刊讯｜SSCI 期刊《现代语言杂志》2021年第3期
The Modern Language Journal
Volume 105, NUMBER 3, Autumn 2021
The Modern Language Journal（SSCI一区，2020 IF：4.759）2021年第3期共发文9篇，其中论文部分8篇，评论部分1篇。内容涉及BELF（英语作为商务通用语）的交际效率、航空英语、多语教学、传统语言写作、全球化中的语用学、数字游戏语言学习等。
目录
Original Articles
■ Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue，by NAOKO TAGUCHI，Pages615-622
■Communicative Effectiveness in BELF (English as a Business Lingua Franca) Meetings: ‘Explaining’ as a Pragmatic Strategy，by JAGDISH KAUR, SEVAL BIRLIK ，Pages623-638
■ The Negotiation of Meaning in Aviation English as a Lingua Franca: A Corpus-Informed Discursive Approach，by NORIKO ISHIHARA, MALILA CARVALHO DE ALMEIDA PRADO，Pages639-654
■ Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Studye，by DAISUKE KIMURA，Pages655-678
■Stance-Taking in Heritage Language Writing，by YANG XIAO–DESAI，Pages679-696
■ Irony Comprehension in Bidialectal Speakers，by KYRIAKOS ANTONIOU, EMMANOUELA MILAKI ，Pages697-719
■ Localized Globalization: Directives in Augmented Reality Game Interaction，by TETYANA SYDORENKO, STEVEN L. THORNE, JOHN HELLERMANN, AMBER SANCHEZ, VANESSA HOWE ，Pages720-739
■ Digital Game-Based Learning of Formulaic Expressions in Second Language Chinese，by XIAOFEI TANG, NAOKO TAGUCHI ，Pages 740-759
Commentary
■Learning and Teaching Pragmatics in the Globalized World: Commentary，by CLAIRE KRAMSCH，Pages760-763
摘要
Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue
NAOKO TAGUCHI，Northern Arizona University
Abstract This special issue presents the current state of second language pragmatics research and instruction situated in the broader scope of globalization. Seven empirical articles included in this issue represent 3 strands of research: (a) pragmatics in lingua franca communication, (b) multilingual and multidialectal pragmatics, and (c) technology-mediated pragmatics learning and teaching. These articles collectively address how new contexts in today's globalized world have engendered new ways of conceptualizing and teaching pragmatics.
Communicative Effectiveness in BELF (English as a Business Lingua Franca) Meetings: ‘Explaining’ as a Pragmatic Strategy
JAGDISH KAUR,Universiti Malaya
SEVAL BIRLIK，Independent Researcher
Abstract The study investigates business professionals of different language backgrounds using English as a business lingua franca (BELF) in formal internal meetings. In particular, it examines how these participants deploy ‘explaining’ as a pragmatic strategy to increase communicative effectiveness. The data comprise 6 internal business meetings, totaling 293 minutes of video recordings. A discourse analysis of the meeting data reveals that the participants move to explain even in the absence of a request for an explanation or following an implicit request for further information. The strategy of explaining allows the speaker to provide additional information or background details that contribute to increasing communicative clarity and enhancing shared knowledge. The findings offer insights into the pragmatic competence of BELF users that is crucial in the accomplishment of communicative goals in the business setting. The findings also have pedagogical implications in that they point to the relevance of incorporating the teaching of pragmatic strategies such as explaining in business communication courses to address the needs of future business practitioners in a globalized world.
The Negotiation of Meaning in Aviation English as a Lingua Franca: A Corpus-Informed Discursive Approach
NORIKO ISHIHARA,Hosei University
MALILA CARVALHO DE ALMEIDA PRAD，Fujian University of Technology
Abstract This study explores the pragmatics of aviation English (AE) as a lingua franca in radiotelephony (R/T) communications primarily between aviators and air traffic controllers worldwide. AE is a crosslinguistic register used by aviation professionals who do not necessarily share their first languages and cultures. Accordingly, mutual intelligibility is the ultimate goal, as in English as a lingua franca (ELF) featuring message-oriented accommodation. Simultaneously, AE is a highly restricted and relatively stable register, as its use is mandated to maximize accuracy, conciseness, and clarity of communication—factors all contributing to air safety. While instruction and testing in AE have been investigated in applied linguistics, its pragmatics-focused aspects are underexplored. In this qualitative corpus-informed study, we first relied on a small corpus of R/T communications in nonroutine situations to identify 3 cases of communication difficulty and then, investigate in depth the discursive construction of meaning, especially in terms of the pragmatic strategies the interactants used on the radio. Drawing exclusively on ELF-speaker exchanges from the corpus, we illustrate the process of the negotiation of meaning within the constraints of the given aviation contexts. The findings of this study reveal similarities and differences between AE in R/T communications and general ELF discourses described in the literature. We conclude by offering pedagogical implications for enhanced aeronautical training addressing pragmatic and interactional competence.
Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Study
DAISUKE KIMURA，Tokyo Institute of Technology
Abstract Using conversation analytic methods and concepts, this article examines a language tutorial among Thai and Japanese college students, focusing on the use of multilingual repertoires for organizing this activity. The study responds to a call for dialogic studies of multilingual interactions. A 79-minute video-recorded session was analyzed for the coordinated use of multilingual and multimodal resources as well as the role of sequential routines in the cooperative pursuit of relevant interactional projects. Findings demonstrate the contingent and variable nature of cooperative behaviors that are shaped not simply by a priori goals, but emergent interactional projects. They also exemplify reciprocal language learning wherein the participants alternate between expert and novice roles with respect to Thai and Japanese. The article concludes with the implications of the study for language learning and teaching in the context of globalization.
Stance-Taking in Heritage Language Writing
YANG XIAO–DESAI
Abstract This study explored stance-taking in Chinese heritage language writing. Analysis focused on a prominent stance expression, wo juede ‘I think.’ Frequency, function, and formulaic usage of wo juede were compared across 3 written Chinese corpora by heritage learners, second language (L2) learners, and native speakers (L1 writers). The analysis revealed distinctive linguistic features and collocational patterns of stance-taking among the 3 groups. Overall, heritage writers’ stance performance was found to be self-centered and text oriented. They exhibited a strong reliance on wo juede combined with textual organizers such as contrastive or causal conjunctions. In contrast, L1 writers were more reader oriented, exhibiting a strong tendency to combine wo juede with interpersonal devices including attitudinal markers, modal verbs, sentence-final particles, and question forms. The study also found that heritage writers’ stance-taking performance consistently fell between that of L1 and L2 writers. Findings and pedagogical implications are discussed in light of heritage learner pragmatics and learner agency.
Irony Comprehension in Bidialectal Speakers
KYRIAKOS ANTONIOU, Cyprus University of Technology
EMMANOUELA MILAKI，University of Cyprus
Abstract Parallel to globalization, our world is becoming increasingly multilingual. We examined the effect of multilingualism on irony comprehension, focusing on a specific type of multilinguals, that is, bidialectal speakers of two dialects of the same language (Cypriot Greek and Standard Modern Greek). Specifically, we investigated the effects of second language (L2) proficiency and use on a continuous scale. We also examined the cognitive factors that underpin irony interpretation, focusing on executive control. Finally, we aimed to adjudicate between the direct and delayed access models of irony processing. We used an act-out test involving short videos, where irony was indexed by different (combinations of) cues (context, intonation, and face). Experiment 1 validated that ironic cues were perceived as such and were distinguishable from other comparable nonironic cues. Experiment 2 revealed that increased bidialectalism (specifically, higher L2 use) was associated with faster irony processing. Moreover, better working memory resulted in faster ironic interpretations. Finally, ironic interpretations were processed as fast as literal meanings, at least in some experimental conditions. The latter result supports the direct access model of irony. We discuss our findings in the context of 2 accounts of multilingual pragmatics—namely, that multilinguals enjoy a pragmatic advantage and that they have a monolingual-like pragmatic system.
Localized Globalization: Directives in Augmented Reality Game Interaction
TETYANA SYDORENKO, Portland State University
STEVEN L. THORNE,Portland State University
JOHN HELLERMANN, Portland State University
AMBER SANCHEZ, Portland State University
VANESSA HOWE，Bilkent University
Abstract In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place-based mobile augmented reality (AR) apps, which have been shown to provide learners with valuable opportunities for location-situated social and collaborative interaction and embodied experience of place. We focus on cataloguing social actions, specifically directives, in 4 groups of mobile AR game players using English as a lingua franca (ELF) to communicate. We uncovered a variety of directive strategies, both verbal and nonverbal, that are rarely discussed in pragmatics teaching and learning yet were critical to the unfolding communicative action. Implications of the study findings for pragmatics instruction are provided within the broader recommendations for ELF pragmatics.
Digital Game-Based Learning of Formulaic Expressions in Second Language Chinese
XIAOFEI TANG, Carnegie Mellon University
NAOKO TAGUCHI，Northern Arizona University
Abstract Digital games offer a promising platform to engage second language (L2) learners in contextualized language practice, including pragmatics practice. Although scholars have made strong claims on the benefits of game-based learning, empirical findings have not yet established strong support for the effectiveness of games. Existing studies are mostly descriptive rather than experimental; few studies have compared L2 learning outcomes between a game-based learning group and a comparison control group. To fill this gap, this study investigated the instructional and motivational effects of a digital game on learning Chinese formulaic expressions. We developed two digital learning environments: a scenario-based digital game (Questaurant) and an interactive online lesson. Forty-nine learners of Chinese in two U.S. universities were randomly assigned to the game group (n = 25) or the online lesson group (n = 24). Both groups equally improved their knowledge of formulaic expressions after the respective learning session. However, the game group showed a significantly higher level of motivation compared to the online lesson group.
Learning and Teaching Pragmatics in the Globalized World: Commentary
CLAIRE KRAMSCH，University of California at Berkeley
Abstract This commentary offers comments and critiques on each of the 7 articles included in this special issue and invites further research on the pedagogical implications of these studies for the development of pragmatic competence in second language learning.
期刊简介
The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages.
《现代语言杂志》是一本国际性的评介杂志，致力于促进所有现代外语和英语作为第二语言的研究人员和教师之间的学术交流语言。该杂志特别致力于以非英语语言出版高质量的作品。
本文来源：The Modern Language Journal
往期推荐
“语言学心得交流分享群”“语言学考博/考研/保研交流群”
今日小编：纯爷
审核：心得小蔓
转载&合作请联系
"心得君"
微信：xindejun_yyxxd
点击“阅读原文”可跳转下载