刊讯｜SSCI 期刊《英语语言教学》2021年第4期

ELT Juornal

Volume 75/4, October 2021          

ELT Journal（SSCI一区，2020 IF：2.028）2021年第4期共发文18篇，其中论文部分8篇，其他部分共10篇。论文部分涉及的主题包括感知训练、计算机调节沟通、二语合作写作动机、机器翻译以及新手教师教学策略等。

目录

ANNIVERSARY ARTICLE

■Changing views of English through study abroad as teacher training by Ayako Suzuki

ARTICLS

■Synchronous computer-mediated communication as a peer observation tool by Paul Bates, Helen Donaghue Pages 407–417

■WhatsApp as part of an EFL programme: participation and interaction by Jessica Mackay, Maria Andria, Elsa Tragant, Àngels Pinyana Pages 418–431

■Still taboo? Using machine translation for low-level EFL writers by Yoo-Jean Lee Pages 432–441

■Understanding students’ motivation in L2 collaborative writing  by Wenting Chen Pages 442–450

■Guided by images—Chilean novice teachers’ visions of themselves by Katharina Glas, Patricia Dittmar, Paz Allendes Pages 451–459

■Phonetic symbols vs keywords in perceptual training: the learners’ views  by Jonás Fouz-González, Jose A Mompean Pages 460–470

■Knowledge co-construction in professional reading group discussions by Kent K Lee, Marilyn L Abbott Pages 471–481

■Emotional labour and professional development in ELT by Juyoung Song Pages 482–491

POINT AND COUNTERPOINT

■English beyond the pale: the language of outsiders by Henry Widdowson Pages 492–501

■Counterpoint to Henry Widdowson’s point by Robert Phillipson Pages 502–510

■A response to Phillipson by Henry Widdowson Page 511

KEY CONCEPTS IN ELT

■Rapport by Judith Hamilton Pages 512–514

COMMENT

■The sale of IELTS testing in India: motivations and implications by William S Pearson Pages 515–517

■English Language Teaching and Teacher Education in East Asia by Fan Fang Pages 518–520

■Kritische Fremdsprachendidaktik: Grundlagen, Ziele, Beispiele [Critical Foreign Language Education: Basic Issues, Goals, Examples] by Theresa Summer Pages 521–524

■Picturebooks in the Classroom: Perspectives on Life Skills, Sustainable Development and Democracy & Citizenship by Jia-Fen Wu Pages 525–527

■Evaluating Second Language Vocabulary and Grammar Instruction by Peter Thwaites Pages 528–530

IATEFL

■IATEFL during the Pandemic: Issues and Perspectives by Gabriel Díaz Maggioli Pages 531–532

摘要

    ANNIVERSARY ARTICLE

Changing views of English through study abroad as teacher training

Ayako Suzuki

Abstract As English has become an essential international language, some universities in countries where students learn the language mainly in the classroom have started to send teachers overseas as part of English teacher training. Study abroad (SA) is perceived as one effective way to improve teachers’ intercultural communication ability in English because it is believed that studying with culturally diverse others using English as a lingua franca (ELF) could help them to develop English proficiency and intercultural understanding. This study focuses on one group of Japanese pre-service English teachers who undertook SA as teacher training and looks into whether this contributed to the development of views of English for intercultural communication. The study found that their changes in ideas about English were brought about by their intricate understanding of ELF communication. This result addresses the need for teachers to learn sociolinguistic aspects of intercultural communication before undertaking SA.

    ARTICLES

Synchronous computer-mediated communication as a peer observation tool 

Paul Bates, Helen Donaghue

Abstract Peer observation plays a key developmental role in initial teacher education courses. However, potential benefits can be limited due to time constraints and the rigidity of individual observation tasks. This article examines the use of synchronous computer-mediated communication (SCMC) as a peer observation tool on a CELTA course. We analyse SCMC feeds and participant interviews to discover how CELTA trainees and tutors use SCMC during observations and how participants perceive SCMC as an observation tool. SCMC enabled trainees to identify and solve problems, share ideas and opinions, give constructive feedback, and reflect on their own and their peers’ teaching. Tutor questions were an important resource in prompting these actions. SCMC seemed to help build rapport and democratize feedback as trainees initiated discussions, chose topics, and interacted with each other and the tutor. Participants found SCMC engaging and useful. Results suggest that SCMC enhanced collaboration, dialogue, and reflection during peer observation.

WhatsApp as part of an EFL programme: participation and interaction 

Jessica Mackay, Maria Andria, Elsa Tragant, Àngels Pinyana

Abstract This study examines the results of an intervention conducted with adult EFL learners in Barcelona, Spain, to foster engagement with the target language outside class time. As part of the programme, the messaging service WhatsApp was used to carry out a range of voluntary communicative tasks, in learners’ own time. Familiarity with this tool made it easy to use, and learner feedback was positive. Analysis of the resulting chat transcript indicated that (1) off-task participation increased as learners appropriated the space as a vehicle for their own communication, (2) off-task interactions fell predominantly into two categories: administrative and social, and (3) despite being voluntary and unevaluated, with minimum teacher intervention, English was overwhelmingly the language of choice within these interactions. We hope this study can serve as an example of the possibilities offered by the WhatsApp medium in an EFL context.

Still taboo? Using machine translation for low-level EFL writers 

Yoo-Jean Lee

Abstract This study investigates the application of machine translation (MT) in an EFL writing class and its impact on lower proficiency level writers. Theoretically grounded in the social nature of learning, the MT-based writing class is applied to students in four steps: planning, drafting with MT, revising MT output, and individual writing with MT. The peer-editing process and the teacher’s guidance have been found to be critical factors in terms of enhancing students’ metalinguistic awareness at both the micro-level and macro-level revisions of MT output. Additionally, by gaining confidence and motivation, the students become more autonomous and self-directed. The results of this study provide insights into how an MT-based EFL writing class can be conducted successfully by including peer and teacher feedback and thus result in MT being viewed as an effective tool, rather than being considered taboo for helping lower level EFL learners in writing.

Understanding students’ motivation in L2 collaborative writing 

Wenting Chen

Abstract Although research about the potential learning outcome of collaborative writing in L2 or foreign language education has proliferated in the last few decades, little is known about students’ motivation in collaborative writing. This case study seeks to explore higher-proficiency (HP) students’ motivation in L2 collaborative writing, as well as factors influencing their motivation. The findings reveal that students with similar proficiency (HP) could have different levels of motivation, which may affect their participation. This study also found that knowledge of collaborative writing, previous beliefs and experiences of pair/group work, and perceived value of the role in the partnership were three major factors that influence students’ motivation in collaborative writing. This study makes several recommendations from a motivational perspective about how best to implement collaborative writing tasks in L2 classes.

Guided by images—Chilean novice teachers’ visions of themselves 

Katharina Glas, Patricia Dittmar, Paz Allendes

Abstract Mental imagery of ‘future selves’ is considered a powerful means for motivating learners, and also teachers, whose own motivation is an important basis for the creation of engaging teaching–learning environments. This multiple case study accompanied Chilean novice teachers of English over 18 months and explores the use of visualizations of teacher selves as a reflection tool in early career development. What images of themselves and their classroom environments do novice teachers create when prompted to visualize themselves as ‘motivating teachers’? What role do these visualizations play in supporting novice teachers in implementing methodological innovations? And do novice teachers value the use of visualizations? Two contrasting cases demonstrate variability in the evolution of visions, and illustrate how these can fulfil different roles in assisting teachers during their induction phase.

Phonetic symbols vs keywords in perceptual training: the learners’ views 

Jonás Fouz-González, Jose A Mompean

Abstract The potential of high-variability phonetic training (HVPT) to help FL learners improve their pronunciation is well documented. However, research exploring learners’ perceptions of the approach adopted after having experienced training is scarce. Likewise, the choice of labels adopted for training is not self-evident and has not been studied empirically. This study investigates EFL learners’ perceptions towards HVPT and the use of phonetic symbols vs keywords as labels for perceptual training. Seventy-one EFL learners followed four HVPT sessions using two types of labels (symbols and keywords). The results of Likert-type items and open questions in a questionnaire completed after training suggest that learners considered HVPT useful and that they would be willing to adopt it as part of their routine. The participants’ perceptions were positive towards both labels, although the group trained with symbols generally showed more positive attitudes towards training and were willing to continue using it more often.

Knowledge co-construction in professional reading group discussions 

Kent K Lee, Marilyn L Abbott

Abstract As part of our longitudinal study of TESOL instructors’ engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group members’ (n = 18) contributions and the processes of knowledge co-construction. Findings revealed that the group members’ contributions were characterized by 16 different language functions. The most commonly used functions, agreeing, elaborating and sharing experiences, strengthened group rapport and promoted a positive learning environment. All 16 language functions contributed to the processes of introducing, developing, crystallizing, combining, and creating knowledge that stimulated innovative evidence-informed practices. An awareness of the processes of knowledge-co-construction and their potential to address professional learning and development needs may encourage teachers to engage in autonomous reading groups and support them in the creation of innovative next practices.

Emotional labour and professional development in ELT 

Juyoung Song

Abstract Building upon the concept of emotional labour, this study explores one pre-service teacher’s emotional responses to her internship teaching experiences. Interviews, observations, and self-reflection statements revealed that her emotional struggles and tensions were generated, in part, from dissatisfaction with what she experienced as a gap between her theoretical understanding and the reality of ELT and with the perceived unfair practices and negative attitudes towards English learners. The student teacher’s efforts to manage her emotions in and out of the classroom became her emotional labour, and her emotional awareness of and resistance to what she perceived as negative attitudes towards her students evoked a deeper emotional reflexivity, which led to her emotional and professional growth. The results suggest that a student teacher’s understanding of her own emotions in relation to teaching may serve as a catalyst for problematizing practices and construct/transform teacher identity, leading to important implications for teacher education.

English beyond the pale: the language of outsiders 

Henry Widdowson

Abstract In this contribution, I argue for a radical reappraisal of accepted ideas about how English is taught and tested. I am not alone in questioning the validity of the current orthodoxy. Others have expressed views that correspond or are consistent with the points I make here. What I have sought to do is to synthesize them in the formulation of a connected argument so as to bring out more directly what I take to be their essential significance in making the case for reform. There is no doubt a counter-argument, a case for the defence of orthodox ways of thinking. It is indeed my purpose to provoke it. That, after all, is, in two senses of the word, the point of the paper.

Counterpoint to Henry Widdowson’s point 

Robert Phillipson

Abstract English evolved as a creole from several languages in islands off the European coast. It was consolidated as a unifying national language by creative writing that reached a peak in the sixteenth century, and in translation of the Christian Bible into English. There has always been considerable variation in speech, whereas the generalization of education in the nineteenth century consolidated a standard form of the written language. This was a nation-building task, part of colonization, both in the United States (Webster’s dictionaries leading to linguistic independence) and England educating for a unified, stratified United Kingdom.

A response to Phillipson 

Henry Widdowson

Abstract In his interesting position paper, Robert Phillipson says many revealing things about his own deeply felt ideas and what inspires his personal belief in their validity, but I find it hard to identify what points he is making that are counter to my argument. What does seem clear, however, is his commitment to the very institutionally authorized conception of English that it was my purpose to challenge, and that he is unable or unwilling to think of English in any other way. For him, defining the educated native speaker poses no problem: ‘Educated native speakers’ he tells us, ‘are those who do reasonably well in formal education’, seemingly unaware of the vacuity of such a definition. 

    KEY CONCEPTS IN ELT

Rapport 

Judith Hamilton

Abstract Most teachers would probably say they recognize good rapport when they experience it or are, on occasions, painfully aware of its absence. Scrivener (2011: 15) writes, ‘whereas rapport is clearly important, it is also notoriously difficult to define or quantify’. Turning to the field of psychology for insights, rapport is said to consist of both emotions and behaviour, and is made up of mutual attentiveness (intense interest in what each other is doing), positivity (friendliness and caring), and co-ordination (being ‘in sync’) (Tickle-Degnen and Rosenthal 1990). It includes nonverbal behaviour and is an aspect of interaction rather than of personality. When found in the language classroom, this translates into a palpable ‘level of respect,...

    COMMENT

The sale of IELTS testing in India: motivations and implications 

William S Pearson

Abstract On 1 July 2021 it was announced that Australian education organization IDP (International Development Programme) had acquired 100 percent of the British Council’s IELTS (International English Language Testing System) operations in India for £130 million (IDP Education Limited 2021b). From 25 July 2021, IDP will move from partial to sole distributor of IELTS in the Indian market. The seventy-four acquired test centres (including twenty-one computer-delivered test venues) will be rebranded ‘IDP IELTS’, incorporating the transfer of 165 jobs. The change in stewardship from one IELTS partner to another may seem unremarkable; indeed, the joint press announcement downplayed the impact on test-takers, stressing continuity (IDP Education Limited 2021a). Yet I believe this to be...

    REVIEWS

English Language Teaching and Teacher Education in East Asia 

Fan Fang

Abstract As a teacher, researcher and language educator currently based in China, I was greatly inspired when reading the book English Language Teaching and Teacher Education in East Asia: Global Challenges and Local Responses, edited by Amy Tsui. This volume includes chapters written by key scholars of English language teaching (ELT) and English language teacher education (ELTE) working in various contexts in East Asia. With eleven chapters altogether, the volume discusses and debates issues related to English language education and teacher education against the backdrop of globalization. The first chapter contains an introduction by Tsui, and the remaining chapters deal with specific contexts in the region: Singapore, Hong Kong, Malaysia, the Philippines, China, Japan, South Korea, Taiwan, Thailand,...

Kritische Fremdsprachendidaktik: Grundlagen, Ziele, Beispiele

Theresa Summer

Abstract David Gerlach’s edited volume Kritische Fremdsprachendidaktik: Grundlagen, Ziele, Beispiele [Critical Foreign Language Education: Basic Issues, Goals, Examples] explores how foreign language education can be enriched and transformed through critical foreign language pedagogy. Focusing particularly on Germany, this publication fills an important research gap within Europe, where critical language pedagogy has not yet been discussed in detail. Given the growing importance of developing learners’ critical literacies in today’s world (López-Gopar 2019), the volume ties in with a currently highly relevant academic discourse. According to Thornbury (2017), interpretations of critical pedagogy in English language teaching include negotiating the content with learners, encouraging authentic language use, challenging stereotypes, and encouraging non-sexist and non-racist language use—several...

Picturebooks in the Classroom: Perspectives on Life Skills, Sustainable Development and Democracy & Citizenship 

Jia-Fen Wu

Abstract In my experience as an EFL/ESL instructor, picturebooks are generally used in the classroom for enhancing language skills. Tørnby takes picturebooks further and believes that they can provide opportunities ‘to engage pupils in complex, critical thinking, and philosophical excursions’ (p. 10), in line with scholarly views of picturebooks as valuable and unique classroom assets. Importantly, Tørnby uses the compound word ‘picturebooks’ because this term reflects the very nature of this very special artifact, one that integrates pictures with words together to create meaning, compared with ‘picture books’ and ‘picture-book’. Aimed at both students in higher education and at teachers, Picturebooks in the Classroom introduces Tørnby’s insights into her favourite picturebooks and emphasizes three main themes: life skills,...

Evaluating Second Language Vocabulary and Grammar Instruction 

Peter Thwaites

Abstract In her editorial introduction to a 2013 issue of the Modern Language Journal, Heidi Byrnes points out that the field of instructed second language acquisition is undergoing a ‘methodological turn’ (2013: 825). Under pressure to ensure that their studies contribute to both research and teaching communities, scholars have made efforts to refine existing research methods, develop innovative new ones, and communicate these changes in ways which make their efforts more transparent. The ‘long-term ambition’ of this turn is, as Marsden and Kasprowicz (2017: 18) point out, ‘increasing usefulness by improving the insights that research can offer practice’. Implicit in this focus on methods is an acknowledgement that previous research may not have done...

    IATEFL

IATEFL during the Pandemic: Issues and Perspectives

Gabriel Díaz Maggioli

Abstract 

The COVID-19 pandemic has overtaxed and tested the resilience of every social and professional institution around the world. Volunteer-based Professional Associations have not been exempted from the negative influences of such situation. However, not all is bad under the current conditions. According to the United Nations Volunteering Service (2021), pre-pandemic over one billion people worldwide used to be involved in volunteering. Contrary to what could be assumed, given the travel restrictions in place, the online environment has actually prompted a global surge in volunteering, and, after the initial shock, organizations have started to take stock of what has worked within the constraints of the “new normality.”

It is not a secret that professional organizations have sustained important...

期刊简介

ELT Journal is a quarterly publication for all those involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, psychology, and sociology.

ELT Journal aims to provide a medium for informed discussion of the principles and practice which determine the ways in which English is taught and learnt around the world. It also provides a forum for the exchange of information and ideas among members of the profession worldwide.

The Editor of ELT Journal is supported by an Advisory Board which assists the Editor in guiding the development of the Journal, and by an Editorial Panel whose members referee submissions.

往期推荐

今日小编：Cooky

审     核：心得小蔓

转载&合作请联系