Foregrounding learner voice
Chinese international students' interpretations of strategy use during oral discourse socialization in Germany
Bibliographic Data
| ID | 8938641 |
|---|---|
| Authors | Long Yao (0000-0002-7834-7333, Institute of Language and Communication, Deutsch als Fremd‐ und Fachsprache (German as a Foreign and Specialized Language) Technical University of Berlin Berlin Germany, corresponding author), Yuting Ding (0000-0001-5329-4389, Institute of Philosophy, Fremdsprachenlinguistik (Foreign Language Linguistics) The University of Potsdam Potsdam Germany) |
| Year | 2023 |
| Volume | 57 |
| Issue | 2 |
| Pages | 403-424 |
| Publication date | 2023-12-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12742 |
| OpenAlex | W4389567045 |
| Language | EN |
| References cited | 32 |
Although multilingualism is becoming a more important topic of inquiry, a closer look at intercultural studies on Chinese overseas students reveals that they are inclined to contrast the learning behaviors of these students with Western learning conceptions and practices and interpret their learning ways based on Western assumptions. The study used qualitative and quantitative methods to investigate how this cohort of minoritized learners leveraged a material‐centered approach highlighting repetition, reading aloud, rote learning, and translanguaging to increase the salience and processing of the target language input. Additionally, this study performed a comparative analysis of the use frequency and interpretations of learning strategies between self‐reported successful and currently less successful students from China. The results indicate that the former cohort was more concerned with self‐directed activities in favor of input processing and the model of input‐output connection. Lastly, this highlights the importance of legitimization of their approach resource repertoire by foregrounding their interpretations of their own learning behaviors in the new academic environment
Cognitive psychology · Experiential learning · Foregrounding · Language acquisition · Linguistics · Mathematics education · Multilingualism · Pedagogy · Salience (neuroscience · Socialization · Study abroad · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Research Methods in Education
Second Language Acquisition
Processing Instruction
Translanguaging
Explicit Instruction and Input Processing
SLA and the Study of Equitable Multilingualism
Second language vocabulary learning through extensive reading with audio support
Grounded Theory
Stages or Continua in Second Language Acquisition
Integrating Research Areas
The Role of Consciousness in Second Language Learning1
The Effects of Repetition on Vocabulary Knowledge
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Bilingual education in the 21st century
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
Discourse Socialization through Oral Classroom Activities in a Tesl Graduate Program
The Effect of Content Retelling on Vocabulary Uptake From a TED Talk
Academic English Socialization Through Individual Networks of Practice
Changing Perspectives on Good Language Learners
Measurement Matters
Essentials of a Theory of Language Cognition
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
SLA for the 21st Century
| Citation velocity | historical |
|---|---|
| Highly cited | No |