Translanguaging involves the use of the first language in the second or foreign language classroom. Such language use has been a matter of debate with regards to vocabulary learning, but the research findings are clear. Using the first language to explain the meanings of foreign or second language words is highly effective and has a positive effect on the learning of vocabulary. The primary reason for this positive effect is that first language translations are clear and comprehensible. For the same reason, hard-copy or electronic bilingual dictionaries are a very useful resource for elementary and intermediate level learners of English as a foreign language. Learners at the elementary and intermediate levels do not have a large enough vocabulary to cope with monolingual English dictionaries, because even dictionaries which have been specially prepared for learners of English as a foreign language use a defining vocabulary of around 2000 words.
{"title":"Translanguaging and Vocabulary Learning","authors":"P. Nation","doi":"10.55593/ej.26103a24","DOIUrl":"https://doi.org/10.55593/ej.26103a24","url":null,"abstract":"Translanguaging involves the use of the first language in the second or foreign language classroom. Such language use has been a matter of debate with regards to vocabulary learning, but the research findings are clear. Using the first language to explain the meanings of foreign or second language words is highly effective and has a positive effect on the learning of vocabulary. The primary reason for this positive effect is that first language translations are clear and comprehensible. For the same reason, hard-copy or electronic bilingual dictionaries are a very useful resource for elementary and intermediate level learners of English as a foreign language. Learners at the elementary and intermediate levels do not have a large enough vocabulary to cope with monolingual English dictionaries, because even dictionaries which have been specially prepared for learners of English as a foreign language use a defining vocabulary of around 2000 words.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91307244","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 issue excites us! The scholarship of the articles, the international range of authors and the current significance of the Special Issue topic – “Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging” makes this an issue which will surely be highly valued by the international ELT community.
{"title":"From the editor","authors":"Thomas Robb","doi":"10.55593/ej.26103fromed","DOIUrl":"https://doi.org/10.55593/ej.26103fromed","url":null,"abstract":"This issue excites us! The scholarship of the articles, the international range of authors and the current significance of the Special Issue topic – “Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging” makes this an issue which will surely be highly valued by the international ELT community.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86058801","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 investigates the effect of task repetition and individual differences on Vietnamese English as a foreign language (EFL) learners’ lexical use and fluency in oral task performance. The study adopts a within-subjects design with forty students performing the same narrative task twice. Students also completed two prior vocabulary knowledge tests (i.e., a receptive size test and a productive level test) and two working memory tests (i.e., a backward-span task and a Vietnamese-version operation-span task). Lexical complexity was measured in two aspects (i.e., lexical sophistication and lexical diversity). Fluency was assessed in terms of articulation rate. Unlike previous studies, our study surprisingly did not reveal an effect of task repetition on lexical complexity and fluency. Interestingly, prior vocabulary knowledge and working memory appeared to be good predictors of learners’ lexical complexity and fluency.
{"title":"How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners","authors":"Thao Phuong Duong, Van Huynh Ha Le","doi":"10.55593/ej.26103a12","DOIUrl":"https://doi.org/10.55593/ej.26103a12","url":null,"abstract":"The present study investigates the effect of task repetition and individual differences on Vietnamese English as a foreign language (EFL) learners’ lexical use and fluency in oral task performance. The study adopts a within-subjects design with forty students performing the same narrative task twice. Students also completed two prior vocabulary knowledge tests (i.e., a receptive size test and a productive level test) and two working memory tests (i.e., a backward-span task and a Vietnamese-version operation-span task). Lexical complexity was measured in two aspects (i.e., lexical sophistication and lexical diversity). Fluency was assessed in terms of articulation rate. Unlike previous studies, our study surprisingly did not reveal an effect of task repetition on lexical complexity and fluency. Interestingly, prior vocabulary knowledge and working memory appeared to be good predictors of learners’ lexical complexity and fluency.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84222311","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}
Why should a learner of English in Pontianak have to learn to speak the English spoken by a well-educated native speaker of English in Cambridge? And why should a learner of English in Lima be corrected for not speaking English like the East Coast American teaching her? And most importantly why should a learner of English in Paris fail his examination because he speaks French English with a strong but internationally intelligible accent?
{"title":"Why Should They?","authors":"B. Tomlinson","doi":"10.55593/ej.26103a26","DOIUrl":"https://doi.org/10.55593/ej.26103a26","url":null,"abstract":"Why should a learner of English in Pontianak have to learn to speak the English spoken by a well-educated native speaker of English in Cambridge? And why should a learner of English in Lima be corrected for not speaking English like the East Coast American teaching her? And most importantly why should a learner of English in Paris fail his examination because he speaks French English with a strong but internationally intelligible accent?","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89158540","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}
I am thankful for this invitation to say a few things about translanguaging. Since I just returned from Vietnam as an English Language Specialist for a translanguaging project, I thought it would be refreshing to situate my short note around the activities I created for translanguaging workshops in Vietnam. The translanguaging project encompassed three phases. Phase I and Phase II were conducted online and the tangible product is our translanguaging pedagogy booklets for K-12 English language teachers in Vietnam. The translanguaging project is large in scale, but I will only mention names with whom I collaborated with directly. This serves as my first step to contextualize my stance on translanguaging. The inner circle of the team were Specialists Mary Shepard Wong and myself, plus our Vietnamese counterparts, Dr. Vũ Thị Thanh Nhã, Ms. Trần Kiều Hạnh VNU, and Dr. Le Van Canh. In light of the social phenomenological nature of translanguaging, I see the project as a distributed cognitive system (Hutchins, 1995), which also included but was not limited to the workshop participants, RELOs, Zoom-mediated collaborative activities, my first-person perspective on translanguaging, and my observer’s experiences in Vietnam. It is the interactivity of all these microsystems that contextualize my stance and design. However, the theoretical positioning and activity design are of my own, so is my gratitude for the opportunity to work on this pioneering project.
我很感谢这次邀请，来谈谈关于翻译的一些事情。因为我刚刚从越南回来，作为一个翻译项目的英语语言专家，我想把我在越南为翻译研讨会创建的活动放在我的简短笔记上，会让人耳目一新。翻译项目包括三个阶段。第一阶段和第二阶段是在线进行的，有形产品是我们为越南K-12英语教师提供的翻译教学法小册子。这个翻译项目规模很大，但我只会提到与我直接合作过的人。这是我将我对翻译的立场语境化的第一步。小组的核心成员是专家玛丽·谢泼德·黄和我本人，以及我们的越南同行vvthong Thanh博士Nhã、Trần Kiều Hạnh VNU女士和Le Van Canh博士。鉴于译语的社会现象学性质，我将该项目视为一个分布式认知系统(Hutchins, 1995)，其中还包括但不限于研讨会参与者、RELOs、缩放介导的协作活动、我对译语的第一人称视角，以及我在越南的观察者经历。正是所有这些微系统的交互作用使我的立场和设计成为背景。但是，理论定位和活动设计是我自己的，所以我很感激有机会参与这个开创性的项目。
{"title":"Creating a translanguaging space through Languaging: Reflections on design as English Language Specialist in Vietnam","authors":"D. Zheng","doi":"10.55593/ej.26103a28","DOIUrl":"https://doi.org/10.55593/ej.26103a28","url":null,"abstract":"I am thankful for this invitation to say a few things about translanguaging. Since I just returned from Vietnam as an English Language Specialist for a translanguaging project, I thought it would be refreshing to situate my short note around the activities I created for translanguaging workshops in Vietnam. The translanguaging project encompassed three phases. Phase I and Phase II were conducted online and the tangible product is our translanguaging pedagogy booklets for K-12 English language teachers in Vietnam. The translanguaging project is large in scale, but I will only mention names with whom I collaborated with directly. This serves as my first step to contextualize my stance on translanguaging. The inner circle of the team were Specialists Mary Shepard Wong and myself, plus our Vietnamese counterparts, Dr. Vũ Thị Thanh Nhã, Ms. Trần Kiều Hạnh VNU, and Dr. Le Van Canh. In light of the social phenomenological nature of translanguaging, I see the project as a distributed cognitive system (Hutchins, 1995), which also included but was not limited to the workshop participants, RELOs, Zoom-mediated collaborative activities, my first-person perspective on translanguaging, and my observer’s experiences in Vietnam. It is the interactivity of all these microsystems that contextualize my stance and design. However, the theoretical positioning and activity design are of my own, so is my gratitude for the opportunity to work on this pioneering project.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76109428","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 special issue brings together understandings about language teaching advanced by scholars whose theoretical frameworks and study of practices fall under what is considered, on the one hand, Global Englishes, and on the other, Translanguaging. Although there is much synergy between the two, this excellent special issue shows how each of these two frameworks differ, advancing the teaching of Englishes today in ways that promote diversity and inclusion.
{"title":"Designing New Ownership of English: A Commentary","authors":"Ofelia García","doi":"10.55593/ej.26103a10","DOIUrl":"https://doi.org/10.55593/ej.26103a10","url":null,"abstract":"This special issue brings together understandings about language teaching advanced by scholars whose theoretical frameworks and study of practices fall under what is considered, on the one hand, Global Englishes, and on the other, Translanguaging. Although there is much synergy between the two, this excellent special issue shows how each of these two frameworks differ, advancing the teaching of Englishes today in ways that promote diversity and inclusion.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88002873","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 paper provides an overview of 18 studies from over five decades that have investigated L2 Mandarin Chinese tone perception and the factors influencing it. We examine (1) varying patterns of difficulty of L2 Chinese tone perception and (2) the experiment designs that researchers have used to assess their reported patterns of difficulty. This review delineates the complexity of the current picture of difficulty in L2 Chinese tone perception. By analyzing a set of key issues that this investigation has unveiled, we propose new directions for future research that can enhance experiment designs and pedagogical approaches to tone teaching, while illuminating their intimate connections.
{"title":"Varying Shades of Hearing","authors":"Xiaoshi Li, Qian Luo, Jie Liu, Catherine Ryu","doi":"10.1558/rtcfl.22908","DOIUrl":"https://doi.org/10.1558/rtcfl.22908","url":null,"abstract":"This paper provides an overview of 18 studies from over five decades that have investigated L2 Mandarin Chinese tone perception and the factors influencing it. We examine (1) varying patterns of difficulty of L2 Chinese tone perception and (2) the experiment designs that researchers have used to assess their reported patterns of difficulty. This review delineates the complexity of the current picture of difficulty in L2 Chinese tone perception. By analyzing a set of key issues that this investigation has unveiled, we propose new directions for future research that can enhance experiment designs and pedagogical approaches to tone teaching, while illuminating their intimate connections.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"10 9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83574773","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}
Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study explores the use of Zoom and Facebook (henceforth referred to as Zoom-booking) as English language teaching support platforms during the COVID19 online teaching of a general English course by one English as a foreign language teacher (EFL) at a university in Thailand. We adopted the concept of teaching presence and netnography as a perspective. Findings from the online classroom observation, online traces (written text or posts, videos, PowerPoint slides, and images), and interviews revealed that our teacher-participant perceived Zoom-booking the online language classroom as personal and institutional. This suggests that while Zoom-booking supports teaching presence for synchronous and asynchronous teaching modalities, it also highlights the need for teachers to respond to their language learners’ needs. We discuss the implications, and we offer recommendations for future studies.
{"title":"Supporting Online Language Teaching: The Use of Zoom and Facebook (Zoom-booking)","authors":"Pavirasa Praditsorn, M. Ulla","doi":"10.55593/ej.26102int","DOIUrl":"https://doi.org/10.55593/ej.26102int","url":null,"abstract":"Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study explores the use of Zoom and Facebook (henceforth referred to as Zoom-booking) as English language teaching support platforms during the COVID19 online teaching of a general English course by one English as a foreign language teacher (EFL) at a university in Thailand. We adopted the concept of teaching presence and netnography as a perspective. Findings from the online classroom observation, online traces (written text or posts, videos, PowerPoint slides, and images), and interviews revealed that our teacher-participant perceived Zoom-booking the online language classroom as personal and institutional. This suggests that while Zoom-booking supports teaching presence for synchronous and asynchronous teaching modalities, it also highlights the need for teachers to respond to their language learners’ needs. We discuss the implications, and we offer recommendations for future studies.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91174409","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}
Role models and motivators can influence young people in a general sense and have a significant effect on their values and beliefs. As part of a larger project, we investigated the presence of L2 (second language) role models and motivators among 12 Japanese high school students (aged between 15 and 18), who took part in one-to-one interviews with the researcher. A thematic analysis of their responses was conducted to examine the extent to which the role models and motivators they mentioned had an influence on their L2 motivation. The results showed that parents were salient L2 motivators, although they did not, for the most part, act as L2 role models in a linguistic sense, as many of them did not speak English. On the other hand, teachers, famous people, and peers were shown to have a more important role, in terms of actual language acquisition, over the participants’ motivation in relation to English language learning in the school context. Finally, we propose a pedagogy that utilizes the influence of L2 role models and motivators in the classroom and highlight areas for future research in this area.
{"title":"Role Models and Motivators in English Language Learning in the Japanese High School Context","authors":"Andrew McCarthy, Fiona Farr","doi":"10.55593/ej.26102a2","DOIUrl":"https://doi.org/10.55593/ej.26102a2","url":null,"abstract":"Role models and motivators can influence young people in a general sense and have a significant effect on their values and beliefs. As part of a larger project, we investigated the presence of L2 (second language) role models and motivators among 12 Japanese high school students (aged between 15 and 18), who took part in one-to-one interviews with the researcher. A thematic analysis of their responses was conducted to examine the extent to which the role models and motivators they mentioned had an influence on their L2 motivation. The results showed that parents were salient L2 motivators, although they did not, for the most part, act as L2 role models in a linguistic sense, as many of them did not speak English. On the other hand, teachers, famous people, and peers were shown to have a more important role, in terms of actual language acquisition, over the participants’ motivation in relation to English language learning in the school context. Finally, we propose a pedagogy that utilizes the influence of L2 role models and motivators in the classroom and highlight areas for future research in this area.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90478562","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}
Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners’ reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read.
{"title":"Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance","authors":"N. Loi, Dang Thi Kim Thanh","doi":"10.55593/ej.26102a5","DOIUrl":"https://doi.org/10.55593/ej.26102a5","url":null,"abstract":"Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners’ reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90313319","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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