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Issue Information ‐ Ed Board, ACTFL Officers Page Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-03-08
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Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-02-19 Nick Henry, Hannes Mandel, Vincent VanderHeijden
Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt-based assignments (TAs). The present study, therefore, presents a quasi-experimental comparison of
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An examination of the postgraduation benefits of earning a Seal of Biliteracy Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-02-19 Kristin J. Davin, Kristen R. Cruz, Charlotte R. Hancock
Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater
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Corrigendum Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-02-23
Martinsen, R., Montgomery, C. and Willardson, V. (2017), there was an error in the fourth sentence of the abstract section. The sentence has been modified and a new sentence also have been added in the below corresponding sentence as below: Abstract: This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and
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The lexical content of high‐stakes national exams in French, German, and Spanish in England Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-02-21 Amber Dudley, Emma Marsden
Surprisingly, little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically
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Addressing challenges in language education: Insights and solutions from higher education Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-02-19 Kristin J. Davin, Francis J. Troyan
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Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL) Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-29 Brianna Janssen Sánchez, William S. Davis
This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational
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Survey of K-12 world language program evaluation Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-24 Margaret E. Malone, Malik Stevenson, Caitlyn Pineault
Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders
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What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-23 Emad A. Alghamdi
By taking a multidisciplinary, evidence-based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self-ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed
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How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-23 Lisa M. Domke, Laura A. May, María A. Cerrato, Elizabeth H. Sanders, Melody Kung, Gary E. Bingham
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests
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What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-23 Joshua Matthews, Devrim Yilmaz
The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second author, a native speaker. All 52 video-conferenced one-to-one
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Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-22 Zhonggen Yu, Peng Duan
The popularity of virtual reality (VR) technologies has increased since the onset of the COVID-19 pandemic. However, there is a paucity of meta-analytic studies that have investigated the use of VR technologies in language education. This current study addresses this gap by conducting a systematic analysis of 41 randomized controlled studies conducted between 2008 and 2021, examining the effects of
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Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion Foreign Lang. Ann. (IF 2.976) Pub Date : 2024-01-22 Mandy R. Menke
Language immersion programs seek to develop multilingual, multiliterate individuals able to engage with academic content. Studies of immersion students' language development provide details regarding language proficiency and accuracy, yet they generally do not address how features of written, academic language, for example, syntactic and lexical complexity, develop. To this end, this study seeks to
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Foreign language education in Louisiana: A cluster analysis Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-27 Erin Fell
Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that geographic, economic, and integration factors contribute to whether a school can provide FL at all—and biased counseling dissuades minoritized students from taking FL—this study
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Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-11 Miguel Á. Novella, Carolina Bustamante
This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple-case study investigated their motivation to stay
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The impact of questioning strategies on target language production and learner confidence Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-11 Angela Gardner, Karen Lichtman
This study investigated how questioning strategies impact language learner performance. Specifically, it explored how questioning strategies influence (i) verb production and subject–verb agreement in the target language, and (ii) learner confidence in completing tasks without translation software. Sixty-eight novice language learners enrolled in a high school Spanish I course participated. The students
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From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-07 Jiwon Hwang, Eriko Sato, Agnes W. He
As the objective of language teaching is shifting from producing so-called “native-like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing
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The current state of undergraduate medical Spanish: Results of a national survey Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-07 Alyssia M. Miller De Rutté, Isabel María Kentengian, María E. Pérez, Pilar Ortega
This study investigated the following research question: What is the landscape of medical Spanish offerings in undergraduate, 4-year universities in US states with large Spanish-speaking populations? Forty-four percent of institutions responded to the survey, which explored institutional characteristics, medical Spanish programs and individual courses, and instructors. Nonrespondent institutions' web
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Research on university-based Spanish heritage language programs in the United States: The state of affairs in 2022 Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-12-07 Sara M. Beaudrie, Anna Marrero-Rivera
Research on Spanish heritage language (SHL) education has grown exponentially in the last two decades. The most recent nationwide study on SHL programs in US postsecondary institutions was conducted a decade ago. To continue this line of research, the primary aim of this study is to provide an update about the current state of SHL course offerings at 4-year universities in the United States. SHL programs
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Investigating L2 writers' uses of machine translation and other online tools Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-11-21 Kimberly Vinall, Wen Wen, Emily A. Hellmich
New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner-initiated technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically
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Growing intercultural speakers in novice Italian: A virtual versus face-to-face comparison Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-11-21 Aletha Stahl, Tatjana Babic Williams, Lan Jin, Jane Koch
Intercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students. The American Association
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Deconstructing the benefits of reading-while-listening on L2 reading comprehension: The influence of cross-orthographic distance Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-11-15 Joanne Koh
Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating role of L2 orthographic characteristics in the effects
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Foreign language learning in a specialized institution: Opportunities and challenges Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-11-15 Zachary F. Miller, Dustin Crowther
Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4-year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI
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Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-25 Priya Panday-Shukla
The US Department of Education posits that higher education students' expenditures on course materials and supplies, including texts for language learning classes, were between $1,265 and $1,471 for the 2017–2018 academic year. For many students, the cost of these materials can jeopardize their studies. One potential solution to this issue is to use free educational materials like open educational
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Learning to teach world language online during COVID-19 pandemic: A phenomenographic study Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-25 Mingzhu Deng, Sandro Barros
This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID-19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching
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Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-25 Mostafa Morady Moghaddam
This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher–student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment–response exchanges
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The presence and absence of race in world language education literature Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-25 Bethany Daniel
World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary journals in WL education. Drawing on literature from race and
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Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-20 Lauren Goodspeed, Kate Paesani, Mandy Menke, Helena Ruf
Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand
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The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-20 Mahmood Yenkimaleki, Vincent J. van Heuven, Mostafa Hosseini
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h
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Effects of different forms of explicit instruction on L2 development: A meta-analysis Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-20 Fei Li, Yunmei Sun
To determine the effects of explicit instruction (EI) and potential moderators in second/foreign language (L2) teaching, this study meta-analyzed 28 primary reports (a total of 67 unique samples, N = 3754). The main results show that EI was significantly effective in facilitating L2 development, with effect sizes ranging from moderate to large magnitudes (d = 1.07 and 0.81 for within-and between-group
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Motivation to learn Czech as L4+: Erasmus students' perspective Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-09-04 Silvie Převrátilová
Although motivation is an extensively discussed topic, minor languages deserve more research attention. This qualitative multiple case study explores motivation to learn Czech as a second language in Beginners' Czech language courses for Erasmus students in the Czech Republic through the lens of the L2 Motivational Self System (L2MSS), searching for the critical motivation sources in this type of setting
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Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-21 Sjuul Juliana Lendo, Handoyo P. Widodo, Sayyidatul Fadlilah, Tsabita R. Qonnita
Informed by an integrated critical social semiotic approach, the present critical discourse study investigates the semiotic relations of image–text and the cultural meanings encapsulated in two German language textbooks: Studio d A1 and Netzwerk A1 widely used in Indonesia. Adopting Xiong and Peng's semiotic relation model, the findings demonstrate that Netzwerk A1 provides learners with opportunities
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Indicators of academic readiness for college: Evaluating an advanced Spanish language program Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-18 Jill Landes-Lee, Johanna Watzinger-Tharp
Students who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that race/ethnicity played a role in inequitable distribution
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Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-17 Francis John Troyan, Loretta Fernández, Zhenjie Weng, Daniel Scott Ferguson, Yuseva Ariyani Iswandari, Sarah Avdakov
Contextualized within our Projects in Humanization in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities
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Who considers becoming a world language teacher? Comparing students who would with those who won't Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-17 William S. Davis, Bo Liu, Josephine Kim
Given the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N = 116) while others would not (N = 129)
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Understanding indirect meaning: A close replication Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-17 Laetitia Knight, Amanda Edmonds
Pragmatic competence covers a range of skills, including the ability to interpret indirect meaning (i.e., any instance where there is a mismatch between literal and intended meaning). Past research has suggested that indirect meaning poses comprehension challenges for learners of a second language (L2). This result has been explained with reference to the influence of proficiency and the linguistic/discourse-level
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American sign language level 1 assessment: What is out there? Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-16 Beverly J. Buchanan, John S. Pirone, Kimberly K. Pudans-Smith, Brian W. Leffler, Brad S. Cohen, Paul K. Simmons, Pauline M. Ballentine, Tabitha Venable, Karen Soza
American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL level 1 teachers use in the classroom and how those teachers measure students' language progression. This study is critical because no standard ASL level 1 assessment tool measures
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Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-10 Lama Nassif, Shawna Shapiro
Code use, including codeswitching and/or style-shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants
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Teachers' perspectives on pedagogy in short-term language study abroad Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-03 Brett Fischer, Danielle Viens
Study abroad (SA) in North America is changing in two ways: short-term trips are becoming more popular, and more students are traveling in teacher-facilitated groups. These changes raise questions about how teaching methods can help to improve outcomes in short stays abroad, particularly in the case of language learners. To better understand teachers' perspectives on pedagogy, we conducted a series
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Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-03 Ran Zhao, Matthew D. Coss, Henry Ruan, Bailu Li, Jing Ma
This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities
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French pronunciation instruction using the PACE model Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-01 Céline Rose, Adam F. McBride
As an overwhelming amount of research has demonstrated that educator preparation programs do not adequately prepare instructors to teach pronunciation, this study aims to help teachers of foreign languages to implement and improve pronunciation instruction (PI) in their classroom by adapting PACE (Presentation, Attention, Co-construction, and Extension), the commonly used model for grammar instruction
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Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-08-01 Kristen Michelson, Mourad Abdennebi, Chuck Michelson
This quasi-experimental study compares text-centered dialogs between two groups of intermediate second language (L2) French learners: traditional face-to-face (FTF) discussion groups; and groups who annotated and discussed texts through the digital social annotated reading (DSAR) platform, Hypothes.is. All participants read the same articles, with discussions guided by the same reading questions. Participants'
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The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-07-25 Mengxia Fu, Shaofeng Li
This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale for the purpose of gauging their foreign language anxiety
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“Sorry, that's all I know!”: A study on web-based pragmatic instruction for novice learners Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-06-01 Noelle Kerber, Jacqueline Shea, Marta Tecedor
This study examines the impact of instructor-led (IL) versus self-access (SA) web-based pragmatic instruction on novice second language learners' (n = 28) awareness and oral production of Spanish apologies. Two sections of a second-semester Spanish course were assigned to either the IL or the SA group. The web-based resource Dancing with Words was used to provide pragmatic instruction. Participants
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Synchronous and asynchronous online collaborative writing: A study on Chinese language learners Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-29 Meixiu Zhang, Qi Liu
Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language classrooms. Fourteen Chinese as a foreign language (CFL) learners
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Envisioning a successful professional self through a negotiation-themed advanced Chinese course Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-25 Zhini Zeng, Junqing (Jessie) Jia
A great deal of research has recognized the necessity of receiving proper predeparture training for being able to truly benefit from international internship experiences. However, few researchers have taken the next step by exploring how domestic programs could pedagogically and psychologically prepare students for their professional experiences abroad. This study examines the role that a language
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Engaging with the world: Applying connected learning in a university language learning context Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-22 James York
This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom context, instantiated through the Bridging Activities pedagogical framework. Students considered their interests, made groups, and joined Reddit communities. Self-selected texts were then analyzed with rigorous teacher mediation. Students participated by creating Reddit posts and several presentations detailing
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Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-09 Luciane Maimone, Jason Jolley
This article reports the results of an empirical study designed to determine the degree to which college instructors of Spanish can distinguish between machine translation (MT) and non-MT writing samples produced by second language (L2) learners of Spanish in an intermediate-level writing course. We also investigated relationships between detection accuracy rates, instructor teaching experience, and
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College-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-07 Li Jin, Yi Xu, Elizabeth Deifell
The COVID-19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college-level world language faculty background characteristics (prior experience
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Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-05-02 Scott Kissau, Kristin J. Davin, Helga Haudeck, Chuang Wang
Research has identified 10 high-leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States
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Effects of structural complexity and L1 experience on L2 acquisition of Chinese multiword sequences Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-03-26 Xue He
Chinese directional complement (DC) constructions, as a subtype of Chinese multiword sequences, are challenging to acquire for second language (L2) learners. However, little is known about L2 Chinese learners' acquisition of figurative DCs and their comprehension of literal and figurative DCs. This study investigated whether the acquisition of Chinese DCs by English learners of Chinese was influenced
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“My Friend Travis Says…”: A look at enrollment trends in language classes in the United States Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-03-23 William Justin Morgan, Amy S. Thompson
The present study uses data from 1147 university language students from lower-division and upper-division courses from eight different languages. The purpose of this study was to determine the influence of course placement, first course enrollment, and personal/professional relationships had on university learners' intentions to minor or major (IMM) in a language other than English (LOTE). Respondents
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ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-03-22 Jia Lin
The ACTFL Proficiency Guidelines serve as a roadmap for foreign/second language (L2) instruction, assessment, curriculum development, and textbook writing. However, very little research has investigated the validity claims of the ACTFL Guidelines. This study empirically verifies the difficulty hierarchy suggested by descriptors in the ACTFL Chinese Proficiency Guidelines—Reading by scaling teacher-perceived
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Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-03-20 Ying Zheng, Yanbin Lu, Jia Li
This study investigates Mandarin Chinese learners’ motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or in a focus group. The results indicate that the context
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The landscape of American Sign Language education Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-03-16 John S. Pirone, Kimberly K. Pudans-Smith, Tracy Ivy, Jason D. Listman
Although American Sign Language (ASL) education for second language (L2) or additional language (Ln) learners in postsecondary education has increased rapidly over the past four decades, not much is understood about the field. The scholarship of ASL education is relatively new, and little is known of the perspectives of ASL professionals in ASL education. This qualitative study included focus group
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Using authentic doctor–patient consultations in improving communication skills Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-02-05 Meng Yeh, Wei-li Hsu
This study investigates the effect of an instructional design for medical Chinese, which incorporates research findings from Conversation Analysis (CA) and uses authentic doctor–patient consultations in primary-care visits as teaching materials. The goal of the instruction is to develop students' interpersonal communicative competence in medical settings, especially doctor–patient consultations. Twelve
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The effect of graph complexity and planning on graph writing performance and descriptive strategies Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-02-01 Seyyed Ehsan Golparvar, Mahsa Azizsahra
The impact of task complexity on integrated writing performance is under-researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety-six EFL learners of English were assigned into three groups to examine the effect of three planning conditions, that is, pretask planning, within-task planning
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The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can-Dos Foreign Lang. Ann. (IF 2.976) Pub Date : 2023-02-01 Grant D. Moss, James A. Gambrell
The overarching objective of the World Language Professional Life Survey (WLPLS) was to determine the K–20 World Language (WL) profession's familiarity with both the World Readiness Standards for Learning Languages (5 Cs) and with the Can-Do Statements (Can-Dos). The survey strove to identify how both sets of principles might strengthen K–20 articulation in three ways: (1) WL teachers' level of formal