"Suresh Canagarajah","doi":"10.1002/tesq.3306","DOIUrl":"https://doi.org/10.1002/tesq.3306","url":null,"abstract":"In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets <i>enregistered</i> as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative <i>activity</i> as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"9 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments 利用技术提高职前教师的全球英语意识:关注 3D Metaverse 环境中的人工智能聊天机器人
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-12 DOI: 10.1002/tesq.3300
Seongyong Lee, Jaeho Jeon, Hohsung Choe
Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, n = 32) and two experimental groups (EG1, n = 31; EG2, n = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.
尽管全球英语(GE)研究在英语教学(ELT)中持续增长,但技术在提高全球英语意识方面的作用仍未得到充分探索。针对这一空白,本研究调查了英语作为通用语(ELF)与人工智能(AI)聊天机器人互动在提高全球英语意识方面的潜力。采用准实验设计,97 名韩国职前英语教师被分为对照组(CG,n = 32)和两个实验组(EG1,n = 31;EG2,n = 34),参加为期 16 周的教师培训课程。对照组不接受通用英语教学,而 EG1 进行演示任务,EG2 在三维元宇宙环境中与人工智能聊天机器人互动。我们采用了测试前后调查和访谈的混合方法。调查数据的方差分析结果显示,两项任务都对通用英语意识的各个方面(例如,对本地英语的接受程度、对其他英语的接受程度、母语为英语的人的态度、英语语言学习者的信心和意向以及将通用英语语言教学法纳入教学的意愿)产生了积极影响,而人工智能聊天机器人任务对英语语言学习者的信心和意向产生的影响更大。就实际意义而言,研究结果概述了将 GELT 融入计算机辅助语言学习(CA)的教学策略。从理论上讲,我们为生成式人工智能技术时代的未来研究提出了 CA-GELT 方法。
{"title":"Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments","authors":"Seongyong Lee, Jaeho Jeon, Hohsung Choe","doi":"10.1002/tesq.3300","DOIUrl":"https://doi.org/10.1002/tesq.3300","url":null,"abstract":"Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, <i>n</i> = 32) and two experimental groups (EG1, <i>n</i> = 31; EG2, <i>n</i> = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction "最重要的是让他们意识到":教师的金属语言知识与第二语言显性发音教学案例研究
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-09 DOI: 10.1002/tesq.3301
Joshua Gordon, Roger Segura Arias
Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.
尽管显性教学能有效地帮助第二语言(L2)学习者形成可理解的发音,但有必要了解第二语言教师为何以及如何在课堂上系统地实施这种显性发音教学。由于显性教学在提高学习者发音技能方面起着关键作用,因此有必要了解教师在不同情况下实施显性教学的理由。在实施显性发音教学的过程中,教师的金属语言知识是一个重要的分析方面,它可以展示发音教师在显性教学过程中以易于理解的方式向学习者呈现语音-语调内容的能力。本案例研究分析了一位经验丰富的外籍英语教师在第二语言发音教学中的金属语言知识。本研究采用定性数据收集方法(如半结构式访谈、课堂观察和刺激回忆式访谈)和弗里曼(2020)的语言教学知识基础框架,研究结果展示了一位经验丰富的教师的金属语言知识如何影响显性 L2 发音教学的实施,以及教师的金属语言如何影响学习者在课堂不同活动中可用的语言类型。本研究还讨论了这些结果对培训教师学习第二语言发音教学法的影响。
{"title":"“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction","authors":"Joshua Gordon, Roger Segura Arias","doi":"10.1002/tesq.3301","DOIUrl":"https://doi.org/10.1002/tesq.3301","url":null,"abstract":"Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) <i>Knowledge Base of Language Teaching Framework</i>, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139423361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English 发音的数据驱动学习:学术英语中词性重音和突出的感知与生成
IF 3.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-07 DOI: 10.1002/tesq.3302
K. Hirschi, Okim Kang
Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.
在北美学术环境中,英语学习者在学习新单词和短语时可能会出现可理解性问题,部分原因可能是学习者可用来理解语言使用模式的语言数据有限。为此,本文研究了在美国学术环境中数据驱动发音学习(DDLfP)对词汇重音和突出的影响。65 名北美大学的英语后学完成了听力和口语项目的诊断和前测,然后完成了四节在线课程以及学术词汇和公式(即多词序列)的后测。实验组学员(n = 40)使用高度熟练的 L2 说话者的音频语料进行练习,而对比组学员(n = 25)则使用教师编写的发音材料进行练习。逻辑回归结果表明,使用语料库的实验组显著提高了对学术公式中突出部分的识别能力。在口语任务中,两组学习者的词汇重音发音都有所提高,但只有 DDLfP 学习者提高了学术公式中突出音的发音。学习者表示,他们重视 DDLfP 在不同语境和说话者的发音学习方面所做的努力。研究结果对第二语言发音教师有一定的启示,并支持在语言教学中使用语料库。
{"title":"Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English","authors":"K. Hirschi, Okim Kang","doi":"10.1002/tesq.3302","DOIUrl":"https://doi.org/10.1002/tesq.3302","url":null,"abstract":"Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"65 30","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Tesol Quarterly
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1