刊讯｜SSCI 期刊《应用语言学》2023年第1期

APPLIED LINGUISTICS

Volume 44, Issue 1, 2023

APPLIED LINGUISTICS (SSCI一区，2021 IF: 4.155) 2023年第1期共发文12篇，其中研究性论文7篇，书评5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。主题包括反殖民、外语课堂焦虑、二语写作、语言学习积极性与成就等。欢迎转发扩散！

往期推荐：

目录

ARTICLE

■ A Decolonial Crip Linguistics, by Suresh Canagarajah, Pages 1–21.

■ How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation, by Jean-Marc Dewaele, Kazuya Saito, Florentina Halimi, Pages 22–45.

■ Writing Trajectories of Grammatical Complexity at the University: Comparing L1 and L2 English Writers in BAWE, by Shelley Staples, Bethany Gray, Douglas Biber, Jesse Egbert, Pages 46–71.

■ Pockets of Possibility: Students of English in Diverse, Multilingual Secondary Schools in Austria, by Elizabeth J Erling, Michael Brummer, Anouschka Foltz, Pages 72–102.

■ Which Words Matter Most? Operationalizing Lexical Prevalence For Rank-Ordered Word Lists, by Jesse Egbert and Brent Burch, Pages 103–126.

■ Automatic Analysis of Constructional Diversity as a Predictor of EFL Students’ Writing Proficiency, by Haerim Hwang and Hyunwoo Kim, Pages 127–147.

■ The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective, by Abdullah Alamer and Fakieh Alrabai, Pages 148–168.

REVIEW

■ Jimmy Van Rijt: UNDERSTANDING GRAMMAR THE IMPACT OF LINGUISTIC METACONCEPTS ON L1 GRAMMAR EDUCATION, by Debra Myhill, Pages 169–171.

■ Researching language at street level: In memory of Vivian Cook and review of The Language of the English Street Sign, by Li Wei, Pages 171–176.

■ Vittorio Tantucci: Language and Social Minds: The Semantics and Pragmatics of Intersubjectivity, by Carmen Lepadat, Pages 176–179.

■ Carmen Pérez-Llantada: RESEARCH GENRES ACROSS LANGUAGES: MULTILINGUAL COMMUNICATION ONLINE, by Yimin Zhang and Hang Su, Pages 179–182.

■ Choreographies of Multilingualism. Writing and Language Ideology in Singapore, by MªCarmen África Vidal Claramonte, Pages 183–186.

摘要

A Decolonial Crip Linguistics

Suresh Canagarajah, Departments of Applied Linguistics and English, Pennsylvania State University, University Park, PA, USA

Abstract This article opens a conversation between disability studies and linguistics from the author’s positionality from the Global South. It argues that capacity building for both the abled and disabled in the North is implicated in the disablement of people in the Global South. A decolonial orientation to disability studies values vulnerability, relationality, and ethics which are less privileged in the academy. The article demonstrates how such a crip linguistics might facilitate a different understanding of language competence and analysis. Bringing out the ableism in dominant models of language competence, the article illustrates how linguistics might conceive communication as anomalous embodiment. Such an orientation will move from grammatical norms to nonnormativity, and diversity to multiplicity, as speakers engage with social networks and material ecologies for generating meanings in distributed practice motivated by relational ethics.

How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation

Jean-Marc Dewaele, Department of Languages, Cultures and Applied Linguistics, Birkbeck, University of London, London, UK 

Kazuya Saito, Department of Education, University College London, London, UK

Florentina Halimi, College of Arts and Science, The Gulf University for Science and Technology, Hawally, Kuwait 

Abstract The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA), and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 foreign language learners of English, German, French, and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modelling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.

Writing Trajectories of Grammatical Complexity at the University: Comparing L1 and L2 English Writers in BAWE

Shelley Staples, Department of English, University of Arizona, Tucson, AZ, USA

Bethany Gray, Department of English, Iowa State University, Ames, IA, USA

Douglas Biber, Jesse Egbert, Department of English, Northern Arizona University, Flagstaff, AZ, USA

Jesse Egbert, Jesse Egbert, Department of English, Northern Arizona University, Flagstaff, AZ, USA

Abstract Grammatical complexity has been established as a key indicator of language and writing development (Ortega 2003; Bulté and Housen, 2014; Crossley and McNamara 2014). The present study uses the Register-Functional approach to complexity (Biber et al. 2022) to compare the development of L1 English and L2 English writers across year of study and discipline in the British Academic Written English corpus. It also introduces a novel method of examining developmental trajectories that uses both inferential statistics and descriptive measures to account not only for relationships between the year of study and use of linguistic features, but also for the shape of the trajectories and frequencies of occurrence over time. Statistical analyses reveal significant relationships for most of the complexity features. Means and confidence intervals indicate overall similarities in trends from early undergraduate to graduate-level writing across L1/L2 English writers, but also key differences in the developmental trajectories, including greater use of phrasal complexity features and less use of clausal features by L2 English writers in early levels, as well as distinct use of complexity features across certain disciplines.

Pockets of Possibility: Students of English in Diverse, Multilingual Secondary Schools in Austria

Elizabeth J Erling, Department of Education, Department of English and American Studies, University of Vienna, Vienna, Austria

Michael Brummer, Anouschka Foltz, The Institute of English Studies, University of Graz, Graz, Austria

Abstract This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the national average, and this success in LX learning aligns with high reported levels of home language proficiency. Responses indicate that linguistically diverse students are more likely to succeed when they feel comfortable in the English classroom and actively participate in lessons. Students’ success is also related to their teachers showing an interest in their linguistic and cultural backgrounds. Findings thus suggest that this context is allowing for the creation of ‘pockets of possibility’ where teachers take on the rudiments of a translanguaging stance and create safe spaces in which students perform their multilingual identities as valued and welcome members of the classroom community.

Which Words Matter Most? Operationalizing Lexical Prevalence For Rank-Ordered Word Lists

Jesse Egbert, Northern Arizona University, English Department, Northern Arizona University, Flagstaff, AZ 86011-5717, USA

Brent Burch, Department of Mathematics and Statistics, Northern Arizona University, Flagstaff, AZ 86011-5717, USA

Abstract The words in a language or language variety are often rank ordered in lists that are meant to reflect the relative importance of those words to language users and learners of a language. This rank ordering is done on the basis of the relative prevalence of words in a corpus. Lexical prevalence is often operationalized as measures of frequency, dispersion, or adjusted frequency. Yet, to date, there is no consensus on best practices for identifying and ranking prevalent words in a corpus, or for evaluating the degree to which a word’s importance is reflected through its prevalence. We begin this paper by introducing and describing a wide range of corpus-based measures for quantifying lexical prevalence. We then carry out two case studies on the Duolingo University Textbook Corpus to evaluate the methods for their ability to identify and appropriately rank words in terms of their importance. We conclude with recommendations for word list creators and researchers and practitioners interested in word importance.

Automatic Analysis of Constructional Diversity as a Predictor of EFL Students’ Writing Proficiency

Haerim Hwang, The Chinese University of Hong Kong, Hong Kong, China

Hyunwoo Kim, Department of English Language and Literature, Yonsei University, Seoul, Republic of Korea

Abstract One of the important components in second language (L2) development is to produce clause-level units of form–meaning pairings or argument structure constructions. Based on the usage-based constructionist approach that language development entails an ability to use more diverse, more complex, and less frequent constructions, this study tested whether constructional diversity and complexity predict L2 learners’ writing proficiency. Using a natural language processing tool called the Constructional Diversity Analyzer (CDA), we analyzed 3,284 essays produced by college EFL students in terms of the proportion of individual constructions and their diversity. Results from regression analyses showed that constructional diversity reliably predicted learner proficiency: essays with higher scores contained more diverse constructions. We also found that less frequent and more complex constructions made a stronger contribution to predicting the written proficiency levels. Based on the findings, we argue for the validity of constructional diversity and the use of individual constructions as reliable predictors of L2 writing proficiency and propose the application of the CDA for L2 writing assessment and instruction.

The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective

Abdullah Alamer, Department of English, Al-Hasa Campus, Imam Mohammad Ibn Saud Islamic University (IMSIU), Saudi Arabia; Department of English, King Faisal University, Al-Hasa, Saudi Arabia

Fakieh Alrabai, Department of English, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia

Abstract It is well known that successful second language (L2) learners are motivated individuals. Accordingly, L2 researchers have tested the predictive power of different motivational constructs on language learning outcomes. However, this perspective appears to neglect the assessment of achievement as a predictor of future motivation. To assess this possibility, we first employed the latent growth curve model (LGCM) to evaluate the initial values and growth rates of the two variables. We further applied a newly developed statistical method, the random-intercept cross-lagged panel model (RI-CLPM), to study the causal relationship. A total of 226 language students were monitored for 17 weeks at three time points. The analysis showed an increasing trend in the association between the growth levels of both variables. However, students’ autonomous motivation at Time 1 appears to affect achievement at Time 2. Further, the second wave of the RI-CLPM illustrated that achievement at Time 2 impacted autonomous motivation at Time 3, while motivation failed to predict scores on achievement at Time 3.

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。

官网地址：

https://academic.oup.com/applij

本文来源：APPLIED LINGUISTIC官网

点击文末“阅读原文”可跳转下载

课程推荐

欢迎加入

“语言学心得交流分享群”“语言学考博/考研/保研交流群”
请添加“心得君”入群请务必备注“学校+研究方向/专业”

今日小编：栗子

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