刊讯｜APPLIED LINGUISTICS, Issue 3, June 2021

APPLIED LINGUISTICS

Volume 42, Issue 3, June 2021

APPLIED LINGUISTICS 2021年第3期共发文11篇，其中研究性论文8篇，书评3篇。研究论文涉及多语研究、二语习得研究、二语教学研究、社会语言学研究等方面。主题包括社会阶层与二语教学、多语交际对话、词汇习得模式、二语写作教学、twitter反馈等。

目录

ARTICLES

■ Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe, by Francisco Lorenzo, Adrián Granados, Nuria Rico, Pages 393–413.

■ Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations, by Stephen J Moody, Shinsuke Tsuchiya, Pages 414–441.

■ Dynamic Usage-based Principles in the Development of L2 Finnish Evaluative Constructions, by Sirkku Lesonen, Rasmus Steinkrauss, Minna Suni, Marjolijn Verspoor, Pages 442–472.

■ The Nexus of Race and Class in ELT: From Interaction Orders to Orders of Being, by Gabriel Nascimento Dos Santos, Joel Windle, Pages 473–491.

■ Words Go Together Like ‘Bread and Butter’: The Rapid, Automatic Acquisition of Lexical Patterns, by Kathy Conklin, Gareth Carrol, Pages 492–513.

■ Native Language Similarity during Foreign Language Learning: Effects of Cognitive Strategies and Affective States, by Sayuri Hayakawa, James Bartolotti, Viorica Marian, Pages 514–540.

■ Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of Teaching, by Sei Lee, Qian Du, Pages 541–568.

■ Responding Effectively to Customer Feedback on Twitter: A Mixed Methods Study of Webcare Styles, by Matteo Fuoli, Isobelle Clarke, Viola Wiegand, Hendrik Ziezold, Michaela Mahlberg, Pages 569–595.

REVIEWS

■ Ken Hyland and Lillian C. Wong: Specialised English: New Directions in ESP and EAP Research and Practice, by Luda Liu, Feng (Kevin) Jiang, Pages 596–599.

■ Danping Wang: Multilingualism and Translanguaging in Chinese Language Classrooms, by Qiuhong Ju, Yicheng Wu, Pages 599–602.

■ Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters, by Min Bao, Xuesong (Andy) Gao, Pages 602–606.

Notes on Contributors

■ Notes on Contributors,  Pages i–v.

摘要

Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe

Francisco Lorenzo, Adrián Granados, Nuria Rico

Abstract Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education and traditional monolingual education in terms of student equity indicators.

A sample of over 3,800 students representing the four socioeconomic status (SES) levels (SES 1–4), selected by stratified random sampling, was analyzed with correlational statistics to determine their performance levels at CLIL and non-CLIL schools, according to their competence in Spanish L1, English L2, and history. Results point to certain egalitarian effects of CLIL education: while a staircase pattern is constantly present in the performance of non-CLIL students (with those from higher social classes obtaining better results), all CLIL students seem to obtain equally high results regardless of their SES.

Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations

Stephen J Moody, Shinsuke Tsuchiya

Abstract This study examines participation in language play (LP) during spontaneous multiparty talk in a Foreign Language Housing (FLH) program. FLH programs represent hybrid spaces where talk emerges naturally for social reasons but is framed under an institutional purpose for language learning. Given its multifunctional ability to simultaneously coordinate both sociable humor and learning-in-interaction, LP emerges as a salient resource in such dual-purpose environments. Using a multimodal Conversation Analysis of two extended sequences of LP during mealtime conversations, this study analyzes how FLH participants deploy verbal and embodied resources to organize participation in LP. It then illustrates how these strategies dynamically orient to sociability and learning, thereby constructing a hybrid social-and-learning interactional space. As prior studies of LP and learning draw primarily from classroom dyadic conversations, this study sheds additional light on the role of LP in regulating multiparty social talk, with application to understanding the interactional organization of informal immersion-based language learning programs.

Dynamic Usage-based Principles in the Development of L2 Finnish Evaluative Constructions

Sirkku Lesonen, Rasmus Steinkrauss, Minna Suni, Marjolijn Verspoor

Abstract This study investigates the formal verbalizations of evaluation used by four beginning L2 learners of Finnish from a dynamic usage-based perspective. Longitudinal data collected weekly were used to investigate what kind of constructions learners use to express evaluation and how these interact and develop over time. The results show that when a new construction is acquired in the L2, another related construction might regress. The results also point to increased variability in the construction during a phase of rapid development and reduced variability in the phases of regression or slower progress. These findings add to our understanding of a developing L2 as a system in which changes in one aspect have the potential to bring about changes in interconnected aspects. The variability patterns found in the learners’ developmental trajectories add to the growing body of research that proposes variability as meaningful in the learning process.

The Nexus of Race and Class in ELT: From Interaction Orders to Orders of Being

Gabriel Nascimento Dos Santos, Joel Windle

Abstract This article contributes to studies of race and class in English Language Teaching (ELT) by examining the local production of meanings in pedagogical encounters mediated by global textbooks, focusing on racialized occupational hierarchies in Brazil. We seek to locate these meanings in the interpretative frames provided by the experiences of two Black, first-generation university students, which we connect to dehumanizing histories of labor relations and narrow textbook representations. The findings suggest that Brazilian ELT, through its reliance on global textbooks, presents interactional scenarios that are often the site of racial humiliation. Following Grosfoguel and Sousa Santos’ conceptualization of racial oppression, we identify racialized orders of being as an analytical category that allows for connections to be made between political economy and language education, including as part of anti-racist pedagogical efforts.

Words Go Together Like ‘Bread and Butter’: The Rapid, Automatic Acquisition of Lexical Patterns

Kathy Conklin, Gareth Carrol

Abstract While it is possible to express the same meaning in different ways (‘bread and butter’ versus ‘butter and bread’), we tend to say things in the same way. As much as half of spoken discourse is made up of formulaic language or linguistic patterns. Despite its prevalence, little is known about how the processing system treats novel patterns and how rapidly a sensitivity to them arises in natural contexts. To address this, we monitored native English speakers’ eye movements when reading short stories containing existing (conventional) patterns (‘time and money’), seen once, and novel patterns (‘wires and pipes’), seen one to five times. Subsequently, readers saw both existing and novel phrases in the reversed order (‘money and time’; ‘pipes and wires’). In four to five exposures, much like existing lexical patterns, novel ones demonstrate a processing advantage. Sensitivity to lexical patterns—including the co-occurrence of lexical items and the order in which they occur—arises rapidly and automatically during natural reading. This has implications for language learning and is in line with usage-based models of language processing.

Native Language Similarity during Foreign Language Learning: Effects of Cognitive Strategies and Affective States

Sayuri Hayakawa, James Bartolotti, Viorica Marian

Abstract According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional processes that can lead to different outcomes. Here, we explored the influence of cognitive strategies and affective states on native English speakers’ ability to learn artificial foreign words that vary in their similarity to the native language. Explicit word learning strategies were reported more often, and were more effective for learners of a more similar language, and cognitive strategies were especially helpful for learners with lower moods. We conclude that language similarity, strategy, and affect dynamically interact to ultimately determine success at learning novel languages.

Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of Teaching

Sei Lee, Qian Du

Abstract Despite the continually growing number of non-native English-speaking (NNES) teachers in English language teaching, the profession is nonetheless still shaped by native speakerism (Holliday 2005), the idealization of native English speakers (NESs) as linguistically and culturally superior to their NNES counterparts. Such an ideology leads to negative perceptions toward NNES faculty even if they hold equal qualifications to their NES counterparts. This study sought to determine whether multilingual students themselves evaluate instructors differently based on the instructors’ language background. Based on 5,050 Student Evaluation of Teaching (SET) scores compiled over three years (2015–18), independent t-tests and MANCOVA analysis revealed a statistically significant relationship between NNES students’ perceptions of teacher effectiveness and instructor’s language background. Such findings were further compounded by instructor’s gender and course variables, additionally disadvantaging NNES instructors. The broader implications are for institutional stakeholders to be cognizant of the prevalence of native speakerism in L2 writing contexts and use holistic models for teacher assessment to adapt more equitable approaches to assessing underrepresented faculty.

Responding Effectively to Customer Feedback on Twitter: A Mixed Methods Study of Webcare Styles

Matteo Fuoli, Isobelle Clarke, Viola Wiegand, Hendrik Ziezold, Michaela Mahlberg

Abstract Social media offer an unprecedented opportunity for companies to interact more closely with customers and market their products and services. But social media also present reputational risks as negative word-of-mouth can spread more quickly and widely through these platforms than ever before. This study investigates how companies respond to customer complaints on Twitter. We propose an innovative mixed methods approach (i) to identify the key features that mark the styles used by a sample of companies in their replies to customers and (ii) to determine the most effective strategies for responding to complaints. Our results reveal that an affective style, expressed through devices such as stance markers, emphatics, and amplifiers, elicits the most positive response from complainants, regardless of the formality of the message. The study advances our understanding of the features and effects of corporate social media discourse. It also provides business communication practitioners with linguistically grounded insights that can inform the development of appropriate strategies for dealing with negative word-of-mouth online.

Ken Hyland and Lillian C. Wong: Specialised English: New Directions in ESP and EAP Research and Practice

Luda Liu, Feng (Kevin) Jiang

Extract The past two decades or so has seen a burgeoning of research in specific varieties of English. As the command of specialised English strongly correlates with students’ needs for academic and professional success, the position of ESP as a dominant research trend continues to be cemented. However, in view of important changes in academic and professional contexts (Bhatia and Bremner 2014; Hyland and Jiang 2019), state-of-the-art research and authoritative voices are clearly needed to researchers and practitioners in varied strands of using English for specific purposes. The volume under review is a timely response to this deficit and offers a comprehensive discussion of key topics in research, theory, and...

Danping Wang: Multilingualism and Translanguaging in Chinese Language Classrooms

Qiuhong Ju, Yicheng Wu

Extract With an increasing global popularity of Chinese learning, how to efficiently conduct the teaching of Chinese as a second language (CSL) to a growing number of learners with different linguistic and cultural backgrounds draw more and more attention from educators and researchers. In an attempt to unveil the realities and complexities of language practices in CSL classrooms, Danping Wang investigates CSL policies and classroom practices in Hong Kong in her book entitled Multilingualism and Translanguaging in Chinese Language Classrooms, a monograph included in Palgrave Studies in Teaching and Learning Chinese, a series aiming at exploring global Chinese language education.

Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters

Min Bao, Xuesong (Andy) Gao

Extract As multilingual language teachers ourselves, we believe that this book brings an end to the ongoing debate regarding native speakers versus non-native speakers in language teaching research with a single, well-aimed blow. Nevertheless, situated in a complex, ecological context, the idea of being multilingual instructors as recommended by Kramsch and Zhang remains a highly challenging goal for many language teachers to pursue. We start this review by outlining what the book achieves, before we comment on some outstanding issues that still deserve more attention.

期刊简介

Applied Linguistics publishes research into language with relevance to real-world issues. The journal is keen to help make connections between scholarly discourses, theories, and research methods from a broad range of linguistic and other relevant areas of study. The journal welcomes contributions which critically reflect on current, cutting edge theory and practice in applied linguistics.

《应用语言学》出版与现实世界问题相关的语言研究。该杂志热衷于从广泛的语言学及其相关领域的研究视角来帮助建立学术话语、理论和研究方法之间的联系。本杂志欢迎那些批判性地反映当前应用语言学前沿理论和实践的文章。

The journal’s Forum section is intended to stimulate debate between authors and the wider community of applied linguists and to afford a quicker turnaround time for short pieces. Forum pieces are typically a commentary on research issues or professional practices or responses to a published article. Forum pieces are required to exhibit originality, timeliness and a contribution to, or stimulation of, a current debate. The journal also contains a Reviews section.

本杂志的论坛板块旨在激发作者和更广泛的应用语言学家社团之间的争鸣，并为短篇文章提供更快的周转时间。论坛文章通常是对研究问题或专业实践的评论或对已发表文章的回应。论坛作品需要展示原创性、及时性以及对当前辩论的贡献或刺激。该杂志还包含书评板块。

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