The Modern Language JournalEarly View EDITOR'S NOTE Notes from the Editor Marta Antón, Marta Antón Editor-in-Chief The Modern Language JournalSearch for more papers by this author Marta Antón, Marta Antón Editor-in-Chief The Modern Language JournalSearch for more papers by this author First published: 06 September 2023 https://doi.org/10.1111/modl.12877Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
《现代语言杂志》编辑注:编辑玛尔塔Antón，玛尔塔Antón《现代语言杂志》主编搜索本作者的更多论文玛尔塔Antón，玛尔塔Antón《现代语言杂志》主编搜索本作者的更多论文首次发表:2023年9月6日https://doi.org/10.1111/modl.12877Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要在包含问题之前的早期视图在线记录版本相关信息
{"title":"Notes from the Editor","authors":"Marta Antón","doi":"10.1111/modl.12877","DOIUrl":"https://doi.org/10.1111/modl.12877","url":null,"abstract":"The Modern Language JournalEarly View EDITOR'S NOTE Notes from the Editor Marta Antón, Marta Antón Editor-in-Chief The Modern Language JournalSearch for more papers by this author Marta Antón, Marta Antón Editor-in-Chief The Modern Language JournalSearch for more papers by this author First published: 06 September 2023 https://doi.org/10.1111/modl.12877Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200726","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}
This article adopts learning‐behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video‐recorded data from L2 Arabic dyadic conversations‐for‐learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other‐initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning‐behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real‐time interaction.
{"title":"Tracking learnables and teachables in L2 Arabic dyadic conversations‐for‐learning","authors":"Khaled Al Masaeed","doi":"10.1111/modl.12869","DOIUrl":"https://doi.org/10.1111/modl.12869","url":null,"abstract":"This article adopts learning‐behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video‐recorded data from L2 Arabic dyadic conversations‐for‐learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other‐initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning‐behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real‐time interaction.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49311122","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}
The intrapersonal functions of private speech have been researched extensively. However, studies in interactive settings that focus on the interpersonal functions of private speech have been rare. Adopting a case‐study approach, I investigated the social consequences of private speech and how it contributes to the establishment of intersubjectivity during collaborative tasks. Data were collected through video recordings of participants collaboratively processing feedback on jointly produced texts, retrospective interviews that included stimulated recall, and collaborative writing tasks. Findings show instances of private speech acting as a tool that helps establish intersubjectivity, thus promoting joint problem solving and potentially affording interlocutors more opportunities to co‐construct knowledge. These opportunities for learning were made possible when interlocutors used the private speech of a peer as a resource to build upon when deliberating on a response to feedback. This indicates that the ability to understand the intra‐ and interpersonal functions of an interlocutors’ private speech is an important aspect of interactional competence in an additional language.
{"title":"The social consequences of talking to oneself: The dialectical continuum of social and private speech","authors":"Nicholas Carr","doi":"10.1111/modl.12867","DOIUrl":"https://doi.org/10.1111/modl.12867","url":null,"abstract":"The intrapersonal functions of private speech have been researched extensively. However, studies in interactive settings that focus on the interpersonal functions of private speech have been rare. Adopting a case‐study approach, I investigated the social consequences of private speech and how it contributes to the establishment of intersubjectivity during collaborative tasks. Data were collected through video recordings of participants collaboratively processing feedback on jointly produced texts, retrospective interviews that included stimulated recall, and collaborative writing tasks. Findings show instances of private speech acting as a tool that helps establish intersubjectivity, thus promoting joint problem solving and potentially affording interlocutors more opportunities to co‐construct knowledge. These opportunities for learning were made possible when interlocutors used the private speech of a peer as a resource to build upon when deliberating on a response to feedback. This indicates that the ability to understand the intra‐ and interpersonal functions of an interlocutors’ private speech is an important aspect of interactional competence in an additional language.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48234693","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}
The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency‐informed versus the awarding organizations’ topic‐driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic‐driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency‐informed word lists, however, seemed to better prepare learners for the exams.
{"title":"Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed","authors":"E. Marsden, Amber Dudley, R. Hawkes","doi":"10.1111/modl.12866","DOIUrl":"https://doi.org/10.1111/modl.12866","url":null,"abstract":"The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency‐informed versus the awarding organizations’ topic‐driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic‐driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency‐informed word lists, however, seemed to better prepare learners for the exams.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162282","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}
Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire (N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features (N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience.
{"title":"The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences","authors":"M. Zuniga","doi":"10.1111/modl.12865","DOIUrl":"https://doi.org/10.1111/modl.12865","url":null,"abstract":"Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire (N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features (N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971269","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}
This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.
{"title":"Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction","authors":"Hyun-Bin Hwang","doi":"10.1111/modl.12864","DOIUrl":"https://doi.org/10.1111/modl.12864","url":null,"abstract":"This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47107729","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}
Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in one US superdiverse, multilingual secondary science classroom. Taking up the lens of criticality and superdiversity, we view classrooms as power‐laden spaces and translanguaging as a social practice shaped by and shaping social norms and ideologies. Through discourse analyses of classroom interactions and interview data, we identified seven functions of classroom translanguaging practices. Our analysis shows that translanguaging offered students translingual support for accessing meaning and instruction and allowed the teacher to build relationships with students through translingual caring and translingual critical love. Students also engaged in translanguaging for translingual bonding and creating translingual safe houses. However, translanguaging was also used for translingual exclusion and translingual aggression. Our analysis sheds light on the complexity of translanguaging pedagogy. We call for (re)centering criticality in the research and practice of translanguaging pedagogy and developing students’ critical language awareness in translanguaging classrooms.
{"title":"Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy","authors":"Kongji Qin, Lorena Llosa","doi":"10.1111/modl.12868","DOIUrl":"https://doi.org/10.1111/modl.12868","url":null,"abstract":"Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in one US superdiverse, multilingual secondary science classroom. Taking up the lens of criticality and superdiversity, we view classrooms as power‐laden spaces and translanguaging as a social practice shaped by and shaping social norms and ideologies. Through discourse analyses of classroom interactions and interview data, we identified seven functions of classroom translanguaging practices. Our analysis shows that translanguaging offered students translingual support for accessing meaning and instruction and allowed the teacher to build relationships with students through translingual caring and translingual critical love. Students also engaged in translanguaging for translingual bonding and creating translingual safe houses. However, translanguaging was also used for translingual exclusion and translingual aggression. Our analysis sheds light on the complexity of translanguaging pedagogy. We call for (re)centering criticality in the research and practice of translanguaging pedagogy and developing students’ critical language awareness in translanguaging classrooms.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537115","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}
This article foregrounds the role of the learner's experienced and expressive body in the process of action‐oriented intercultural second language acquisition (SLA), drawing on phenomenological and related research on embodiment. It suggests that processes of perception, cognition, intentionality, and action are fundamentally shaped by the preconscious experiences of the moving body and its real‐time, unmediated interaction with affordances of the social, cultural, and material environment. The prereflective corporeal resonances and experiences provide foundational orientations and scaffoldings for perceptive, emotive, and cognitive processes, emerging through situated bodily activities. Thus, the explicit integration of learners’ active bodies in SLA processes mobilizes largely untapped resources of embodied learning. Preconscious resonances with the second language and the cultural other can be directly sensed in, through, and with the body, allowing for spontaneous behavior to flow naturally in intercultural situations. By engaging the active body in SLA, elements of body memory, and not just episodic memory, are continually reenacted and actualized. The regular training of attentiveness to the corporeal resonances with and adaptive responses to the affordances in the SLA process serves to orientate and scaffold hermeneutical learning and to anchor it in learners’ life experience.
{"title":"Bringing the body into play: The corporeal aspect in second language acquisition","authors":"A. Witte","doi":"10.1111/modl.12861","DOIUrl":"https://doi.org/10.1111/modl.12861","url":null,"abstract":"This article foregrounds the role of the learner's experienced and expressive body in the process of action‐oriented intercultural second language acquisition (SLA), drawing on phenomenological and related research on embodiment. It suggests that processes of perception, cognition, intentionality, and action are fundamentally shaped by the preconscious experiences of the moving body and its real‐time, unmediated interaction with affordances of the social, cultural, and material environment. The prereflective corporeal resonances and experiences provide foundational orientations and scaffoldings for perceptive, emotive, and cognitive processes, emerging through situated bodily activities. Thus, the explicit integration of learners’ active bodies in SLA processes mobilizes largely untapped resources of embodied learning. Preconscious resonances with the second language and the cultural other can be directly sensed in, through, and with the body, allowing for spontaneous behavior to flow naturally in intercultural situations. By engaging the active body in SLA, elements of body memory, and not just episodic memory, are continually reenacted and actualized. The regular training of attentiveness to the corporeal resonances with and adaptive responses to the affordances in the SLA process serves to orientate and scaffold hermeneutical learning and to anchor it in learners’ life experience.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49378055","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}
In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible if words containing the most frequent derivational affixes are known. This study assessed the validity of these views for L2 listening. Participants (N = 120) provided translations of 27 base words and 43 related affixational forms when listening. When participants knew one form (either the base word or an affixed form) they also knew the other just 25.1% of the time. For target words containing the most frequent derivational affixes, this was just 26.5%. Logistic regression found that learners’ overall vocabulary level, several aspects of word frequency, and base word knowledge were all significant predictors of knowing affixed forms. However, when other variables were held constant, base word knowledge was a weak predictor of affixational form knowledge. These findings support neither the strict assumption nor the more lenient view of WF6 use for L2 listening among study participants.
{"title":"Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit","authors":"Young Ae Kim, Tim Stoeckel, Stuart Mclean","doi":"10.1111/modl.12863","DOIUrl":"https://doi.org/10.1111/modl.12863","url":null,"abstract":"In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible if words containing the most frequent derivational affixes are known. This study assessed the validity of these views for L2 listening. Participants (N = 120) provided translations of 27 base words and 43 related affixational forms when listening. When participants knew one form (either the base word or an affixed form) they also knew the other just 25.1% of the time. For target words containing the most frequent derivational affixes, this was just 26.5%. Logistic regression found that learners’ overall vocabulary level, several aspects of word frequency, and base word knowledge were all significant predictors of knowing affixed forms. However, when other variables were held constant, base word knowledge was a weak predictor of affixational form knowledge. These findings support neither the strict assumption nor the more lenient view of WF6 use for L2 listening among study participants.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627186","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}
Yucel Yilmaz, D. Arroyo, Carly Carver, Jungyoun Choi, Megan DiBartolomeo
This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty‐eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16) received feedback in the last task. The control group (n = 16) received no feedback. The total amount of CF provided to the two CF groups was controlled. Learners completed oral production and grammaticality judgment pre, post, and delayed posttests. Results showed that the massed group scored significantly higher than the control group across test types and times. However, the distributed group scored significantly higher than the control group only on the immediate and delayed oral production tests. We argue that the temporal contiguity, intensity, and consistency of feedback instances in the massed condition might be responsible for the relative superiority of the massed CF.
{"title":"The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking","authors":"Yucel Yilmaz, D. Arroyo, Carly Carver, Jungyoun Choi, Megan DiBartolomeo","doi":"10.1111/modl.12862","DOIUrl":"https://doi.org/10.1111/modl.12862","url":null,"abstract":"This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty‐eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16) received feedback in the last task. The control group (n = 16) received no feedback. The total amount of CF provided to the two CF groups was controlled. Learners completed oral production and grammaticality judgment pre, post, and delayed posttests. Results showed that the massed group scored significantly higher than the control group across test types and times. However, the distributed group scored significantly higher than the control group only on the immediate and delayed oral production tests. We argue that the temporal contiguity, intensity, and consistency of feedback instances in the massed condition might be responsible for the relative superiority of the massed CF.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42437457","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}
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