# data[].attributes.headline
Chen, X., & Padilla, A. M. (2019). Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context. Current Psychology, 1-11.

# data[].attributes.subject
Chen, X., & Padilla, A. M. (2019). Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context. Current Psychology, 1-11.

# data[].attributes.body
This study investigated the factors related to resilience among third language (L3) learners by using a positive psychological framework. Participants were 635 native Chinese-speaking L3 learners (other than Chinese and English) in three highly competitive secondary schools in China. First, the correlation results revealed intercorrelations among positive emotions, creativity and resilience that were all positive and in the moderate range, while negative emotions were negatively correlated with resilience and positively correlated with L3 extrinsic learning motivation; Second, multiple regression analyses revealed that after controlling for the demographical confounders, both creativity and positive/negative emotions significantly predicted resilience in L3 learners. In addition, creativity showed a stronger predictive effect than emotions on resilience among the L3 learners. Further, an indirect effect of creativity was found between emotions and resilience, consistent with the broaden-and-build theory suggesting that positive emotional experiences enables learners to perceive learning contexts from a creative, flexible perspective resulting in the build up of psychological resources (e.g., resilience). Strategies for bringing positive emotions and fostering creativity among language learners in educational contexts through classroom teaching and learning exercises are discussed.

# data[].attributes.attachment_link.readable_text
Xinjie Chen

Amado M. Padilla

Abstract

This study investigated the factors related to resilience among third language (L3) learners by using a positive psychological framework. Participants were 635 native Chinese-speaking L3 learners (other than Chinese and English) in three highly competitive secondary schools in China. First, the correlation results revealed intercorrelations among positive emotions, creativity and resilience that were all positive and in the moderate range, while negative emotions were negatively correlated with resilience and positively correlated with L3 extrinsic learning motivation; Second, multiple regression analyses revealed that after controlling for the demographical confounders, both creativity and positive/negative emotions significantly predicted resilience in L3 learners. In addition, creativity showed a stronger predictive effect than emotions on resilience among the L3 learners. Further, an indirect effect of creativity was found between emotions and resilience, consistent with the broaden-and-build theory suggesting that positive emotional experiences enables learners to perceive learning contexts from a creative, flexible perspective resulting in the build up of psychological resources (e.g., resilience). Strategies for bringing positive emotions and fostering creativity among language learners in educational contexts through classroom teaching and learning exercises are discussed.

Keywords

Secondary school students Second/third language learners Resilience Creativity Emotions

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Notes

Publisher's Note

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References

1. Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1).

2. Kenny, D. A. (2014). Measuring model fit. Retrieved from : http://davidakenny.net/cm/fit.htm

3. Ross, A. S. (2015). From motivation to emotion: A new chapter in applied linguistics research. University of Sydney Papers in TESOL, 1-27.

© Springer Science+Business Media, LLC, part of Springer Nature 2019

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Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context

# data[].attributes.attachment_link.description
Xinjie Chen Amado M. Padilla This study investigated the factors related to resilience among third language (L3) learners by using a positive psychological framework. Participants were 635 native Chinese-speaking L3 learners (other than Chinese and English) in three highly competitive secondary schools in China.

# data[].attributes.headline
Ryan, J., & Granville, S. (2019). The suitability of film for modelling the pragmatics of interaction: Exploring authenticity. System, 102186.

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Ryan, J., & Granville, S. (2019). The suitability of film for modelling the pragmatics of interaction: Exploring authenticity. System, 102186.

# data[].attributes.body
(Behind a paywall)
Abstract

Previous studies have highlighted the potential of film to promote the development of L2 pragmatics by presenting to learners the types of authentic, contextually-appropriate language use routinely absent from textbooks. However, the issue of authenticity is multifaceted and there has been little if any exploration of authenticity in terms of larger sequences within scripted texts. Sequence authenticity is particularly relevant to learners, as it demonstrates how actions are achieved over multiple turns, and how utterances are designed to ‘fit’ with previous turns and how they shape the next turn; difficulties in this domain can prove highly problematic. To explore the pedagogical potential of general-release films, the present study analysed dialogue from 20 popular English-language movies, and reports findings relating to invitation sequences and the overall structuring practices found in phone call openings and closings. The findings reveal systematic and highly recurrent ways in which film dialogues tend to deviate from ordinary speech. These findings are discussed in terms of the conventions of narrative film and key principles of drama.

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Jonathon Ryan is a principal academic staff member at Wintec in Hamilton, New Zealand, where he teaches in the Centre for Languages and on the Masters of Applied Innovation. His research focuses on reference, miscommunication second language pragmatics and applications of CA for language teaching. His work has appeared in journals such as Language Learning and Journal of Pragmatics, and he is coeditor of the volume Referring in a Second Language (Routledge, 2020).

Scott Granville has over a number of years successfully combined careers as a language teacher and educator, and as a film-maker and writer. He currently works at the University of Waikato, in Hamilton, New Zealand, and has previously taught in South Korea and elsewhere in New Zealand. He is a co-founder of Chasing Time English, which produces video drama series with teaching materials for the English language learning sector.

# data[].attributes.attachment_link.title
The suitability of film for modelling the pragmatics of interaction: Exploring authenticity

# data[].attributes.attachment_link.description
Jonathon Ryan is a principal academic staff member at Wintec in Hamilton, New Zealand, where he teaches in the Centre for Languages and on the Masters of Applied Innovation. His research focuses on reference, miscommunication second language pragmatics and applications of CA for language teaching.

# data[].attributes.headline
He, A. W. (2004). CA for SLA: Arguments from the Chinese language classroom. The Modern Language Journal, 88(4), 568-582.

# data[].attributes.subject
He, A. W. (2004). CA for SLA: Arguments from the Chinese language classroom. The Modern Language Journal, 88(4), 568-582.

# data[].attributes.body
Abstract: When the seminal article on the organization of turn-taking by Sacks, Schegloff, and Jefferson(1974) was published 30 years ago,I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology (particularly Language Socialization) in graduate school. For the present article, my objective is to explore the uses and nonuses of CA for language learning, particularly for Chinese language learning. In what follows, I take the perspective of a conversation analyst as well as that of a second language (L2) learner. This article is divided into three main sections. The first section discusses the kinds of contributions CA can make to research on L2 learning and teaching. I propose that the basic science produced by CA research can be fruitfully applied to L2 learning and instruction and to oral language assessment. I further suggest that CA studies of classroom interaction provide richly textured descriptions of language learning contexts such as expert-novice relations and participants’ identity construction. The second section considers what CA does not do, or is not designed to do for Second Language Acquisition (SLA). I submit that, unlike language socialization research, CA does not address introspective, unobservable matters that may be important to language learning. Furthermore, unlike ethnomethodology, CA is not designed to document learning(i.e., change in behavior) over a considerable period of time. The final section concludes on a hermeneutical note: I argue that CA studies of SLA provide a part of the picture of L2 learning and teaching, a part that, crucially, compels us to reconsider the whole.

# data[].attributes.attachment_link.readable_text
When the seminal article on the organization of turn‐taking by Sacks, Schegloff, and Jefferson (1974) was published 30 years ago, I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology (particularly Language Socialization) in graduate school. For the present article, my objective is to explore the uses and nonuses of CA for language learning, particularly for Chinese language learning. In what follows, I take the perspective of a conversation analyst as well as that of a second language (L2) learner.

This article is divided into three main sections. The first section discusses the kinds of contributions CA can make to research on L2 learning and teaching. I propose that the basic science produced by CA research can be fruitfully applied to L2 learning and instruction and to oral language assessment. I further suggest that CA studies of classroom interaction provide richly textured descriptions of language learning contexts such as expert‐novice relations and participants' identity construction. The second section considers what CA does not do, or is not designed to do for Second Language Acquisition (SLA). I submit that, unlike language socialization research, CA does not address introspective, unobservable matters that may be important to language learning. Furthermore, unlike ethnomethodology, CA is not designed to document learning (i.e., change in behavior) over a considerable period of time. The final section concludes on a hermeneutical note: I argue that CA studies of SLA provide a part of the picture of L2 learning and teaching, a part that, crucially, compels us to reconsider the whole.

# data[].attributes.attachment_link.title
CA for SLA: Arguments from the Chinese Language Classroom

# data[].attributes.attachment_link.description
When the seminal article on the organization of turn‐taking by Sacks, Schegloff, and Jefferson (1974) was published 30 years ago, I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology (particularly Language Socialization) in graduate school.

# data[].attributes.headline
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. Motivational dynamics in language learning, 214-237.

# data[].attributes.subject
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. Motivational dynamics in language learning, 214-237.

# data[].attributes.body
On language teachers' "teacher immunity" and change, or resistance to change, and a model for how & why that comes about.

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Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers' conceptual change. Springer.

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Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers' conceptual change. Springer.

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The link has a review of this book on language teacher development, and a model to explain why some teachers resist changes to practice.

# data[].attributes.headline
Larsen-Freeman, D. (2016). Classroom-oriented research from a complex systems perspective. Studies in Second Language Learning and Teaching, 6(3), 377-393.

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Larsen-Freeman, D. (2016). Classroom-oriented research from a complex systems perspective. Studies in Second Language Learning and Teaching, 6(3), 377-393.

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Abstract Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex dynamic systems theory, in which challenges to traditional ways of conducting classroom research are interwoven. It concludes with suggestions for research methods that are more consistent with the theory. Research does not become easier when approached from a complex systems perspective, but it has the virtue of reflecting the way the world works.

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Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners, Yu Ka Wong, System. (online Nov. 20, 2019)

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Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners, Yu Ka Wong, System. (online Nov. 20, 2019)

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From abstract: Based on the L2 Motivational Self System (L2MSS), influences of second language (L2) learners' performed and self-perceived proficiency on their intended efforts toward L2 learning were evaluated with regard to their ideal L2 self and ought-to L2 self. The participants were young Chinese language learners.

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JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page.

Abstract

Based on the L2 Motivational Self System (L2MSS), influences of second language (L2) learners' performed and self-perceived proficiency on their intended efforts toward L2 learning were evaluated with regard to their ideal L2 self and ought-to L2 self. The participants were young Chinese language learners. A total of 121 grade-six ethnic minority students in Hong Kong took proficiency tests in listening and reading comprehension, rated their own Chinese proficiency, and responded to a L2MSS questionnaire. The results of structural equation modeling show that: (1) the students' self-perceived proficiency was substantially related to their performances, and the influence of performed proficiency on the L2 selves was mediated by self-perceived proficiency; (2) the influence of self-perceived proficiency on the ideal self was substantial, and that on the ought-to self was limited and negligible; and, (3) it was primarily through the mediation of the ideal self that self-perceived proficiency affected intended learning efforts and further achievement in proficiency. The findings suggest a critical role played by the students' self-perceived proficiency: it is a mediator of the influence of actual proficiency to motivation and a constituent part of the ideal self, which, in turn, promotes proficiency through intended efforts.

Keywords

Language learning motivation

L2 motivational self system

Chinese as a second language

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Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners

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JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. Based on the L2 Motivational Self System (L2MSS), influences of second language (L2) learners' performed and self-perceived proficiency on their intended efforts toward L2 learning were evaluated with regard to their ideal L2 self and ought-to L2 self.

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Problems of Reading Comprehension in Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

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Problems of Reading Comprehension in Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

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Eze, V. C., & Ejiofor, S. O. (2019). Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria. Exchanges: The Interdisciplinary Research Journal, 7(1), 15-26.

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Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters (dissertation)

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Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters (dissertation)

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Ju, Z. (2019). Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters (Doctoral dissertation, University of Minnesota).

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Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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Helen, S. H. (2019). An Investigation on Instructional-Level Reading Among Chinese L2 Learners. Journal of Second Language Teaching & Research, 7(1), 184-211.

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Helen, S. H. (2019). An Investigation on Instructional-Level Reading Among Chinese L2 Learners. Journal of Second Language Teaching & Research, 7(1), 184-211.

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Abstract This study investigates oral reading speed and accuracy rates, silent reading speed and comprehension rates, and the relationship between oral reading fluency and reading comprehension at the instructional level of reading among Chinese-as-a-second-language (Chinese L2) adult learners across four learning levels. 80 students from three U.S. universities participated in the study. The results showed that when reading a material at the instructional level, oral reading speed increases as learning level increases for Levels 1-3, but not for Level 4, and silent reading speed increases across learning levels, but not synchronizing with reading comprehension rate. A mid-to-high correlation was found between oral-reading fluency and reading comprehension for Levels 1-3, but not Level 4. However, a trend was observed, in that correlation strength decreases as learning level increases. Based on the findings, a scale for selecting instructional-level reading material for Chinese L2 was proposed, along with pedagogical suggestions.

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Interesting! Similar ideas apply to educational research and SLA research. I see these different types of research as having different foci, different questions, so necessarily involve different research methodology. They can be complementary.

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"Only that which can be studied can become evidence based."

Evidence based training methods

In this essay we will be taking a look at the characteristics of evidence based training methods and some of its possible consequences. As the name implies, evidence based are all the forms of practice that have an empirical basis for their claims. Someone, at some time, has set up hypothesis, research questions, gathered the data and analyzed it thoroughly.

Good scientific research has a couple of necessary components, derived from basic philosophy of science. For one, a scientific claim needs to be falsifiable. You need to be transparent enough so that others may repeat your experiment and answer the same questions with the same tools so your claim can be verified or falsified, respectively. The mechanism you are claiming something about must be distinguishable from chance or from other circumstances.

People then write scientific papers about what they studied and these writings get reviewed by other knowledgeable people in the field. All this leads to a rather large body of studies that then get picked up by practitioners who base their methodologies on that knowledge. The following critique is not about that knowledge might be wrong, or that science is not useful. Rather, it is a laying out of to what kind of practice this will almost inevitably lead:

Short term goals with repetitive tools.

This may seem obvious to those more practiced in philosophy of science, but a common error about the scientific method and its resulting truth claims is the confusion of these two propositions:

a: Scientific methods lead to true claims

b: There are no true claims that are not scientific

Given a perfect method, for arguments sake, statement A may be correct, but that does not mean that B is also true. Especially when it comes to training, where most of the time people are looking to study how physical attributes of humans change in response to activity. Because of the limitations regarding humans and what they like to do with their lives, it is not possible to fully study all the activities people are doing and definitely not across all time scales. There will always be truths too difficult to study in practice, that does not negate their existence, but simply put, limits the scope of truths available for description by the scientific method in its current paradigm. We simply do not have Laplace's Daemon to solve it for us. We will always work with limited information, reduced to fit the confines of analysis, with conclusions that have a transfer problem.

First of all, it will always be easier to study the rapid adaptive process in a body then long term adaptations. Finding experimental subjects and using the space and computing power to process the data, and to keep as many variables as equal as possible it is obviously easier to study a group of people doing a specific weightlifting regime for two months then for two years. Let alone five years. Ten years. Imagine setting up a longitudinal design where you study the adaptive change of one person across their lifespan. The experiment would not only span the life of the subject, but also multiple researchers careers. The inevitable conclusion of this must be the following:

Short term results will be more evidence based.

Secondly, if we wanted to study the impact of a certain movement on specific adaptation, you need to isolate the variables and repeat the activity in exactly the same way. Say you want to study the impact of a lunge on leg strength you will need a precise description of the movement that will be trained, and a way of measuring the results, say vertical jump height, amount of reps to failure or output on a leg extension machine. The lunge will need to be of exactly a certain depth, a certain amount of repetitions with a set speed. Imagine you want to study 20 people for this condition, training in total 8 times over 2 months, doing one movement at one speed with one set amount of repetitions(1). If it takes an hour for every session, that would be four weeks of full time work for one researcher. This is doable.

Imagine now, you vary the amounts of repetitions (to 25/50/100), speed (slow, medium, fast) interval between days (decreasing, spread out or increasing) , depth of executions of the movement (deep, middle, high) and for each of those combinations condition you need at least 20 people(2). If every research sessions took an hour, that would be 6,2 years of full time work. Because it needs to be done within two months, you would need forty researchers working on it. Not so doable anymore. The more variables you have, and the more combinations you make the scale of the research balloons out of control. This will lead us to expect the following:

Exactly repeated movements will be more evidence based.

There is a second reason why the statement above will be enforced, namely, replicability. A study that cannot be replicated fails to meet the terms of falsifiability. Only studies that can be imitated can be falsifiable.

In other words, most evidence based methods, whether it be about strength training, endurance, or flexibility will gravitate to imitation of simple, repetitive movements with short term effects.

Instead of the experiments mirroring normal activity of humans, we have been living with scientific influence over training methods for so long, that our baseline has become methods that imitate laboratory conditions, rather than real life. It is precisely because science cannot get a perfect grasp on reality that training methods imitating its process leads to situations that recreate artificially static conditions that do not really translate well into application for daily life, because life is messy. There are good reasons to believe that our bodies do not move well when it mostly does repetitive imitations. Variation and adaptability and grace are better hallmarks of good movement.

Luckily there is a growing body of work that takes this messiness into account. These are the scientific works based on the Dynamical Systems Approach, nested in chaos theory, and differential learning and ecological psychology. It will take some time to expand on all of these and the consequences for training, which we will do later and elsewhere.

Xander Barel

1. This leads to Trainings sessions * amount of respondents * Repetitions * Movements * Speed * Interval days * Months. One condition for every variable gives: = 8x20x1x1x1x1 = 160 data collections for analysis.

2. This leads to 8 days, for 20 people, in each of 3x3x3x3 conditions: 160*81= 12960 data collections.

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"Only that which can be studied can become evidence based." In this essay we will be taking a look at the characteristics of evidence based training methods and some of its possible consequences.

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Book on teaching strategies: Practical Creativity

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Book on teaching strategies: Practical Creativity

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by Anne Hlas, 2019.

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Practical Creativity: Activities and Ideas for Your Language Classroom supplies world language, dual language, and English as a second language educators with a research-based model for using creativity to support language acquisition in the classroom. The book includes innovative learning exercises and teaching guidelines that are based on research of the cognitive and sociocultural aspects of creativity and learning.

Part I of the text helps instructors understand the role of creativity in language learning and teaching. The chapters outline the characteristics of creativity, ways to nurture inherent creative potential, divergent and convergent thinking skills, and creative challenges that can connect language and play in the classroom.

Part II helps educators apply theory to practice by teaching them how to employ creative, multimodal learning experiences for their students. The chapters examine various strategies and specific activities to integrate multiple modes into the classroom. Examples include the use of gestural language to enrich spoken messages, the use of digital media in the classrooms, and the introduction of tactile materials to bolster learning.

Featuring research, theory, creative challenges, and suggested multimodal activities, Practical Creativity is an ideal text for language educators who wish to revitalize their classroom with creativity-inspired lessons.

Anne Cummings Hlas is professor of Spanish at the University of Wisconsin - Eau Claire. She has taught language methods courses and Spanish at all levels for more than 20 years. Additionally, she has conducted several workshops on creativity and has authored numerous academic articles for journals such as Foreign Language Annals, Hispania, and The Language Educator.

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"In Practical Creativity, teachers will find a variety of engaging activities to expand the repertoire of their lesson plans. Clear descriptions are accompanied by detailed images. It is sure to be the resource you reach for to increase student target language production in all levels!"
Pamela Larson, North High School

"Practical Creativity: Activities and Ideas for Your Language Classroom is full of great ideas to make the language classroom a creative space! Based in research and with attention to practicality, the book is for all language teachers and learners at all levels who want to foster creativity in their teaching and learning."
Susan Hildebrandt, Illinois State University

"I enjoyed Practical Creativity and feel it is a must-read for all Language teachers. Cummings Hlas does an amazing job presenting activities and ideas with concrete examples that truly promote creativity. The book has, and will continue to, inspire me to modify my own teaching and activities to be more creative every day."
Trisha Koch, Middleton High School

"If you want an excellent resource for including engaging and purposeful activities in your classroom, this is the book for you! It combines creativity and rigor for a wide range of age and ability levels. A must have!"
Ally Fregoso, Milwaukee College Preparatory School

# data[].attributes.attachment_link.description
Practical Creativity: Activities and Ideas for Your Language Classroom supplies world language, dual language, and English as a second language educators with a research-based model for using creativity to support language acquisition in the classroom. The book includes innovative learning exercises and teaching guidelines that are based on research of the cognitive and sociocultural aspects of creativity and learning.

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Hall, J. K., Cheng, A., & Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics, 27(2), 220-240.

# data[].attributes.subject
Hall, J. K., Cheng, A., & Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics, 27(2), 220-240.

# data[].attributes.body
Over the last decade or so, the concept of multicompetence has attracted significant research attention in the field of applied linguistics and in particular in the study of multiple language use and learning. We argue that while research efforts concerned with multicompetence have been useful in advancing a more positive view of second language learners, they have been less successful in transforming understandings of language knowledge. One reason for their lack of success is the fact that these efforts have been mired in a state of theoretical confusion arising from a continued reliance on three assumptions. These assumptions include (1) a view of L1 and L2 language knowledge as distinct systems; (2) the presumption of a qualitative distinction between multicompetence and monocompetence; and (3) the assumption of homogeneity of language knowledge across speakers and contexts. Our intent here is to redress these theoretical inadequacies by making a case for a usage-based view of multicompetence. We do so by drawing on empirical evidence and theoretical insights from other areas concerned with language and language development that expose the theoretical flaws in current research efforts on multicompetence. We then use these new understandings of language to reconsider findings on the language knowledge of multiple language users and to offer new directions for research on multicompetence.

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Pomerantz, A., & Bell, N. D. (2007). Learning to play, playing to learn: FL learners as multicompetent language users. Applied Linguistics, 28(4), 556-578.

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Pomerantz, A., & Bell, N. D. (2007). Learning to play, playing to learn: FL learners as multicompetent language users. Applied Linguistics, 28(4), 556-578.

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Abstract

In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2006), this paper considers how instances of spontaneous, creative language play can afford access to a range of linguistic practices that are often devalued or ignored in classrooms. To this end, it examines how university students in an advanced Spanish conversation course jointly manipulate linguistic forms, semantic units, and discursive elements for the amusement of themselves and others. The analysis suggests that these humorous moments provide opportunities for new and more varied forms of participation and language use, contributing to the expansion of learners’ overall communicative repertoires. That is, it illustrates how co-constructed episodes of unscripted language play can destabilize institutionally-sanctioned assumptions about what counts as a meaningful or legitimate act of language use, momentarily reconfiguring the definition of linguistic expertise and broadening the possibilities for acceptable language use. Following Hall et al. (2006), the authors advocate a view of learners as multicompetent language users (V. Cook 1991, 1992, 1999), whose language knowledge is grounded in the actual linguistic practices in which they engage.

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You have requested access to a resource that is restricted to faculty, students, and staff at The University of Iowa pursuant to our licensing agreement. If you are a member of the faculty, student, or staff at The University of Iowa, you can get access to this resource off-campus by using the library's proxy server.

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Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The Modern Language Journal, 95, 148-161.

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Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The Modern Language Journal, 95, 148-161.

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Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off‐task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face‐threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house (Canagarajah, 1999, 2004; Pratt, 1991), extending this notion beyond spatial and temporal domains. Specifically, it draws on the notions of performance, calibration (Bauman, 2004; Rampton, 2006), and layered simultaneity (Blommaert, 2005; Kramsch & Whiteside, 2008) to understand how particular instances of classroom humor function in this fashion. It then considers how an understanding of humor as a safe house can inform recent theoretical discussions of communicative competence and L2 classroom interaction.

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Humor as Safe House in the Foreign Language Classroom

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Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off‐task behavior, thereby rendering it important only from a classroom management perspective.

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Zhang, K. (2017). Waltz, TT (2015). TPRS with Chinese characteristics: Making students fluent and literate through comprehensible input. ITL-International Journal of Applied Linguistics, 168(1), 129-133. 

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Zhang, K. (2017). Waltz, TT (2015). TPRS with Chinese characteristics: Making students fluent and literate through comprehensible input. ITL-International Journal of Applied Linguistics, 168(1), 129-133. 

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Waltz, T. T. (2015). TPRS with Chinese characteristics: Making students fluent and literate through comprehensible input | John Benjamins

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Welcome to e-content platform of John Benjamins Publishing Company. Here you can find all of our electronic books and journals, for purchase and download or subscriber access.

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Zhang, H., Koda, K., Han, Y., & Lin, J. (2019). Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System, 102-146.

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Zhang, H., Koda, K., Han, Y., & Lin, J. (2019). Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System, 102-146.

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(Behind paywall. It's unclear to me from the abstract how word knowledge was tested: isolated and/or in greater context.) Abstract:
Drawing on Kieffer and Lesaux’s (2012) categorization of word knowledge, the current study explored word-specific and word-general knowledge in second language (L2) Chinese lexical inferencing ability. L2 Chinese study-abroad students (N = 228) participated in the study and completed a series of word-specific (morpheme recognition and morpheme discrimination) and word-general (character knowledge and definitional knowledge) measurements. The multivariate path analysis found that word-specific and word-general knowledge collectively contributed to L2 Chinese lexical inference. In addition, definitional knowledge and morpheme discrimination were found to have the strongest predicting power. More important, the study suggests that there is a potential bidirectional relationship between word-specific and word-general knowledge in Chinese word-knowledge development. Both theoretical and pedagogical implications were discussed. The findings theoretically verified one of the underlying mechanisms of L2 Chinese lexical inferencing and also indicated that potential independent or moderating factors could be explored in future studies. Pedagogical implications focused on the explicit instruction of word-learning strategies (metalinguistic awareness and lexical inferencing strategies).

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Swanson, P. B. (2013). From teacher training through the first year on the job: Changes in foreign language teacher efficacy.

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Swanson, P. B. (2013). From teacher training through the first year on the job: Changes in foreign language teacher efficacy.

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Abstract For decades, there has been a shortage of language teachers in the US and other parts of the world. While teacher retirements and attrition certainly help explain the shortage, teachers’ sense of efficacy in teaching languages also plays a role, especially among novice instructors (Swanson, 2010a). The present quantitative study focuses on measuring teacher education candidates’ sense of efficacy in teaching languages at two points: near the beginning of the teacher education program and one year following program completion. Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale and Swanson’s (2010a) Foreign Language Teacher Efficacy Scale were used to measure participants’ sense of efficacy in teaching. Data analysis revealed that participants’ sense of efficacy in the area of content knowledge increased over time. However, mixed results in participants’ confidence in other areas such as student engagement and classroom management were found. The findings have implications for teacher education program and program directors.

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Swanson, P. B. (2010). Teacher efficacy and attrition: Helping students at introductory levels of language instruction appears critical. Hispania, 305-321.

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Swanson, P. B. (2010). Teacher efficacy and attrition: Helping students at introductory levels of language instruction appears critical. Hispania, 305-321.

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Abstract: Nationally, there is a shortage of foreign language educators, and the rate of attrition in certain areas of the southeastern part of the United States is startling. The researcher investigated foreign language teachers' (N= 463) perceived efficacy teaching languages in Georgia, and findings suggest there is a link between perceived efficacy and Spanish teachers leaving the profession. Specifically, teacher perception of abilities to help students learn at the introductory levels of language study appears to be a predictor of teacher attrition. This research has implications for teacher preparation and induction into the profession.

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Swanson, P. (2012). Second/foreign language teacher efficacy and its relationship to professional attrition. Canadian Modern Language Review, 68(1), 78-101.

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Swanson, P. (2012). Second/foreign language teacher efficacy and its relationship to professional attrition. Canadian Modern Language Review, 68(1), 78-101.

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Abstract: There is a shortage of second/foreign language (S/FL) teachers in many parts of the world and the attrition rates are startling. The present study, grounded in social cognitive theory, investigates Canadian and US teachers’ (N = 1065) sense of efficacy in teaching languages as it relates to teacher attrition. Findings indicate that S/FL teachers tend to leave the profession as a result of a lack of confidence to teach cultural knowledge as well as the classroom management issues that can arise. The research has implications for teacher preparation faculty, professional development coordinators, and legislators.

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Project MUSE - Second/Foreign Language Teacher Efficacy and its Relationship to Professional Attrition

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There is a shortage of second/foreign language (S/FL) teachers in many parts of the world and the attrition rates are startling. The present study, grounded in social cognitive theory, investigates Canadian and US teachers' ( N = 1065) sense of efficacy in teaching languages as it relates to teacher attrition.

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Swanson, P., & Huff, R. (2010). Georgia’s rural foreign language teachers’ sense of efficacy and how it relates to teacher attrition.

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Swanson, P., & Huff, R. (2010). Georgia’s rural foreign language teachers’ sense of efficacy and how it relates to teacher attrition.

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Abstract: Foreign language teachers are in critical need in many parts of rural America. Using Bandura’s conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages is more than just strength of content knowledge and FL teachers may need assistance engaging students. Additionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. This research holds implications for professional development opportunities as well as teacher preparation programs.

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Swanson, P. B. (2013). Spanish teachers' sense of humor and student performance on the national Spanish exams. Foreign Language Annals, 46(2), 146-156.

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Swanson, P. B. (2013). Spanish teachers' sense of humor and student performance on the national Spanish exams. Foreign Language Annals, 46(2), 146-156.

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Abstract: Research suggests that second/foreign language teachers’ sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in‐service Spanish teachers’ (n = 102) and their students’ (n = 5,419) score on the National Spanish Exams using the affective filter hypothesis as a conceptual framework. Statistical analyses indicate that Spanish teacher sense of humor is related to student achievement on the exams. This research has implications for language teachers and teacher educators.

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First published:

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Abstract

Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in‐service Spanish teachers' (n = 102) and their students' (n = 5,419) score on the National Spanish Exams using the affective filter hypothesis as a conceptual framework. Statistical analyses indicate that Spanish teacher sense of humor is related to student achievement on the exams. This research has implications for language teachers and teacher educators.

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Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

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First published: Get access to the full version of this article. View access options below. Log in with Open Athens, Shibboleth, or your institutional credentials. If you have previously obtained access with your personal account, Please log in. Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students.

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Swanson, P., & Mason, S. (2018). The world language teacher shortage: Taking a new direction. Foreign Language Annals, 51(1), 251-262.

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Swanson, P., & Mason, S. (2018). The world language teacher shortage: Taking a new direction. Foreign Language Annals, 51(1), 251-262.

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Pete Swanson has worked often on issues related to teacher efficacy, retention, and recruitment.

Abstract: ...In this article, the authors discuss the past and current state of affairs of the shortage before advancing

ideas for language teacher recruitment and retention to which a variety of stakeholders (e.g., parents, administrators, language teacher associations) can contribute immediately in order to address the world language teacher shortage in earnest.

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Pete Swanson (PhD, University of Wyoming) is Professor of Foreign Language Education, Georgia State University, Atlanta, GA, and Distinguished Visiting Professor, United States Air Force Academy, Colorado Springs.

Shannon Mason (PhD, Griffith University, Australia) is a Lecturer, Foreign Languages, University of Nagasaki, Japan.

Abstract

Since the end of World War II, international leaders have made calls addressing the world language teacher shortage. For almost 70 years, such rhetoric has been advanced, yet world language teacher shortages remain in many countries such as Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States. In this article, the authors discuss the past and current state of affairs of the shortage before advancing ideas for language teacher recruitment and retention to which a variety of stakeholders (e.g., parents, administrators, language teacher associations) can contribute immediately in order to address the world language teacher shortage in earnest.

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The world language teacher shortage: Taking a new direction

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Pete Swanson (PhD, University of Wyoming) is Professor of Foreign Language Education, Georgia State University, Atlanta, GA, and Distinguished Visiting Professor, United States Air Force Academy, Colorado Springs. Shannon Mason (PhD, Griffith University, Australia) is a Lecturer, Foreign Languages, University of Nagasaki, Japan.

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Vyn, R. (2019). A Mixed Methods Evaluation of an Urban K–12 World Languages Program. Research Approaches to Second Language Acquisition.

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Vyn, R. (2019). A Mixed Methods Evaluation of an Urban K–12 World Languages Program. Research Approaches to Second Language Acquisition.

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Abstract:  In the current era of educational accountability, foreign language programs are under increasing pressure to provide evidence of student learning outcomes, often in the form of large-scale performance assessments (Malone & Sandrock, 2016). However, relatively little is known about the nature of student outcomes on such assessments or how these data are leveraged for the purpose of improving language teaching and learning, particularly at the K–12 level (Donato, Tucker, Wudthayagorn, & Igarashi, 2010). In response to calls for further research in this area (Malone, 2017; Sandrock, 2006), the current mixed methods evaluation study of an urban K–12 world languages program investigated secondary students’ language performance outcomes, as well as the way that educators responded to and integrated such data into their practice. To that end, upperlevel foreign language students’ outcomes data from the American Council on the Teaching of Foreign Languages’ (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL) were complemented by survey and interview data, which addressed teachers’ instructional and assessment-related practices. The synthesis of findings related to these complementary strands resulted in recommendations for program stakeholders, which were aimed at facilitating improvements to their instruction, curricula, and professional development opportunities.

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Waring, H. (2016). Theorizing Pedagogical Interaction. New York: Routledge.

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Waring, H. (2016). Theorizing Pedagogical Interaction. New York: Routledge.

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Pedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy program, adult ESL classrooms, and post-observation conferences. By viewing these settings through the lens of conversation analysis, this volume lays the groundwork for three principles of pedagogical interaction: competence, complexity, and contingency. The author explores these principles and how they inform what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others. Drawn from the author’s original research in various pedagogical settings, this volume collects empirical insights from conversation analysis and contributes to theory building.

Theorizing Pedagogical Interaction will appeal to students and scholars in applied linguistics, educational linguistics, and communication studies who are interested in the discourse of teaching and learning.

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Theorizing Pedagogical Interaction

Insights from Conversation Analysis

Theorizing Pedagogical Interaction

Insights from Conversation Analysis

eBook Published 6 November 2015

Subjects Communication Studies, Education, Language & Literature

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Theorizing Pedagogical Interaction | Insights from Conversation Analysis

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Pedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy

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Rothman, J., Alonso, J. G., & Puig-Mayenco, E. (2019). Third language acquisition and linguistic transfer (Vol. 163). Cambridge University Press.

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Rothman, J., Alonso, J. G., & Puig-Mayenco, E. (2019). Third language acquisition and linguistic transfer (Vol. 163). Cambridge University Press.

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It turns out there is a lot of research specific to L3 acquisition (& Jason Rothman seems to be one working frequently related to that topic). I recently talked with several friends online about how their L2 seems to interfere with L3. My Chinese (L2) definitely pushes into my French (essentially L3).

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Is acquiring a third language the same as acquiring a second? Are all instances of non-native language acquisition simply one and the same? In this first book-length study of the topic, the authors systematically walk the reader through the evidence to answer these questions. They suggest that acquiring an additional language in bilinguals (of all types) is unique, and reveals things about the links between language and mind, brain, and cognition, which are otherwise impossible to appreciate. The patterns of linguistic transfer and what motivates it when there are choices (as can only be seen starting in third language acquisition) underscores a key concept in linguistic and psychological sciences: economy. Overviewing the subfields examining multilingual acquisition and processing, this book offers an expanded systematic review of the field of multilingual morphosyntactic transfer, as well as providing recommendations for the future emerging field.

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Third Language Acquisition and Linguistic Transfer

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Is acquiring a third language the same as acquiring a second? Are all instances of non-native language acquisition simply one and the same? In this first book-length study of the topic, the authors systematically walk the reader through the evidence to answer these questions.

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Bao, D. (2019). The place of silence in second language acquisition. ELTAR-J (English Language Teaching and Research Journal), 1(1), 26-42.

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Bao, D. (2019). The place of silence in second language acquisition. ELTAR-J (English Language Teaching and Research Journal), 1(1), 26-42.

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ABSTRACT

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence.

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The place of silence in second language acquisition | Bao | ELTAR-J (English Language Teaching and Research Journal)

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Allwright, R. L. (1984), 'The importance of interaction in classroom language learning', Applied Linguistics, 5, (2), 156-71. Bachman, L. and Palmer, A. (1996), Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Barnlund, C. D. (1989), Communicative Styles of Japanese and Americans: Images and Realities.

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Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-Based Language Teaching: Theory and Practice. Cambridge University Press.

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Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-Based Language Teaching: Theory and Practice. Cambridge University Press.

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A newly-published book.

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Rod Ellis is a Research Professor in the School of Education, Curtin University in Perth, Australia, as well as a visiting professor at Shanghai International Studies University and an Emeritus Distinguished Professor of the University of Auckland. His most recent publication is Reflections on Task-Based Language Teaching (2018).

Peter Skehan is an Honorary Research Fellow at Birkbeck College, University of London. His most recent publications include Processing Perspectives on Task Performance (2014) and Second Language Task-Based Performance (2018).

Shaofeng Li is an Associate Professor of Second and Foreign Language Education at Florida State University and an honorary professor at Zhengzhou University and Guangdong University of Foreign Studies. His main research interests include TBLT, language aptitude, working memory and form-focused instruction.

Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai University. Her work has been published in leading journals and she is author of Input-based Tasks in Foreign Language Instruction for Young Learners (2016).

Craig Lambert is an Associate Professor of Applied Linguistics and TESOL at Curtin University in Perth, Australia. His research on TBLT has appeared in leading journals and he is author of Referent Similarity and Nominal Syntax in TBLT (2019).

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Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT).

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Zhou, W. (2013). A Singing Approach to Shared Reading: The Effects Upon US Kindergarteners' Chinese Vocabulary Acquisition and Retention. Michigan State University. Educational Psychology and Educational Technology.

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Zhou, W. (2013). A Singing Approach to Shared Reading: The Effects Upon US Kindergarteners' Chinese Vocabulary Acquisition and Retention. Michigan State University. Educational Psychology and Educational Technology.

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Abstract: .... The experimental group listened to a story song and shared singing it, while the control group heard the same story read aloud and shared reading it. Three types of instruments were used for assessing children’s acquisition and retention of vocabulary targeted in the read aloud and shared reading/singing for the pre- and post-tests: (1) Chinese picture naming, (2) Chinese word recognition, and (3) spoken vocabulary recall in the story. .... The results showed that there was a statistically significant difference between the two groups on the acquisition and retention of the spoken recall test, but no differences were detected on the other two measures. This finding implies that singing can be an effective pedagogical tool for spoken vocabulary acquisition and retention in the story, but not for vocabulary acquisition and retention of picture naming or word recognition.

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Wang, S., & Goodman, K. (2014). Making sense of Chinese reading: Yi and Xing. Open Journal of Modern Linguistics, 4(05), 621.

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Wang, S., & Goodman, K. (2014). Making sense of Chinese reading: Yi and Xing. Open Journal of Modern Linguistics, 4(05), 621.

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The research uses miscue analysis in the study of events in oral reading where the observed response to a complete authentic text differs from the expected response. The analysis of the Chinese writing system is provided in the article. This description was the base for a major contribution of the study, the Taxonomy of Chinese Miscues adapted from the Taxonomy of Oral Reading Miscues (Goodman, 1973). The article also places Chinese literacy in its cultural context. The finding that Chinese readers make miscues in similar proportions to readers of alphabetic orthographies is itself important because it shows that Chinese reading is a process of meaning construction and much more than the sequential recognition of characters. Chinese reading employs the same psycholinguistic strategies and use of cues from the text as reading in alphabetic languages. Twelve fourth semester students of Chinese read a complete authentic Chinese text. The resulting data provide a baseline of data for further study of Chinese reading since it avoids the imposition of inappropriate units of alphabetic orthographies such as words, sentences and phonic correspondences. Data from L1 readers are offered for comparison. Goodman’s transactional model and theory of reading, writing, and written texts (1994, 1996, 2003), which views reading as primarily the construction of meaning, is thus shown to be applicable to reading Chinese. Chinese readers use the structure of Chinese characters in semantic and syntactic context to make sense of print with little use of phonics. This finding is consistent with the Chinese historical and cultural view that the writing system yì (meaning; essence; spirit; interior) is the essential part of the whole semiotic system.

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Bassetti, B. (2009). Effects of adding interword spacing on Chinese reading: A comparison of Chinese native readers and English readers of Chinese as a second language. Applied Psycholinguistics, 30(4), 757-775.

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Bassetti, B. (2009). Effects of adding interword spacing on Chinese reading: A comparison of Chinese native readers and English readers of Chinese as a second language. Applied Psycholinguistics, 30(4), 757-775.

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ABSTRACT English is written with interword spacing, and eliminating it negatively affects English readers. Chinese is written without interword spacing, and adding it does not facilitate Chinese readers. Pinyin (romanized Chinese) is written with interword spacing. This study investigated whether adding interword spacing facilitates reading in Chinese native readers and English readers of Chinese as a second language. Participants performed two sentence–picture verification tasks with sentences written with pinyin or hanzi (characters). Interword spacing facilitated pinyin reading in English readers but not in Chinese readers; it did not affect hanzi reading in either group. The effects of interword spacing on second language reading appear to be determined by characteristics of both readers’ first language writing system and the writing system being read.

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Dobs, A. M. (2019). 11 Collective Translations: Translating Together in a Chinese Foreign Language Class. The Embodied Work of Teaching.

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Dobs, A. M. (2019). 11 Collective Translations: Translating Together in a Chinese Foreign Language Class. The Embodied Work of Teaching.

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This book has several chapters I'd like to read.

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Joan Kelly Hall is Professor of Applied Linguistics and Director of the Center for Research on English Language Learning and Teaching (CRELLT) at the Pennsylvania State University, USA. Her research centers on documenting the specialized interactional practices and actions of teaching-and-learning found in instructional settings. Her most recent book is Essentials of SLA for L2 Teachers: A Transdisciplinary Framework (2019, Routledge).

Stephen Daniel Looney is an Associate Teaching Professor in Applied Linguistics and Director of the International Teaching Assistant (ITA) Program in the Department of Applied Linguistics at the Pennsylvania State University, USA. His research analyzes teacher-student interaction in university STEM classrooms. He is coeditor of A Transdisciplinary Approach to International Teaching Assistants (Multilingual Matters, 2019) and has recent publications in Journal of Pragmatics and Linguistics and Education.

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The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects.

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Yang, J., Wang, S., Xu, Y., & Rayner, K. (2009). Do Chinese readers obtain preview benefit from word n+ 2? Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 35(4), 1192.

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Yang, J., Wang, S., Xu, Y., & Rayner, K. (2009). Do Chinese readers obtain preview benefit from word n+ 2? Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 35(4), 1192.

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The boundary paradigm (K. Rayner, 1975) was used to determine the extent to which Chinese readers obtain information from the right of fixation during reading. As characters are the basic visual unit in written Chinese, they were used as targets in Experiment 1 to examine whether readers obtain preview

information from character n + 1 and character n + 2. The results from Experiment 1 suggest they do. In  Experiment  2,  2-character target words were used to determine  whether readers obtain preview

information from word n + 2 as well as word n + 1. Robust preview effects were obtained for word n + 1. There was also evidence from gaze duration (but not first fixation duration), suggesting preview effects for word n + 2. Moreover, there was evidence for parafoveal-on-foveal effects in Chinese reading in both experiments. Implications of these results for models of eye movement control are discussed.

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Chen, H. C. (1992). Reading comprehension in Chinese: Implications from character reading times. In Advances in psychology (Vol. 90, pp. 175-205).  **this seems unavailable online**

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Chen, H. C. (1992). Reading comprehension in Chinese: Implications from character reading times. In Advances in psychology (Vol. 90, pp. 175-205).  **this seems unavailable online**

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From intro: ... It is argued that Chinese readers rely less on information carried by individual characters or words and more on context, whereas readers of English pay considerable attention to specific syntactic and semantic information embedded in the individual words. This was demonstrated in two experiments using a specially designed moving-window method to collect character and/or word reading times. In the paradigm, a reader moves an optical mouse to see each successive Chinese character or English word in a text presented in a spatially appropriate location. .... The results from the two experiments are qualitatively compared to those obtained in English studies with similar methods. Character reading times in Chinese were not generally affected by properties of characters or words, but longer pauses were often found at either syntactic or physical boundaries. In contrast, both word-level and sentence-level effects were quite robust in English. These results suggest that Chinese and English languages activate different processing strategies for reading comprehension such that Chinese text induces a diffused strategy and English text a more focused strategy.

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You have requested access to a resource that is restricted to faculty, students, and staff at The University of Iowa pursuant to our licensing agreement. If you are a member of the faculty, student, or staff at The University of Iowa, you can get access to this resource off-campus by using the library's proxy server.

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Koda, K. (2010). The Role of Reading in Fostering Transcultural Competence. Reading in a foreign language, 22, 5-10.

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Koda, K. (2010). The Role of Reading in Fostering Transcultural Competence. Reading in a foreign language, 22, 5-10.

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Intro:
This response was constructed based on my experience as a language program coordinator and my expertise in second language (L2) reading development. Because transcultural competence, as defined in the MLA Report (2007), shares much of its underlying capacities with reading ability, in principle, reading instruction could play a significant role in fostering transcultural competence. In actuality, however, this potential has never been fully realized. This paper first offers possible explanations for the discrepancy between what is feasible in theory and what actually transpires in practice, and then, makes research-based recommendations for the effective use of reading instruction in promoting transcultural understanding.

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Xiao-chun, M. (1982). The Strategies for Chinese Sentence Comprehension [J]. Psychological Science, 6.

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Xiao-chun, M. (1982). The Strategies for Chinese Sentence Comprehension [J]. Psychological Science, 6.

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The present study attempted to reveal what role word order and semantics play and how these two factors interrelate when one interprets Chinese utterances, Compared the comprehension strategies used by native Chinese speakers and English speakers whose language is Chinese. The results showed that Chinese subjects relied more heavily on a semantic factor——lexical meaning——than on word order in interpreting Chinese utterances,whereas the native English speaking subjects relied both on word order and the lexical meaning, however they used word order strategy more frequently. The results were analysed and discussed in this paper and the author proposed that two factors account for the difference between the responses of two groups of subjects.

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The Strategies for Chinese Sentence Comprehension

Mao Xiao-chun (Department of Psychology,East China Normal University)

The present study attempted to revealwhat role word order and semantics playand how these two factors interrelatewhen one interprets Chinese utterances,Compared the comprehension strategiesused by native Chinese speakers and Eng-lish speakers whose language is Chinese.The results showed that Chinesesubjects relied more heavily on a se-mantic factor--lexical meaning--thanon word order in interpreting Chineseutterances,whereas the native Englishspeaking subjects relied both on wordorder and the lexical meaning,howeverthey used word order strategy more fre-quently.The results were analysed anddiscussed in this paper and the authorproposed that two factors account for thedifference between the responses of twogroups of subjects.

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The present study attempted to revealwhat role word order and semantics playand how these two factors interrelatewhen one interprets Chinese utterances,Compared the comprehension strategiesused by native Chinese speakers and Eng-lish speakers whose language is Chinese.The results showed that Chinesesubjects relied more heavily on a se-mantic factor--lexical meaning--thanon word order in interpreting Chineseutterances,whereas the native Englishspeaking subjects relied both on wordorder and the lexical meaning,howeverthey used word order strategy more fre-quently.The results were analysed anddiscussed in this paper and the authorproposed that two factors account for thedifference between the responses of twogroups of subjects.

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Han, Z., & Chen, C. L. A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.

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Han, Z., & Chen, C. L. A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.

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Abstract Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. The very few studies extant have, nevertheless, shown similar, albeit inconclusive, findings. The present study was an attempt to foray into a hitherto uncharted area in both first and second language research, by investigating vocabulary gains from implementing a set of repeated-reading-based pedagogical and learning procedures. Using one heritage speaker of Chinese as its subject, the study administered 20 sessions of assisted repeated reading over three weeks. Results indicated both intentional and incidental vocabulary gains that would not otherwise have been possible through conventional reading or vocabulary instruction.

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Willis, S. W. (2018). What do Teachers of Chinese as a Foreign Language Believe about Teaching Chinese Literacy to English Speakers? (Doctoral dissertation, University of Kansas).

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Willis, S. W. (2018). What do Teachers of Chinese as a Foreign Language Believe about Teaching Chinese Literacy to English Speakers? (Doctoral dissertation, University of Kansas).

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I met Dr. Willis last April. She was insightful and I enjoyed hearing from her & meeting her.

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Kim, S. A. (2010). Developmental stages in reading Chinese as a second language (Doctoral dissertation, University of Illinois at Urbana-Champaign).

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Kim, S. A. (2010). Developmental stages in reading Chinese as a second language (Doctoral dissertation, University of Illinois at Urbana-Champaign).

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Sung, K. Y., & Poole, F. J. (2015). Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language. Konin Language Studies, 3(3), 271-294.

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Sung, K. Y., & Poole, F. J. (2015). Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language. Konin Language Studies, 3(3), 271-294.

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Abstract

This exploratory study investigated the effectiveness of graded readings with Chinese language beginners at the university level. The research focused on two primary questions: (1) How effective is the use of graded readings as a homework project in a beginning Chinese class? and (2) What are learners' perceptions of using graded readings? Data collection included the performances of the learners' Chinese character naming accuracy and speed, vocabulary recognition and reading comprehension tests, and a survey regarding the learners' opinions of the graded readings. The study results show that after using the graded readings for a semester, the learners gained a higher character naming speed compared to learners who did not use the graded readings. In addition, the readings increased the learners' character and vocabulary knowledge and enhanced their reading comprehension.

From Diane:
I'm almost certain I met the 2nd researcher during ACTFL in 2014 because there was a Utah prof who presented on "Extensive Reading" in beginning Chinese classes. If so, the graded reading was teacher-prepared, and beginners reported very long times needed to understand the texts -- not Extensive Reading materials.

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Sert, O. (2019). Mutual Gaze, Embodied Go-aheads and their Interactional Consequences in Second Language Classrooms. The Embodied Work of Teaching, 75, 142.

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Sert, O. (2019). Mutual Gaze, Embodied Go-aheads and their Interactional Consequences in Second Language Classrooms. The Embodied Work of Teaching, 75, 142.

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Part of the book available at the link.

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The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects.

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Lightbown, P., Halter, R., White, J., & Horst, M. (2002). Comprehension-based learning: The limits of ‘do it yourself’. Canadian Modern Language Review, 58(3), 427-464.    (Comprehension-based here referred to an entire program based on one-way input in listening and reading, without any interaction at any point.)

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Lightbown, P., Halter, R., White, J., & Horst, M. (2002). Comprehension-based learning: The limits of ‘do it yourself’. Canadian Modern Language Review, 58(3), 427-464.    (Comprehension-based here referred to an entire program based on one-way input in listening and reading, without any interaction at any point.)

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Abstract

In previous publications, the authors reported on the English skills of students who had learned ESL in an experimental comprehension-based program. The performance of grade 4 and 5 students with two or three years of reading and listening was compared to that of students with three years of audio-lingual instruction. On most measures, the students in the comprehension-based program performed as well as or better than the comparison group (Lightbown 1992a; Lightbown & Halter, 1989). In the present paper, the authors report on a follow-up study carried out when students were in grade 8. After six years of an essentially comprehension-based program in ESL, they performed as well as comparison groups of students on measures of comprehension and some measures of oral production but not on measures of written production. This paper includes a description of some particular gaps in the written language of students in the comprehension-based program, includes a follow-up study with secondary school students who had been involved in an experimental program for learning English as a second language (ESL) in primary school, and concludes with a discussion of the need for pedagogical guidance for the development of writing skills.

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This site uses cookies for analytics and access management. For more information, view our Privacy Policy. Please accept our Terms and Conditions before using our website. Learn more.

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Repeated reading (re-reading) in Chinese

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Repeated reading (re-reading) in Chinese

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Han, Z., & Chen, C. L. A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.

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2019 Agen Workshop Plenary: Comprehension-based Instructional Approaches: Exploring the Continuum  Dr. Reed Riggs

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2019 Agen Workshop Plenary: Comprehension-based Instructional Approaches: Exploring the Continuum  Dr. Reed Riggs

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The image that automatically appeared when I added the link below is definitely not relevant!

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This summer (July 2019) I presented the opening day's plenary at the Agen Workshops in Agen, France. Here are my slides:

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ACTFL's statement on technology in language learning.

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ACTFL's statement on technology in language learning.

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Role of Educators in Technology-Enhanced Language Learning

ACTFL strongly recommends that a language educator be responsible for the planning, instruction, assessment, and facilitation of any language course, leveraging technology to support language learning. Language instruction is best guided by language educators rather than solely delivered via a computer program or by a non-content specialist:

Research does not support the isolated use of technology for acquiring a language.

Interaction with a language educator is critical to building spontaneous interpersonal skills needed for real-world communication.

Intercultural competence is best acquired through human interactions and meaningful experiences facilitated through a language educator.

Educators use content knowledge, research-informed teaching strategies, and effective technology applications to support language learning.

Role of Technology for Learners

Technology can and should be used by language educators to enhance language instruction, practice, and assessment, as articulated in the World-Readiness Standards for Learning Languages. Through the purposeful use of technology:

Students read, listen to, and view authentic, engaging, and timely materials from the target culture.

Students practice interpersonal skills as they interact via video, audio, or text in real-time with other speakers of the target language.

Students collaborate on presentational tasks with their peers or teacher, anytime, anywhere.

Students work at their own pace as they access online content and/or utilize computer adaptive programs managed by their teacher.

Students practice discrete skills with engaging online games and applications.

Students benefit from differentiated instruction where multiple applications can be used to assess students, assign varied tasks, track data, give real-time feedback, and manage classrooms and lessons.

The use of technology is not a goal in and of itself; rather technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities whether facilitated through technology or in a classroom setting, should be standards-based, instructor-designed, learner-centered, and aimed at developing proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences. ACTFL acknowledges a role for hybrid, online and distance learning instructional models aligned with state and national standards and facilitated by language educators. The development of technology is best driven by the needs of the language learner, supporting the kinds of interactions our students need to become college, career, life, and world-ready.

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The Role of Technology in Language Learning

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ACTFL strongly recommends that a language educator be responsible for the planning, instruction, assessment, and facilitation of any language course, leveraging technology to support language learning. Language instruction is best guided by language educators rather than solely delivered via a computer program or by a non-content specialist.

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Research on TPR Storytelling, Karen Lichtman, 2019

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Research on TPR Storytelling, Karen Lichtman, 2019

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Appendix C from the 8th edition of Fluency through TPR Storytelling by Contee Seely and Blaine Ray.

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In the last ten years, there has been an explosion of research on Teaching Proficiency through Reading and Storytelling (TPRS). As a researcher studying second language acquisition and implicit and explicit learning, I present this research at the

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Spontaneous Play in the Language Classroom, David Hann

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Spontaneous Play in the Language Classroom, David Hann

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Google Books preview of a book about research about spontaneous play in language classrooms.

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Spontaneous Play in the Language Classroom

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The control, content, and consequences of edTPA: World language teacher educators’ perceptions 

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The control, content, and consequences of edTPA: World language teacher educators’ perceptions 

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Susan A. Hildebrandt Pete Swanson First published: 12 August 2019 https://doi.org/10.1111/flan.12415

From the abstract: "Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content‐specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive. To that end, the researchers surveyed teacher educators with World Language (WL) edTPA experience (N = 88) to ascertain their perceptions of the assessment...."

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Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content‐specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive. To that end, the researchers surveyed teacher educators with World Language (WL) edTPA experience ( N  = 88) to ascertain their perceptions of the assessment, including its impact on teacher candidates, teacher education programs, and clinical placements as well as the resources required, support experienced, and consequences perceived as a result of its implementation. Using a framework of teacher education accountability, the researchers explored issues of control, content, and consequences related to power relationships and the WL edTPA, centering on the assessment's intended content specificity, while recounting an ACTFL task force's efforts in 2016 to influence the assessment's content.

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The control, content, and consequences of edTPA: World language teacher educators' perceptions - Hildebrandt - - Foreign Language Annals - Wiley Online Library

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Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content‐specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive.

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Barkaoui, K. (2019). WHAT CAN L2 WRITERS’ PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES? Studies in Second Language Acquisition, 41(3), 529-554. doi:10.1017/S027226311900010X

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Barkaoui, K. (2019). WHAT CAN L2 WRITERS’ PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES? Studies in Second Language Acquisition, 41(3), 529-554. doi:10.1017/S027226311900010X

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Abstract: When responding to a writing task, writers spend a significant amount of their time not writing. These periods of physical inactivity, or pauses, during writing provide observable and measurable cues as to when, where, and how long writers halt to plan and/or revise their texts. Consequently, examining writers’ pausing patterns can provide important insights into the cognitive processes that writers employ when composing and the impact of various individual, task, and contextual factors on those processes. This article discusses theory and research on writers’ pausing behavior; how pause analysis can be used to investigate second language (L2) learners’ writing processes; challenges in researching writers’ pausing behavior (e.g., defining pauses); and some strategies to address these challenges. Next, the article illustrates how L2 writers’ pause data can be collected, analyzed, and interpreted, using keystroke logging data from a research project that aimed to examine the effects of task type, L2 proficiency, and keyboarding skills on L2 learners’ writing processes when writing on the computer. The article concludes with a call for more research on L2 writers’ pausing behavior, particularly how L2 writers’ pausing behavior relates to L2 writing outcomes and development across learners, contexts, and time.

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When responding to a writing task, writers spend a significant amount of their time not writing. These periods of physical inactivity, or pauses, during writing provide observable and measurable cues as to when, where, and how long writers halt to plan and/or revise their texts. Consequently, examining writers' pausing patterns can provide important insights into the cognitive processes that writers employ when composing and the impact of various individual, task, and contextual factors on those processes. This article discusses theory and research on writers' pausing behavior; how pause analysis can be used to investigate second language (L2) learners' writing processes; challenges in researching writers' pausing behavior (e.g., defining pauses); and some strategies to address these challenges. Next, the article illustrates how L2 writers' pause data can be collected, analyzed, and interpreted, using keystroke logging data from a research project that aimed to examine the effects of task type, L2 proficiency, and keyboarding skills on L2 learners' writing processes when writing on the computer. The article concludes with a call for more research on L2 writers' pausing behavior, particularly how L2 writers' pausing behavior relates to L2 writing outcomes and development across learners, contexts, and time.

Corresponding author

*Correspondence concerning this article should be addressed to Khaled Barkaoui, Faculty of Education, York University, 253Winters College, 4700 Keele Street, Toronto, Ontario, M3J 1P3. E-mail: barkaoui@yorku.ca

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WHAT CAN L2 WRITERS' PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES? | Studies in Second Language Acquisition | Cambridge Core

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When responding to a writing task, writers spend a significant amount of their time not writing. These periods of physical inactivity, or pauses, during writing provide observable and measurable cues as to when, where, and how long writers halt to plan and/or revise their texts.

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Lewis, A. D. (2019). Practice what you teach: How experiencing elementary school science teaching practices helps prepare teacher candidates. Teaching and Teacher Education, 86, 102886.

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Lewis, A. D. (2019). Practice what you teach: How experiencing elementary school science teaching practices helps prepare teacher candidates. Teaching and Teacher Education, 86, 102886.

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Abstract
The development of scientifically literate citizens begins in the elementary school. Yet the research base on the preparation of teachers finds university programs designed to prepare elementary teachers as generalists to be overall inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively. The purpose of this qualitative study was to examine which aspects of the curriculum and instruction teacher candidates (TCs) said helped them in developing their understanding of science content and pedagogies for teaching science in the elementary school. The analysis of TCs' evaluations of the course, curriculum, and instruction found that they learned best when they engaged in the practices they were being taught to use when teaching elementary school science.

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Journal of Classics Teaching has an issue with many open access articles related to comprehension-based communicative language teaching. I'm thankful to know many of the authors personally. 

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Journal of Classics Teaching has an issue with many open access articles related to comprehension-based communicative language teaching. I'm thankful to know many of the authors personally. 

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Journal of Classics Teaching: Volume 20 - Issue 39 | Cambridge Core

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Cambridge Core - Journal of Classics Teaching - Volume 20 - Issue 39

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The first sections of a dissertation about high-leverage teaching practices observed in a middle school, beginning-level Chinese class. 

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The first sections of a dissertation about high-leverage teaching practices observed in a middle school, beginning-level Chinese class. 

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High-Leverage Teaching Practices (HLTPS) in a Middle School Introductory-Level Chinese Language Classroom: Interactional Achievement and Impact on Engagement with Language

Yue, Ying. State University of New York at Buffalo, ProQuest Dissertations Publishing, 2019. 13885954.

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High-Leverage Teaching Practices (HLTPS) in a Middle School Introductory-Level Chinese Language Classroom: Interactional Achievement and Impact on Engagement with Language - ProQuest

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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Different kinds of captioning affect learning.

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Different kinds of captioning affect learning.

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Lee, P.-J., Liu, Y.-T., & Tseng, W.-T. (2019). One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension. Language Teaching Research. https://doi.org/10.1177/1362168819856451

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Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants' listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners' processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

References

Bailly, G., Barbour, W.S. (2011). Synchronous reading: Learning French orthography by audiovisual training. In: 12th Annual Conference of the International Speech Communication Association (pp. 1153-1156). Baixas: International Speech Communication Association.
Google Scholar

Behroozizad, S., Majidi, S. (2015). The effect of different modes of English captioning on EFL learners' general listening comprehension: Full text vs. keyword captions. Advances in Language and Literary Studies, 6, 115-121.
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Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26, 197-223.
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Danan, M. (2004). Captioning and subtitling: undervalued language learning strategies. Meta: Journal des Traducteurs / Translators' Journal, 49, 68-77.
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Kushalnagar, R.S., Lasecki, W.S., Bigham, J.P. (2012). A readability evaluation of real-time crowd captions in the classroom. In Proceedings of the 14th ACM SIGACCESS Conference on Computers and Accessibility (pp. 71-78). New York: Association for Computing Machinery.
Google Scholar

Lasecki, W.S., Kushalnagar, R., Bigham, J.P. (2014). Helping students keep up with real-time captions by pausing and highlighting. In Proceedings of the 11th Web for All Conference (pp. 39:1-39:8). New York: Association for Computing Machinery.
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Othman, J., Vanathas, C. (2017). Topic familiarity and its influence on listening comprehension. The English Teacher, 34, 19-32.
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Trancoso, I., Serralheiro, A., Viana, C., Caseiro, D., Mascarenhas, I. (2007). Digital talking books in multiple languages and varieties. In Proceedings of 3rd Language and Technology Conference. Poznan: Wydawnictwo Poznańskie.
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Vigliocco, G., Perniss, P., Vinson, D. (2014). Language as a multimodal phenomenon: Implications for language learning, processing and evolution. Philosophical Transactions of the Royal Society, B: Biological Sciences, 369, issue 1651.
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Yang, J.C., Chang, P. (2014). Captions and reduced forms instruction: The impact on EFL students' listening comprehension. ReCALL, 26, 44-61.
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Author biographies

Ping-Jung Lee is a graduate student in the Department of English at National Taiwan Normal University. Her research focuses on reading behaviors of foreign language learners.

Yeu-Ting Liu is an associate professor in the Department of English at National Taiwan Normal University. His research focuses on bilingual processing and cognitive development of second language learners.

Wen-Ta Tseng is an associate professor in the Department of Applied Foreign Languages at National Taiwan University of Science and Technology. His research focuses on second/foreign language assessment, language learning strategies, and quantitative research methods.

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One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension - Ping-Jung Lee, Yeu-Ting Liu, Wen-Ta Tseng, 2019

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Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted.

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Interesting about watching TV for L2 input - it wasn't a good source for L2 learning children in this study:

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Interesting about watching TV for L2 input - it wasn't a good source for L2 learning children in this study:

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Duncan, T. S., & Paradis, J. (2019). Using Television to Boost Native-Speaker Input for L2-Learning Children: A Cautionary Tale.

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Research with language teachers in real experience:

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Research with language teachers in real experience:

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Hobbs, V., & Kubanyiova, M. (2008). The challenges of researching language teachers: What research manuals don't tell us. Language Teaching Research, 12(4), 495-513.

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A study in Finland, looking at actual classroom talk among students & the teacher to see how teachers respond to students' using language class content to tease other students. 

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A study in Finland, looking at actual classroom talk among students & the teacher to see how teachers respond to students' using language class content to tease other students. 

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Lehtimaja, I., & Tainio, L. (2018). Encouraging participation or restraining teasing? Teacher responses to uninvited students’ answers. Journal of Applied Linguistics and Professional Practice, 12(1), 1-22.

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classroom interaction; conversation analysis; moral order; student initiatives; teacher’s agenda; teasing; uninvited answer

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Encouraging participation or restraining teasing? Teacher responses to uninvited students' answers | Lehtimaja | Journal of Applied Linguistics and Professional Practice

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Encouraging participation or restraining teasing? Teacher responses to uninvited students' answers

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This makes sense (and I love the title): often I find the phrasing in English requires a noun as a key element, but in Chinese, things are more often phrased around a verb.  I've seen a magazine article on this, too. 

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This makes sense (and I love the title): often I find the phrasing in English requires a noun as a key element, but in Chinese, things are more often phrased around a verb.  I've seen a magazine article on this, too. 

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Liu, Danqing. (2010). Chinese as a Verby Language: On Typological Differences between Verby Languages and Nouny Languages. Chinese Teaching in the World, 1-?.

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Chinese as a Verby Language:On Typological Differences between Verby Languages and Nouny Languages--《Chinese Teaching in the World》2010年01期

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Based on a contrastive study between Chinese and English at levels of speech acts,sentences,subordinate clauses,phrases,word class shift and of first language acquisition,this paper claims that,from a typological perspective,Chinese is a verby language whereas English a nouny one,and they respectively exemplify two linguistic types that are in sharp contrast in terms of grammatical prominence of word classes.

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DÁVILA, L. T. “J'aime to be Funny!”: Humor, Learning, and Identity Construction in High School English as a Second Language Classrooms. The Modern Language Journal.

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Please check your email for instructions on resetting your password. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account.

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Overall, studies of anxiety and language learning show that more anxiety in the learner correlates to lower language learning outcomes.            Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 1-25. 

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Overall, studies of anxiety and language learning show that more anxiety in the learner correlates to lower language learning outcomes.            Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 1-25. 

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Lee, J. H., & Levine, G. S. (2018). The effects of instructor language choice on second language vocabulary learning and listening comprehension. Language Teaching Research. https://doi.org/10.1177/1362168818770910

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Lee, J. H., & Levine, G. S. (2018). The effects of instructor language choice on second language vocabulary learning and listening comprehension. Language Teaching Research. https://doi.org/10.1177/1362168818770910

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(Despite the image of a lock below, this article is freely available)

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The present study examined the interaction effects between teachers' choice of language in lexical explanation and second language (L2) learners' proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners' first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers' instruction about target vocabulary brought about more gains in learning of phrasal verbs than lack thereof. In addition, teachers' use of code-switching benefited intermediate-level learners most, who were able to gain similar levels of vocabulary learning and listening comprehension to advanced learners.

References

American Council on the Teaching of Foreign Languages (ACTFL) . (2010). Use of the target language in the classroom. Alexandria, VA: American Council on the Teaching of Foreign Languages. Available at: https://www.actfl.org/guiding-principles/use-target-language-language-learning (accessed March 2018).
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Miyasako, N. (2002). Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students? Language Education & Technology, 39, 1-20.
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Myers-Scotton, C. (1997). Duelling languages: Grammatical structure in codeswitching. 2nd edition. Oxford: Clarendon Press.
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Zhao, T., Macaro, E. (2016). What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations? International Journal of Applied Linguistics, 26, 75-98.
Google Scholar

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The effects of instructor language choice on second language vocabulary learning and listening comprehension

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The present study examined the interaction effects between teachers' choice of language in lexical explanation and second language (L2) learners' proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions.

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About Conversation Analysis - a lot in blog posts  here.

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About Conversation Analysis - a lot in blog posts  here.

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In 2015 I wrote a quick introduction to CA for people who study the psychology of interaction and discourse (still in press). I've used that as the basis of this longish post for people who need some starting points in #EM/CA. Also check the EMCA wiki for new references (there are more all the time - it's a flourishing field).

Conversation Analysis (CA) is an interdisciplinary, inductive approach to studying talk and interaction 'in the wild' and in situations where the formal parameters, theories and models for interaction are unknown, premature, or where theories are currently undergoing revision.

Conversation Analysis (CA) is a method of gathering data involving naturalistic conversational interaction, analysing it systematically, and reporting on features of its structural organisation. CA is distinctive because it is not only a method for analysis, it also constitutes an active sub-discipline within many research areas that involve the empirical study of human interaction. CA has its own standards of evidence, some unusual collaborative research practices, and a rich literature spanning sociology, linguistics, anthropology, psychology, and communications. The outline of CA provided here should be used as a guide to contextualise the kinds of claims, arguments, and evidence readers may encounter in the CA literature. Because CA has not developed from a 'home discipline' as such, it is widely dispersed and consequently likely that any researcher interested in spoken discourse will find a wealth of CA research within their area of specialism. The intention here is to encourage researchers to draw on core CA findings in their work, to find the CA research and researchers in their own field, and to learn to work with interaction data using these methods

So what is CA useful for? What kinds of questions can one ask with it? And what kinds of answers can be gleaned at different points in the research cycle? CA is especially useful for empirical research on interaction in naturalistic settings where established theories may be lacking or under revision. This is because CA looks for detailed qualitative evidence of how participants work to organise their interactions sequentially in each specific situation. CA relies on a recorded event, utterance or gesture as analytic evidence only when the participants demonstrably use that event to organise their subsequent actions. On the one hand, this forces analysts to limit the generality of the questions they can ask and the claims they can make. For example, studies of interaction in doctor's offices, courtrooms, or at dinner parties tend to ask questions about how a specific action or utterance is produced in a particular social situation by specific participants. On the other hand, CA's evidential constraints have led to a methodologically coherent field. By focusing analysis on the methods and events demonstrably used by participants to make sense of their own interactions, CA studies tend to be readily comparable with one another. Although individual studies are situationally specific, analysts can develop and test general findings cumulatively working in diverse settings and fields. Over the last 40 years the most robust and broadly tested finding on which much latter CA research has been based is the turn-taking system described by Sacks, Schegloff, and Jefferson (1974). Without the extended discussion these warrant, the rules of the turn-taking system can be summarised briefly to explain what kind of answers CA can offer.

1. For any turn at talk, at the first possible completion,

1. current speaker may select next,

2. next speaker may self-select,

3. current speaker may continue.

2. If 1c occurs, the rules are re-applied at the next possible completion.

This describes the normative patterns observed in natural conversational turn-taking across contexts in the first decade of CA research. As a finding it provides a framework for further exploratory work in CA, and a strong empirical basis for theory formation for experimentation. As a research outcome, this exemplifies how CA can produce detailed, systematic descriptions from cumulative observations.

Alongside these longer-term results, the CA research cycle involves structured observation throughout the process of data gathering, presentation, and collaborative analysis of data within the scope of a single study. Current best practice for CA data gathering involves video of an interactional situation from multiple angles where all participants' gaze direction, gestures, body orientation, and talk are - ideally - available for analysis. Within relevant practical, social, and ethical constraints, it is useful to record whatever participants evidently pay attention to within the setting including objects, tools, documents, computer, phone, and screen captures. Interaction mediated via text, audio, and video also constitutes viable data, however for a sequential analysis, participants and CA researchers should be able to access the same evidential and temporal contingencies and constraints. For example, phone calls provide ideal data for CA studies because participants and researchers alike can analyse the same audio events in the same order. Because a CA study may focus on very intricate details, a few seconds of a recording can yield data for a 'single case analysis', contributing to or questioning cumulative findings. Researchers also re-analyse data from previous studies, use examples from audiovisual corpora and data fragments from the CA literature, often as a foil for discussion.

Transcription is central to CA research as it involves repeatedly reviewing the data to build up an initial description that can be checked by others from an early stage. Variations on Gail Jefferson's transcription conventions provide a level of detail that can be adjusted for the specific phenomena in question. Verbal interaction is typed out turn-by-turn, then symbols are added and arranged spatially to indicate temporal and production features of talk. For example, extract 1 depicts Paul and Anne's talk as their teacher sings a count of eight during a partner dance class. Links to online data are also provided where possible.

Extract 1 CADANCE: eg1

 1  Paul:  N↑o⌈t b̲a̲::d, >°°not ba:d.°°<⌉

 2  Anne:     ⌊ It's like be⌈ing GENuin⌋ely >able °to do it?°<⌉

 3  Tchr:                   ⌊        F    I    v    e         ⌋, (.)

 4         s⌈ix? ( . ) ⌉ ↓five

 5  Paul:   ⌊Ye̲::⌈p.   ⌋

 6  Anne:        ⌊∙hh ⌈aHhh ∙Hhh

 7  Tchr:             ⌊six se::ven eight?

video: http://bit.ly/cadance_eg1

Reading while listening to the audio should show how Jefferson's conventions are roughly intuitive : left and right braces show points of overlap, carats show talk speeding up, while colons indicate sound stretches. Because these conventions compromise between precision, detail, and readability there are also some inevitable ambiguities, for example punctuation indicates intonation rather than grammar, and turn-initial capitals mark transcriber hearings of turn-beginnings, but elsewhere they indicate loud talk. The purpose, however, is not analysis of the transcript. Rather transcripts provide a useful sketch to aid in more formal description, and a convenient way for analysts to refer to specific moments of the original video in a data session presentation.

In a data session, a researcher presents new data and transcripts for repeated viewings and extended analytical discussion amongst a small group of colleagues. Since CA relies on the linguistic and interactional aptitude of the analyst as an heuristic instrument, regular data sessions provide an essential opportunity to revise transcripts and candidate analyses amongst peers. Details of the present data are discussed in relation to cumulative findings, and the implications of or alternatives to each analysis are proposed and challenged. Ideally, data sessions are both pedagogical and deliberative, where experienced and student analysts refine their observations and descriptions by picking out specific fragments of data, and contextualise findings within the literature. Over time, researchers build 'collections' of data fragments such as extract 1: part of a collection of 'countings', where people count up or down to coordinate joint actions. A rough collection is a starting point for identifying a distinct social practice as a specifiable analytic phenomenon. Analysis then refines a collection in terms of how participants orient to the sequential organisation of an action, and to its lexical, grammatical, and/or embodied structural features of composition and design (Schegloff 1993, 121). For example, before the video clip of extract 1 starts, Paul and Anne have been evaluating their previous attempt at a dance move. The teacher's count starts with a loud, stretched "", a short pause then a rising "", before both pitch and count re-sets to five and moves back up to a final, rising "". At the onset of the count, Paul's turns his head to the teachers and back to Anne, hushing his second "". Anne also speeds up and softens her talk, turning her head towards the teachers then back to Paul as the count reaches its first "". Paul's minimal "" receipts Anne's assessment just as he briefly turns his head away from her again. Her laugh closes the sequence, and they re-establish mutual gaze as the count enters its final phase.

Forgoing more detailed description on the one hand, and the broader sequential context on the other, this fragment provides a simple example of how such data can be presented. The embodied turn (Nevile 2015) in the CA literature has led researchers to add more detail to transcripts of talk, using illustrations (Laurier 2014) to describe gesture and gaze direction as well as diagrammatic representations of, for example pitch tracks and phonological details. Figure illustrates the temporal structure of talk and patterns of other-directed mutual gaze just before Paul and Anne start dancing.

In terms of cumulative CA findings, these details could be analysed alongside generalised CA work on how assessments implicate sequence closure in everyday conversation, and how patterns of mutual gaze work towards topic, focus, and activity shifts (Heath 1986, 128-48; Mondada 2006; Rossano 2012, 227-308). In a more applied project, the way the dancers' turns at talk and gaze shifts match the phase structure of the teacher's count could be analysed in relation to ongoing research into how bodily-vocal group activities are organised in dance instruction (Keevallik 2014). This fragment may be added to multiple collections including 'embodied closings' or 'countings' as well as specialised sub-collections such as 'dance closings' and 'count-ins'. CA findings are thus developed incrementally by documenting the detail of people's interactional practices in specific settings while contributing to a general understanding of 'everyday talk-in-interaction'. This super-set of copresent interactional practices provides a normative basis for researchers studying specialised settings where institutional or practical constraints may constrain interactional practices (Drew and Heritage 1992) Identifying and fully describing a new phenomenon in these terms may therefore require collection of hundreds of cases, but a single case analysis can still test, discuss, or suggest a finding by demonstrating its use in a specific context.

CA can also be used in mixed-methods research, especially in theory formation, experimental design, and evaluation processes. CA researchers may discover a systematic variation in participants' situated action, sometimes as simple as an issue of lexical choice. For example, Heritage et al. (2007) observed that doctors vary the ways they ask about patients' unmet concerns during consultations. Their experiment asked doctors to request whether their patients had "anything else" or "something else" to talk about, and discovered that 78% fewer unmet concerns were reported in the latter condition. In this way CA's focus on interactional practices in natural settings provides systematic observations that can help design ecologically sound experimental variables and guide the formulation of falsifiable theories (Robinson and Heritage 2014). In conjunction with more conventional social science methods, CA is useful in similar ways when it foregrounds the participants' interactional uses of the research setting. For example, CA studies of interviewing practices (Potter and Hepburn 2012) contribute to methodological developments that are starting to incorporate the pragmatics of talk and the practicalities of survey technologies into a broader analysis (Conrad, Schober, and Schwarz 2013). Similarly, studies of methods that use introspective self-report (Wooffitt and Holt 2011) or CA's own practices of video recording (Hazel 2015) are opening up new opportunities to approach theoretical questions across fields as practical, observable issues based on the endogenous organisation of situated activities. CA's early focus on everyday talk has both influenced and drawn on the interactional respecification of core questions in linguistics and pragmatics (Ochs, Schegloff, and Thompson 1996; Levinson 1983), and psychology (Edwards and Potter 2001; Tileagă and Stokoe 2015), along with a broader shift in the social sciences towards posing empirical questions in terms of practical action (Button 1991; Lynch 1997). To use CA within a broader scientific context, however, it is necessary to clarify how its findings are descriptive of normative structures in talk rather than predictive or prescriptive, and may be combined with other methods in order to develop and test formal hypotheses (Lynch 2000, 522).

This limited introduction is intended to provide only the most basic starting points for researchers wishing to explore CA and get a foothold in its literature. There are now many excellent primers available ( Schegloff 2007a; Ten Have, 2007; Hutchby & Wooffitt, 2008; Heath, Hindmarsh, and Luff 2010; Sidnell 2011; Clift, 2016) as well as a more comprehensive handbook ( Sidnell & Stivers, 2012) for those who would like to explore CA's contemporary issues and research questions further.

References

Atkinson, J.M., and John Heritage. 1984. Structures of social action: Studies in conversation analysis. Edited by J. Maxwell Atkinson and John Heritage. Cambridge: Cambridge University Press.

Clift, Rebecca. 2016. Conversation Analysis: 1st ed. Cambridge Textbooks in Linguistics. Cambridge: Cambridge University Press.

Drew, Paul, and John Heritage. 1992. Talk at work: Interaction in institutional settings. Cambridge: Cambridge University Press.

Edwards, Derek, and Jonathan Potter. 2001. "Discursive Social Psychology." In The New Handbook of Language and Social Psychology, edited by P Robinson and H Giles, 103-18. London: John Wiley & Sons Ltd.

Have, P Ten. 2007. Doing conversation analysis: A Practical Guide. 2nd ed. London: Sage Publications.

Heath, Christian, Jon Hindmarsh, and Paul Luff. 2010. Video in Qualitative Research Analysing Social Interaction in Everyday Life. Introducing Qualitative Methods. London: Sage Publications.

Hutchby, Ian, and Robin Wooffitt. 2008. Conversation Analysis. 2nd Edition. Chichester, U.K.: Polity Press.

Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge University Press.

Lynch, Michael. 1997. Scientific practice and ordinary action: Ethnomethodology and social studies of science. Cambridge: Cambridge University Press.

Ochs, E, Emanuel A Schegloff, and Sandra A Thompson. 1996. Interaction and grammar. Edited by Elinor Ochs, Emanuel A Schegloff, and Sandra A Thompson. 13. Cambridge: Cambridge University Press.

Robinson, Jeffrey D., and John Heritage. 2014. "Intervening With Conversation Analysis: The Case of Medicine." Research on Language and Social Interaction 47 (3): 201-18.

Rossano, Federico. 2012. "Gaze behavior in face-to-face interaction." PhD thesis, Radboud Universitet Nijmegen.

Schegloff, Emanuel A. 2007. Sequence organization in interaction: Volume 1: A primer in conversation analysis. Cambridge: Cambridge University Press.

Sidnell, Jack. 2010. Conversation Analysis: An Introduction. Oxford: Wiley-Blackwell.

Sidnell, Jack., and Stivers, Tanya. (Eds). 2012. The Handbook of Conversation Analysis. London: Wiley-Blackwell.

Tileagă, Cristian, and Elizabeth Stokoe. 2015. Discursive Psychology: Classic and Contemporary Issues. London: Routledge.

Wooffitt, Robin, and Nicola Holt. 2011. Looking In and Speaking Out. Exeter: Imprint Academic.

Footnotes

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Conversation analysis - a brief introduction for CS/psychology geeks

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In 2015 I wrote a quick introduction to CA for people who study the psychology of interaction and discourse (still in press). I've used that as the basis of this longish post for people who need some starting points in #EM/CA.

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This looks like an important  article on language teacher preparation: 

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This looks like an important  article on language teacher preparation: 

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García, PA, Moser, KM, Davis‐Wiley, P. Facing reality: A survey of methods instructors’ perspectives on world language teacher development. Foreign Language Annals. 2019; 52: 165– 183.

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Please check your email for instructions on resetting your password. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account.

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How teachers & students in Laos use multiple languages (and how that compares to national policies: 

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How teachers & students in Laos use multiple languages (and how that compares to national policies: 

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Cincotta-Segi, A. R. (2011). ‘The big ones swallow the small ones’. Or do they? Language-in-education policy and ethnic minority education in the Lao PDR. Journal of Multilingual and Multicultural Development, 32(1), 1-15.

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The Lao People's Democratic Republic (Lao PDR) is one of the most ethnically and linguistically diverse nations in Southeast Asia. The post-1975 government's policies regarding ethnic minority peoples are often considered to represent an ideological shift from earlier monocultural orientations to a discourse of interethnic equality and solidarity. Yet a deeper reading of official policies, combined with an examination of planning measures, reveals a persistent discourse of ethnic Lao centrality.

This paper first examines the apparently contradictory official discourses on language, ethnic minorities and education in Laos, and how these discourses are reproduced, adapted or contested on the ground by teachers and students in ethnic minority classrooms. I first present a discourse analysis of selected policy documents, supported by interviews with key policy-makers followed by an analysis of teacher code choice in three ethnic minority classrooms together with data from teacher interviews. The paper is based on ethnographic fieldwork carried out in Nalae district, Luang Nam Tha Province and five years of experience working in education development in the Lao PDR.

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'The big ones swallow the small ones'. Or do they? Language-in-education policy and ethnic minority education in the Lao PDR

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The Lao People's Democratic Republic (Lao PDR) is one of the most ethnically and linguistically diverse nations in Southeast Asia. The post-1975 government's policies regarding ethnic minority peoples are often considered to represent an ideological shift from earlier monocultural orientations to a discourse of interethnic equality and solidarity.

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How a language policy of French-only plays out in classroom talk among teachers & children with other languages.   Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language policy, 11(3), 213-234.

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How a language policy of French-only plays out in classroom talk among teachers & children with other languages.   Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language policy, 11(3), 213-234.

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Researching 'practiced language policies': insights from conversation analysis

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Florence Bonacina-Pugh In language policy research, 'policy' has traditionally been conceptualised as a notion separate from that of 'practice'. In fact, language practices were usually analysed with a view to evaluate whether a policy is being implemented or resisted to. Recently, however, Spolsky in (Language policy.

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On UK schooling and control of teachers & curriculum, using Foucault's framework (power dynamics):

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On UK schooling and control of teachers & curriculum, using Foucault's framework (power dynamics):

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Ball, S. J. (1993). Education policy, power relations and teachers’ work. British Journal of Educational Studies, 41(2), 106-121.

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Education policy, power relations and teachers' work: British Journal of Educational Studies: Vol 41, No 2

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Applying Conversation Analysis to teaching English language students in Turkey about interaction in English:

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Applying Conversation Analysis to teaching English language students in Turkey about interaction in English:

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Balaman, U., & Daşkın, N. C. (2019). A Series of Conversation Analysis Based Pedagogical Activities for Increasing Interactional Awareness. Journal of Inquiry Based Activities.

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Training pre-service teachers in classroom management using a technological simulation of a classroom: 

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Training pre-service teachers in classroom management using a technological simulation of a classroom: 

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Larson, K. E., Hirsch, S. E., McGraw, J. P., & Bradshaw, C. P. (2019). Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator. Journal of Special Education Technology.

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Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies. Yet these technologies may be difficult for preservice programs to integrate into the curriculum and may be perceived as stressful for some student teachers. The current article presents findings from a feasibility and acceptability study of the TeachLive™ mixed-reality teaching simulator, which was used as a supplemental guided practice opportunity for preservice student teachers enrolled in classroom management and special education methods classes. Data from 62 preservice teachers suggest there is potential for acceptability among teachers in training, particularly if adjustments are made to reduce their stress and performance anxiety. Recommendations for using mixed-reality simulators in preservice training are provided.

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# data[].attributes.attachment_link.title
Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator

# data[].attributes.attachment_link.description
Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies.