刊讯｜SSCI 期刊《应用语言学》2022年第1期
APPLIED LINGUISTICS
Volume 43, Issue 1, June 2022
APPLIED LINGUISTICS，其中研究性论文8篇，论坛2篇，书评4篇。研究论文涉及叙事学分析、语言意识、二语习得研究、跨文化研究、语言测试与评估等方面。
目录
ARTICLES
■ Global Villain, but Local Hero? A Linguistic Analysis of Climate Narratives from the Fossil Fuel Sector, by Trine Dahl, Pages 1–20.
■ Pithy Persuasion: Engagement in 3 Minute Thesis Presentations, by Ken Hyland, Hang(Joanna) Zou, Pages 21–44.
■ Raciolinguistic Ideologies and Second Language Spanish: Case Study of an Interracial Couple, by Julia Menard-Warwick, Pages 45–64.
■ Raced Repertoires: The Linguistic Repertoire as Multi-Semiotic and Racialized, by Marcelyn Oostendorp, Pages 65–87.
■ Bidialectal Practices and L2 Arabic Pragmatic Development in a Short-Term Study Abroad, by Khaled Al Masaeed, Pages 88–114.
■ Resonance as an Applied Predictor of Cross-Cultural Interaction: Constructional Priming in Mandarin and American English Interaction, by Vittorio Tantucci, Aiqing Wang, Pages 115–146.
■ The growth trajectories of L2 self-efficacy and its effects on L2 learning: Using a curve-of-factors model, by O H Young Kyo, Pages 147–167.
■ Beyond Differences: Assessing Effects of Shared Linguistic Features on L2 Writing Quality of Two Genres, by Xiaopeng Zhang, Xiaofei Lu, Wenwen Li, Pages 168–195.
FORUM
■ Enacting the Locus of Enunciation as a Resistant Tactic to Confront Epistemological Racism and Decolonize Scholarly Knowledge
, by Setiono Sugiharto, Pages 196–202.
■ Trajectories in Decolonizing Language: A Conversation with Ngugi wa Thiong’o, by Suresh Canagarajah, Pages 203–211.
REVIEWS
■ Eva Kartchava: Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence, by Matthew Wallace,Zhengdong Gan, Pages 212–215.
■ C. Lee: Researching and Teaching Second Language Speech Acts in the Chinese Context, by Hang Su, Pages 215–218.
■Pejman Habibie and Ken Hyland (eds): Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers, by Marii Abdeljaoued, Pages 218–221.
■ Hayo Reinders, Christine Coombe, Andrew Littlejohn, and Dara Tafazoli (eds): Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa, by Nana Long, Qingquan Shi, Pages 221–225.
Notes on Contributors
■ Notes on Contributors, Pages i–iii.
摘要
Global Villain, but Local Hero? A Linguistic Analysis of Climate Narratives from the Fossil Fuel Sector
Trine Dahl
Abstract This paper offers a linguistic approach to narrative analysis, illustrated through a quantitative/qualitative lexico-semantic study of sustainability reports by BP, Equinor, ConocoPhillips, and ExxonMobil. It contributes novel insights into how major CO2 emitters present themselves in climate narratives. My aim is, first, to show how the basic components of narratives (Complication, Reaction, and Resolution) and the classic character set (victim, villain, and hero) may be identified through linguistic features, and second, to consider how the special nature of climate change impacts on the enactment of this character set. The study considers whether the companies acknowledge their reputation as villains in the global climate narrative, or whether they are discursively shying away from this script. I find that the reports share a basic climate narrative, representing a techno-optimistic approach to maintaining a profitable business in a carbon-constrained society, with gas representing a narrative Complication as well as a Resolution. The global villain role is acknowledged, but typically softened through a dual villain/hero role. The hero role in fact turned out to be the most conspicuous in the material.
Pithy Persuasion: Engagement in 3 Minute Thesis Presentations
Ken Hyland, Hang(Joanna) Zou
AbstractAcademic communication crucially involves readers, or hearers, buying into an argument. The audience has to be hooked, involved and led to a desired conclusion, and this is perhaps no more urgent than in a Three Minute Thesis presentation (3MT). In this competitive environment, doctoral students present their research using only one static slide in just 180 seconds. Speakers are advised to tell a ‘story’ but they must still draw on familiar ways of ensuring their hearers can make connections in their presentation and be willing to accept their argument. In this paper we apply Hyland(2005a) engagement framework to a corpus of 120 3MT presentations to explore how academics establish interpersonal rapport with non-specialist audiences. We find engagement to be a useful analytical tool in this monologic speech context and discover disciplinary preferences in the use of engagement features. Our findings have important implications for postgraduate speaking and for EAP teachers preparing students to orally present their research.
Raciolinguistic Ideologies and Second Language Spanish: Case Study of an Interracial Couple
Julia Menard-Warwick
AbstractThe theoretical framework of raciolinguistics examines connections between language ideologies and racialization, but few studies have analyzed the adult learning of languages other than English. This case study is based on life history interviews with a married couple, a Black male journalist and a White female nurse, who learned Spanish as adults. Both grew up as monolingual English speakers, in multilingual US communities where Spanish was widely spoken, and both studied the language in school, but only began using it in US settings as adults in professional contexts. Their Spanish use expanded during three years of volunteer service in Bolivia, where I interviewed them twice, a year apart, as part of a larger interview study on bilingual identities. In this article, I employ a Bakhtinian lens to explore this couple’s perspectives on their encounters with raciolinguistic ideologies; the contexts in which their Spanish use was ratified or not; and their eventual establishment of (somewhat limited) Spanish-speaking voices through the affordances of their intersectional identities.
Raced Repertoires: The Linguistic Repertoire as Multi-Semiotic and Racialized
Marcelyn Oostendorp
AbstractIn this article, the central argument is that research on the semiotic repertoire should also focus on how repertoires are racialized, and race is evoked through the semiotic repertoire. The article uses data from the South African educational context to advance a position in which semiotic repertoires simultaneously give and restrict access, evoke evaluation and construct identities in particular ways because of their entanglement with (racialized) bodies. I propose that this simultaneity can be theorized by viewing the black body as ‘intercorporeal’ and ‘grotesque’ (Bakhtin 1984). By drawing on such an approach, processes of racialization are explicitly connected to how semiotic resources are evoked in discourse. This article thus theoretically contributes to the recent movements in applied linguistics that view language as embodied, re-examine repertoires, and view language as multiplex and entangled. In addition, it also offers a framing that can theoretically challenge discourses of post-racialism with its multi-layered account of how race continues to be experienced as a significant form of meaning-making.
Bidialectal Practices and L2 Arabic Pragmatic Development in a Short-Term Study Abroad
Khaled Al Masaeed
AbstractThe current study takes a bidialectal perspective for the conceptualization of pragmatic competence and its development through illuminating the need for the field to move forward and overcome the standard language ideology in research on L2 pragmatic competence. To this end, it brings bidialectal practices to the forefront to investigate L2 Arabic pragmatic development in a short-term study abroad programme. In particular, bidialectal practices, or the ability to use one or more spoken varieties alongside Modern Standard Arabic, are explored in this study in relation to appropriateness and pragmatic strategies in the production of apologies, refusals, and requests. A spoken discourse completion task that included scenarios with varied power and social distance combinations were utilized to collect data from 36 participants (21 L2 Arabic learners and 15 L1 Arabic speakers) in an eight-week study abroad sojourn. Findings indicated an overall improvement of pragmatic competence over the period of eight weeks. Specifically, significant developments were demonstrated in appropriateness scores and learners’ use of bidialectal practices in pragmatic strategies. Moreover, the qualitative analysis of strategies development identified areas in which learners converged towards or diverged from L1 speaker norms. Methodologically, the study shows that utilizing bidialectal practices to measure L2 Arabic pragmatic competence development is key to understanding learners’ developmental trajectories.
Resonance as an Applied Predictor of Cross-Cultural Interaction: Constructional Priming in Mandarin and American English Interaction
Vittorio Tantucci, Aiqing Wang
AbstractIn Dialogic syntax (cf. Du Bois 2014; Tantucci et al. 2018), naturalistic interaction is inherently grounded in resonance, viz. the catalytic activation of affinities across turns (Du Bois and Giora 2014). Resonance occurs dynamically when interlocutors creatively coconstruct utterances that are formally and phonetically similar to the utterance of a prior speaker. In this study, we argue that such similarity can inform the machine learning prediction of linguistic and cross-cultural diversity. We compared two sets of 1,000 exchanges involving (dis)-agreement from the two balanced Callhome corpora of naturalistic interaction in Mandarin Chinese and American English. We found a correlation of overt use of pragmatic markers with resonance, indicating that priming does not occur as an exclusively implicit mechanism (as it is commonly held in the experimental literature e.g. Bock 1986; Bock et al. 2007), but naturalistically underpins dialogic engagement and cooperation among interactants. We fitted a mixed effects linear regression and a hierarchical clustering model to show that resonance occurs formally and functionally in different ways from one language to another. The applied results of this study can lead to a novel turn in AI research of conversational interfaces (McTear et al. 2016; Klopfenstein et al. 2017), as they reveal the fundamental role played cross-linguistically by resonance as a form of engagement of human-to-human interaction and the importance to address this mechanism in machine-to-human communication.
The growth trajectories of L2 self-efficacy and its effects on L2 learning: Using a curve-of-factors model
O H Young Kyo
AbstractNumerous empirical studies confirm the role of self-efficacy in the foreign/second language (L2) learning context. Despite this, few studies have explored the construct of L2 English self-efficacy (L2 self-efficacy) from a longitudinal perspective. This study investigates the developmental features of self-efficacy in English L2 learning by focusing on two research questions: first, whether L2 self-efficacy is a changeable construct, and second, whether L2 self-efficacy growth factors affect L2 English learning outcomes over time. A sample was obtained from the Gyeonggi Education Panel Study (N = 4,501; 1,967 female, 2,084 male) from 63 secondary schools in South Korea. The curve-of-factor model approach using Mplus 8.4 revealed that L2 self-efficacy slightly increased over three years. Furthermore, the growth of L2 self-efficacy beliefs was positively associated with L2 learning outcome-related variables including L2 class comprehension, L2 class engagement, and L2 achievement, after controlling for the effect of prior attainment and family socioeconomic factors. The findings are discussed in terms of applied language teaching and learning practices, the pedagogical implications in second language acquisition, and further research.
Beyond Differences: Assessing Effects of Shared Linguistic Features on L2 Writing Quality of Two Genres
Xiaopeng Zhang, Xiaofei Lu, Wenwen Li
AbstractThis study explored the relationship between linguistic features and the rated quality of letters of application (LAs) and argumentative essays (AEs) composed in English by Chinese college-level English as a foreign language (EFL) learners. A corpus of 260 LAs and 260 AEs were analyzed via a confirmatory factor analysis. Latent variables were EFL writing quality, captured by writing scores, and lexical sophistication, syntactic complexity, and cohesion, each captured by different linguistic features in the two genres of writing. Results indicated that lexical decision times, moving average type-token ratio with a 50-word window, and complex nominals per clause explained 55.5 per cent of the variance in the holistic scores of both genres of writing. This pattern of predictivity was further validated with a test corpus of 110 LAs and 110 AEs, revealing that, albeit differing in genre, higher-rated LAs and AEs were likely to contain more sophisticated words and complex nominals and exhibit a higher type-token ratio with a 50-word window. These findings help enrich our understanding of the shared features of different genres of EFL writing and have potentially useful implications for EFL writing pedagogy and assessment.
Enacting the Locus of Enunciation as a Resistant Tactic to Confront Epistemological Racism and Decolonize Scholarly Knowledge
Setiono Sugiharto
AbstractThis forum article is an attempt to engage in a recent exchange between Figueiredo and Martinez and Kubota whose articles were published in this journal. Bearing out the tenets of the latter author’s claims regarding how to confront the dominance of white Euro-American hegemonic knowledge, Figueiredo and Martinez proposed an additional insightful way of challenging the dominance of this knowledge, namely by unmasking and exposing one’s own loci of enunciation. I take up the notion of the locus of enunciation further by not just simply conceiving it as a way, but rather as a resistant tactic. Construed in the latter sense, the article argues that scholars from the Global South do not passively and uncritically accept Eurocentric epistemologies as the sole universal and legitimate knowledge. Instead, they are capable of not only negotiating and appropriating the established knowledge, but also performing their agentive capacity from their specific geo-political and body-political positionalities to resist the dominion of Eurocentric epistemological practices, as well as to elevate and legitimate their own ecology of knowledges.
Trajectories in Decolonizing Language: A Conversation with Ngugi wa Thiong’o
Suresh Canagarajah
Abstract This interview presents the celebrated Kenyan writer Ngugi's changing orientations in decolonizing language. After adopting a Marxist approach to language in the 1980s, he now adopts an embodied and ecological orientation from his indigenous Gikuyu tradition. He articulates the importance of vernaculars and multimodal art forms in social transformation. He discusses the role of affective dispositions such as memory, pain, and hope in resistance.
Eva Kartchava: Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence
Matthew Wallace,Zhengdong Gan
Abstract Although oral corrective feedback (CF) has long been considered advantageous in instructed second language (L2) acquisition, the effectiveness of CF for learning has been shown to depend on a combination of learner factors (e.g. learning beliefs and motivation), teacher differences (e.g. experienced or less experienced teacher), and instructional contexts (e.g. prevailing teaching approach and particular grammatical item CF is intended to address). Learners’ capacity to notice and benefit from teacher-directed CF is clearly a complex issue and empirical research examining its efficacy in facilitating language acquisition has so far yielded mixed results (Papi et al. 2019). Building on previous research that suggests a generally facilitative role of CF in L2 learning, this book attempts to investigate some relatively underexplored areas by examining the noticeability and effectiveness of different types of CF techniques, whether learner beliefs or feedback training impacts on learner’s ability to notice and benefit from CF,...
C. Lee: Researching and Teaching Second Language Speech Acts in the Chinese Context
Hang Su
Abstract The book under review explores the interface between researching and teaching second language (L2) speech acts in the Chinese context by examining how Chinese English learners produce L2 speech acts. The targeted readership includes researchers and classroom teachers who are interested in interlanguage pragmatics research, especially those who are interested in investigating Chinese English learners’ speech act performance. The significance of the book can be easily justified by the fact that there are a large number of Chinese English learners, but most of them have some difficulties in developing their L2 speech act competence (cf. Hinkel 2004). Below I first offer a brief overview of the book and then consider its implications in a wider context
The book comprises six chapters. Chapter 1 presents the background of pragmatics and interlanguage pragmatics and addresses the issue relating to the teachability of L2 pragmatic competence. Chapter 2 discusses how L2 speech...
Pejman Habibie and Ken Hyland (eds): Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers
Marii Abdeljaoued
Abstract Given the hegemonic status of English in the international communication of science, academics worldwide are under pressure to publish in English. This inevitably entails an added burden for academics who use English as an additional language. A plethora of research has documented the challenges facing non-native speakers (NNSs) of English who publish in English-medium journals. Yet, the challenges facing native speaker (NS) scholars and doctoral candidates remained largely unexplored. This volume is a timely contribution to consider these gaps. Drawing on a blend of accounts that mirror the different perspectives on writing for publication, it offers a multi-perspectival view on the subtleties of research communication. It also questions the dichotomy of NS versus NNS as a ‘sterile’ demarcation.
The book is useful to a varied audience of stakeholders. Supervisors, reviewers, and editors will benefit from reading this book. Novice researchers can learn about the intricacies of publishing and follow the...
Hayo Reinders, Christine Coombe, Andrew Littlejohn, and Dara Tafazoli (eds): Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa
Nana Long, Qingquan Shi
Abstract The past four decades have witnessed many innovations in second and foreign language education since the ideas of learner autonomy and teacher autonomy were introduced into this field (Long 2014). The book series New Language Learning and Teaching Environments by Palgrave Macmillan has published several volumes, which present the recent language education developments with specific reference to Thailand (Darasawang and Reinders 2015), China (Reinders et al. 2017), and Japan (Reinders et al. 2019). In Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa (MENA), administrators, teacher educators, and teachers from seven countries (Oman, Egypt, Lebanon, the United Arab Emirates, Israel, Iran, and Qatar) across the region share their first-hand experiences in putting learner-centred approaches in practice. As English as a foreign language (EFL) teachers and researchers in China, we find that the 13 articles in this...
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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