SYSTEM

Volume 112-115, 2023

SYSTEM（SSCI 一区，2022 IF：6，排名：5/194）2023年第112-115共发文82篇，其中研究性论文65篇，书评和文章评论17篇。研究论文涉及全球英语教学、二语听力、认知过程、个体化方法、主题分析、兴趣一致性、匿名多媒体写作模型、异步在线教师反馈、教师控制、故事续写任务、多组结构方程建模、绘画分析、主题化、泛读、复杂动态系统、句法复杂性、偶然词汇学习、输入模式、非陈述性知识、代码切换、课堂话语、自我效能、任务价值、ESL学习、测试策略、情感认知失调等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊 System 2022年第108-111卷

刊讯丨SSCI 期刊 System 2022年第107卷

刊讯｜SSCI 期刊 System 2022年第106卷

刊讯｜SSCI 期刊 System 2022年第105卷

目录

Volume 112

ARTICLES

■ Internationally mobile students’ language views in an Inner Circle English writing course, by Emily Palese, Rachel LaMance, Christine M. Tardy.

■ The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity, by Zihan Gao, Yingli Yang.

■ The interplay of task complexity (± Here-and-Now) and proficiency in shaping written narratives in Spanish as a foreign language, by Laura Sánchez, Sara Zoi Kalamakis.

■ Emotion and identity construction in teachers of young learners of English: An ecological perspective, by Mostafa Nazari, Mohammad Nabi Karimi, Peter I. De Costa.

■ Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?, by Alastair Henry, Cecilia Thorsen, Mehmet Sercan Uztosun.

■ Theorising language learning experience in LOTE motivation with PERMA: A positive psychology perspective, by Zixuan Li, Yongcan Liu.

REVIEWS

■ What two decades of research into L2 listening in System tells us: Looking back for looking forward, by Lawrence Jun Zhang, Yunhua Shen.

■ Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing, Anne Golden, Lars Anders Kulbrandstad, Lawrence Jun Zhang (Eds.). Multilingual Matters (2021), xv + 166, (hbk), ISBN: 9781788928564 (pbk), ISBN: 9781788928557 (ebk, PDF), ISBN: 978178892857ss1, by Orlando Chaves Varon, María Eugenia Guapacha Chamorro.

■ Review of the book Second language use online and its integration in formal language learning: From chatroom to classroom by A. D. Moffat., by Katherin Vargas Henao, Kristin Rock.

■ Heritage language teaching: Critical language awareness perspectives for research and pedagogy, Sergio. Loza, Sara M. Beaudrie (Eds.). Routledge, New York, NY (2022), ix+236, ISBN: 9780367708412, by Yonghua (Yoka) Wang, Weihong Wang.

■ Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners, Lin Sophie Teng. Springer, Singapore (2022), ix+221, by Yubo Feng, Jing Chen.

■ Pedagogical realities of implementing task-based language teaching, Rosemary Erlam, Constanza Tolosa. John Benjamins Publishing Company, Amsterdam/Philadelphia (2022), Pp. vii + 282, by Caitlyn Pineault, Lara Bryfonski.

Volume 113

ARTICLES

■ Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education, by Cissy Li.

■ Mapping out the disciplinary variation of syntactic complexity in student academic writing, by Jihua Dong, Hao Wang, Louisa Buckingham.

■ Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis, by Xian Zhao, Danping Wang.

■ “What if it's been space all this time?”: Understanding the spatiality of language teacher education, by Darío Luis Banegas.

■ Emergency remote teaching adaptation of the anonymous multi–mediated writing model, by Salim Razı.

■ The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modeling approach, by Jianling Zhan, Yuan Yao, Xinhua Zhu.

■ Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective, by Kevin W.H. Tai.

■ Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms, by Hossein Nassaji, Hossein Bozorgian, Elham Golbabazadeh.

■ Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings, by Eunseok Ro.

■ Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad, by Simon Humphries, Scott Aubrey, Jim King.

■ “The challenge was fun”: Critical literacy and growth mindset in L2 multiliteracies, by Natalie Amgott.

■ Increasing use of multi-word expressions in conversation through a fluency workshop, by Haidee Thomson, Averil Coxhead, Frank Boers, Paul Warren.

■ Syntactic complexity in adapted extracurricular reading materials, by Lei Lei, Yaqian Shi.

■ Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input, by Daniel Fung, Yuen Yi Lo.

■ Conceptualising the multifaceted impacts of a Global Englishes-oriented teacher development programme, by Koun Choi.

■ The effects of input mode in learning declarative and nondeclarative knowledge of L2 collocations, by Ayşen Tuzcu.

■ Alignment of code switching varies with proficiency in second language learning dialogue, by Arabella J. Sinclair, Raquel Fernández.

■ The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom, by Merve Bozbıyık, Ufuk Balaman.

■ Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines, by Yasemin Kırkgöz, Vildan İnci-Kavak, Ali Karakaş, Sonia Moran Paner.

■ Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China, by Sihan Zhou, Gene Thompson.

■ Rescuing “emotion labor” from (and for) language teacher emotion research, by Sarah Benesch, Matthew T. Prior.

REVIEWS

■ The Politics of Researching Multilingually, Prue Holmes, Judith Reynolds, Sara Ganassin (Eds.). Multilingual Matters, Bristol (2022), 392 pp., (Hardback), ISBN:9781800410145, by Ting Liu, Xuesong (Andy) Gao.

■ Book review - Languages, linguistics and development practices., by Feng MAO, Ye ZHU.

■ Professional development through teacher research: stories from language teacher educators, D.L. Banegas, E. Edwards, L.S.V. de Castro (Eds.). Multilingual Matters (2022), 213 pp., by Stephen Darwin.

■ Translanguaging in Translation: Invisible Contributions that Shape Our Language and Society, Eriko Sato. Multilingual Matters, Bristol, UK; Jackson, USA (2022), V+252, by Yangming Bai, Lawrence Rosenwald.

Volume 114

ARTICLES

■ The effects of task complexity on lexical complexity in L2 writing: An exploratory study, by Mahmoud Abdi Tabari, Xiaofei Lu, Yizhou Wang.

■ Investigating differences in test-takers’ use of cognitive and metacognitive strategies in audio-only and video-based listening comprehension test, by Suh Keong Kwon, Guoxing Yu.

■ Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective, by Dongying Li, Lian Zhang.

■ Less precise auditory processing limits instructed L2 speech learning: Communicative focus on phonetic form revisited, by Yaoyao Ruan, Kazuya Saito.

■ The distributed knowledge base: Preservice language teachers’ positioning in language–content teacher collaboration, by Minh Hue Nguyen, Marianne Turner, Jessica Premier.

■ Effects of participatory structure of pre-task planning on EFL learners’ linguistic performance and alignment in the continuation writing task, by Yuanhua Xie, Danting Zhu.

■ Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context, by Malba Barahona, Viviana David, Francisca Gallegos, José Reyes, ... Stephen Darwin.

■ An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge, by Dongkwang Shin, Jang Ho Lee, Wonkyung Choi.

■ Teacher educator toolbox: Strategic mediation in teacher preparation coursework focused on technology, by Carmen Durham.

■ Researching older adults’ motivation to learn English in the Chinese universities of the third age: An elicited metaphor analysis, by Yanchuan Geng, Lixian Jin.

■ Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students, by Wenjuan Guo, Barry Bai, Fengxiang Zang, Tianqi Wang, Huan Song.

REVIEWS

■ Research methods for digital discourse analysis, Camilla Vásquez (Ed.). Bloomsbury, London/New York/ Dublin (2022), pp. viii + 330, by Daniela Ibarra Herrera.

■ The Use of Technology in English Medium Education, Jack K.H. Pun, Samantha Curle, Dogan Yuksel (Eds.). Springer, Cham (2022), viii + 213, ISBN: 978-3-030-99621-5, by Shuang He, Weihong Wang.

Volume 115

ARTICLE

■ Kinesic communication in traditional and digital contexts: An exploratory study of ESP undergraduate students, by Jelena Bobkina, Elena Domínguez Romero, María José Gómez Ortiz.

■ Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective, by Pengfei Zhao, Xinhua Zhu, Yuan Yao, Xian Liao.

■ Comparing high school students’ online self-regulation and engagement in English language learning, by Chunping Zheng, Jyh-Chong Liang, Ching Sing Chai, Xu Chen, Hanyong Liu.

■ The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison, by Jeffrey Stewart, Dale Brown, Phil Bennett, Pablo Robles-García, ... Stuart McLean.

■ The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom, by Art Tsang, Ju Seong Lee.

■ Developing older adults’ learner autonomy through one-to-one counselling: Results of an exploratory investigation, by Emese Schiller, Helga Dorner, Zoltán András Szabó.

■ Impact of a research-informed intervention on L2 teachers’ WCF cognitions and practices: A sociocultural perspective, by Shahab Moradkhani, Behzad Mansouri.

■ The influence of the spacing effect on L2 vocabulary learning: A study on Chinese university students, by Tengyuan Yan, Dandan Zhou.

■ Interpersonal resources in letter writing of young L2 Chinese learners, by Jianling Liao, Chan Lü.

■ Effects of tasks and multimedia annotations on vocabulary learning, by Di Zou, Mark Feng Teng.

■ Unravelling students’ perceived EFL teacher support, by Honggang Liu, Xiaoxue Li.

■ Rising China and rising Chinese: An investigation into African international students’ language beliefs, by Wen Xu.

■ Chinese students' multilingual identity constructions after studying abroad: A multi-theoretical perspective, by Fan Fang, Soheila Soleimanzadeh, Wanqi Zhang, Majid Elahi Shirvan.

■ Promoting meaningful peer feedback among in-service Chinese language teachers in an online lesson study, by Axi Wang, Shengquan Yu, Minhong Wang, Lan Wu, ... Lingyun Huang.

■ “I am not a native speaker …”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers, by George E.K. Whitehead, YoungMok Ryu.

■ Motivation in self-directed use of technology for English learning among high, average, and low achievers, by Zhujun An, Chun Lai, Zhengdong Gan.

■ Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults, by Marilyn L. Abbott, Kent K. Lee.

■ Writing skills in CALL: Effects of L2MSS vision-inspired instruction on L2 students’ motivation and achievement, by Hanieh Shafiee Rad, Javad Alipour.

■ Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective, by Wandong Xu, Pengfei Zhao, Yuan Yao, Wanru Pang, Xinhua Zhu.

■ Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms, by Hongjing Liao, Liwen Li.

■ Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners, by Jalil Fathi, Mirosław Pawlak, Sepideh Mehraein, Hamed Mohammad Hosseini, Ali Derakhshesh.

■ Exploring the effects of planning conditions and peer familiarity on Chinese EFL learners’ argumentative writing, by Meiqiong Liang, Yuanhua Xie.

■ A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement, by Yanlin Zhao, Lianrui Yang.

■ Second language task engagement in face-to-face and synchronous video-based computer-mediated communication modes: Performances and perceptions, by Scott Aubrey, Andrew Philpott.

■ Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement, by Muhammad Rahimi, Kenneth Keng Wee Ong.

■ Relationality in language teacher emotion regulation: Regulating emotions through, with and for others, by Christina Gkonou, Elizabeth R. Miller.

■ Transnational students' experiences of EMI in Myanmar's borderlands, by Jia Li, Yongyan Zheng, Ying Yan.

REVIEWS

■ Corpus linguistics for writing development: A guide for research, P. Durrant. Taylor & Francis (2022), ISBN: 978-0-367-71579-3 DOI: 10.4324/9781003152682 p. 183, by Hani Hamd Albelihi.

■ Beyond Concordance Lines: Corpora in language education, Pascual Pérez-Paredes, Geraldine Mark (Eds.). John Benjamins Publishing Company, Amsterdam/Philadelphia (2021), ISBN: 9789027209894 (Hardbound), ISBN: 9789027258496 (E-book), by Erdem Akbaş.

■ Vocabulary in the foreign language curriculum: Principles for effective instruction, James Milton, Oliver Hopwood. Routledge, New York, NY (2022), xii+216 pp., by Hanzhong Sun, Hye K. Pae.

■ Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning, Jingjing Qin, Paul Stapleton (Eds.). Routledge (2023), https://doi.org/10.4324/9781003279358, X+186, (hbk), ISBN: 978-1-032-24580-5, (pbk), ISBN: 978-1-032-24581-2, (ebk), ISBN: 978-1-003-27935-8, by Hassan Mohebbi, Maryam Barghamadi, Martin East.

■ New Directions in Technology for Writing Instruction, Gonca Yangın-Ekşi, Sedat Akayoglu, Leonora Anyango (Eds.). Springer, Cham (2023), XVI+ 389, ISBN: 978-3-031-13539-2, by Meilu Liu, Lawrence Jun Zhang.

摘要

期刊简介

This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English, Chinese, Arabic, etc.) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.

System 致力于教育技术的应用和外语教学问题的应用语言学。所有国家都注重所有语言(如英语、汉语、阿拉伯语等)作为第二语言或外语的学习和教学。制度要求文章具有坚实的理论基础和广大读者可见的实践应用。如果评论文章涉及语言学习和教学的关键问题，对实践和研究具有重要意义，则可以考虑发表。

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