刊讯｜SSCI 期刊《应用语言学》2021年第5期

APPLIED LINGUISTICS

Volume 42, Issue 5, June 2021

APPLIED LINGUISTICS（SSCI一区）2021年第5期共发文13篇，其中研究性论文8篇，论坛２篇，书评3篇。研究论文涉及多语研究、二语习得研究、社会语言学研究等方面。主题包括多语者隐喻机制、母语迁移、口语评估、元话语、语言复杂度等。

目录

ARTICLES

■ Creativity is a Toaster: Experimental Evidence on How Multilinguals Process Novel Metaphors , by Ana Werkmann Horvat, Marianna Bolognesi, Katrin Kohl, Pages 823–847.

■Multilingualism, Chronotopes, and Resolutions: Toward an Analysis of the Total Sociolinguistic Fact , by Farzad Karimzad, Pages 848–877.

■Lexical Access in L1 Attrition—Competition versus Frequency: A Comparison of Turkish and Moroccan Attriters in the Netherlands , by Monika S Schmid, Gülsen Yilmaz, Pages 878–904.

■ Innovation, Resiliency, and Genius in Intensive English Programs: Decolonializing Recruitment and Contradictory Advocacy , by Jason Litzenberg, Pages 905–923.

■ Human versus Computer Partner in the Paired Oral Discussion Test , by Gary J Ockey, Evgeny Chukharev-Hudilainen, Pages 924–944.

■L1 versus Dominant Language Transfer Effects in L2 and Heritage Speakers of Italian: A Structural Priming Study , by Francesco Romano, Pages 945–969.

■ A tripartite interpersonal model for investigating metadiscourse in academic lectures , by Basma Bouziri, Pages 970–989.

■ Providing Opportunities for Patients to Say More about Their Pain without Overtly Asking: A Conversation Analysis of Doctors Repeating Patient Answers in Palliative Care Pain Assessment , by Laura Jenkins, Ruth Parry, Marco Pino, Pages 990–1013.

FORUM

■ On So-Called Novel and Regular Metonymies , by Mario Brdar, Pages 596–599.

■Calling for More Consistency, Refinement, and Critical Consideration in the Use of Syntactic Complexity Measures for Writing  , by Yaochen Deng, Lei Lei, Dilin Liu, Pages 1021–1028.

REVIEWS

■ Naoko Taguchi (ed.): THE ROUTLEDGE HANDBOOK OF SECOND LANGUAGE ACQUISITION AND PRAGMATICS , by Ali Derakhshan, Pages 1029–1032.

■Judith Buendgens-Kosten and Daniela Elsner　(eds): MULTILINGUAL COMPUTER ASSISTED LANGUAGE LEARNING , by　'Bethany Martens, Pages 1032–1035.

■ 'Graeme Porte and Kevin McManus: DOING REPLICATION RESEARCH IN APPLIED LINGUISTICS, by 'Zhuo Chen, Ping Zhang, Pages 1036–1039.

Notes on Contributors

■ Notes on Contributors,  Pages i–iii.

摘要

Creativity is a Toaster: Experimental Evidence on How Multilinguals Process Novel Metaphors 

Ana Werkmann Horvat, Marianna Bolognesi, Katrin Kohl

Abstract This article investigates the connection between multilingual experiences and creative metaphoric competence. As multilingualism has been shownto bring cognitive advantages in creative thinking, this article explores whether the ability to interpret creative metaphors differs in participants with less versus more multilingual experience. The results of a self-paced reading study combined with a sensicality judgment showed that people with less versus more multilingual experience process metaphors evaluated as being (i) less or (ii) more creative quite similarly in terms of reading times; however, the groups differ significantly in their judgments of semantic sensicality for the more creative metaphors. Although in the case of less creative metaphors groups do not differ, in the case of more creative metaphors, people with more multilingual experience are more likely to say that the metaphor makes sense. We interpret these findings as showing that people with more multilingual experience access the nonsalient semantic features of the concepts compared in the metaphor with less effort and can employ richer semantic representations, which complements previous research on multilingualism and cognitive flexibility.

Multilingualism, Chronotopes, and Resolutions: Toward an Analysis of the Total Sociolinguistic Fact 

Farzad Karimzad

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.

Lexical Access in L1 Attrition—Competition versus Frequency: A Comparison of Turkish and Moroccan Attriters in the Netherlands 

Monika S Schmid, Gülsen Yilmaz

Abstract Lexical access and lexical diversity are often assumed to be vulnerable to first language (L1) attrition. They also differ between monolinguals and nonimmersed bilinguals. This raises the question whether lexical attrition can be ascribed to nonuse or to competition between the two languages. We compare two populations of late L2 learners of Dutch living in the Netherlands. One of them was largely monolingual prior to emigration (Turkish migrants), while the other comes from a highly multilingual society (Morocco). While both experimental populations should be affected by erosion due to nonuse, we expect competition effects to be more strongly pronounced when compared against a monolingual versus a multilingual baseline population. The results show that this is not the case with attrition effects being even stronger in the Moroccan group than in the Turkish group. Furthermore, there is no impact of individual measures of frequency of exposure or language attitudes among the attriters. We conclude that being immersed in an L2 environment leads to weakening of lexical access.

Innovation, Resiliency, and Genius in Intensive English Programs: Decolonializing Recruitment and Contradictory Advocacy 

Jason Litzenberg

Abstract This article considers Intensive English Programs (IEPs) affiliated with higher education institutions of the Global North from the perspective of a decolonial option in which English is viewed as a tool of modernity used for colonization and the maintenance of unequal socioeconomic and power structures. Via nuanced description (Pennycook and Makoni 2020) of two colonizing practices typical to IEPs—namely, recruitment and advocacy—the article argues that the traits of resiliency, innovation, and genius commonly ascribed to IEPs are qualities that lend themselves to the refoundation, reconfiguration, and reconstruction (de Sousa Santos 2019) of alternative visions. In this way, IEPs have the opportunity to promote the liberatory visions of applied linguistics’ practitioners and to positively influence decolonialization of the field. Because of their historical involvement in English language teaching and the industry it has spawned, applied linguists have an obligation to foster these changes, which need not affect the ability of IEPs to conduct language pedagogy or to provide the field with opportunities for research, teacher training, and professional development.

L1 versus Dominant Language Transfer Effects in L2 and Heritage Speakers of Italian: A Structural Priming Study 

Francesco Romano

Abstract Conversely to plenty of studies describing how L1 transfer affects L2 systems, where the two grammars, L1/L2, often only come to interact later in life, less is known of dominant language transfer in heritage language grammars. Unlike in L2 speakers, the dominant language of the heritage speaker potentially affects its weaker language already from childhood. Evidence of dominant language transfer, however, exists in language production studies focusing on syntax. Therefore, an oral structural priming task was employed to compare transfer effects in advanced Swedish speakers of Italian and early heritage Italian speakers dominant in Swedish. Intrinsic to this comparison is the Basic Continuity hypothesis (Romano 2018), which proposes that highly proficient L2 speakers integrate semantic and syntactic information relevant to an L2 property lacking in the L1 in native-like ways. Results showed that heritage and L2 grammars are similarly impervious to transfer effects and coordinate structural and lexico-semantic information in native-like ways, consistent with the Basic Continuity. Divergence from native controls is shown to be remarkably compatible with monolingual grammars at earlier developmental stages.

A tripartite interpersonal model for investigating metadiscourse in academic lectures 

Basma Bouziri

Abstract In this article, a tripartite interpersonal model is proposed to analyze academic lectures delivered in English. The model combines two approaches to metadiscourse: the reflexive or narrow approach (Mauranen 1993; Ädel 2006), and the interpersonal or broad approach (Hyland 2005, 2019). The criteria adopted by the reflexive approach were exploited to identify metadiscourse in the lectures, whereas the interpersonal approach was drawn upon to ascribe an interpersonal dimension. In associating the two leading approaches, a new interpersonal model has been devised. Using data from the Tunisian Lecture Corpus,1 the present model is discussed in terms of its distinguishing features and tripartite interpersonal dimensions. It highlights the core features of metadiscourse, which are flexibility and prototypicality, thus offering a more accurate picture of the way the construct operates in the academic lecture genre. This study contributes to situating research on academic lectures within a theory of metadiscourse and to upgrading our current knowledge of metadiscourse. The article concludes by discussing the methodological, theoretical, and pedagogical implications of the proposed model.

Providing Opportunities for Patients to Say More about Their Pain without Overtly Asking: A Conversation Analysis of Doctors Repeating Patient Answers in Palliative Care Pain Assessment 

Laura Jenkins, Ruth Parry, Marco Pino

Abstract As the main symptom in palliative care, pain requires careful assessment. Repeating patient answers is one recommended communication technique for helping convey to patients that they have been heard, and to encourage them to say more. We examined 23 episodes where experienced doctors repeat patients' answers with mirrored rhythm and downward-final intonation, captured in pain assessments video-recorded in 37 consultations in a large UK hospice. Using conversation analysis, our aim was to determine whether or not the repeats invite additional talk, and if so, how they do so. Our findings reveal lexical and prosodic features of doctors’ repeated pain answers that signal completion of the sequence. At the same time, because the patient has greater epistemic access to their own pain, a repeat can also invite confirmation or disconfirmation. The patients in our data sometimes—but not always—respond to the repeat with confirmation or further talk. We conclude that repeating patient answers with mirrored rhythm and downward-final intonation provides a no-obligation opportunity for patient-led confirmation, disconfirmation, or expansion of pain descriptions, particularly when the pain matter is new, revised, or has been problematic to report.

On So-Called Novel and Regular Metonymies 

Mario Brdar

Abstract Two issues pertaining to the use of metonymy that plays a central role in Slabakova et al. (2016) are mentioned in the very title of their study—novel metonymy and regular metonymy. In this article I draw attention to some problems with the identification of these as well as with the assumption that these are opposites of each other.

Calling for More Consistency, Refinement, and Critical Consideration in the Use of Syntactic Complexity Measures for Writing 

Yaochen Deng, Lei Lei, Dilin Liu

Extract 'In the past two decades, syntactic complexity measures (e.g. the length or number of words per clause/t-unit/sentences and number of clauses per t-unit/sentence, and types of clauses used) have been widely used to determine and benchmark language proficiency development in speaking and writing. (Norris and Ortega 2009; Lu 2011). However, the results of some recent studies (e.g. Lu 2011; Bulté and Housen 2014; Crossley and McNamara 2014) have raised questions about the earlier findings regarding the use of such complexity measures in assessing L2 writing. While a couple of plausible explanations have been proposed for the conflicting findings, they have failed to look at the syntactic measures themselves as likely sources causing the discrepancies in the research findings. In this forum piece, we would like to argue, with empirical evidence, that the conflicting research results might have resulted from issues with some of the existing measurements of clausal and phrasal sophistication, including inconsistency and lack of necessary fine-grained differentiation in the measurements of subordination sophistication and possible inappropriate use of high values of phrasal sophistication.

Naoko Taguchi (ed.): THE ROUTLEDGE HANDBOOK OF SECOND LANGUAGE ACQUISITION AND PRAGMATICS 

Ali Derakhshan

Extract The ground-breaking Routledge Handbook of Second Language Acquisition and Pragmatics is edited by Naoko Taguchi, a prolific trendsetter in L2 Pragmatics. This unprecedented handbook is composed of a collection of papers, all of which scrutinize second language acquisition (SLA) with the prime focus on pragmatics. The pivotal significance of SLA at the intersection of multifarious aspects of traditional topics of pragmatics (e.g. pragmatic competence, teaching, and assessment) as well as emerging areas of pragmatics (e.g. intercultural pragmatics, interactional pragmatics, corpus linguistics, psycholinguistics, and usage-based approaches) have become more widely acknowledged in this volume. This voluminous volume falls into six sections, with four to six chapters, commencing with the editor’s comprehensive yet succinct introductory chapter, followed by 31 chapters, which are thematically structured in a reader-friendly manner. The impressive coverage of theoretical underpinnings, methodological approaches, pedagogical implications, and conceptual diversities throughout the development of pragmatics over the last four decades, by...

Judith Buendgens-Kosten and Daniela Elsner (eds): MULTILINGUAL COMPUTER ASSISTED LANGUAGE LEARNING 

Bethany Martens

Extract The increase in educational linguistic diversity and the rise of the global digital revolution, yet the lack of interstices between the two, have laid the foundation for Judith Buendgens-Kosten and Daniela Elner’s edited volume, Multilingual Computer Assisted Language Learning. The book introduces Multilingual Computer Assisted Language Learning (MCALL) as ‘practice and research related to language learning, acquisition, and use that purposefully integrate more than one language, via plurilingual individuals and multilingual textual and non-textual environments and their affordances, in Computer Assisted Language Learning (CALL) contexts’ (pp. xiii–xiv). Though the authors allude to the redundancy of the M(ultilingual) label preceding CALL, they ultimately confirm its necessity in emphasizing not only the rejection of a compartmentalized view of languages, but also the appraisal of all forms of linguistic competence as meaningful. Bringing together a range of perspectives in this edited volume, Buendgens-Kosten and Elsner showcase potential for the multilingual turn in...

Graeme Porte and Kevin McManus: DOING REPLICATION RESEARCH IN APPLIED LINGUISTICS 

Zhuo Chen, Ping Zhang

Extract 'Being the first monograph on replication research in Applied Linguistics (AL), the book Doing Replication Research in Applied Linguistics has come at the right time when the necessity and value of replication research in advancing knowledge have been increasingly recognized and a growing number of practical initiatives to conduct replication studies have been undertaken. Its informativeness and readability are guaranteed by Dr Graeme Porte’s long-time experience of being the editor of a key journal in AL, as well as his successful writing of two highly pertinent and well-received books, a monographic workbook on appraising studies in second language acquisition (i.e. Porte 2010) and an edited book of replication studies in AL (i.e. Porte 2012). Dr Kevin McManus’ specialization and engagement in replication research further add to its accessibility (McManus and Marsden 2018). While the former edited volume (i.e. Porte 2012) argues for a central role...

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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