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摘要：As new teachers navigate the challenging first years of work, they need positive support providers (Villani, 2002). The impact of support providers on novice educators' beliefs about teaching efficacy previously went unexplored. This study examined novice English to speakers of other languages (ESOL) teachers' perceptions of social support and teacher efficacy using integrated qualitative and quantitative methods (Morgan, 1998, 2011). In the initial qualitative component, novice teachers identified three categories of support: mentors, coworkers, family. The Teachers' Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered to examine potential links between support providers and three areas of perceived teacher efficacy: instructional strategies, student engagement, classroom management. Support appraisals were examined for each support domain using a modified version of the Perceived Social Support Inventory (Procidano & Heller, 1983) to assess the degree to which novice teachers felt supported. Teachers reported coworkers and mentors as the most significant support providers, yet only family support was significantly associated with teacher efficacy beliefs in the quantitative portion of this study. Novice teachers were also asked to elaborate on the frequency, type, and quality of support offered by family, friends, and mentors. Adapted from the source document

摘要：Prior studies on novice teachers' adjustment to the school environment have shown that many new teachers adopt the teaching practices of existing teachers. By exploring the reasons why new teachers with a proficient command of English end up conducting English classes in Korean, this study analyzed factors influencing the socialization of new teachers. Analyses of questionnaires, interviews, and critical incident reports show that the choice of instructional language was influenced by institutional constraints, school culture, and norms surrounding the teaching and learning of English, rather than the teacher's individual capabilities. The results suggest that a more important factor than the individual teacher's ability is creating school systems and school cultures that enable teachers to apply the teaching methods they were trained to use. Adapted from the source document

摘要：In this ethnographic self-reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider professional discourses and practices. As global English acquires local identities, and diverse professional communities develop their own socially situated pedagogical practices, it is becoming important to chart a constructive relationship between these communities in TESOL. Through his journey of professionalization, the author explores the framework of relationships that would enable an effective negotiation of practices and discourses between the different professional communities and facilitate more constructive teacher identities. Adapted from the source document

摘要：This study examined the motivation to learn English of Indonesian junior high school pupils, 13-14 years of age, in three distinct contexts: a metropolitan city, a provincial town, and a rural district. Utilizing Dornyei's second language (L2) Motivational Self System as the theoretical framework, this study employed a 50-item questionnaire to sample the views of 527 learners, and a C-test to measure their current proficiency in English. Motivation was found to be similar in strength and character in the two urban settings but significantly different in the rural setting. A positive view of the experience of learning English was the strongest predictor of both motivated learning behavior and L2 proficiency, whereas the Ideal L2 self was only a significant factor among the metropolitan group. Adapted from the source document

摘要：This study adopts a case study approach to investigate the impacts of synchronous computer-mediated communication (CMC) learning environments on learners' perception of social presence. The participants were twelve French as a foreign language (FFL) beginners in a Taiwanese university. Divided into three groups, they conducted some tasks in three different learning environments (video/audio, audio and face-to-face) during an academic semester. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The participants' interview transcriptions, learning journals and the instructor's observation journal provided information about the impacts of each environment on their perception of social presence. The results of the study suggested that the differences in the environments are reflected in the learners' perception of social presence. Adapted from the source document

摘要：This paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified. Adapted from the source document

摘要：The Council of Europe's European Centre for Modern Languages (ECML) of Graz, Austria, is briefly profiled. The ECML is a unique intergovernmental organization serving 15 member states by offering "concrete approaches to the issues and challenges facing Europe's multicultural societies in a period of intensive change and mobility." Adapted from the source document

摘要：This review aims to identify major issues in and the direction of recent L2 Japanese research by reviewing over 200 empirical studies published in English or Japanese between 2000 and 2010. The first part of this article examines topics in second language acquisition (SLA) research with regard to L2 Japanese, including vocabulary and kanji (Chinese characters transferred into Japanese) learning, syntactic development, reading and writing in L2 Japanese, interlanguage pragmatics and language socialization, affective factors, and multilingualism and the acquisition of Japanese as a heritage language. The second part offers an overview of issues and problems in pedagogical practices, including curriculum design, culture in language education, classroom discourse, and study abroad. The review of these themes illustrates a broad picture of current research in L2 Japanese learning and instruction inspired by general trends in SLA and applied linguistics research, as well as unique features of Japanese language and social contexts. Adapted from the source document

摘要：The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dornyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran. Adapted from the source document

摘要：Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationship between socio-interactive behaviors and personality with literacy test scores. The results showed that low-education learners behaved differently in the classroom than high-education learners. Socio-interactive behaviors and personality behaviors were related to literacy test scores. Implications of educational background on learning are discussed as well as the limitations and unique contributions of this study. Adapted from the source document

摘要：This study used functional magnetic resonance imaging (fMRI) to identify differences in the neural processes underlying direct and semidirect interviews. We examined brain activation patterns while 20 native speakers of Japanese participated in direct and semidirect interviews in both Japanese (first language [L1]) and English (second language [L2]). Significantly greater activation was observed in the regions involved in social communication (the medial prefrontal cortex and the bilateral posterior superior temporal sulci) during the direct interview conducted in the L2 than during the semidirect interview conducted in the L2. In contrast, both the direct and semidirect interviews conducted in the L1 produced similar increases in activation in the same brain areas as those observed during the L2 direct interview. These findings suggest that the direct interview may have elicited L2 communicative ability to a greater degree than the semidirect interview. Furthermore, during the L2 direct interview, activity in the right superior temporal region, which is involved in the processing of paralinguistic features (e.g., prosody and intonation), was positively correlated with increased L2 oral proficiency. Based on our findings, we conclude that the L2 direct interview may elicit more balanced and varied aspects of communicative ability than the L2 semidirect interview.

摘要：Using data from a multisited ethnography of Ecuadorian transnational musicians, I applied Lave and Wenger's (1991) concept of legitimate peripheral participation and Jacoby and Ochs's (1995) notion of co-construction to examine two musicians attempts to learn Quichua, an Ecuadorian indigenous language. Through an analysis aided by constructivist grounded theory (Charmaz, 2006), I found that co-constructed notions of language beliefs, ethnic identity, and community perspectives led to perceptions of these individuals as legitimate or nonlegitimate learners of Quichua. These co-constructions played a role in a successful acquisition of Quichua for one individual, for whom Quichua was a heritage language, and a failure to succeed by the other. The results of this article enrich discussions on maintenance of threatened languages and add to the ongoing debate in second language acquisition on the importance of cognitive/individual versus social/external factors in language learning. Adapted from the source document

摘要：Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants' socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests. Adapted from the source document

摘要：Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a 'must-have' basic educational skill and when there is no clearly defined target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of contemporary theories of self and identity -- that is, people's sense of who they are, how they relate to the social world and what they want to become in the future. As I will discuss, this theoretical shift in focus to the internal domain of self and identity has important implications for how we as language teachers engage the motivation, interests and identities of our students; and for why we should exploit their world of digital technologies, social networking and online communication to this end. Adapted from the source document

摘要：Canada's federal policy of multiculturalism within a bilingual framework (1971) means that in British Columbia French remains a modern language with a certain degree of privilege. While in BC only 1.3% of the population describe their first language as French (Statistics Canada, 2006), French immersion education is growing, with 7.6% of children studying in French immersion schools between kindergarten and grade 12 (BC Ministry of Education, 2010). Many studies have analyzed the learning of French in Canadian French immersion schools (Cummins, 1983; Dagenais & Day, 1999; Dagenais & Moore, 2008; Heller, 2001, 2006; Swain, 1974, 2000). However, there has been a lack of research into the language and literacy practices of French immersion graduates enrolled in anglophone universities. We address this issue by presenting data from an ongoing three-year longitudinal study, funded by the Social Sciences and Humanities Research Council of Canada, into the language and literacy practices of French immersion graduates studying at an English-medium university in Vancouver, Canada. In this context, the study focuses on the complex interaction between language practices, processes of identity construction, and discourses around the French language which the participants in the study encounter in their social and educational spaces. Adapted from the source document

摘要：Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy. Adapted from the source document

摘要：Workplace culture and organization are evolving as they adapt to globalization and rapid technological development. Likewise, the nature and role of workplace language and the literacy demands of work are changing in the face of increasingly multicultural workplaces and global communication networks. Among these changes, recent research has highlighted the role that informal modes of interpersonal communication play in the functioning of the modern workplace. Successful participation in such interactions is seen as not just a question of fitting in socially, but of doing work through talk. Ethnographic research in the workplace has stressed the importance of understanding language by viewing it within its social setting and understanding the interactional norms of particular communities of practice. Research into language programs for the workplace reflects this shift in emphasis. In contrast to research in the field of language for specific purposes on the specialized vocabulary and formal registers of particular professions, a growing body of research focuses on teaching and learning the language of routine workplace interactions. This article reviews current research into the nature of workplace language, noting in particular the contributions from ethnographic and language socialization research. It then discusses research into four aspects of the content of language programs for the workplace: employability skills, interpersonal communication, intercultural and critical language awareness, and teaching focused on the employment interview. Adapted from the source document

摘要：American Sign Language (ASL) has become a very popular language in high schools, colleges, and universities throughout the U.S., due, in part, to the growing number of schools that allow students to take the language in order to fulfill a foreign or general language requirement. Within the past couple decades, the number of students enrolled in ASL classes has increased dramatically, and there are likely more instructors of ASL at the present time than ever before. ASL and spoken language instruction are similar in some aspects; however, there are also differences between the two (e.g., modality differences involving visual rather than auditory perception and processing, no commonly used writing system in ASL, and the socio-cultural history of deaf-hearing relations). In spite of these differences, minimal research has been done on ASL learning and classroom pedagogy-especially in recent years. This article reports on studies that have been performed recently and it also suggests various themes for future research. In particular, three main areas of research are proposed: the possible role of the socio-political history of the Deaf community in which ASL teaching is situated, linguistic differences between signed and spoken languages, and the use of video and computer-based technologies. Adapted from the source document

摘要：This ethnographic study attempts to find, reveal and understand the learning possibilities, from the social learning perspective, in the process of peer feedback activity in a College English classroom for non-English majors in China. The study reveals the nature of Exploratory Practice (EP), and the investigation is guided by EP principles, aiming at exploring the viability of the practice in this specific teaching and learning context. Through classroom observation, discourse analysis, discussion, interviews and drafts of students' writing, the study finds five group cooperative patterns, represented by the five patterns of discursive interaction: collaborative, expert-novice, dominant-dominant, dominant-passive and passive-passive. Wherein the former two patterns witness the obvious reciprocal nature, the latter three seem not to. The subsequent classroom discussion reveals a general conformability of the teacher and students' understanding of the virtues and problems of the activity, and the broadening of the teacher's understanding in this social process. Meanwhile through discussion and interview, the practitioners reached a consensus that the teacher's tutoring is necessary to turn the problems into possible learning opportunities where the learners act as the learning agents. The study also discussed the possible ways of the teacher's tutoring in the activity in a specific context. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This qualitative study followed two graduates from a master of arts in the teaching of languages program, who had taught for at least 3 years, into their domain of work in public school teaching. The study was carried out to better understand the day-to-day work, challenges, and social and interactive contexts in which language teachers engage. It is of particular significance and relevance to teaching in today's language classroom and to teacher education programs as it examines and questions one of the most critical issues for classroom teachers: classroom management and student behavior, and in this case, in an economically disadvantaged and a high achieving school. The researcher must confront and reframe communicative language teaching as she sees it carried out and lived in these classrooms. In analyzing and interpreting classroom events and interactions, the researcher relied on literature in classroom management, classroom discourse, and teaching diverse populations and the economically disadvantaged. For teacher educators it seems critical to better understand both the local and social realities of secondary language classrooms so that teacher education programs may more broadly serve their prospective teachers' needs and the communities in which they will live and teach. Adapted from the source document