{"title":"DeKeyser, Robert M. and Goretti Prieto Botano, eds. 2019. Doing SLA research with implications for the classroom. Reconciling methodological demands and pedagogical applicability","authors":"P. Pauwels","doi":"10.1075/ITL.19008.PAU","DOIUrl":"https://doi.org/10.1075/ITL.19008.PAU","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48061035","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 article reports on a classroom intervention where L2 learners were prompted to look for multiword expressions in texts. The participants were two intact classes of Vietnamese learners of English as a foreign language. Over a period of eight weeks, the experimental group (n = 26) looked for expressions in texts, while the comparison group (n = 28) used the same texts for content-related activities. In pairs, students in the experimental group consulted online dictionaries and an online corpus to help them determine which word strings in the texts were common expressions. The students’ worksheets and audio-recorded interactions suggest they were by and large successful at this, but also reveal the students found it hard to identify the boundaries of expressions and occasionally failed to find the dictionary (sub-)entries that matched them. The two groups’ ability to recall the expressions was gauged by comparing their scores on a pre-test and a post-test administered one week after the last class and again five months later. The learning gains were greater in the experimental group, although the difference fell short of significance in the delayed post-test. Students in the experimental group whose proficiency in English was relatively high tended to benefit the most.
{"title":"Extracting multiword expressions from texts with the aid of online resources","authors":"T. Bui, F. Boers, Averil Coxhead","doi":"10.1075/ITL.18033.BUI","DOIUrl":"https://doi.org/10.1075/ITL.18033.BUI","url":null,"abstract":"\u0000 This article reports on a classroom intervention where L2 learners were prompted to look for multiword expressions\u0000 in texts. The participants were two intact classes of Vietnamese learners of English as a foreign language. Over a period of eight\u0000 weeks, the experimental group (n = 26) looked for expressions in texts, while the comparison group\u0000 (n = 28) used the same texts for content-related activities. In pairs, students in the experimental group\u0000 consulted online dictionaries and an online corpus to help them determine which word strings in the texts were common expressions.\u0000 The students’ worksheets and audio-recorded interactions suggest they were by and large successful at this, but also reveal the\u0000 students found it hard to identify the boundaries of expressions and occasionally failed to find the dictionary (sub-)entries that\u0000 matched them. The two groups’ ability to recall the expressions was gauged by comparing their scores on a pre-test and a post-test\u0000 administered one week after the last class and again five months later. The learning gains were greater in the experimental group,\u0000 although the difference fell short of significance in the delayed post-test. Students in the experimental group whose proficiency\u0000 in English was relatively high tended to benefit the most.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888274","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}
Phuong Nam T. Nguyen, Gert Rijlaarsdam, T. Janssen, W. Admiraal
Producing a meaningful written discourse in a foreign language requires a high cognitive effort of EFL learners. They face challenges caused by L2 word or grammar-related difficulties, and also by the L2 genre and genre conventions that may be quite different from what they experienced in their L1. The present study focusses on the support offered to Vietnamese L2 writers to overcome these hindrances. An intensive four-week writing intervention was designed and tested to examine whether encouraging genre awareness via a short session of sample text analysis could empower students to conduct effective brainstorming for argumentative writing. In a pre-test post-test control group design with switching replications, with 66 EFL intermediate undergraduate participants, the study obtained four indicators of L2 argumentative writing quality: idea generation, productivity, global text quality and self-efficacy. The results showed that participants integrated the sample text analysis into the idea generation stage. They created significantly longer self-expressive free writing texts, perceived the generated ideas as more useful, and used more of these ideas in their argumentative texts composition, compared to students from the control condition (with teacher instruction only). No treatment effects were found for productivity, global quality of final text, and self-efficacy. Students in both control and treatment conditions generally showed a significant improvement on these variables.
{"title":"Effects of rhetorical text analysis on idea generation and text quality","authors":"Phuong Nam T. Nguyen, Gert Rijlaarsdam, T. Janssen, W. Admiraal","doi":"10.1075/ITL.16013.RIJ","DOIUrl":"https://doi.org/10.1075/ITL.16013.RIJ","url":null,"abstract":"\u0000 Producing a meaningful written discourse in a foreign language requires a high cognitive effort of EFL learners.\u0000 They face challenges caused by L2 word or grammar-related difficulties, and also by the L2 genre and genre conventions that may be\u0000 quite different from what they experienced in their L1. The present study focusses on the support offered to Vietnamese L2 writers\u0000 to overcome these hindrances. An intensive four-week writing intervention was designed and tested to examine whether encouraging\u0000 genre awareness via a short session of sample text analysis could empower students to conduct effective brainstorming for\u0000 argumentative writing. In a pre-test post-test control group design with switching replications, with 66 EFL intermediate\u0000 undergraduate participants, the study obtained four indicators of L2 argumentative writing quality: idea generation, productivity,\u0000 global text quality and self-efficacy. The results showed that participants integrated the sample text analysis into the idea\u0000 generation stage. They created significantly longer self-expressive free writing texts, perceived the generated ideas as more\u0000 useful, and used more of these ideas in their argumentative texts composition, compared to students from the control condition\u0000 (with teacher instruction only). No treatment effects were found for productivity, global quality of final text, and\u0000 self-efficacy. Students in both control and treatment conditions generally showed a significant improvement on these\u0000 variables.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456738","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}
Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese university students viewed ten 42-minute episodes of an American drama. Two vocabulary tests at differing sensitivities were used in a pre- and post-test design measuring receptive knowledge of the form-meaning connection of 60 word-families. The results indicated that (a) viewing television contributed to significant gains in vocabulary knowledge and (b) there was a positive relationship between frequency of occurrence and vocabulary learning. Pedagogical implications are discussed in detail.
{"title":"Incidental vocabulary learning through viewing television","authors":"M. Rodgers, S. Webb","doi":"10.1075/ITL.18034.ROD","DOIUrl":"https://doi.org/10.1075/ITL.18034.ROD","url":null,"abstract":"\u0000Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese university students viewed ten 42-minute episodes of an American drama. Two vocabulary tests at differing sensitivities were used in a pre- and post-test design measuring receptive knowledge of the form-meaning connection of 60 word-families. The results indicated that (a) viewing television contributed to significant gains in vocabulary knowledge and (b) there was a positive relationship between frequency of occurrence and vocabulary learning. Pedagogical implications are discussed in detail.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43957145","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 article reviews Understanding formulaic language: A second language acquisition perspective
本文综述了第二语言习得视角下的理解公式化语言
{"title":"Review of Siyanova-Chanturia, A., & Pellicer-Sanchez, A., Eds. (2019) Understanding formulaic language: A second language acquisition perspective","authors":"Thi My Hang Nguyen","doi":"10.1075/ITL.19006.NGU","DOIUrl":"https://doi.org/10.1075/ITL.19006.NGU","url":null,"abstract":"This article reviews Understanding formulaic language: A second language acquisition perspective","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43995184","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 current study investigated the differential effect of two types of oral feedback – graduated oral corrective feedback (GOCF) in accordance with sociocultural theory (SCT) and supplemented direct oral corrective feedback (SDOCF) in accordance with cognitive-interactionist theory (CIT) – on Iranian pre-intermediate EFL learners’ written errors. The study used a pretest-treatment-immediate posttest-delayed posttest design with three groups. Two types of tests were employed to measure the learners’ explicit and implicit knowledge of English articles. The results of the repeated measures mixed-design ANOVAs and post-hoc analyses demonstrated that while both types of feedback significantly improved both types of knowledge in the immediate posttest, a clear advantage was found for the GOCF in the long term. The findings indicate that oral feedback, especially the GOCF within SCT, could be an effective means of addressing learners’ written errors and improving their implicit knowledge.
{"title":"Oral corrective feedback on written errors","authors":"Sajad Saraygord Afshari, A. Dabaghi, S. Ketabi","doi":"10.1075/ITL.18023.AFS","DOIUrl":"https://doi.org/10.1075/ITL.18023.AFS","url":null,"abstract":"\u0000The current study investigated the differential effect of two types of oral feedback – graduated oral corrective feedback (GOCF) in accordance with sociocultural theory (SCT) and supplemented direct oral corrective feedback (SDOCF) in accordance with cognitive-interactionist theory (CIT) – on Iranian pre-intermediate EFL learners’ written errors. The study used a pretest-treatment-immediate posttest-delayed posttest design with three groups. Two types of tests were employed to measure the learners’ explicit and implicit knowledge of English articles. The results of the repeated measures mixed-design ANOVAs and post-hoc analyses demonstrated that while both types of feedback significantly improved both types of knowledge in the immediate posttest, a clear advantage was found for the GOCF in the long term. The findings indicate that oral feedback, especially the GOCF within SCT, could be an effective means of addressing learners’ written errors and improving their implicit knowledge.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152042","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}
Abstract Although most research into grit – an individual difference that encompasses perseverance and passion for achieving long-term goals – has taken a domain-general perspective (e.g., Duckworth et al., 2007 ), emerging interest in a domain-specific approach to grit (e.g., Clark & Malecki, 2019 ) provides the groundwork for research into language learning grit. Expanding upon this nascent line of research (e.g., Teimouri, Plonsky, & Tabandeh, in press ), this exploratory study supports a two-dimensional factor structure of language learning grit and, given the superior criterion validity of the perseverance of effort (PE) grit subscale comparable to foreign language anxiety with regard to second (L2) and third (L3) language achievement and self-rated proficiency among 153 Russian undergraduates, a reconceptualization of – and further research into – grit as a language-domain-specific construct in second language acquisition (SLA).
{"title":"Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia","authors":"Ekaterina Sudina, Luke Plonsky","doi":"10.1075/itl.20001.sud","DOIUrl":"https://doi.org/10.1075/itl.20001.sud","url":null,"abstract":"Abstract Although most research into grit – an individual difference that encompasses perseverance and passion for achieving long-term goals – has taken a domain-general perspective (e.g., Duckworth et al., 2007 ), emerging interest in a domain-specific approach to grit (e.g., Clark & Malecki, 2019 ) provides the groundwork for research into language learning grit. Expanding upon this nascent line of research (e.g., Teimouri, Plonsky, & Tabandeh, in press ), this exploratory study supports a two-dimensional factor structure of language learning grit and, given the superior criterion validity of the perseverance of effort (PE) grit subscale comparable to foreign language anxiety with regard to second (L2) and third (L3) language achievement and self-rated proficiency among 153 Russian undergraduates, a reconceptualization of – and further research into – grit as a language-domain-specific construct in second language acquisition (SLA).","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76413248","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}
Task-based language teaching (TBLT) has increasingly been used in an Asian context. However, research into its implementation in Vietnam remains scarce. This study aims to investigate the effects of a task-based intervention on learners’ performance of listening, reading, speaking and writing tasks compared to the effects of a more traditional teaching method (TTM), which is based on form-focused instruction in combination with the Presentation-Practice-Production method. Through a pretest-posttest design, the researcher can measure the effects of the two settings on learners’ progress. The results show that the participants in the TBLT setting outperformed the participants in the TTM setting for speaking, listening and writing, but not for reading. The results of this study will encourage more research in the field of TBLT implementation in Vietnam.
{"title":"Implementing Task-basedlanguage teaching in an Asian context","authors":"T. Nguyen, K. Jaspaert","doi":"10.1075/ITL.16022.NGU","DOIUrl":"https://doi.org/10.1075/ITL.16022.NGU","url":null,"abstract":"\u0000 Task-based language teaching (TBLT) has increasingly been used in an Asian context. However, research into its\u0000 implementation in Vietnam remains scarce. This study aims to investigate the effects of a task-based intervention on learners’\u0000 performance of listening, reading, speaking and writing tasks compared to the effects of a more traditional teaching method (TTM),\u0000 which is based on form-focused instruction in combination with the Presentation-Practice-Production method. Through a\u0000 pretest-posttest design, the researcher can measure the effects of the two settings on learners’ progress. The results show that\u0000 the participants in the TBLT setting outperformed the participants in the TTM setting for speaking, listening and writing, but not\u0000 for reading. The results of this study will encourage more research in the field of TBLT implementation in Vietnam.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47245226","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 average quantitative research report in applied linguistics is needlessly complicated. Articles with over fifty hypothesis tests are no exception, but despite such an onslaught of numbers, the patterns in the data often remain opaque to readers well-versed in quantitative methods, not to mention to colleagues, students, and non-academics without years of experience in navigating results sections. I offer five suggestions for increasing both the transparency and the simplicity of quantitative research reports: (1) round numbers, (2) draw more graphs, (3) run and report fewer significance tests, (4) report simple rather than complex analyses when they yield essentially the same results, and (5) use online appendices liberally to document secondary analyses and share code and data.
{"title":"Towards simpler and more transparent quantitative research reports","authors":"J. Vanhove","doi":"10.1075/itl.20010.van","DOIUrl":"https://doi.org/10.1075/itl.20010.van","url":null,"abstract":"The average quantitative research report in applied linguistics is needlessly complicated. Articles with over fifty\u0000 hypothesis tests are no exception, but despite such an onslaught of numbers, the patterns in the data often remain opaque to readers\u0000 well-versed in quantitative methods, not to mention to colleagues, students, and non-academics without years of experience in navigating\u0000 results sections. I offer five suggestions for increasing both the transparency and the simplicity of quantitative research reports: (1)\u0000 round numbers, (2) draw more graphs, (3) run and report fewer significance tests, (4) report simple rather than complex analyses when they\u0000 yield essentially the same results, and (5) use online appendices liberally to document secondary analyses and share code and data.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58698644","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}
Pub Date : 2020-06-24DOI: 10.2143/ITL.151.0.2015219
Lynn Grant, P. Nation
No description supplied
未提供描述
{"title":"How many idioms are there in English?","authors":"Lynn Grant, P. Nation","doi":"10.2143/ITL.151.0.2015219","DOIUrl":"https://doi.org/10.2143/ITL.151.0.2015219","url":null,"abstract":"No description supplied","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77014234","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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