《當代二語教學與研究》第二冊出版！
二語（L2）是指一個人除了第一語（L1）之外所使用或學習的任何語言。本書是臺灣再度聚焦L2領域的國際研討會之學術成果，為東海大學外文系、華語教學國際碩士學位學程與英語中心共同舉辦，兩年一次，並於次年出版編輯專書。本書經由《臺灣語言學期刊》審查機制，共收錄11篇論文，以英文發行，作者群涵蓋臺灣、日本、越南、印尼、德國等多國學者。篇篇精彩，歡迎選購！
編輯群：江丕賢、邱妙津、黃郁欣、吳凱琳、吳品嬅、林鈺涵、何萬順
Welcome to Current Issues in L2 Teaching and Research Vol. 2, a collection arising from the second Tunghai International Conference on Second Language Teaching and Research, held on December 6–7, 2025. Following the success of the inaugural conference in 2023, the 2025 meeting was likewise jointly organized by the Department of Foreign Languages and Literature, the International Graduate Program of Teaching Chinese as a Second Language, and the English Language Center of Tunghai University. The conference is held every two years, and an edited volume is published the following year. The papers collected here were drawn from presentations at the 2025 conference. As with the inaugural volume, the submissions were selected through double-blind review in accordance with the protocols of the Taiwan Journal of Linguistics; the program committee members served as editors.
In its broad sense, a second language (L2) is any language a person uses or studies in addition to the first language (L1), and L2 use has now become commonplace worldwide. The chapters that follow gather the pedagogies and research findings shared at the 2025 conference, with the aim of deepening our understanding of L2 learning and teaching and of prompting further discussion and collaboration among scholars. The volume is organized around three themes: acquisition and processing, generative AI in the L2 classroom, and theory and pedagogy.
Chapters 1 through 4 address acquisition and processing. In Chapter 1, Laura Friedrich and Tanja Kupisch ask whether Mandarin classifiers shape the conceptualization of German learners of L2 Mandarin. Comparing similarity ratings across L1 Mandarin, L2 Mandarin, and L1 German speakers, they find no overall classifier or gender effect; within the L2 group, however, an interaction with proficiency and exposure suggests a heightened—and possibly temporary—sensitivity to classifiers at the intermediate stage. In Chapter 2, Tokitada Hangai and Shigenori Wakabayashi use an Elicited Production Task to examine long-distance wh-questions produced by Japanese learners of English. Because Intonational Phrase boundaries reflect clause-level organization, prosody reveals that target-like word order can conceal more than one underlying derivation—variation that surface form alone would not detect.
In Chapter 3, Yuka Fujii administers a Temporal Interpretation Choice Task to Japanese and Chinese learners of English. The two groups reach comparable accuracy but rely on different strategies: Japanese learners depend primarily on morphological cues, whereas Chinese learners draw more heavily on context. Chapter 4, by Hui-Chuan Lu, An Chung Cheng, and Zi-Xu Liu, synthesizes three eye-tracking studies of how Chinese-speaking learners of L3 Spanish process verb morphology while reading. Learners lean on lexical and contextual cues at the expense of verb forms, and longer fixation on verb regions is associated with more accurate comprehension—though the authors caution that eye movements index attention rather than awareness or acquisition.
Chapters 5 and 6 turn to generative AI. In Chapter 5, Taimin Tammy Wu and Chen-Yu Chester Hsieh examine how 14 Taiwanese EFL students draw on GenAI during source-based writing. Interviews and textual analysis of drafts show that students use ChatGPT and ChatPDF mainly to understand source texts, verify information, organize ideas, and support citation decisions, while remaining wary of inaccurate output; they also rely on peer discussion, teacher feedback, instructional materials, library databases, and the writing center. AI-assisted writing, the authors argue, is best understood as a mediated activity in which learners coordinate technological, social, and institutional resources. In Chapter 6, Chia-Hui Chiu combines Move Analysis instruction with two GenAI tools, NotebookLM and ChatGPT, in an MA-level course on reading L2 English research articles. Students rated the Move Analysis instruction as helpful. Although the difference between the two tools was not statistically significant, the patterns suggest that NotebookLM offers more structured support for comprehension and synthesis, whereas ChatGPT lends itself to clarification and on-demand questions.
The remaining chapters take up theory and pedagogy. In Chapter 7, Wei-Wei Zhao reads Stephen Krashen’s Monitor Theory alongside the cognitive model of Buddhist Yogācāra philosophy, proposing that acquisition may be understood in relation to the storehouse consciousness (ālaya-vijñāna), and learning and monitoring in relation to functions of the mental consciousness (mano-vijñāna). Yogācāra, the chapter argues, offers a complementary philosophical vocabulary for describing language internalization. Chapters 8 and 9 are pedagogical. In Chapter 8, Adriani Yulia Purwaningrum reports classroom action research with 40 Indonesian first-year students of L2 English, showing that speaking tasks differentiated by proficiency level and learning preference improve fluency, accuracy, and confidence while reducing speaking anxiety. In Chapter 9, Chih-Cheng Lin integrates Problem-Based Learning, Team- Based Learning, and Collaborative Action Research in an English- medium international marketing course taught in collaboration with a partner institution in the United States. Taiwanese and American students alike reported gains across all four dimensions of Coyle’s 4C framework, yet only content understanding and communication were significantly associated with semester grades—a gap between conventional assessment and broader competence.
In Chapter 10, Linh Thuy Nguyen follows six EFL teachers in Vietnam as they learn a new foreign language. Through focus groups, diaries, semi-structured interviews, and thematic analysis, the author finds that the experience reactivates the teachers’ empathy for students and prompts them to revise their teaching. In Chapter 11, Tran Tan Phat examines the beliefs of 10 Vietnamese lecturers about English medium instruction (EMI). The lecturers view EMI positively but temper that view against students’ English proficiency, institutional support, and disciplinary demands; faced with increased workload, the competing claims of content and language, and an absence of clear guidelines, they use Vietnamese strategically to support comprehension.
We hope this volume lays a foundation for further inquiry among L2 teachers and researchers, and we look forward to the third conference in 2027 and the volume that will follow in 2028. This book is edited by Stano Kong, Miao-Chin Chiu, Yu-Hsin Huang, Kai-Lin Wu, Pin-Hua Wu, Yu-Han Lin, and One-Soon Her.
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