LanguageAwarenessJ @LanguageAwaren1
Language Awareness (ISI, SCOPUS, Q1) publishes research of language learning and use; Edited by @masatoshi_sato Joined January 2021-
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Is Thai English (TE) a deficiency or a legitimate variety? 🇹🇭 This study with students, teachers & admins in Thailand’s Deep South shows growing acceptance of TE as cultural identity & diversity—though native-speaker norms & intelligibility concerns persist. Abs.=Thai
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Can reaction times reveal L2 learners’ implicit vs. explicit knowledge? This study shows in a word-monitoring task, native and advanced L2 learners were more sensitive to stress errors, supporting reaction times as a tool to track phonological knowledge development. Abs.=Chinese
How do Asperger writers approach L2 writing? This first psycholinguistic study finds they focus more on content than language, show unique awareness patterns, and need support framed through a neurodiversity-affirmative lens. Abs. = Chinese. #L2Writing #Neurodiversity
In South African teacher ed, English is often tied to whiteness & seen as the norm. This study shows how countertexts & multilingual projects help student teachers disrupt colonial language myths. Abs.= isiXhosa. #DecolonialPedagogy #TeacherEd
📚 Canadian student teachers tried antiracist language & literacies teaching but often avoided naming race due to time & curriculum limits. Mentorship is key to moving beyond “passive antiracism.” Abs.= Spanish. #TeacherEd #Antiracism
This study of Spanish heritage & L2 speakers shows how power plays out in multilingual talk. L2 speakers often claim expertise, while the HL speaker resists the “expert” role due to insecurity & stigma around non-standard varieties. Abs.=Spanish
In Hong Kong, racialized youths used multilingual & multimodal texts to create counternarratives that challenge linguistic racism and colonial hierarchies, showing how education can foster antiracist, decolonial change. Abs.=Nepali
How can higher ed support India’s NEP goal of valuing local languages? This study follows Manoj, whose mentor guided him in using Santhali, Hindi & English to write about Adivasi food practices, showing how #translanguaging can sustain marginalized knowledge. Abs.=Hindi
From Peru to Egypt to the US, #multilingual classrooms show how students & teachers use language to challenge inequities. With countertexts, they resist linguistic dominance and revitalize suppressed identities, pointing to decolonial, justice-oriented pedagogies. Abs.=Spanish
When young multilingual learners remix drawings, stories & media, they create counter-narratives that challenge dominant discourses and highlight the value of inclusive, decolonial pedagogies. Abs.=Hindi #ELL #literacies
When L2 writing tasks get more complex, anxiety matters—a lot. In this study, anxiety was the only emotion predicting performance on complex tasks, while enjoyment & boredom showed no link. For simpler tasks, emotions didn’t significantly affect scores. Abs.=Chinese. #L2writing
Most learners say they want written corrective feedback (WCF), but what kind? Spanish EFL learners preferred indirect WCF and peer input (despite feeling more demotivated), while US learners studying Spanish preferred direct WCF. Abs.=Spanish #LanguageLearning #WCF
Can translation tasks support deeper language learning? This study shows how a Chinese #EFL teacher used #translanguaging to build students’ vocabulary, background knowledge, and comprehension. Strategic use of L1 = powerful scaffold for learning. Abs.=Chinese
How well do #EFL learners really use word parts like -ness or -tion? This study shows Chinese university students know affixes, but struggle to use them in writing. Explicit teaching boosted recall—but writing with derived words remains a challenge. #WordFormation. Abs.=Chinese
Why do students choose English-medium programs? This study shows many are swayed by parents, teachers, and institutional pressures—not just personal goals. The result? Lower satisfaction and engagement. Let's rethink how we support #EnglishMediumInstruction choices. Abs.=Turkish
What keeps young kids engaged in #onlineEnglishclasses? A study of students and teachers in China shows that engagement can look different for every learner—and that tech tools help, but connection and interaction are key. Abs.=Chinese
How do emotions shape #EFL learners’ language awareness? This study found that enjoyment boosts pragmatic awareness more than anxiety hinders it—especially in complex tasks. But interestingly for grammar, anxiety still takes the lead. Abs=French. #EmotionInLanguageLearning
What helps EFL students succeed in #BusinessEnglish listening? This study of EFL students in Taiwan shows that general listening proficiency boosts #TOEIC scores—but only when paired with strong problem-solving strategies. Self-efficacy also plays a key role. Abs.=Chinese.
A study on L1-Mandarin L2-English learners highlights how the negative impact of L1 complicates learning form-meaning mappings in English. Direct instruction proves essential in overcoming this challenge. Abs.=Chinese. #SecondLanguageLearning #Linguistics #LanguageTeaching
A study on Turkish-English bilinguals handling evidentiality (marking the source of information) showed that both translation expertise and language environment influence how they translate and assess certainty. Abs.=Turkish. #Bilingualism #TranslationStudies
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Masatoshi Sato @masatoshi_sato
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Duy Van Vu @Duyvvu
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MizumotoAtsushi @MizumotoAtsushi
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TESOLgraphics @tesolgraphics
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2K Followers 837 Following Associate Professor, Waseda University 早稲田大学 国際学術院 准教授/ 主著『あたらしい第二言語習得論』（研究社）、『英語学習の科学』（研究社）、『高校英語授業における文法指導を考える』(アルク) *Note記事 https://t.co/Ed5q2nzooH
Masatoshi Sato @masatoshi_sato
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Peter De Costa @PeteridecostaG
2K Followers 531 Following Peter De Costa is a full professor in the Departments of Linguistics, Languages, & Cultures and Teacher Education at Michigan State University.
EuroSLA @EuroSLA
5K Followers 3K Following The European Second Language Association (EuroSLA) is a society for scholars interested in second language research
Elke Peters @Peters_Elke10
1K Followers 527 Following Campusdecaan campus Antwerpen Fac. Letteren @KU_Leuven | Tweedetaalverwerving | campus dean campus Antwerp Fac. of Arts @KU_Leuven | second language acquisition
Shungo Suzuki @shungosuzuki
2K Followers 860 Following Associate Professor @NagoyaUniv 🇯🇵 / Ph.D. @LAEL_LU 🇬🇧 / J-SLARF 🌸 / Researcher in L2 speech production / Guest associate editor for ARAL
Kristof Savski @krist... @KristofSavski
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Mark Feng Teng @MarkTengfeng
982 Followers 690 Following PhD, Associate Professor (Macao Polytechnic University), research on computer-assisted L2 vocabulary acquisition and L2 writing.
Sal Consoli @sal_consoli
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Prof. Kevin W. H. Tai @ProfKevinWHTai
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Aki Tsunemoto @AkiTsunemoto
675 Followers 314 Following Associate Professor at Tohoku University: L2 speech perception, assessment, & teaching.
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