M. Karimi, M. Hashemi, Parastoo Alizadeh Oghyanous
Developing L2 learners’ emotional balance through adaptive regulation is a significant determinant of successful learning. Despite the recent surge of interest in emotion regulation (ER) programs, research on L2 learners’ ER strategies is surprisingly underdeveloped. To address this gap, the current qualitative study explored ten L2 learners’ understanding of achievement emotions and ER strategies throughout a longitudinal ER-oriented training course. Data were collected from four rounds of semi-structured interviews and diaries at different junctures of time. Data analysis revealed that the most frequent ER strategies in the pre-training phase were distraction and suppression, which showed a gradual decrease in the post-training phases. However, the use of self-regulated learning strategies and reassurance had the lowest frequency, showing a great improvement during the post-training phases. Additionally, the students grew in regulating their emotions across four major areas: (a) sufficient perceived control over negative emotions in high-stakes situations, (b) use of explicit ER strategies, (c) efficient use of competency-oriented strategies, and (d) decreased distraction as a function of negative simulators. The study provides implications for employing ER-based training to transform students’ negative emotional experiences into positive emotions.
{"title":"L2 Learners’ Understanding of Achievement Emotions and Emotion Regulation Strategies: Contributions of a Longitudinal Emotion Regulation Initiative","authors":"M. Karimi, M. Hashemi, Parastoo Alizadeh Oghyanous","doi":"10.55593/ej.26102a4","DOIUrl":"https://doi.org/10.55593/ej.26102a4","url":null,"abstract":"Developing L2 learners’ emotional balance through adaptive regulation is a significant determinant of successful learning. Despite the recent surge of interest in emotion regulation (ER) programs, research on L2 learners’ ER strategies is surprisingly underdeveloped. To address this gap, the current qualitative study explored ten L2 learners’ understanding of achievement emotions and ER strategies throughout a longitudinal ER-oriented training course. Data were collected from four rounds of semi-structured interviews and diaries at different junctures of time. Data analysis revealed that the most frequent ER strategies in the pre-training phase were distraction and suppression, which showed a gradual decrease in the post-training phases. However, the use of self-regulated learning strategies and reassurance had the lowest frequency, showing a great improvement during the post-training phases. Additionally, the students grew in regulating their emotions across four major areas: (a) sufficient perceived control over negative emotions in high-stakes situations, (b) use of explicit ER strategies, (c) efficient use of competency-oriented strategies, and (d) decreased distraction as a function of negative simulators. The study provides implications for employing ER-based training to transform students’ negative emotional experiences into positive emotions.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82543457","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}
{"title":"English Learners at Home and at School: Stories and Strategies","authors":"Taylor Dexter","doi":"10.55593/ej.26102r2","DOIUrl":"https://doi.org/10.55593/ej.26102r2","url":null,"abstract":"","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87986871","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}
{"title":"Engaging Online Language Learners: A Practical Guide","authors":"Febriana Lestari","doi":"10.55593/ej.26102r1","DOIUrl":"https://doi.org/10.55593/ej.26102r1","url":null,"abstract":"","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88978312","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 quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students’ speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.
{"title":"Improving Speaking Fluency Through 4/3/2 Technique and Self-Assessment","authors":"Jardel Coutinho dos Santos","doi":"10.55593/ej.26102a1","DOIUrl":"https://doi.org/10.55593/ej.26102a1","url":null,"abstract":"This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students’ speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81733801","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 rapidly growing number of Chinese learners around the world requires us to seek for a more effective definition of Words with Chinese Characteristics (WCCs), which refers to the category of words that bear characteristics of Chinese ethic, life context, natural environment, customs and, religious belief, etc. They reflect the accumulation of Chinese culture. Learning Chinese language is inseparably associated with acquiring certain Chinese culture knowledge. As what Humboldt said, a nation’s language is a nation’s spirit (??? 2005). This study aims at constructing a model for satisfactorily analyzing WCCs from foreigners’ perspective as an important preparing procedure for defining them in the foreign-oriented learning dictionaries. Based on the Ideal Cognitive Model (ICM), the means of structures by which people constantly organize their knowledge (Lakoff 1987: 85), a new model will be effective in describing the WCCs within a theoretical framework connecting language, cognition, and culture. Practically, this study provides samples of defining WCCs and sets up a model of defining them for foreign-oriented dictionaries, helpful for Chinese language learning as SLA. Theoretically, the analysis of these words offers an approach to bringing deeper insight into Chinese language and to appropriately interpreting more culture-loaded words. Furthermore, this study proves the feasibility and advantage of application of cognitive linguistic theories in construing and interpreting language.
{"title":"The Ideal Foreign Oriented Definition Model of Words with Chinese Characteristics","authors":"Wanling Guo","doi":"10.1558/rtcfl.23164","DOIUrl":"https://doi.org/10.1558/rtcfl.23164","url":null,"abstract":"The rapidly growing number of Chinese learners around the world requires us to seek for a more effective definition of Words with Chinese Characteristics (WCCs), which refers to the category of words that bear characteristics of Chinese ethic, life context, natural environment, customs and, religious belief, etc. They reflect the accumulation of Chinese culture. Learning Chinese language is inseparably associated with acquiring certain Chinese culture knowledge. As what Humboldt said, a nation’s language is a nation’s spirit (??? 2005). This study aims at constructing a model for satisfactorily analyzing WCCs from foreigners’ perspective as an important preparing procedure for defining them in the foreign-oriented learning dictionaries. Based on the Ideal Cognitive Model (ICM), the means of structures by which people constantly organize their knowledge (Lakoff 1987: 85), a new model will be effective in describing the WCCs within a theoretical framework connecting language, cognition, and culture. Practically, this study provides samples of defining WCCs and sets up a model of defining them for foreign-oriented dictionaries, helpful for Chinese language learning as SLA. Theoretically, the analysis of these words offers an approach to bringing deeper insight into Chinese language and to appropriately interpreting more culture-loaded words. Furthermore, this study proves the feasibility and advantage of application of cognitive linguistic theories in construing and interpreting language.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86466246","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}
More than ten thousand spoken Chinese textbooks have been published in the past three decades because of the rise of China and the increasing number of Chinese learners all over the world. None of these textbooks was developed by making reference to the theories of Systemic Functional Linguistics (SFL) both in terms of overall design and the selection of teaching materials. Therefore, this article explores the possibility of developing spoken Chinese textbooks on the basis of SFL theories. There exist many studies in the field of systemic-functional approaches to Chinese, which provide a rich foundation for the analysis of spoken Chinese. Depending on the findings of previous research, the chapter applies the theories of SFL to the development of the spoken Chinese textbook. The chapter first identifies three inadequacies of current Chinese textbooks in terms of grammatical knowledge presentation, the organization of units, and the contextual structure of conversation passages. In particular, three textbooks published respectively in China, Singapore, and the US were selected for illustration. The article then develops a functional framework for the presentation of Chinese grammatical knowledge based on experiential, interpersonal, and textual functions. Moreover, it demonstrates that the arrangement of various units and the structure of sample conversations in Chinese textbooks can be improved using register theory and genre theory respectively. The research contributes to the growing body of research on the teaching of spoken Chinese and the development of effective Chinese textbooks.
{"title":"Systemic Functional Linguistics and the Development of Spoken Chinese Textbooks","authors":"Yanning Yang, Xinming Zhang","doi":"10.1558/rtcfl.22909","DOIUrl":"https://doi.org/10.1558/rtcfl.22909","url":null,"abstract":"More than ten thousand spoken Chinese textbooks have been published in the past three decades because of the rise of China and the increasing number of Chinese learners all over the world. None of these textbooks was developed by making reference to the theories of Systemic Functional Linguistics (SFL) both in terms of overall design and the selection of teaching materials. Therefore, this article explores the possibility of developing spoken Chinese textbooks on the basis of SFL theories. There exist many studies in the field of systemic-functional approaches to Chinese, which provide a rich foundation for the analysis of spoken Chinese. Depending on the findings of previous research, the chapter applies the theories of SFL to the development of the spoken Chinese textbook. The chapter first identifies three inadequacies of current Chinese textbooks in terms of grammatical knowledge presentation, the organization of units, and the contextual structure of conversation passages. In particular, three textbooks published respectively in China, Singapore, and the US were selected for illustration. The article then develops a functional framework for the presentation of Chinese grammatical knowledge based on experiential, interpersonal, and textual functions. Moreover, it demonstrates that the arrangement of various units and the structure of sample conversations in Chinese textbooks can be improved using register theory and genre theory respectively. The research contributes to the growing body of research on the teaching of spoken Chinese and the development of effective Chinese textbooks.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81251564","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}
In the ethnically heterogeneous and linguistically hybrid Singapore, its bilingualism education is characterised by the mandatory mother tongue policy for its three main ethnic groups. For Chinese students’ language acquisition, this is practised in a way that Chinese language instruction in Singapore has been differentiated into four streams according to their individual differences in language proficiency. This study reports the findings obtained from a public funded large-scale empirical research project with a focus on the Mother Tongue Language curriculum in Singapore secondary schools. The questionnaire survey consists of 4811 students from 24 Singaporean secondary schools categorised on the basis of three key family language backgrounds, namely: Chinese-dominant, Chinese-English mixed, and English dominant. Using a comparative study methodology, the study seeks to juxtapose the perceptions of Secondary 2 and 3 students regarding their current language textbooks (developed in 2011) against the textbooks published in 2002. The survey revealed two key findings which highlight the diverse learning needs of students from varying backgrounds, thus indicating a greater and more complex challenge surrounding the revision of upcoming Mother Tongue Language instructional materials. It is our hope that the details of main findings manifested in this study can shed some light on the future endeavours in innovating Chinese education in other parts of the world with the similar sociolinguistic context.
{"title":"A Comparative Study of the Two Sets of Chinese Textbooks in Singaporean Secondary Schools","authors":"Guat Poh Aw, Shouhui Zhao, Xiangqing Hu","doi":"10.1558/rtcfl.22907","DOIUrl":"https://doi.org/10.1558/rtcfl.22907","url":null,"abstract":"In the ethnically heterogeneous and linguistically hybrid Singapore, its bilingualism education is characterised by the mandatory mother tongue policy for its three main ethnic groups. For Chinese students’ language acquisition, this is practised in a way that Chinese language instruction in Singapore has been differentiated into four streams according to their individual differences in language proficiency. This study reports the findings obtained from a public funded large-scale empirical research project with a focus on the Mother Tongue Language curriculum in Singapore secondary schools. The questionnaire survey consists of 4811 students from 24 Singaporean secondary schools categorised on the basis of three key family language backgrounds, namely: Chinese-dominant, Chinese-English mixed, and English dominant. Using a comparative study methodology, the study seeks to juxtapose the perceptions of Secondary 2 and 3 students regarding their current language textbooks (developed in 2011) against the textbooks published in 2002. The survey revealed two key findings which highlight the diverse learning needs of students from varying backgrounds, thus indicating a greater and more complex challenge surrounding the revision of upcoming Mother Tongue Language instructional materials. It is our hope that the details of main findings manifested in this study can shed some light on the future endeavours in innovating Chinese education in other parts of the world with the similar sociolinguistic context.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90454283","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}
Teachers' accountability has arisen to swiftly respond to changes in teaching and learning in the time of COVID-19. Many researchers and educators have responded to the inquiry for envisioning teacher education during the pandemic; however, there is a dearth of research on preservice teachers' envisioning of English language teaching (ELT). Drawing upon the sociocultural perspectives of teachers and teaching, therefore, this qualitative study provided a glimpse of EFL preservice teachers’ envisioning of ELT through their perceptions, experiences, and reflections regarding the post-COVID-19 pandemic era. Thirty-five EFL preservice teachers in South Korea participated in this study. Data included interviews, observations, fieldnotes, and argumentative essays written by the participants. Qualitative thematic analysis was used to analyze the data. The study revealed three major findings. First, the participants perceived and envisioned ELT with emphasis on human interactions, task-based teaching, individualization, and technology use. Second, the participants indicated that teachers should play a major role to ensure effective language teaching. Third, the participants stated that preservice teachers need to be well-prepared in teacher education for the post-COVID-19 era. These findings suggest that teacher education should consider the needs and prospects of preservice teachers in the uncertain circumstances of the post-pandemic era.
{"title":"Preservice Teachers’ Envisioning of ELT in the Post-Pandemic Era: An Exploratory Study of Korean EFL Teachers","authors":"Eunjeong Park, Youngjoo Yi","doi":"10.55593/ej.26101a9","DOIUrl":"https://doi.org/10.55593/ej.26101a9","url":null,"abstract":"Teachers' accountability has arisen to swiftly respond to changes in teaching and learning in the time of COVID-19. Many researchers and educators have responded to the inquiry for envisioning teacher education during the pandemic; however, there is a dearth of research on preservice teachers' envisioning of English language teaching (ELT). Drawing upon the sociocultural perspectives of teachers and teaching, therefore, this qualitative study provided a glimpse of EFL preservice teachers’ envisioning of ELT through their perceptions, experiences, and reflections regarding the post-COVID-19 pandemic era. Thirty-five EFL preservice teachers in South Korea participated in this study. Data included interviews, observations, fieldnotes, and argumentative essays written by the participants. Qualitative thematic analysis was used to analyze the data. The study revealed three major findings. First, the participants perceived and envisioned ELT with emphasis on human interactions, task-based teaching, individualization, and technology use. Second, the participants indicated that teachers should play a major role to ensure effective language teaching. Third, the participants stated that preservice teachers need to be well-prepared in teacher education for the post-COVID-19 era. These findings suggest that teacher education should consider the needs and prospects of preservice teachers in the uncertain circumstances of the post-pandemic era.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81705818","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}
A compelling body of evidence suggests that EFL students have problem with logical connectors’ appropriate use in writing. This study explored Iranian EFL students’ adversative connectors use in their essay writing course. To this end, a Learner Corpus of 60393 words consisting of 156 essays was compiled. LOCNESS was chosen as the criterion corpus. AntConc, a freeware concordance program, was used to analyze the data. The findings revealed that, in general, learners underused adversative connectors; both native and non-native students used but the most; on the other hand, and while were overused and despite, yet, and instead were underused by the learners suggesting that the top five most overused adversative connectors make up around 72% of learners’ adversative connector use indicating that learners tend to use the same adversative connectors at the cost of underusing the other ones. Analysis of concordance line also illustrated that the learners tended to misuse the subordinating conjunction whereas and though in the initial position. It seems that learners need to be taught how to distinguish between different types of adversative connectors and how to use a wider variety of adversative connectors to reach a better coherence and cohesion in their writings.
{"title":"Adversative Connectors Use in EFL and Native Students’ Writing: A Contrastive Analysis","authors":"Rasoul Mohammad Hosseinpur, Hossein Hosseini Pour","doi":"10.55593/ej.26101a3","DOIUrl":"https://doi.org/10.55593/ej.26101a3","url":null,"abstract":"A compelling body of evidence suggests that EFL students have problem with logical connectors’ appropriate use in writing. This study explored Iranian EFL students’ adversative connectors use in their essay writing course. To this end, a Learner Corpus of 60393 words consisting of 156 essays was compiled. LOCNESS was chosen as the criterion corpus. AntConc, a freeware concordance program, was used to analyze the data. The findings revealed that, in general, learners underused adversative connectors; both native and non-native students used but the most; on the other hand, and while were overused and despite, yet, and instead were underused by the learners suggesting that the top five most overused adversative connectors make up around 72% of learners’ adversative connector use indicating that learners tend to use the same adversative connectors at the cost of underusing the other ones. Analysis of concordance line also illustrated that the learners tended to misuse the subordinating conjunction whereas and though in the initial position. It seems that learners need to be taught how to distinguish between different types of adversative connectors and how to use a wider variety of adversative connectors to reach a better coherence and cohesion in their writings.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"432 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82874875","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}
Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study.
{"title":"A Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stress","authors":"G. Couper","doi":"10.55593/ej.26101a6","DOIUrl":"https://doi.org/10.55593/ej.26101a6","url":null,"abstract":"Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73059074","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}
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：