Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Effects of Mobile-Assisted Language Learning on Young Learners’Linguistic Skills

Mobile-assisted language learning(MALL)has been regarded as an excellent tool in the field of language acquisition as modern technology develops.The popularity of using mobile devices in education makes it possible for people to learn languages through platforms like tablets and smartphones from anywhere and at any time.However,the application of MALL in a collaborative student-centered environment has received comparatively little attention.Since spoken fluency and vocabulary size are the two crucial components of language proficiency,this study aims to investigate if young learners can improve their native language level through learning online beyond the classroom.The quantitative data reveal that MALL does make a difference in students’linguistic skills.The results show that the incorporation of mobile applications into language learning could better help learners achieve the learning outcomes and improve their communication skills than simply using conventional methods.In addition,the data of the questionnaire exposed some issues that need to be continuously improved.The viable suggestions are also discussed to share ideas about building a more sustainable learning environment in a data-driven age.

Effectiveness of Mobile-Assisted Language Learning in Enhancing the English Proficiency

In response to the significant impact of the widespread use of digital devices and mobile technologies on language teaching and learning in this time of Internet information technology,this study aims to investigate the effectiveness of Mobile-Assisted Language Learning(MALL)in enhancing the English proficiency of students,while exploring the potential advantages of mobile devices for assisted learning in the English learning environment in China and the potential for mobile applications to assist English learning to foster learner autonomy.Anchored with the design thinking approach,the researchers used the empirical analysis methodology in developing an efficient mobile-assisted language learning model.Usability testing was conducted using a case study of two mobile applications,WeLearn and Flipped English,in Heilongjiang University of Finance and Economics to measure the extent of usability and acceptability of MALL on English language acquisition among college students identified through surveys,interviews,and quantitative assessments.Mobile technology is a perfect tool for every student that enhances their experience and increases their joy while improving their English language skills.It adds new value and brings new opportunities for both English learners and the language education industry.Indeed,MALL is English learners’new ally.

A Review of Research on Second Language Acquisition from a Positive Psychology Perspective

This paper reviews the research on second language acquisition from the perspective of positive psychology.First,it introduces the background and purpose of the study and discusses the significance of the application of positive psychology in the field of language acquisition.Then,the basic theories of positive psychology,including the core concepts and principles of positive psychology,are summarized.Subsequently,the theory of second language acquisition is defined and outlined,including the definition,characteristics,and related developmental theories of second language acquisition.On this basis,the study of second language acquisition from the perspective of positive psychology is discussed in detail.By combing and synthesizing the literature,this paper summarizes the current situation and trend of second language acquisition research under the perspective of positive psychology and puts forward some future research directions and suggestions.

Meta-cognitive Strategy Training and the Development of Learners＇ Autonomy in Language Learning

As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English language learning. The author tries to adopt specific meta-cognitive strategies to facilitate students＇ autonomy in learning by improving learners＇ capacities in study planning or management, monitoring and evaluating in learning to raise their consciousness and ability in autonomy, and lay a foundation for life-long learning.

On the Role of Noticing in Second Language Acquisition and Learning

Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconciously, the notion of conscious learning has gained wide support from Schmidt and other researchers. They argue that noticing enhances second language development as one crucial level of consciousness. By reviewing the theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.

Analysis of the Current Situation of Spoken Foreign Language Teaching and Learning in Ethnic Regions

With the enhancement of friendship between different nations, foreign language learning has become more and more important. In particular, spoken language is playing a vital role in foreign language learning and practice. In order to improve foreign language teaching and learning proficiency in ethnic regions, the author analyses the current situation of spoken foreign language teaching and learning in ethnic regions and suggests some ways to solve the existing problems.

Review on Learner Belief about Second Language Learning

Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

Motivation and Exposure in Language Learning

As one might expect, motivational theorists have attempted to explain motivation in different ways. This case study at-tempts to provide relevant evidence for the contribution of motivation in second language learning by looking at the success of Japa-nese study of an adult who learned Japanese at a later age 24, acquiring the target language over a 5-year period characterized bytotal exposure in Japan. The study shows that adult can still be successful to acquire second language if he is exposed to the envi-ronment and has strong motivation, and that the boundary of integrative motivation and instrumental motivation is not necessarilyclear-cut completely.

A Critical Review on Language Learning Strategies and Implications for College English Teaching

This paper reviews the current developments of language learning strategy researches in the world, both approval and critical voices on the issue of strategy instruction. Then it summarizes the current developments of learning strategy instruction in China. It indicates college English teachers should model learning strategy and make the instruction explicit. Students are advised to be active in seeking for strategies suitable for themselves through their own exploration and reflection.

Formative assessment of language learning strategies

This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’Perezhivanija

Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

Study on the relationship between the reading anxiety and the reading strategy in foreign language learning

This study is concerned with the possible relationship between language anxiety and language learning strategies in reading process among the students of English as a foreign language （EFL）. Participants consist of a volunteer pool of 120 sophomore non-English majors. Versions of previously published measurement scales, the Foreign Language Reading Anxiety Scales （FLRAS） and the Survey of the Reading Strategies （SOR）, were administered to the subjects as measures of foreign language anxiety and foreign language learning strategy preferences. Based on the collected data, the statistics descriptions were performed to investigate the students＇ anxiety state and strategy use level. The analyses suggest that most of students have the anxiety level above the mean, and the anxiety regarding the reading confidence is mainly responsible for the students＇ reading anxiety, and meanwhile, students use more cognitive strategies in their reading and the level of their language learning strategies are relatively low. Results indicate no significant differences between males and females on their anxiety level, as well as their strategy use. Furthermore, a Pearson correlation analysis reveals that, for the most learners, the anxiety state do hinder them from choosing effective strategies in their reading. The study explores the relationship between the reading anxiety and the reading strategy, demonstrates the effects of the anxiety reduction training on the strategy use, provides the implications for foreign language teachers that in reading comprehension teaching they should focus more on students＇ anxiety, especially their reading confidence anxiety, and encourage them more.

INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE TEACHING AND LEARNING

Individual differences in foreign language learning have long been the concern of linguists and language teachers. Researches on this subject have been carried out in schools, universities and other educational institutions and great achievements have been made. As it is, there are many individual differences which affect the learning of foreign languages, such as intelligence, aptitude, motivation, personality, attitude,

Interpretative study on metaphor＆ metonymy and their influence on foreign language learning

This paper aims to introduce two phenomena--metaphor and metonymy, and analyzes the relationship between them. It＇s analyzed that they play an important role in foreign language learning. Metaphor and metonymy competence should be included in foreign language learning so as to alter students＇ thought models in learning foreign language.

Anderson's Cognitive Theory and Learning Strategy Studies in Second Language Acquisition

Second language acquisition can not be understood without addressing the interaction between language and cognition. Cognitive theory can extend to describe learning strategies as complex cognitive skills. Theoretical developments in Anderson’s production systems cover a broader range of behavior than other theories, including comprehension and production of oral and written texts as well as comprehension, problem solving, and verbal learning.Thus Anderson’s cognitive theory can be served as a rationale for learning strategy studies in second language acquisition.

Learner Beliefs of Language Learning Revisited

Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.

The Analysis of Gender Factor in Second Language Learning

This paper focuses on the factor of gender in Second Language Learning, with the analysis of the different aspects of showing: self-esteem, oral work, reflectivity, pair and group work, skill preference.