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This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both "looking inward" to delve into specific types of emotions and their interactions as well as "looking outward" to explore how emotions relate to other crucial dimensions of language teachers' professional practices such as identity, mindfulness, and resilience, is emphasized. [ABSTRACT FROM AUTHOR]

In this pilot study we investigated whether metalinguistic explanations (ME) could help young learners (YL) boost their metalinguistic awareness (MA) and, in turn, improve their accuracy at the time of using two grammatical features. Although previous research has established a positive correlation between MA, metalinguistic knowledge (MK) and better learning outcomes in a foreign language (FL), few interventional studies have been conducted in this regard. Using a pretest/post-test design, an intact classroom (N = 20) of L1 Spanish 10-year-old students of English as a FL (EFL) was divided into an experimental and a control group. First, both groups completed an individual pen-and-paper MA test. Then, they were paired up according to their proficiency level and asked to carry out a dictogloss task, in which they had to negotiate their final written output. Before the post-test phase, the experimental group was asked to engage with a learning sequence of ME concerning two problematic English grammatical features: third person –s and his/her. These explanations also included the definitions of metalinguistic terminology. Additionally, an individual three-step verbal protocol was carried out after the post-tests to triangulate collaborative data. The results showed a moderate effect of the treatment in MA scores. Likewise, ME had a large effect on the use of third person –s during the interaction, as well as a moderate effect on the accurate use of his/her. Also, the treatment group dyads produced significantly more episodes of noticing during the post-test task and at a higher resolution rate than during the pretest stage. These findings support the use of explicit learning devices such as ME with YL of EFL, as they seem to promote MA and increase their accuracy even in input-limited learning conditions. [ABSTRACT FROM AUTHOR]

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students' lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student–teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers. [ABSTRACT FROM AUTHOR]

The goal of second language (L2) learning is spontaneous, unreflective L2 use, relying primarily on implicit L2 knowledge. While most research has compared the methods and effects of explicit and implicit instruction, less attention has been given to individual differences (IDs) and their impact on implicit L2 knowledge. A sparse body of research has addressed the relationship between IDs and implicit L2 knowledge considering age effects and age-related language analytic ability, with conative and affective factors receiving scant attention. This paper, grounded in the control-value theory, advocates a holistic view to comprehensively investigate how language analytic ability, language learning motivation, learner beliefs, and foreign language anxiety can contribute to implicit L2 knowledge among Chinese postgraduate students. The findings indicate that cognitive, conative, and affective factors have direct or indirect effects on implicit L2 knowledge. Implications for L2 teaching and research are discussed in detail. [ABSTRACT FROM AUTHOR]

Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Drawing from data collected in a year-long classroom ethnographic study in the Southeastern U.S., this paper explores (1) how a range of embodied inquiry activities were designed as an integral part of a teacher education curriculum and (2) how these activities created entry points for diverse pre-service teachers and the teacher educator to grapple with functional linguistics and critically engage with their language use in everyday lives. Data analysis includes theory-informed thematic analysis and a mediated approach towards participants’ material-discursive trajectories across spatial and historical contexts. Findings show the affordances of using embodied activities to support teachers in making sense of key constructs from SFL in relation to their own lived experiences and cultural epistemologies. Implications point to the significance of innovative, culturally sustaining approaches toward both the teaching and use of SFL as well as the need for continued critical reflections and actions in changing classroom contexts. [ABSTRACT FROM AUTHOR]

This paper argues for the value of system networks as a diagnostic tool in L2 writing education. We report on an investigation of Chinese students learning to write in English over a period of a year in Year 9 of high school, characterizing their choices in the system of modality in different writing tasks over that period, and we also report on an extension of this investigation based on two additional sampling points, Year 12 of high school and Year 3 of university. Our findings indicate that even when we sample L2 texts from three different periods in education, the expansion in the use of the meaning potential embodied in the system of modality is quite limited – as long as we focus on texts from one register. We have also seen from Xuan’s (2015. A longitudinal study of Chinese high school students learning English based on systemic functional text analysis. The Hong Kong Polytechnic University PhD thesis) study of Year 9 writing tasks from a few different registers that there was no clear sense of progression throughout the year. The results show that careful selection and ordering of texts from registers that afford learners with complementary opportunities over time to engage with and master different parts of the resources of the system of modality can be recommended in L2 writing education. [ABSTRACT FROM AUTHOR]

A frequent comment by academic writing tutors is ‘use more citation’, yet this may not be helpful. University students may have difficulty with citation practices for several reasons. Prior to university, students may be encouraged to develop arguments based on personal opinions. At university, the risks of plagiarism are emphasised. Finally, students may be uncertain about challenging ‘expert’ views and how to assert their own voices critically and in ways that are acceptable in the disciplines and genres they are producing. This paper integrates findings from research that reveals the complexity of citation practices which could be presented as an intricate system network that might be practical for research purposes or for teacher education, but is more complicated than most students need. Three sample lessons are presented to show how research findings have been simplified for teaching students about citation. We are therefore able to compare theory that presents many logical possibilities, with research that presents probabilities and findings from specific contexts, with pedagogical practice in sample lessons that condense and often simplify theory and research in order to influence student writing. [ABSTRACT FROM AUTHOR]

This paper presents a systemic functional analysis of process types in academic texts in Spanish from the Appraisal Theory perspective in order to establish connections and observe the interaction of the experiential and interpersonal metafunctions and the systems of Transitivity and Attitude. Our purpose is to explore how student writers use process types to construe their specific disciplinary experience, how they inscribe attitudinal meanings in their texts, and how the Transitivity and Attitude systems interact in student choices in academic writing. We used student texts from the CLAE corpus (Ignatieva, Natalia & M. Cecilia Colombi (eds.). 2014. CLAE: El lenguaje académico en México y los Estados Unidos, un análisis sistémico funcional. Mexico: UNAM). The texts belong to two disciplines (literature and history) and to three text types, or genres, labeled in the university setting as essays, reviews, and question-answers. The methodology included a quantitative and qualitative analysis of 1) process type realizations, 2) expressions of Attitude, classified according to type (Affect, Judgment, Appreciation) and 3) interaction between the process types and Attitude types. This was followed by a comparative analysis between the disciplines and genres, detecting both the similarities and the differences. In addition, some patterns that combine process types and Attitude expressions were found. Such patterns could represent an important tool in the teaching of academic writing in Spanish. [ABSTRACT FROM AUTHOR]

E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students' active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed. [ABSTRACT FROM AUTHOR]

This paper investigates the use of English verb-argument constructions (VACs) in second language writing in light of usage-based constructionist approaches to language development. It employs a comprehensive list of VACs to analyze every sentence in 390 essays written by L2 learners of three levels, i.e., Low, Mid, and High, and examines the theoretical hypotheses that the repertoires of VACs expand along with L2 proficient profile and that individual VACs, albeit varying in their expansion patterns, compose a structured inventory based on constructional information. Results indicate that L2 learners of higher proficiency used significantly more types of VACs than those of lower proficiency. It is also found that significant expansions of individual VACs appeared at different L2 proficiency levels. For example, the use of [Verb + NP complement] construction significantly increased between Low and Mid, not between Mid and High, whereas the [Verb + Prepositional object] construction significantly expanded throughout the three proficiency levels. Finally, there were strong cluster effects in the expansion of VACs as small sets of VACs showed similar by-text co-occurrence patterns. [ABSTRACT FROM AUTHOR]

This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context. [ABSTRACT FROM AUTHOR]

This paper describes English as a foreign language (EFL) teachers' pedagogic beliefs and practices regarding culture and interculturality and the extent to which Islamic outlook informed their instruction. Five Indonesian high-school EFL teachers participated in this study. Data were collected over a 12-week period through classroom observations, narrative frames, and stimulated-recall and in-depth interviews. Findings were analysed using a qualitative framework. Evidence indicates that participating teachers often drew on home knowledge and religious significance to make sense of ideas expressed in English. Despite realising the global prominence of English, there were hints that the teachers lumped members of the target culture together. Ambiguities surrounding the teachers' instruction reveal paradoxes of educational exigencies and attitudinal resistance to ostensibly Western culture. This study calls for EFL pedagogies being more responsive to local linguistic repertoire and religio-cultural factors, highlighting the need to liberate the English classes from rigid ties to particular cultures. [ABSTRACT FROM AUTHOR]

In this paper we explore the concept of socially accountable SFL praxis in designing, conducting, and disseminating participatory work with minoritized youth and communities. Using a reflexive methodology, we explore our often-failed attempts at developing a socially accountable SFL praxis in the southeast of the United States to support minoritized youth and their educators. Specifically, we reflect on (1) our biases, theoretical predispositions, assumptions, and power relations vis-à-vis the researched, and (2) on how these aspects affected every stage of the research, from the disciplinary framing of the research questions, the choice of the research methodology, to how we presented our findings. The article concludes with an emphasis on socially accountable SFL praxis as a pivotal approach to strengthen and support minoritized communities within the context of structural inequality. [ABSTRACT FROM AUTHOR]

This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students' linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text quality. We revise DAW previous implementations that delved into lexical, syntactic-discursive, and structural aspects of analytical essays as indexes for developing writing proficiency. We focus thereafter on a current application of DAW to assess content-related dimensions: explicitness of a central standpoint, flexibility of writers' positioning, and expression of reflective thinking. Analyses revealed that the probability of explicitness and reflexiveness increases from elementary to higher levels of schooling, while the probability of flexible positioning appeared conditioned by text topic and pedagogical input. The three dimensions showed stronger effect of instruction on high schoolers' than on elementary and university students' texts. Regression analyses support a foundational role of development and a significant contribution of the assessed dimensions to an appraisal of text quality. DAW facilitates distinguishing analytical text features that improve in the course of development from those sensitive to pedagogical scaffolding. [ABSTRACT FROM AUTHOR]

Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings. [ABSTRACT FROM AUTHOR]

In this article, the author discusses the papers of Muñoz and Housen and colleagues on the sociocultural and contextual process of second language acquisition (SLA). The author mentions the complexity of the language input and contextual factors in learner's cognitive processing and the individual differences and developmental factors of second language (L2) processes. The interplay of learning, interaction, and input in the L2 language development of the learners are also mentioned.

The study reported in this paper examined the differentiating effects of rehearsal and repetition, as two distinct task-readiness conditions, on L2 performance, and examined how such effects interact with modality (i.e., oral and written). To do so, 104 EFL learners were randomly divided into four groups, each with a unique readiness condition (rehearsal versus repetition) and a different performance mode (oral versus written). All groups performed orally or in writing a task twice either with awareness of the second performance (rehearsal) or without such anticipation (repetition). The task performances were assessed in terms of complexity, accuracy, lexis, and fluency (CALF). Findings indicated that while both readiness conditions showed beneficial effects, only rehearsal led to statistically significant enhancements in all CALF dimensions over time. Results also revealed that rehearsal yielded significant improvements across both modalities; however, the benefits were more evident in the writing mode. The study provides teachers with more insights into task implementation. [ABSTRACT FROM AUTHOR]

Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics. [ABSTRACT FROM AUTHOR]

Since collocation knowledge is integral to second language vocabulary depth, it necessitates a careful examination of various measurement approaches. To this end, the current paper provides an overview and evaluation of extant collocation measurements used in empirical studies on L2 English (N = 153) published between 1980 and 2023 indexed in the SSCI, SCIE, AHCI, SCOPUS, and ERIC databases. Six instruments, seven item formats, and three other assessment tools were identified and reviewed for the assessment of receptive and productive collocation knowledge. The review focused on the collocation knowledge measured by each tool, the instrument and/or item format employed, item design, reported reliability, and potential drawbacks of employing each instrument and item format in research or practice. The review proposes several theoretical and practical considerations for future assessments of and research on English collocation knowledge. [ABSTRACT FROM AUTHOR]

Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher competencies. The analysis identified four perspectives. Factor 1 stresses the ability to adapt teaching to the learning context and Korean language proficiency. Factor 2 stresses the importance of pursuing continuous professional development without deeming a near-native language proficiency essential. Factor 3 stresses the need to love the language and the ability to maintain advanced language skills. Factor 4 again stresses the need to love the Korean language, the profession, and the importance of a strong sense of responsibility as an educator. Results are discussed with reference to teacher training program design. [ABSTRACT FROM AUTHOR]

For second language learners, reference remains a frequent source of error and pragmatic infelicity, even at relatively advanced levels. While most errors will be readily accommodated by the hearer, on some occasions they result in fundamental misunderstandings about what has been stated. This paper presents a case-by-case exploratory study of 22 such miscommunications and explores the discourse conditions under which such otherwise routine errors became problematic. Data are drawn from elicited narratives by 20 high-intermediate English language learners of various language backgrounds and their L1 English interlocutors. The discussion focuses on the two most prominent issues identified: the conditions under which pronoun errors triggered misunderstandings, and the contribution of pervasive over-explicitness to referent introductions being mistaken for referent tracking. [ABSTRACT FROM AUTHOR]

This paper reports on a small-scale experiment conducted to assess two pedagogical approaches to teaching idioms. Using a counter-balanced study design, 30 English-speaking learners of L2 Spanish participated in two pedagogical interventions intended to enhance the students' cognitive engagement by focusing on the literal-figurative meaning connection of 20 idioms. One treatment invited learners to hypothesize about that connection retroactively after presenting them with the figurative meaning (retroactive condition), and the other one invited them to exploit the literal meaning and guess the figurative meaning proactively (proactive condition). Results show that both treatments resulted in significant pretest to post-test gains. Although results suggest a trend in which participants obtained higher scores in terms of meaning retention when the correct figurative meaning was given from the start and the literal-figurative connection established retroactively, the difference between both groups' immediate and delayed recall scores fell short of significance. [ABSTRACT FROM AUTHOR]

Although native speakers (NSs) of English make plural agreement in preverbal-subject sentences (e.g., A pen and eraser *is/are...), previous studies have demonstrated that they prefer singular – not plural – agreement between verbs and conjoined noun phrases (NPs) in expletive there constructions (e.g., there is/are a pen and an eraser...), showing efficiency-driven processing prioritization of agreement between nearest constituents. This paper assesses whether Japanese L2 learners of English (JLE) show this tendency. The results of two self-paced reading experiments together indicated that even though efficiency-driven processing was available to L2 learners, their use was unstable due to the repeated exposure to there are NPpl- and NPpl-type sentences during the task. It seems possible that repeated exposure triggered learners' knowledge that conjoined NPs are always plural. Hence, it could conceivably be hypothesized that a learner's specific knowledge intervenes the efficiency-driven processing strategy. [ABSTRACT FROM AUTHOR]

This paper reports a longitudinal study of topic continuity in Chinese EFL learners' English written narratives by tracking their dynamic change of referential choices over two years. The proportional distribution of referential forms were calculated and texts produced by learners were analyzed. The calculation and analysis yielded the following findings. Firstly, while the general distribution of referential forms follows Givón's cross-linguistic topic continuity scale, indicating the dominant role of discourse context in referring, quite a few instances deviate from this scale, suggesting the modulating effect of multiple factors, including L1 influence and articulators' cognitive pressure. Secondly, with an increase in English exposure, L2 learners' use of the typical referring form in each context displayed an increasing tendency over time. Finally, the developmental paths of L2 referential choices exhibited individual variability. These findings pointed to variation in interlanguage and the modulating effect of non-linguistic or internal cognitive factors on reference production. [ABSTRACT FROM AUTHOR]

This paper tackles the usefulness of comparing L2 learners against native speakers in empirical SLA studies focusing on grammatical aspect. Adapting the view that interlanguage grammars should be analysed in their own right instead of as a deficient form of the target, we show that expressing perspectivity (fulfilled by grammatical aspect markers) methodologically complicates the analyses of Grammaticality Judgment Tasks in aspect studies. For Spanish past tenses, we show that especially with items constructed as allegedly ungrammatical natives behave heterogeneously. This casts doubt on the question whether these data can be used as a baseline against which learners' data could be compared. By analysing the interlanguage separately (not only in comparison to the controls), our findings among German learners of L2 Spanish suggest the use of the forms depends essentially on temporal markers which can be related to both their L1 lacking grammatical aspect and the pedagogical input. Crucially, though the interlanguage does not match the target (i.e., past tenses do not necessarily correlate with aspectuality), the systems are not chaotic but follow well-defined rules. [ABSTRACT FROM AUTHOR]

An effective literature review (LR) should evaluate relevant sources to justify the author argument; this important sub-genre has challenged many graduate students. Appraisal Theory has been applied to examine evaluations in academic writing, but seldom have studies probed into its pedagogical benefits. To improve graduate students’ competence of source evaluation in LRs, we integrated Attitude, an essential component of Appraisal Theory, with instruction of rhetorical moves in LRs. We offered asynchronous workshops on how Attitude is realized across various LR rhetorical moves and provided high frequency evaluative lexis and sentences to scaffold students’ learning. Analyses of the participants’ reflection posts and their original and revised LR papers revealed multiple benefits and some challenges and suggestions regarding this novel instructional approach. This SFL-informed, genre-based pedagogical exploration showcases the value of integrating Appraisal Theory-Attitude and rhetorical moves in LR instruction to help novice academic writers compose stronger LRs with meaningful source evaluation. [ABSTRACT FROM AUTHOR]

The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on a convergent research design. Statistical analysis of quantitative data gathered with a web survey showed a significant drop in learners’ FLE in ERT, based on a 9-item scale. The sharpest drop was observed for the scales’ subdimensions Personal and Social Enjoyment while Teacher appreciation decreased less. Qualitative content analysis of 21 in-depth interviews revealed that enjoyable aspects were mentioned more frequently for ERT than for in-person classes. The nature of FLE was found to shift with teaching modality: FLE was linked to rich social interactions in in-person classes, while it was linked to the convenience and comfort of working from home and an increase in learner autonomy in ERT. Additionally, learners reported that despite the physical isolation, they managed to establish good social connections in ERT classes. This shows that FLE can flourish in challenging circumstances. Its intensity might differ from in-person classes but it feeds generally on similar nutrients, namely interesting learning materials, friendly and professional teachers and stimulating interactions with peers in order to develop social bonds. [ABSTRACT FROM AUTHOR]

This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/T. Third, we apply the FE concept in investigating interaction in an Australian English as a second language classroom. Fourth and finally, we discuss our analysis’s wider implications for learning and teaching: Studying interaction in FEs from a sociocognitive perspective enables investigation not just of language learning opportunities but of moment-by-moment learning processes. [ABSTRACT FROM AUTHOR]

CLIL studies on language specific areas such as morphosyntax are still quite limited, particularly those with young learners. Likewise, the pseudo-evolution of morphosyntactic aspects across age and proficiency deserves particular attention. This paper will fill these gaps by investigating production accuracy and syntactic complexity in two different age/proficiency groups of CLIL primary school learners (grade 4 and 6). In terms of accuracy, L1 Spanish transfer effects associated with the pro-drop parameter (i.e. subject omission and subject-verb inversion), and the third person singular -s morpheme omission will be explored. Syntactic complexity will be operationalised through the production of simple and complex clauses. The findings obtained align with previous research in that the accumulated hours of CLIL + EFL exposure by grade 6 seem to positively affect the development of complexity measures. However, the lack of progress in the case of the rest of the features examined (i.e. subject omission, inversion of the subject and the third person singular -s omission) calls for the incorporation of focus-on-form components in CLIL programmes. [ABSTRACT FROM AUTHOR]

Despite the close connection between creativity, multilingualism and multiculturalism, limited research has focused on their specific features in contexts where English is a foreign language. In order to fill this gap, this paper examines this relationship in two different bilingual situations: Spanish–Galician (same cultural context) and Spanish–English (different cultural context). For this purpose, a survey was devised to elicit students' multilingualism, multicultural experiences and creativity. The results show that advanced English skills improve creative development. They also verify that living in a new cultural context benefits bilingualism/multilingualism (English) and creativity. Additionally, it was confirmed that being bilingual in Spanish–English fosters creativity. However, no significant differences were found when students were bilingual in the same cultural context (Galician–Spanish). Thus, bilingualism/multilingualism is confirmed to impact creativity only when it occurs in different cultural contexts. The most significant implication emphasizes the need to foster opportunities for multiculturalism to increase creativity. [ABSTRACT FROM AUTHOR]

Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions. [ABSTRACT FROM AUTHOR]

This paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants' communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts. [ABSTRACT FROM AUTHOR]

This paper explored Indonesian EFL learners' explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed. [ABSTRACT FROM AUTHOR]

This paper examines Thai tonal confusion patterns in two sample groups of Chinese Zhuang Students with the research hypothesis that the experimental group who possess Zhuang language experience as native speakers (C+Z) would have better tonal performance in the process of assigning tone for each lexical word than the control group who have no experience of Zhuang (C−Z). The hypothesis focuses on the C+Z′ familiarity of tone split which is a common feature of the tonal system in Tai languages as their L1 positive transfer. The tone split patterns of their L1 and L2 were explored and contrasted in the comparative Gedney's tone box. The C+Z and the C−Z were asked to pronounce 60 words of two wordlists, one of which contained Zhuang-Thai cognates to stimulate the familiarity of their L1 tone split pattern. The findings show that Thai tonal confusion patterns in the two groups present differently. The accuracy rate of the C+Z is significantly higher than that of the C−Z overall and especially in T3 and T5. Their confusion rate on the Zhuang-Thai cognate wordlist was not higher than the non-cognate wordlist. All of the aforementioned indicates the positive transfer of the L1 Zhuang in the students' Thai L2 tonal acquisition. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers' perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers' responses and their background or their students' profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students' language learning more successfully. [ABSTRACT FROM AUTHOR]

In bilingualism research, language dominance has been conceptualized and operationalized in different ways. In this paper, we discuss this notion and investigate to what extent language dominance is congruent with vocabulary knowledge in each language. First, we summarize definitions and operationalizations of language dominance. We show that comparison of proficiency related measures is a common operationalization of language dominance. Yet, the importance of attitudinal, biographical, or use-related components is often stressed. Such components are included in survey instruments like the Bilingual Language Profile (BLP). Second, we analyze data on language profiles of 225 French/German and 70 Italian/German adult bilinguals. Correlation and regression models are fitted to investigate the relation between the multi-dimensional dominance metric (BLP) results and results based on lexical tests (LexTALE for German and French, the VSPT from Dialang for Italian). The results reveal a strong linear association between BLP and LexTale. [ABSTRACT FROM AUTHOR]

In this introduction, we focus on three approaches to motion event construal, and explain how the papers in this special issue contribute to ongoing discussions in different fields of research. First of all, in second language (L2) acquisition, researchers ask to what extent L2 learners can separate the different conceptual systems that underpin motion in both languages, and whether there is crosslinguistic influence from the first language (L1) on the L2 or vice versa in the expression of motion. In particular research on gestures in SLA can throw new light on this issue. Second, linguists and psychologists are interested in finding out whether crosslinguistic differences might have an influence on non-linguistic cognition in the motion domain. This might be revealed in experimental tasks where speakers are asked to judge the similarity of film clips in contexts where no overt language is used. The third relevant question is to what extent this conceptually complex domain can be taught. This pespective on motion event construal has received very little attention from researchers interested in Instructed Second Language Acquisition. In the current SI, insights from cognitive grammar are used to explore the teaching of motion event construals to L2 learners, but we hope that the current SI will inspire researchers working in different frameworks to explore the teachability of motion in the classroom. [ABSTRACT FROM AUTHOR]

This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Spanish learners of L2 English changed as a result of Concept-Based Language Instruction. Learners' pretest narrations showed primarily L1 patterns with some intermittent L2 TFS patterns. Following instruction, learners showed a shift to more L2 TFS patterns both linguistically and crucially gesturally, including the use of manner verbs, accumulation of path components within a single clause along with multiple path gestures, and boundary crossing gestures. These findings indicate that explicit Concept-Based Language Instruction is able to produce changes in TFS patterns that have not been possible even with extensive immersion. [ABSTRACT FROM AUTHOR]

South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen's Comprehension Input Hypothesis and Swain's Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention. [ABSTRACT FROM AUTHOR]

This article suggests a method to appraise L2 morphemes productivity in longitudinal learner data. Traditionally, morpheme productivity is believed to depend on type frequency and on proportion between inflected and uninflected lexemes. However, such measures cannot distinguish between rote-learning and rule-learning of target-like forms. In contrast, the association measure ΔP (delta pi) can quantify the extent to which a morpheme is contingent upon a limited number of lexemes. Decreasing contingency might parallel learners' increasing awareness of asymmetrical morpheme-lexeme distribution in the input and this might be a cue of developing L2 grammatical competence beyond appearances. The paper presents the rationale and procedure for analyzing within-item variance – or the 'intra-language' – and illustrates a case-study concerning the perfective morpheme in L2 Italian. [ABSTRACT FROM AUTHOR]

Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses 'topic prominence', whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers' acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners' transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English. [ABSTRACT FROM AUTHOR]

Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses 'topic prominence', whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers' acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners' transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English. [ABSTRACT FROM AUTHOR]

South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen's Comprehension Input Hypothesis and Swain's Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention. [ABSTRACT FROM AUTHOR]

This article suggests a method to appraise L2 morphemes productivity in longitudinal learner data. Traditionally, morpheme productivity is believed to depend on type frequency and on proportion between inflected and uninflected lexemes. However, such measures cannot distinguish between rote-learning and rule-learning of target-like forms. In contrast, the association measure ΔP (delta pi) can quantify the extent to which a morpheme is contingent upon a limited number of lexemes. Decreasing contingency might parallel learners' increasing awareness of asymmetrical morpheme-lexeme distribution in the input and this might be a cue of developing L2 grammatical competence beyond appearances. The paper presents the rationale and procedure for analyzing within-item variance – or the 'intra-language' – and illustrates a case-study concerning the perfective morpheme in L2 Italian. [ABSTRACT FROM AUTHOR]

In this article, the author discusses the paper by Pavel Trofimovich regarding phonological learning, wherein Trofimovich begun with a discussion of problems concerning language experiences. He mentions that Trofimovich used the research conducted in Canada as reference to address the issue on ethnic identity. He is critical on the effects of experience on second language (L2) phonology learning. Also investigated is the lexico-grammatical discussion in second language acquisition (SLA).

This paper explores cut-offs in the oral narrations of Spanish native speakers in their mother tongue (L1), and in their language-under-study, English (L2). Fluency in the L2 varies with proficiency, and so cut-offs offer a possible means of evaluating this. However, there are certain aspects of fluency which might be common to the L1 and the L2, suggesting that the L1 and L2 share cognitive factors that lead to similar disfluency patterns. To determine if cut-offs are reliable markers of L2 fluency, independent of those occurring in the L1, we assessed the cut-off patterns in the L1 and L2 narrations of this group of speakers, following a multimodal approach. We observed similarities in both languages, potentially indicating that speakers use comparable cut-off-gesture patterns in the L1 and L2. We conclude that using speakers' cut-offs in an L2 to gauge proficiency is meaningful only if the L1 cut-off behaviour is known. [ABSTRACT FROM AUTHOR]

The encoding of path shows systematic inter-typological variation, with speakers of satellite-framed languages (S-language; e. g. German, Polish) typically conveying path outside the main verb (in particles, prefixes, etc.) and speakers of verb-framed languages (V-language; e. g. Spanish) typically conveying path in the main verb. However, less is known about intra-typological variation in the expression of path, especially for bilingual patterns of path encoding. In this paper, we examine path descriptions produced by two groups of bilinguals and compare the descriptions made by these bilinguals with those made by native speakers of the corresponding L1 and L2 languages. The first group consisted of native Polish speakers who were L2 German speakers (intra-typological L1-L2 transition), while the second group comprised native Polish speakers who were L2 Spanish speakers (inter-typological L1-L2 transition). Our results provide evidence for greater alignment to L2 among bilinguals learning an L2 from a different typological group (i. e. Polish L1-Spanish L2 bilinguals), and closer alignment to L1 among bilinguals learning an L2 from the same typological group (i. e. Polish L1-German L2 bilinguals). [ABSTRACT FROM AUTHOR]

In this article, the author discusses the study of Juan-Garau and Pérez-Vidal on the contextual features of study abroad (SA) on the acquisition of foreign language proficiency. The author mentions the exposure of the linguistic input on the language development and the improvement of the English as a Foreign Language (EFL) undergraduates. Also mentioned are the progress in the areas of syntactic and lexical complexity and listening skills of the participants in the SA context.

ESL learners often show great variation in article use. This study proposes that article use can be improved if the semantic feature (non)boundedness is introduced into ELT. This study argues that articles carry highly relevant information that is crucial, together with a number of other elements, for the signalling of aspectual values in English. It is argued that the signalling of aspectual values is the primary role of articles and that if ESL learners receive instruction on this role, they may learn how to signal aspectual values correctly, but also improve their article use thanks to a greater awareness of articles. The paper reports on an experiment conducted to test ESL learners' response to such instruction and concludes that incorporating (non)boundedness into ESL instruction is both reasonable and necessary. [ABSTRACT FROM AUTHOR]