刊讯｜Language Teaching, Issue 3, July 2021

Language Teaching

Volume 54, Issue 3, June 2021

Language Teaching 2021年第3期共发文8篇。研究论文涉及二语习得研究、二语教学研究、社会语言学研究等方面。主题包括拼写法、社会文化理论、课程开发、学术英语教学、教学法等。

目录

ARTICLES

■ The Influence of Orthography in Second Language Phonological Acquisition, by Rachel Hayes-Harb, Shannon Barrios, Pages 297-326.

■ Sociocultural Theory and Concept-based Language Instruction, by James P. Lantolf, Xi Jiao, Valeriya Minakova, Pages 327-342.

■ Fifty-five Years and Counting: A Half-Century of Getting It Half-Right, by Michael McCarthy, Pages 343–354.

■ Research on English Language Teaching and Learning in Argentina (2014-2018), by Melina Porto, Mario López-Barrios, Darío Luis Banegas, Pages 355-387.

■ Emergent STEM Lecturer Identities: The Shaping Effects of EMI in Action in An Internationalised And Englishised HE Context, by David Block, Pages 388–406.

■ Research Agenda: Research Grammar Teaching And Learning in The Second Language Classroom, by Laura Collins, June Ruivivar, Pages 407-423.

■ Input Spacing in Second Language Classroom Settings: Replications of Bird (2010) and Serrano (2011), by John Rogers, Pages 424–433.

■ Engaging Learners in Pronunciation: Developing Learner Autonomy via An Action Research Approach, by Lorna Clarke-Jones, Pages 434-437.

摘要

The Influence of Orthography in Second Language Phonological Acquisition

Rachel Hayes-Harb, Shannon Barrios

Abstract We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we review studies of the influence of written input on L2 phonological awareness, phoneme perception, the acquisition of phonological processes and syllable structure, and the pronunciation and recognition of words. We elaborate the variables that appear to moderate written input effects: (1) whether or not a novel phonological contrast is systematically represented by the L2 writing system (systematicity); (2) whether some or all of the L2 graphemes are familiar to learners from the L1 (familiarity); (3) for familiar graphemes, whether the native language (L1) and the L2 employ the same grapheme-phoneme correspondences (congruence); and (4) the ability of learners to perceive an auditory contrast that is systematically represented in writing (perceptibility). We conclude by calling for future research on the pedagogical implications of this body of work, which has thus far received very little attention by researchers.

Sociocultural Theory and Concept-based Language Instruction

James P. Lantolf, Xi Jiao, Valeriya Minakova

Abstract In the initial sociocultural theory (SCT) timeline, Lantolf and Beckett (2009) surveyed a broad spectrum of research informed by sociocultural psychology as it was extended into the field of second language acquisition and language teaching. Since that time, the amount of research that has been published within the SCT framework has grown exponentially. With regard to the educational setting, two major strands of research have emerged; one that addresses pedagogical practice and the other that deals with assessment. The assessment strand, Dynamic Assessment , adheres to principles that emerge from the SCT concept of the Zone of Proximal Development and is the topic of a separate timeline (see Poehner & Wang, forthcoming). The pedagogical strand, the topic of the present article, is generally referred to as Concept-based Language Instruction (C-BLI), although in some publications the rubric Concept-based Instruction (CBI) is used. Unfortunately, the abbreviation of the alternative rubric has on more than one occasion been confused with content-based instruction, also abbreviated as CBI. We would like to suggest here that it would be better if SCT researchers were to adopt C-BLI to avoid misinterpretations going forward.

Fifty-five Years and Counting: A Half-Century of Getting It Half-Right?

Michael McCarthy

Abstract Drawing on experiences as an English as a foreign language (EFL) teacher in the Berlitz system, the author traces this history of the methods used by the Berlitz approach.

Research on English Language Teaching and Learning in Argentina (2014-2018)

Melina Porto, Mario López-Barrios, Darío Luis Banegas

Abstract The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014–2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.

Emergent STEM Lecturer Identities: The Shaping Effects of EMI in Action in An Internationalised And Englishised HE Context

David Block

Abstract This paper examines the emergent identities of three STEM (science, technology, engineering and mathematics) lecturers, focusing especially on how they construct themselves with regard to their disciplines and how researchers construct them as potential English language teachers. It begins with essential background information before discussing identity as a key construct. The paper then moves to the presentation of a Foucauldian-inflected version of positioning theory which is employed as a means of understanding the construction of English-medium instruction (EMI) STEM lecturer identities. In the second half of the paper, there is a discussion of three case-studies of EMI STEM lecturers, which shows how each orientates to his or her subject discipline, and the prospect of acting, on occasion, as an English language teacher. Specifically, there is a detailed consideration of how EMI lecturers position themselves in their contacts with researchers and in their teaching; how their self-positionings are consistent or not with how researchers position them; and how self-positionings are similar or different across EMI lecturers. The paper ends with a discussion of what conclusions can be drawn from the research findings.

Research Agenda: Research Grammar Teaching And Learning in The Second Language Classroom

Laura Collins, June Ruivivar

Abstract We propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

Input Spacing in Second Language Classroom Settings: Replications of Bird (2010) and Serrano (2011)

John Rogers

Abstract This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from distributed instruction. In the first part of the paper, I discuss the distribution of practice research in the learning and teaching of L2s. I then describe Bird's (2010) and Serrano's (2011) work, and highlight the strengths and limitations of the approaches of these studies. Finally, a number of approaches to approximate replications are suggested for each study in order to assess the reliability, internal validity, and generalizability of the original findings.

Engaging Learners in Pronunciation: Developing Learner Autonomy via An Action Research Approach

Lorna Clarke-Jones

Abstract The project combined awareness-raising and learner training on a range of phonological features and contextual issues within the classroom, and independent work using an online computer assisted pronunciation teaching (CAPT) programme (Sky Pronunciation, 2014) in the University Language Learning Centre over a six-week period. In an initial needs analysis questionnaire, the majority of learners expressed ‘integrative’ motivations (Ellis, 1997), identifying communicating with native speakers (NS), such as host families and non-native speakers (NNS), such as other international students in the UK, as key objectives. In terms of research question 2a, teacher and learner reflections further highlighted that building from receptive to productive practice was key to pronunciation development, as was a balance of teacher ‘scaffolding’, individual and peer learning, and ‘freer’ or more ‘authentic’ pronunciation tasks both within and outside the classroom. Reflections on the AR process and next project cycle The benefits of AR have been widely noted in terms of providing in-depth data on learning experiences and teaching practice within the classroom (Atkins & Wallace, 2012), in improving connections with students and colleagues, and enhancing research engagement (Edwards & Burns, 2016).

期刊简介

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.

《语言教学》是语言类专业人士必不可少的研究资源，为第二语言教学与学习领域的研究提供了丰富而专业的研究纵览。 本期刊包括近期关于特定主题，第二语言及外语国家的批判性调查文章，并欢迎复制性、元分析等研究。期刊还包括对优秀博士论文的区域调查、基于主题的研究时间表、基于主题的研究议程、近期的会议演讲和关于正在进行的研究的报告。在该期刊中，受邀发表和主动投稿的文章均会通过完善的同行审议程序。

官网地址：

https://www.cambridge.org/core/journals/language-teaching

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