Second language (L2) education researchers have recently been concerned about students' willingness to communicate (WTC) since communication competence is considered an ultimate goal of L2 education. This study examines factors affecting L2 WTC inside the classroom perceived by Vietnamese EFL teachersand their strategies to encourage students' WTC inside the classroom. Data were collected from interviews with 30 Vietnamese EFL university teachers. Results showed that all the teachers believed students' L2 WTC inside the classroom influenced second language acquisition (SLA) and were aware of their role in encouraging WTC. Also, the teachers revealed that they used a wide range of strategies to encourage students' WTC. The findings suggest that L2 teachers use a wide range of strategies to promote students' WTC inside the classroom. It might be necessary for Vietnamese EFL teachers to update strategies to encourage WTC inside the classroom.

This study has two goals: first, to investigate prior language influence in the acquisition of object pronominalisation in the third language (L3) French by speakers whose first language (L1) grammar allows null objects; and, second, to find out whether nonnative behaviour in relation to object pronominalisation is modulated by task type. I compare L3 speakers of French whose L1 is Sinhala and L2 English with L2 speakers of French whose L1 is English. Sinhala allows null objects, whereas null subjects are not allowed in French and English. Using data from a speaking task and acceptability judgement tasks, I found that the L3 speakers omit objects in production while demonstrating knowledge of the obligatory nature of French clitic pronouns in comprehension. The proficiency-matched L2 speakers, by contrast, do not omit objects. Drawing on Amaral and Roeper's (2014) Multiple Grammars account of multilingual knowledge, I argue that the increased processing load of the production task compared with the comprehension task leads to the L3 speakers resorting to structures available in their L1. While the L2 speakers may also resort to L1 structures under increased cognitive load, their L1 does not include null objects, hence null objects do not arise in the L2 group.

Positive emotions are regarded as vital constructs in L2 learning. With the advent of positive psychology in SLA, the link between L2 grit and Foreign Language Enjoyment (FLE), as an achievement emotion, has drawn the attention of numerous scholars. However, despite these investigations, what remains is to see to what extent this link can be accounted for by the control and value appraisals of classroom activities and tasks. In other words, what is the matter of debate is how L2 learners' perseverance and consistency of interest during the performance of language tasks and activities can predict their enjoyment when they are in control of, or out of control of these activities and tasks. Given this gap, this conceptual study attempts to argue the need for the investigation of L2 grit and FLE in light of control-value theory (CVT) and its methodological orientation. These arguments can pave the way for future research on this link via the CVT framework and provide pedagogical and methodological implications for investigators, learners, teachers, teacher educators, educational policy-makers, and advisors to raise their awareness of how the proximal determinants of enjoyment in learning a foreign language can be realized in terms of their perseverance of effort and consistency of interest in achievement activities.

Syntactic complexity has received much attention in English for academic purposes (EAP) research. However, it remains an ignored area of EAP research in the Philippines. This study crossexamined syntactic complexity in research articles (RAs) authored by Filipino researchers (FRs) in Communication, Curriculum and Instruction, and Psychology. Major findings revealed that attributive adjectives, nominal prepositional phrases, and noun premodifiers most dominantly co-occurred across disciplinary RAs. A significant difference exists between the three nominal pre-and postmodifiers and other compressed and implicit and elaborated and explicit syntactic features. As such, Filipinoauthored disciplinary RAs are characterized by a compressed and implicit discourse style. Therefore, L2 academic research writing by FRs regardless of the disciplines is syntactically complex with the use of the three compressed and implicit phrasal features. It is likewise filled with very dense packaging of information by the three nominal phrases. The study has practical implications for academic research writing instruction, academic research journals, and professional development training.

Le jugement professionnel est dfini comme un processus qui mne une prise de dcision partir de diffrentes considrations. Ces dernires se construisent par les processus cognitifs individuels et sociaux des enseignants. Dans cette perspective, le jugement professionnel, issu du processus cognitif des enseignants, contribue la dtermination des critres d'valuation ainsi qu' la prise de dcisions sommatives. La prsente tude vise comprendre comment l'agir valuatif des enseignants du FLE s'effectue lorsque le jugement valuatif s'exerce dans des pratiques d'valuation sommative. Dans cette vise, nous avons tent de remettre en question l'influence du jugement professionnel des enseignants sur les quatre tapes de la dmarche de prise de dcision et d'attribution des notes savoir . La dfinition de l'objet d'valuation . Le recueil des informations . L'interprtation des informations recueillies partir des critres d'valuation tablis . La prise des dcisions. Dans le but de la ralisation de cette recherche, nous avons mis en oeuvre des entretiens semi-dirigs en tant qu'outil de recherche et nous avons analys et interprt le rcit de pratiques valuatives des participants l'entretien. Les rsultats montrent qu'il y a un cart entre la ralit des pratiques dclares des enseignants et celle considre comme souhaitable ainsi qu'il y a des obstacles et des tensions en ce qui a trait la construction de la professionnalit du jugement professionnel d'valuation des enseignants.

Despite the fact that interpreting has long existed in history and predates translation, interpreter training as an autonomous discipline is non-existent at the graduate level in Iran. The paramount focus of this study was to probe into the status quo of interpreting courses in Iranian academia and subsequently delve into the possible expediencies to establishing such a discipline in higher education. To this end, 15 professional interpreters (9 from Iran and 6 from other countries), 10 interpreter trainers (4 from Iran and 6 from other countries), and 118 English Translation Studies students (32 M.A. and 86 B.A.) who were selected through convenience sampling participated in this study. The students filled out a 20-item researchers-designed Likert-scale interpreting status quo questionnaire and the interpreter trainers and interpreters were invited for a formal semi-structured interview. Findings, analyzed quantitatively by SPSS software version 28 and qualitatively by inductive codification process, revealed the existing situation of the interpreting courses in the Iranian academia in terms of needs analysis, objectives and syllabus, methodology, materials as well as course contents and ensured the significance of establishing interpreter training as an independent discipline in the higher education among all stakeholders, i.e. interpreters, interpreter trainers (teachers) and interpreter trainees (students) for a number of expediencies including non-existence of this discipline in Iran, the need for academization, its multidisciplinary nature, dearth of specialization, addressing stakeholders and researchability, generating pertinent activities, glocal reputation, and employability.

The Analects of Confucius is one of the representative works of traditional Chinese culture and has been translated into different versions.Tsai Chih-Chung's English comic version is one of the most popular among the different translated versions.It has a considerable potential to spread Chinese culture by multimodal means.A brief review shows that so far, there have been few studies on Tsai Chih-Chung's Chinese classic comics from the perspective of multimodality.This study applies the analytical framework based on Kress and van Leeuwen's "Visual Grammar" to Tsai Chih-Chung's English comic version of The Analects of Confucius, attempting to explore how the visual modes realize three meta-meanings in the English comic version.Through the analysis, it is found that the images in Tsai Chih-Chung's English comic version fully realize the representational meaning, interactive meaning and compositional meaning.Furthermore, most of the images in Tsai Chih-Chung's English comic version realize more than just one meta-meaning, and more frequently include all three meta-meanings.By combining the texts and images organically, Tsai Chih-Chung's English comic version has been successful in attracting readers to read the classic, deepening the readers' understanding of the classic and finally making them accept the cultural essence embedded in it.This study provides a case reference for the analysis of multimodal discourse in Chinese classic comics, and also contributes to optimizing Chinese classic comics' design and innovation.

Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions

The self-monitoring technique, using the learners" annotations and teacher"s response as its base, proved to be one of the beneficial alternatives for the traditional teacher feedback. Although some studies have been done on the effects of self-monitoring technique, more studies are still required to place this tactic at the forefront of educational practices. This study examined Iranian EFL learners" annotations in terms of their form and content. To this end, after homogenizing the participants, 30 university students were selected and received essay writing instruction employing the self-monitoring technique for eight sessions. The learners" annotations were gathered and classified in terms of their content and form based on the frameworks established by Sarabia, Nicols, and Larioss (2012) and The research results, as for the content of the annotations, evinced that the largest number of annotations fell into the categories of lexis and syntax, and to a lesser extent the discourse organization. Regarding the form of the annotations, most of the learners" annotations fell into the category of "a demand for the correction of an L2 form". The results of the chisquare test also showed that the difference in the content and use of language forms of annotations used by students was significant. Hence, the use of self-monitoring technique in writing courses brings a wealth of information regarding the writing content and problematic areas for both the teacher and learners as they can have discussions over the written text, making the process of writing more interactive.

This study offers a re-reading of Ken Kesey's oeuvre, One Flew over the Cuckoo's Nest, employing Deleuze and Guattari's semiotics of Face and their concept of regime of signs; it tries to map the workings of Face as an impersonal despotic system that emerges from the mixture of two regimes of signs that facilitates surveillance, discrimination and control. It also pinpoints the potentiality and activities of escape from this system, and the emergence of signs of disruptive faciality. Analyzing the facial activities of three characters in the novel, namely, Nurse Ratched, Chief Bromden and Randel McMurphy, the study elaborates on the following facial aspects: the State's policies of facialization in Nurse Ratched; the schizoid experience of faciality in Chief Bromden and the suspense of the face system in McMurphy. Besides the produced mappings, the reader also meets a set of newly conceptualized functionalities of faces, contributed by the particular signs this context provides, namely, the catatonic face, the synaptic face and the carnivalesque faces.