{"title":"International Teaching Assistants Offer More Than Their English Accents: A Response to “The ‘Foreign TA Problem’ Forty Years On”","authors":"Mostafa Papi","doi":"10.1111/modl.12790","DOIUrl":"https://doi.org/10.1111/modl.12790","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46802838","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}
{"title":"The “Foreign TA Problem” as a Demand for Aesthetic Labor","authors":"Vijay A. RAMJATTAN","doi":"10.1111/modl.12786","DOIUrl":"https://doi.org/10.1111/modl.12786","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46433196","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}
{"title":"Ideology, Policy, and Potentials for Dialogue","authors":"Stephen DANIEL LOONEY","doi":"10.1111/modl.12789","DOIUrl":"https://doi.org/10.1111/modl.12789","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150641","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}
{"title":"Reframing “the Foreign TA Problem” as “the American Listener Problem”","authors":"Cynthia ZOCCA DEROMA","doi":"10.1111/modl.12785","DOIUrl":"https://doi.org/10.1111/modl.12785","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320425","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}
Takumi Uchihara, S. Webb, Kazuya Saito, P. Trofimovich
This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low- frequency words while viewing their corresponding pictures, and completed a picture-naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were as- sessed for form–meaning connection (spoken form recall) and pronunciation accuracy (accentedness, comprehensibility). Results showed that the reading-while-listening group recalled a significantly greater number of spoken word forms than did the listening-only group. Learners in the reading-while-listening and listening-only modes were judged to be less accented and more comprehensible compared to learn- ers in the reading-only mode. However, only learners receiving spoken input without orthographic support retained more target-like (less accented) pronunciation compared to learners receiving only written input. Furthermore, sound–spelling consistency of words significantly moderated the degree to which different learning modes impacted pronunciation learning. Taken together, the findings suggest that si- multaneous presentation of written and spoken forms is optimal for the development of form–meaning connection and comprehensibility of novel words but that provision of only spoken input may be bene- ficial for the attainment of target-like accent.
{"title":"Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?","authors":"Takumi Uchihara, S. Webb, Kazuya Saito, P. Trofimovich","doi":"10.1111/modl.12775","DOIUrl":"https://doi.org/10.1111/modl.12775","url":null,"abstract":"This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low- frequency words while viewing their corresponding pictures, and completed a picture-naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were as- sessed for form–meaning connection (spoken form recall) and pronunciation accuracy (accentedness, comprehensibility). Results showed that the reading-while-listening group recalled a significantly greater number of spoken word forms than did the listening-only group. Learners in the reading-while-listening and listening-only modes were judged to be less accented and more comprehensible compared to learn- ers in the reading-only mode. However, only learners receiving spoken input without orthographic support retained more target-like (less accented) pronunciation compared to learners receiving only written input. Furthermore, sound–spelling consistency of words significantly moderated the degree to which different learning modes impacted pronunciation learning. Taken together, the findings suggest that si- multaneous presentation of written and spoken forms is optimal for the development of form–meaning connection and comprehensibility of novel words but that provision of only spoken input may be bene- ficial for the attainment of target-like accent.","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48355647","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}
Janire Zalbidea, Bernard I. Issa, Mandy Faretta-Stutenberg
{"title":"Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad","authors":"Janire Zalbidea, Bernard I. Issa, Mandy Faretta-Stutenberg","doi":"10.1111/modl.12777","DOIUrl":"https://doi.org/10.1111/modl.12777","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43078051","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}
{"title":"The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment","authors":"Emad A. Alghamdi, Paul Gruba, Eduardo Velloso","doi":"10.1111/modl.12773","DOIUrl":"https://doi.org/10.1111/modl.12773","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47803621","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}
{"title":"Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland","authors":"O. Costache, E. Becker, T. Goetz","doi":"10.1111/modl.12774","DOIUrl":"https://doi.org/10.1111/modl.12774","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942425","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}
{"title":"Linguistic and Artistic Representations of Trauma: The Contribution of Pedagogies of Discomfort in Language Education","authors":"M. Porto, Michalinos Zembylas","doi":"10.1111/modl.12776","DOIUrl":"https://doi.org/10.1111/modl.12776","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272511","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}
{"title":"At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad","authors":"Kristen M. KENNEDY TERRY","doi":"10.1111/modl.12763","DOIUrl":"https://doi.org/10.1111/modl.12763","url":null,"abstract":"","PeriodicalId":48249,"journal":{"name":"Modern Language Journal","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419715","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：