The present study explores Austrian pre-service EFL teachers’ language awareness. The negative polarity properties of ‘any’ are investigated. These are informative since some of the grammatical constraints are taught in EFL instruction while others are not. The research question addresses whether pre-service teachers’ knowledge is constrained by pedagogical rules. 66 pre-service EFL teachers rated eight sentence types illustrating varying grammatical constraints on the occurrence of ‘any’ by means of paced acceptability judgement. Then knowledge of metalinguistic was assessed through untimed sentence pair assessment, open rule verbalisation, and recall of rule teaching. Results suggest that ability to distinguish grammaticality as indexed by judgements was generally high but most robust for taught properties. Metalinguistic knowledge was similarly restricted mainly to the taught pedagogical rules. Based on these results, ramifications for the role of language knowledge in EFL teacher training and avenues for further research are discussed.
{"title":"“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers","authors":"Tom Rankin, Thomas Wagner","doi":"10.1515/iral-2023-0229","DOIUrl":"https://doi.org/10.1515/iral-2023-0229","url":null,"abstract":"\u0000 The present study explores Austrian pre-service EFL teachers’ language awareness. The negative polarity properties of ‘any’ are investigated. These are informative since some of the grammatical constraints are taught in EFL instruction while others are not. The research question addresses whether pre-service teachers’ knowledge is constrained by pedagogical rules. 66 pre-service EFL teachers rated eight sentence types illustrating varying grammatical constraints on the occurrence of ‘any’ by means of paced acceptability judgement. Then knowledge of metalinguistic was assessed through untimed sentence pair assessment, open rule verbalisation, and recall of rule teaching. Results suggest that ability to distinguish grammaticality as indexed by judgements was generally high but most robust for taught properties. Metalinguistic knowledge was similarly restricted mainly to the taught pedagogical rules. Based on these results, ramifications for the role of language knowledge in EFL teacher training and avenues for further research are discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"324 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139833347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study explores Austrian pre-service EFL teachers’ language awareness. The negative polarity properties of ‘any’ are investigated. These are informative since some of the grammatical constraints are taught in EFL instruction while others are not. The research question addresses whether pre-service teachers’ knowledge is constrained by pedagogical rules. 66 pre-service EFL teachers rated eight sentence types illustrating varying grammatical constraints on the occurrence of ‘any’ by means of paced acceptability judgement. Then knowledge of metalinguistic was assessed through untimed sentence pair assessment, open rule verbalisation, and recall of rule teaching. Results suggest that ability to distinguish grammaticality as indexed by judgements was generally high but most robust for taught properties. Metalinguistic knowledge was similarly restricted mainly to the taught pedagogical rules. Based on these results, ramifications for the role of language knowledge in EFL teacher training and avenues for further research are discussed.
{"title":"“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers","authors":"Tom Rankin, Thomas Wagner","doi":"10.1515/iral-2023-0229","DOIUrl":"https://doi.org/10.1515/iral-2023-0229","url":null,"abstract":"\u0000 The present study explores Austrian pre-service EFL teachers’ language awareness. The negative polarity properties of ‘any’ are investigated. These are informative since some of the grammatical constraints are taught in EFL instruction while others are not. The research question addresses whether pre-service teachers’ knowledge is constrained by pedagogical rules. 66 pre-service EFL teachers rated eight sentence types illustrating varying grammatical constraints on the occurrence of ‘any’ by means of paced acceptability judgement. Then knowledge of metalinguistic was assessed through untimed sentence pair assessment, open rule verbalisation, and recall of rule teaching. Results suggest that ability to distinguish grammaticality as indexed by judgements was generally high but most robust for taught properties. Metalinguistic knowledge was similarly restricted mainly to the taught pedagogical rules. Based on these results, ramifications for the role of language knowledge in EFL teacher training and avenues for further research are discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"26 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.
{"title":"An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate","authors":"Yupei Wang, Quan Xu","doi":"10.1515/iral-2023-0207","DOIUrl":"https://doi.org/10.1515/iral-2023-0207","url":null,"abstract":"\u0000 Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"26 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.
{"title":"An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate","authors":"Yupei Wang, Quan Xu","doi":"10.1515/iral-2023-0207","DOIUrl":"https://doi.org/10.1515/iral-2023-0207","url":null,"abstract":"\u0000 Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"332 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139835669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.
{"title":"Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms","authors":"Xuejun Ye, Guangwei Hu","doi":"10.1515/iral-2023-0153","DOIUrl":"https://doi.org/10.1515/iral-2023-0153","url":null,"abstract":"\u0000 Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"93 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.
{"title":"Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms","authors":"Xuejun Ye, Guangwei Hu","doi":"10.1515/iral-2023-0153","DOIUrl":"https://doi.org/10.1515/iral-2023-0153","url":null,"abstract":"\u0000 Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The facilitative role of scaffolding has been highlighted by research with empirical evidence on learners’ engagement in classroom interaction and their uptake of teacher instruction but the body of empirical research focusing on genre-based pedagogical approaches for Vietnamese learners as second language (L2) writers remains relatively limited. The present study extends this line of enquiry by investigating how five experienced EFL teachers at two Vietnamese colleges apply scaffolding strategies in genre-based L2 writing classes and how teacher professional development workshops shifted the teachers’ beliefs about such an approach to teaching EFL writing. Data were collected from 30 classroom observations (10 before and 20 after the workshops) and five individual semi-structured interviews with the teachers. A content-based approach was adopted for qualitative data analysis. Findings show that the teachers used a much wider range of scaffolding strategies, with questioning and giving feedback being the most frequently-used strategies, in their EFL writing classes compared to those observed before the workshops. The study further shows that there were remarkable changes in the teachers’ beliefs about genre-based L2 writing pedagogy and that they highly valued the potential impact of this approach on learners’ uptake in writing skills. Implications for second language writing pedagogy and teacher professional development will be discussed.
{"title":"Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices","authors":"L. Nguyen, Hung Phu Bui, Xuan Van Ha","doi":"10.1515/iral-2023-0125","DOIUrl":"https://doi.org/10.1515/iral-2023-0125","url":null,"abstract":"\u0000 The facilitative role of scaffolding has been highlighted by research with empirical evidence on learners’ engagement in classroom interaction and their uptake of teacher instruction but the body of empirical research focusing on genre-based pedagogical approaches for Vietnamese learners as second language (L2) writers remains relatively limited. The present study extends this line of enquiry by investigating how five experienced EFL teachers at two Vietnamese colleges apply scaffolding strategies in genre-based L2 writing classes and how teacher professional development workshops shifted the teachers’ beliefs about such an approach to teaching EFL writing. Data were collected from 30 classroom observations (10 before and 20 after the workshops) and five individual semi-structured interviews with the teachers. A content-based approach was adopted for qualitative data analysis. Findings show that the teachers used a much wider range of scaffolding strategies, with questioning and giving feedback being the most frequently-used strategies, in their EFL writing classes compared to those observed before the workshops. The study further shows that there were remarkable changes in the teachers’ beliefs about genre-based L2 writing pedagogy and that they highly valued the potential impact of this approach on learners’ uptake in writing skills. Implications for second language writing pedagogy and teacher professional development will be discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"98 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates whether forms associated with verbal inflection can be acquired in relation to two UG-based L2 acquisition hypotheses: the Full Transfer Full Access (FTFA) Hypothesis (Schwartz, Bonnie & Rex Sprouse. 1994. Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. In Teun Hoekstra & Bonnie D. Schwartz (eds.), Language acquisition Studies in generative grammar, 317–368. Amsterdam: John Benjamins, Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the ‘full transfer/full access’ model. Second Language Research 12. 40–72) and the Interpretability Hypothesis (Tsimpli, Ianthi-maria & Maria Dimitrakopoulou. 2007. The Interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242). The former captures the insight that convergence on grammars like those of native speakers is possible, whereas the latter argues that a native/non-native divergence results from the inaccessibility of some uninterpretable syntactic features. Ninety adult L1 speakers of Chinese of different English proficiency levels were asked to interpret and produce tense and agreement in various contexts in three tasks. Results suggest that the underlying grammatical representations in the end-state grammar may not be the same as native speakers’. We speculate that the inaccessibility of the uninterpretable [uInfl:] feature of v and the uninterpretable [uInfl:*] feature of be are the potential source of difficulty in acquiring verbal inflection in L2 English.
本研究根据两个基于 UG 的 L2 习得假说："全转移全获取（FTFA）假说"（Schwartz, Bonnie & Rex Sprouse.1994.非母语语言习得中的词序和主格：L1 土耳其语）德语语际纵向研究》。In Teun Hoekstra & Bonnie D. Schwartz (eds.), Language acquisition Studies in generative grammar, 317-368.阿姆斯特丹：John Benjamins, Schwartz, Bonnie & Rex Sprouse.1996.L2 cognitive states and the 'full transfer/full access' model.Second Language Research 12.40-72）和可解释性假说（Tsimpli, Ianthi-maria & Maria Dimitrakopoulou.2007.可解释性假说：第二语言习得中的问句证据。Second Language Research 23.215-242).前者认为，与母语者的语法趋同是可能的，而后者则认为，母语者与非母语者之间的差异是由于无法获得某些无法解读的句法特征造成的。研究人员要求 90 名不同英语水平的以汉语为第一语言的成人在三个任务中解释和制作各种语境中的时态和一致。结果表明，最终状态语法中的基本语法表征可能与母语使用者的不同。我们推测，v 的不可解释[uInfl:]特征和 be 的不可解释[uInfl:*]特征的不可接近性是学习 L2 英语动词变位的潜在困难来源。
{"title":"On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese","authors":"S. Kong, Yuhsin Huang","doi":"10.1515/iral-2023-0249","DOIUrl":"https://doi.org/10.1515/iral-2023-0249","url":null,"abstract":"\u0000 This study investigates whether forms associated with verbal inflection can be acquired in relation to two UG-based L2 acquisition hypotheses: the Full Transfer Full Access (FTFA) Hypothesis (Schwartz, Bonnie & Rex Sprouse. 1994. Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. In Teun Hoekstra & Bonnie D. Schwartz (eds.), Language acquisition Studies in generative grammar, 317–368. Amsterdam: John Benjamins, Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the ‘full transfer/full access’ model. Second Language Research 12. 40–72) and the Interpretability Hypothesis (Tsimpli, Ianthi-maria & Maria Dimitrakopoulou. 2007. The Interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242). The former captures the insight that convergence on grammars like those of native speakers is possible, whereas the latter argues that a native/non-native divergence results from the inaccessibility of some uninterpretable syntactic features. Ninety adult L1 speakers of Chinese of different English proficiency levels were asked to interpret and produce tense and agreement in various contexts in three tasks. Results suggest that the underlying grammatical representations in the end-state grammar may not be the same as native speakers’. We speculate that the inaccessibility of the uninterpretable [uInfl:] feature of v and the uninterpretable [uInfl:*] feature of be are the potential source of difficulty in acquiring verbal inflection in L2 English.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"5 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139591757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cohesion is vital for connecting messages in writing, but there has been a dearth of studies focusing on the development of cohesion. Taking a Complex Dynamic Systems Theory (CDST) perspective, this longitudinal case study investigated the development of L2 learnersʼ use of global cohesion and its relationship with their argumentative writing quality over an academic year. Four English-as-a-foreign-language (EFL) learners at a university in Western China were invited to participate in this study and requested to write 31 argumentative essays each over an academic year from March 2019 to January 2020. The resampling and Monte Carlo simulations were utilized to examine the characteristics demonstrated in the development path of and the interaction between global cohesion devices as well as the relationship between global cohesion and the text quality of argumentative essays. Statistical results showed inter- and intra-individual variability in the learnersʼ development of global cohesion devices and their interactions, as well as the relationship between global cohesion and L2 writing quality. The findings suggest that the studentsʼ development of global cohesion in argumentative writing is a slow process and necessitates teaching interventions.
{"title":"Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality","authors":"Jianhua Zhang, L. Zhang","doi":"10.1515/iral-2023-0069","DOIUrl":"https://doi.org/10.1515/iral-2023-0069","url":null,"abstract":"\u0000 Cohesion is vital for connecting messages in writing, but there has been a dearth of studies focusing on the development of cohesion. Taking a Complex Dynamic Systems Theory (CDST) perspective, this longitudinal case study investigated the development of L2 learnersʼ use of global cohesion and its relationship with their argumentative writing quality over an academic year. Four English-as-a-foreign-language (EFL) learners at a university in Western China were invited to participate in this study and requested to write 31 argumentative essays each over an academic year from March 2019 to January 2020. The resampling and Monte Carlo simulations were utilized to examine the characteristics demonstrated in the development path of and the interaction between global cohesion devices as well as the relationship between global cohesion and the text quality of argumentative essays. Statistical results showed inter- and intra-individual variability in the learnersʼ development of global cohesion devices and their interactions, as well as the relationship between global cohesion and L2 writing quality. The findings suggest that the studentsʼ development of global cohesion in argumentative writing is a slow process and necessitates teaching interventions.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"56 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139594496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language contact is widely recognized as a factor that can have a significant impact on second language (L2) learners’ oral proficiency. However, the existing literature on this topic lacks consistency regarding the extent to which language contact can affect L2 oral outcomes. To address this issue, the present study investigates the role of ethnic identification as a mediating factor in the context of Chinese as a second language (CSL). By utilizing structural equation models (SEMs), this study reveals that: (1) language contact can directly affect Chinese oral proficiency, with interactive contact having a particular impact on oral fluency; (2) language contact indirectly affects CSL learners’ oral acquisition through ethnic identification, especially in terms of oral complexity and accuracy; and (3) language contact significantly influences ethnic identification. By constructing models that explore the relationships among language contact, ethnic identification, and Chinese oral proficiency, this study contributes to current theories of language contact in the L2 acquisition domain by highlighting the crucial role of ethnic identification.
{"title":"The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency","authors":"An Ziyi, Gong Yang Frank, Chen Mo","doi":"10.1515/iral-2023-0221","DOIUrl":"https://doi.org/10.1515/iral-2023-0221","url":null,"abstract":"\u0000 Language contact is widely recognized as a factor that can have a significant impact on second language (L2) learners’ oral proficiency. However, the existing literature on this topic lacks consistency regarding the extent to which language contact can affect L2 oral outcomes. To address this issue, the present study investigates the role of ethnic identification as a mediating factor in the context of Chinese as a second language (CSL). By utilizing structural equation models (SEMs), this study reveals that: (1) language contact can directly affect Chinese oral proficiency, with interactive contact having a particular impact on oral fluency; (2) language contact indirectly affects CSL learners’ oral acquisition through ethnic identification, especially in terms of oral complexity and accuracy; and (3) language contact significantly influences ethnic identification. By constructing models that explore the relationships among language contact, ethnic identification, and Chinese oral proficiency, this study contributes to current theories of language contact in the L2 acquisition domain by highlighting the crucial role of ethnic identification.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"132 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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