With the process of economic and cultural globalization,the number of second foreign language learners has soared in recent years.Second foreign language learning has been an obvious trend in our times.This essay is d...With the process of economic and cultural globalization,the number of second foreign language learners has soared in recent years.Second foreign language learning has been an obvious trend in our times.This essay is devoted to exploring the causes of the phenomenon,the status of our second foreign language learning,the gains,the obstacles and their possible reasons during the learning process of the second-foreign-language learning.This essay falls into a questionnaire and four chapters in the body part.The questionnaire aims to help us find out the current status and the influence of second foreign language learning,the learners' attitude to learning and the material,the practical methods of learning the second foreign language.展开更多
Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful l...Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-展开更多
In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in impr...The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in improving the quality of language teaching and learning.Furthermore,these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition.In view of the favorable impact of emotional factors on the mental health of language teachers and learners,many educational scholars around the world have studied these factors,their background,and their pedagogical consequences.Nonetheless,the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’and learners’mental health.Because of the complex and dynamic quality of emotional factors,traditional research approaches often fail to evaluate these factors and their dynamic,non-linear connections with teachers’and learners’mental health and well-being.Accordingly,some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings.To address this call,the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’and learners’mental states.This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables.Finally,the study outlines the potential implications of this review for educational researchers.展开更多
Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at th...Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.展开更多
This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students t...This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to ＂change the chip to the target language＂ when they walk through the classroom door.展开更多
This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language(CFL/CSL)education,published during the years 2005-2019.By ...This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language(CFL/CSL)education,published during the years 2005-2019.By analyzing the co-occurrence of keywords in these Social Science Citation Index(SSCI)journal articles,this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity.The review shows that while such post-structuralist theories and notions as capital,identity and investment model have continued to play a predominant role in CFL/CSL identity research,interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power.Furthermore,the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning.The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.展开更多
The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth var...The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth varies across different countries.To address this gap,the present study recruited 232 Chinese language learners(half were CHL learners)from Indonesia and Thailand and administered a Chinese vocabulary proficiency test.The results of regression analysis revealed an interaction effect between country and CHL background on vocabulary breadth,with the contribution of CHL background to vocabulary breadth more robust in the Indonesian group than that in the Thai group.Interviews were then conducted to explore the factors that might influence such an interaction effect.Analysis of the interview data found that the influencing factors could be categorized into four themes,including individual differences,family background,Chinese language education and socio-cultural factors.The overall results were discussed within the framework of ecological system theory,and pedagogical implications for CHL learners were proposed.展开更多
In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other...In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.展开更多
With the rise of learner autonomy as an important goal in second/foreign language education, the idea of teacher autonomy has recently come to the fore. In this paper, I first review the literature to explore various ...With the rise of learner autonomy as an important goal in second/foreign language education, the idea of teacher autonomy has recently come to the fore. In this paper, I first review the literature to explore various definitions and meanings of teacher autonomy. I then present an overview of current perspectives on the relationship between teacher autonomy and learner autonomy. This is illustrated through a discussion of the literature about teachers' responsibility and capacity to support learner autonomy. Finally, I examine how action research, reflective practice, and exploratory practice are argued and demonstrated in the literature as major processes of teacher (autonomy) development in second language education.展开更多
In order to revamp school bilingualism in FPE （Francophone primary education） in Cameroon some changes were brought about after the release of a new education orientation law in 1998. Those changes include the insti...In order to revamp school bilingualism in FPE （Francophone primary education） in Cameroon some changes were brought about after the release of a new education orientation law in 1998. Those changes include the institution of NSE （new syllabuses of English）, the institution of an English paper at the end-of-primary school examination, the adoption new course books, the decision requesting all FPE teachers to teach English alongside other subjects This paper the data of which stem from a survey of teachers （n = 222）, pupils （n = 589）, parents （n = 293）, and head teachers （n = 23） in some 30 schools of Yaounde proposes some strategies to help curb the crucial lack of qualified teachers, the high cost of teaching and learning materials and the glaring lack of motivation of teachers. Strategies include how to train specialist teachers in numbers, the institution of a BPB （bilingualism promotion bonus） to generate sustained motivation to teach, a substantial subsidization of course book production With these measures the promotion of French/English school bilingualism in Cameroon primary education may turn from the myth of Sisyphus it has become into a successful undertaking展开更多
The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to sev...The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to seven million speakers living in the British Isles, currently is globally taught, learned, and used by at least one and a half billion speakers living in different countries of the world （Crystal, 2003）. Therefore, one may find native speakers of varieties of Englishes, namely, American, Australian, Canadian, Indian, or British English... rather than the native speaker of pure English. Definitely, the Englishes used by these speakers globally are partially different from one another in terms of lexicon, pronunciation, and even grammar. Accordingly, the aim of this study is to convince the English teachers that there should not be any sensitivity to teaching just one type of English or taking any speakers of these varieties of Englishes as a teaching model. Preferably, in this study, it has been tried to acknowledge teaching interanational （formal） English which might be understandable to English speakers of the world. All in all, the findings of this review study indicated that English teachers all around the world should adopt the language （English） and adapt it based on the cultural norms of the learners and try to help them gain the mastery of language to use it locally and internationally when needed.展开更多
In recent years,the enabling role of technology has been widely recognized in second language teaching and learning.Using a co-word analysis approach,this study aims to present the state-ofthe-art current literature i...In recent years,the enabling role of technology has been widely recognized in second language teaching and learning.Using a co-word analysis approach,this study aims to present the state-ofthe-art current literature in technology enhanced language learning.The analysis results show that most popular research themes from 2010 to 2020 are CMC,L2 writing,teacher education,L2 motivation,students’attitudes,SLA,L2 vocabulary learning,L2 reading,EFL,and L2 learners.Compared with these key themes,publications on technology enhanced teaching Chinese as a foreign language focus more on the investigation of the effectiveness of the use of latest technologies such as smart phones,virtual reality,intelligent tools,and gamification.Based on the findings of these investigations,the latest developments in these areas are synthesized and presented accordingly.In addition,newly-emerged key themes about the co-word analysis are also reported and their contributions to future investigations is briefly discussed.The implications for future research in technology enhanced teaching Chinese as a foreign language is also discussed.展开更多
Using a thematic analysis methodology,this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019,highlighting contributions schola...Using a thematic analysis methodology,this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019,highlighting contributions scholars made to the current literature as well as identifying gaps in the research.The analysis reveals that there is a rather large gap in the use of research methodologies between the two sets of articles,with publications in China predominantly adopting non-empirical approaches while most articles published outside China are empirical.Besides,the use of computer-assisted language learning(CALL)in character teaching and learning seems to be a key research topic outside China,while exploring new pedagogical ideas and strategies attracts more interest among scholars in China.The paper concludes with suggestions for future research directions and a call for more diverse research paradigms and mixed-method perspectives.展开更多
文摘With the process of economic and cultural globalization,the number of second foreign language learners has soared in recent years.Second foreign language learning has been an obvious trend in our times.This essay is devoted to exploring the causes of the phenomenon,the status of our second foreign language learning,the gains,the obstacles and their possible reasons during the learning process of the second-foreign-language learning.This essay falls into a questionnaire and four chapters in the body part.The questionnaire aims to help us find out the current status and the influence of second foreign language learning,the learners' attitude to learning and the material,the practical methods of learning the second foreign language.
文摘Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-
文摘In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
基金supported by Nanjing Normal University’s New Liberal Arts Research and Reform Project in 2021.
文摘The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in improving the quality of language teaching and learning.Furthermore,these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition.In view of the favorable impact of emotional factors on the mental health of language teachers and learners,many educational scholars around the world have studied these factors,their background,and their pedagogical consequences.Nonetheless,the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’and learners’mental health.Because of the complex and dynamic quality of emotional factors,traditional research approaches often fail to evaluate these factors and their dynamic,non-linear connections with teachers’and learners’mental health and well-being.Accordingly,some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings.To address this call,the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’and learners’mental states.This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables.Finally,the study outlines the potential implications of this review for educational researchers.
文摘Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
文摘This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to ＂change the chip to the target language＂ when they walk through the classroom door.
文摘This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language(CFL/CSL)education,published during the years 2005-2019.By analyzing the co-occurrence of keywords in these Social Science Citation Index(SSCI)journal articles,this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity.The review shows that while such post-structuralist theories and notions as capital,identity and investment model have continued to play a predominant role in CFL/CSL identity research,interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power.Furthermore,the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning.The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.
基金supported by National Social Science Fund of China(No.24BYY048)International Chinese Language Education Research Program(No.23YH17B)Fundamental Research Funds for the Central Universities(No.23JNLH10)。
文摘The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth varies across different countries.To address this gap,the present study recruited 232 Chinese language learners(half were CHL learners)from Indonesia and Thailand and administered a Chinese vocabulary proficiency test.The results of regression analysis revealed an interaction effect between country and CHL background on vocabulary breadth,with the contribution of CHL background to vocabulary breadth more robust in the Indonesian group than that in the Thai group.Interviews were then conducted to explore the factors that might influence such an interaction effect.Analysis of the interview data found that the influencing factors could be categorized into four themes,including individual differences,family background,Chinese language education and socio-cultural factors.The overall results were discussed within the framework of ecological system theory,and pedagogical implications for CHL learners were proposed.
基金supported by the Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Bureau(10/DSESHSS-UM/2019)(Macao SAR,China).
文摘In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.
文摘With the rise of learner autonomy as an important goal in second/foreign language education, the idea of teacher autonomy has recently come to the fore. In this paper, I first review the literature to explore various definitions and meanings of teacher autonomy. I then present an overview of current perspectives on the relationship between teacher autonomy and learner autonomy. This is illustrated through a discussion of the literature about teachers' responsibility and capacity to support learner autonomy. Finally, I examine how action research, reflective practice, and exploratory practice are argued and demonstrated in the literature as major processes of teacher (autonomy) development in second language education.
文摘In order to revamp school bilingualism in FPE （Francophone primary education） in Cameroon some changes were brought about after the release of a new education orientation law in 1998. Those changes include the institution of NSE （new syllabuses of English）, the institution of an English paper at the end-of-primary school examination, the adoption new course books, the decision requesting all FPE teachers to teach English alongside other subjects This paper the data of which stem from a survey of teachers （n = 222）, pupils （n = 589）, parents （n = 293）, and head teachers （n = 23） in some 30 schools of Yaounde proposes some strategies to help curb the crucial lack of qualified teachers, the high cost of teaching and learning materials and the glaring lack of motivation of teachers. Strategies include how to train specialist teachers in numbers, the institution of a BPB （bilingualism promotion bonus） to generate sustained motivation to teach, a substantial subsidization of course book production With these measures the promotion of French/English school bilingualism in Cameroon primary education may turn from the myth of Sisyphus it has become into a successful undertaking
文摘The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to seven million speakers living in the British Isles, currently is globally taught, learned, and used by at least one and a half billion speakers living in different countries of the world （Crystal, 2003）. Therefore, one may find native speakers of varieties of Englishes, namely, American, Australian, Canadian, Indian, or British English... rather than the native speaker of pure English. Definitely, the Englishes used by these speakers globally are partially different from one another in terms of lexicon, pronunciation, and even grammar. Accordingly, the aim of this study is to convince the English teachers that there should not be any sensitivity to teaching just one type of English or taking any speakers of these varieties of Englishes as a teaching model. Preferably, in this study, it has been tried to acknowledge teaching interanational （formal） English which might be understandable to English speakers of the world. All in all, the findings of this review study indicated that English teachers all around the world should adopt the language （English） and adapt it based on the cultural norms of the learners and try to help them gain the mastery of language to use it locally and internationally when needed.
基金The 2016 major project of one hundred key research bases of Humanities and Social Sciences of the Ministry of Education Fund 16JJD740004 China。
文摘In recent years,the enabling role of technology has been widely recognized in second language teaching and learning.Using a co-word analysis approach,this study aims to present the state-ofthe-art current literature in technology enhanced language learning.The analysis results show that most popular research themes from 2010 to 2020 are CMC,L2 writing,teacher education,L2 motivation,students’attitudes,SLA,L2 vocabulary learning,L2 reading,EFL,and L2 learners.Compared with these key themes,publications on technology enhanced teaching Chinese as a foreign language focus more on the investigation of the effectiveness of the use of latest technologies such as smart phones,virtual reality,intelligent tools,and gamification.Based on the findings of these investigations,the latest developments in these areas are synthesized and presented accordingly.In addition,newly-emerged key themes about the co-word analysis are also reported and their contributions to future investigations is briefly discussed.The implications for future research in technology enhanced teaching Chinese as a foreign language is also discussed.
文摘Using a thematic analysis methodology,this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019,highlighting contributions scholars made to the current literature as well as identifying gaps in the research.The analysis reveals that there is a rather large gap in the use of research methodologies between the two sets of articles,with publications in China predominantly adopting non-empirical approaches while most articles published outside China are empirical.Besides,the use of computer-assisted language learning(CALL)in character teaching and learning seems to be a key research topic outside China,while exploring new pedagogical ideas and strategies attracts more interest among scholars in China.The paper concludes with suggestions for future research directions and a call for more diverse research paradigms and mixed-method perspectives.
