刊讯｜SSCI 期刊《应用语言学评论》2023年第1-2期

Applied Linguistics Review

Issue 1-2, 2023

Applied Linguistics Review（SSCI一区，2022 IF：2.6，排名：31/194）2023年第1-2期共刊文17篇。其中，2023年第1期共发文9篇，均为研究性论文。研究论文涉及发声研究、文化刻板印象、语言适应、二语输出、概念隐喻、二语习得等话题。2023年第2期共发文8篇，其中研究性论文7篇，回复1篇。研究论文涉及二语学习、语言感知、同伴反馈、民族志叙事、翻译等话题。欢迎转发扩散！

往期推荐：

目录

Issue 1

Research Articles

■ Transnational postgraduate students’ experience of voice and participation, by Kathrin Kaufhold, Pages 1-23.

■ Discursive work in resisting stereotypic representations of the Chinese among Chinese students, by Hui Zanne Seng, Mei Yuit Chan, Ngee Thai Yap, Pages 25–52.

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

■ Why to speak French to French speakers? Outgroup vitality, motivation and linguistic accommodation in the Aosta Valleyg, by Laszlo Vincze, Jessica Gasiorek, Marko Dragojevic, Pages 53–65.

■ Emotional intelligence as a mediator in the relationship between neuroticism and L2 achievements, by Katarzyna Ożańska-Ponikwia, Ewa Piechurska-Kuciel, Katarzyna Skałacka, Pages 67–86.

■ Effects of willingness to communicate on L2 output and leadership roles during jury discussions, by Yoko Munezane, Pages 87–114.

■ Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments, by Tanja Angelovska, Dietmar Roehm, Sabrina Weinmüller, Pages 115–143.

■ Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing, by Jian Xu, Xuyan Qiu, Pages 145–172.

■ A cognitive approach to the conceptual metaphors in Shi Jing (The Book of Poetry), by Chun Lan, Zichong Yin, Pages 173–195.

■ Study abroad, language usage, and the development of multilingual identities: The case of 1.5 generation Korean–American students, by

Hakyoon Lee, YouJin Kim, Bumyong Choi, Pages 197–221.

Issue 2

Research Articles

■ Foreign language learning boredom: Conceptualization and measurement, by Chengchen Li, Jean-Marc Dewaele and Yanhong Hu, Pages 223-249.

■ The production and perception of Turkish evidentiality markers by Turkish-German returnees, by Didem Kaya-Soykan, Elena Antonova-Unlu and Cigdem Sagin-Simsek, Pages 251–270.

■ Experiences and practices of English as a lingua franca communication in the international university: An integrative view of student voices, by Seongyong Lee and Arum Kim, Pages 271–296.

■ The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers, by Amy Kong and Mark Feng Teng, Pages 297–328.

■ Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education, by Christian Fallas-Escobar, Pages 329–346.

Response

■ What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019), by María Luisa Pérez Cañado, Pages 347–368.

Research Articles

■ Distribution and translation, by Tong King Lee, Pages 369–390.

■ The role of immersion learning in the acquisition and processing of L2 gender agreements, by Gabrielle Klassen, Aline Ferreira and John W. Schwieter, Pages 391-414.

Obituary

■ Obituary: Jan Blommaert (1961–2021), by Philip Seargeant, Page 415.

摘要

Transnational postgraduate students’ experience of voice and participation

Kathrin Kaufhold, Department of English, Stockholm University, Stockholm, 10691, Sweden

Abstract The article examines transnational students’ experiences of participation in European higher education by applying the notion of voice that encompasses the capacity to communicate and to be heard (Hymes 1996. Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis). Relating voice to access and participation, the article moves forward debates around incorporating students’ multilingual knowledge resources in diverse writing practices in academia. It takes into account structural and ideological conditions as well as the creative potential of translanguaging in students’ knowledge production. The instrumental case study explores the lived experiences of three multilingual students with highly diverse linguistic and educational backgrounds, who are enrolled in humanities master’s programmes at a Swedish university. It investigates the students’ perceptions of how they can make use of their linguistic and educational repertoires. The data derive from interviews around texts and audio-recorded writing diaries. The results demonstrate how translanguaging is mainly connected to writing for personal use and limited or regulated in assignment writing. They reveal multiple and contrasting ideological views on language use and knowledge, and highlight possibilities and obstacles for appropriating and recontextualising knowledge across languages, educational contexts and disciplines. The article thus connects translanguaging to questions of participation and access more broadly.

Key words voice; access; linguistic repertoire; transnational students; translanguaging

Discursive work in resisting stereotypic representations of the Chinese among Chinese students

Hui Zanne Seng , Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, 43400, Malaysia

Mei Yuit Chan, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, 43400, Malaysia

Ngee Thai Yap, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, 43400, Malaysia

AbstractThe negative effects of stereotyping arising from a victim’s acceptance and internalisation of stereotype identities are well-known. As stereotypes are created and maintained in discourse, understanding how targets of stereotyping employ discursive resources to resist the constraining structures of stereotypic identities imposed upon them can provide insight into the process of stereotyping and contribute to efforts to reduce the threat of stereotyping. We examined the strategies used by targets of stereotyping in contesting stereotypic representations of their social group through the mobilisation of a range of discourse strategies when presented with stereotyping attacks on the group. The findings revealed that stereotypes are subtle in nature and may not be easily recognised and hence, difficult to resist. Participants employed a number of discourse strategies to repair their fragmented self and group identities. However, in their attempt to maintain identity coherence, they ended up using stereotyping discourses themselves to devalue the perceived outgroup as well as subgroups they created within their own social group. The study highlights the complexity of stereotyping and its self-perpetuating character, and sheds light on the difficulty faced by targets of stereotyping discourse in reconciling their identities through intense discursive and identity work.

Key words discourse studies; stereotyping discourse; contesting stereotyping identities; discourse strategies; identity work; Chinese identity; Chinese stereotype

Why to speak French to French speakers? Outgroup vitality, motivation and linguistic accommodation in the Aosta Valley

Laszlo Vincze, Swedish School of Social Science, University of Helsinki, Snellmaninkatu 12, 00014 Helsinki, Finland

Jessica Gasiorek, Communicology, University of Hawaiʻi at Mānoa, Manoa, Honolulu, HI, USA
Marko Dragojevic, Communication, University of Kentucky, Lexington, KY, USA

Abstract Using a communication accommodation theory framework, the purpose of the present study was to examine the relationship between perceived French vitality, cognitive and affective motivations for convergence, French skills, and convergence to French speakers among a group of young Italian speakers in the Aosta-Valley, Italy. Questionnaire data were collected among secondary school students in the city of Aosta (N = 169). The findings indicated that perceived French vitality resulted in greater cognitive motivation for speaking French, which, in turn, led to an increased use of French with French speakers. Additionally, and contrary to expectations, cognitive motivation had a greater impact on actual language use among those who reported poor French skills than among those reporting good French skills. At the same time, and also contrary to expectations, affective motivation did not predict language choice. Findings and implications are discussed in relation the bilingual accommodation.

Key words Aosta Valley; communication accommodation; ethnolinguistic vitalty; multilingualism

Emotional intelligence as a mediator in the relationship between neuroticism and L2 achievement

Katarzyna Ożańska-Ponikwia, Institute of Modern Languages, University of Bielsko-Biala, Bielsko-Biala, Poland

Ewa Piechurska-Kuciel, Institute of Linguistics, Opole University, Opole, Poland

Katarzyna Skałacka, Institute of Psychology, Opole University, Opole, Poland

Abstract The present study investigates the interaction of the higher-order personality trait of Neuroticism and the lower-order personality trait of Emotional Intelligence (trait EI) in the context of foreign language acquisition (FLA). A mediation model was applied to explore the pathway from Neuroticism via trait EI to self-rated L2 skills. The reported results show that the trait EI is not only a significant predictor of the self-reported L2 speaking proficiency, but also a mediator in the relationship between Neuroticism and self-rated L2 speaking proficiency. Consequently, trait EI could be regarded as an important variable in the FLA context because its positive impact on self-perceived L2 speaking skills might diminish the negative influence of Neuroticism.

Key words  emotional intelligence; neuroticism; personality; foreign language learning; L2 speaking skills

Effects of willingness to communicate on L2 output and leadership roles during jury discussions

Yoko Munezane, Foreign Language Education and Research Center, Rikkyo University, 3-32-1 Nishi-Ikebukuro, Toshima-ku, Tokyo 171-8501, Japan

Abstract This paper aspires to make a unique contribution to the field through investigating the high-WTC/low-WTC interactions to explore whether the level of Willingness to Communicate (WTC) positively affects (a) the amount of communication, and (b) the frequency of taking the leadership roles during jury discussions when each member has a firm verdict. Participants in groups of 3–4 had jury discussions, after performing a courtroom drama. Oral performance data, collected during the jury discussions, were transcribed verbatim, and coded for analysis. Then, the amount of L2 output, and the frequency of leadership roles each student took, were counted. The results suggested that, overall, high-WTC learners produced a higher amount of L2 output, and took more leadership roles. However, when only one participant had an opposing verdict within the group, the holder of that opposing verdict in each group showed a tendency to produce the un-proportionately large amount of L2 output, and take the leadership roles frequently, despite his or her low-WTC.

Key words willingness to communicate; L2 output; leadership; jury discussion

Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments

Tanja Angelovska, Department of English and American Studies, University of Salzburg, Salzburg, Austria

Dietmar Roehm, Department of Linguistics, Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria
Sabrina Weinmüller, Department of English and American Studies, University of Salzburg, Salzburg, Austria

Abstract Using a novel combination of visual moving window paradigm and timed grammaticality judgment task, this study examines how third language (L3) learners (beginners and intermediate) with L2 German and different non-verb-second L1s process violated and non-violated main declarative sentences with fronted adverbials in L3 English. It examines the extent to which so far less-explored predictors (language dominance and proficiency) modulate non-facilitative word order transfer from the L2. Our results from experiment 1 corroborate existing (offline data) results (Angelovska, Tanja. 2017. (When) do L3 English learners transfer form L2 German? Evidence from spoken and written data by L1 Russian speakers. In Tanja Angelovska & Angela Hahn (eds.), L3 syntactic transfer: Models, new developments and implications (Bilingual Processing and Acquisition 5), 195–222. Amsterdam, Philadelphia: John Benjamins; Fallah, Nader & Ali Akbar Jabbari. 2018. L3 acquisition of English attributive adjectives dominant language of communication matters for syntactic cross-linguistic influence. Linguistic Approaches to Bilingualism 8. 193–216) and are in support of a hybrid transfer suggesting that neither proficiency nor dominance plays a role in transfer selection. Results from experiment 2 reveal that L1-dominance was the determining key factor for accuracy performance for low proficiency L3 subjects but higher L3 proficiency tended to neutralize this strong influence - providing evidence for the Scalpel Model (Slabakova, Roumyana. 2017. The scalpel model of third language acquisition. International Journal of Bilingualism 21. 651–665). We explain the contradictory results from the two experiments as a function of task effects.

Key words third language acquisition; syntactic transfer; visual-moving window; proficiency; dominance

Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing

Jian Xu, School of Business English, Sichuan International Studies University, No. 33, Zhuangzhi Road, Lieshimu, Shapingba District, 400031, Chongqing, China

Xuyan Qiu, School of Education and Languages, The Open University of Hong Kong, Good Shepherd Street, Homantin, Kowloon, Hong Kong

Abstract Effective listening strategy use is crucial for second language (L2) learners as it facilitates listening comprehension. Although strategy use can be boosted from various ways (e.g. explicit instruction), we are uncertain whether L2 listening motivation can affect learners’ listening strategy use. The present study aims at examining the relationship between L2 listening motivation and L2 listening strategy use of learners with and without overseas study experience. We administered a L2 listening motivation questionnaire, measuring expectancy, importance and interest, and an English as a foreign language listening strategy inventory, focusing on top-down and bottom-up strategy use, with 465 Chinese undergraduate students. To supplement the quantitative results, a semi-structured interview was conducted with four participants to explore their L2 listening motivational profiles. The findings suggest that L2 listening motivation was positively correlated with bottom-up and top-down processing, except the relationship between importance and top-down processing. Learners with study abroad experience, who immersed themselves into real-time communication, were more aware of the importance of L2 listening thus employed more top-down strategies, whilst those without overseas experience, though acknowledged the cruciality of L2 listening, adopted fewer top-down strategies and were more examination driven. The findings shed light on L2 listening teaching and learning.

Key words L2 listening motivation; listening strategy use; top-down processing; bottom-up processing; study abroad experience

A cognitive approach to the conceptual metaphors in Shi Jing (The Book of Poetry)

Chun Lan, Beijing Foreign Studies University, Beijing, China

Zichong Yin, Beijing Foreign Studies University, Beijing, China

Abstract This is a cognitive linguistic study of Shi Jing (The Book of Poetry), the first collection of poems in Chinese history dated from the 11th to the 6th century B.C. Adopting the framework of Conceptual Metaphor Theory, we carry out a comprehensive analysis of all the metaphorical expressions in the collection, with the aim of investigating the underlying conceptual metaphors and exploring the interrelationships between metaphor, cognition and culture. The main findings are: 1) Altogether 476 metaphorical expressions have been identified, not only in those poems traditionally associated with bĭ (comparison) or xìng (affective image), but also in those poems traditionally associated with fù (narration). 2) Most of the metaphorical expressions identified belong to the Great Chain of Being Metaphor and can be further divided into downward ones and upward ones, with the former outnumbering the latter. 3) From the underlying conceptual metaphors, it can be observed that the conceptualization pattern of the Zhou Dynasty is rather anthropocentric and anthropomorphic, with a certain tendency towards animism. It is also patriarchal in regarding men as aesthetic subject and women as aesthetic object. 4) The Zhou people also showed remarkable figurative creativity. All the four devices summarized by Lakoff and Turner (1989) for creating novel language from conventional materials (extending, elaborating, questioning and composing) have been skillfully employed by the Zhou people to sing for their love and lament the miseries of life.

Key words conceptual metaphor; The Book of Poetry ; the Great Chain of Being metaphor; figurative creativity

Study abroad, language usage, and the development of multilingual identities: The case of 1.5 generation Korean–American students

Hakyoon Lee  , Georgia State University, Atlanta, Georgia, USA

YouJin Kim, Georgia State University, Atlanta, Georgia, USA
Bumyong Choi, Emory University, Atlanta, Georgia, USA

Abstract This one-year longitudinal case study investigates two 1.5 generation Korean–American students’ Korean language learning and usage before, during, and after their study abroad (SA) trip to Korea. Each came to the U.S. at eight years old for primary education and currently attends a university in the U.S. Their linguistic and cultural backgrounds brought intragroup diversities into their educational communities, including the study abroad program. With detailed documentation of interview data and ethnographic field notes, this study examines how learning Korean influences the construction of the learner’s self. This study also seeks to identify the ways that concepts of language learning, multilingual identities, and cultural belonging can be elucidated using narrative analysis. The participants’ post-sojourn experiences reveal SA creates an opportunity to develop cultural membership and to build multilingual identities with increased accessibility to the Korean communities. This study offers a nuanced understanding of the diversifying study abroad students in higher education in the U.S., and the mobilization of linguistic resources and the construction of identities in the context of study abroad.

Key words identity; Korean 1.5 generation; study abroad; cultural membership

Foreign language learning boredom: Conceptualization and measurement

Chengchen Li, Huazhong University of Science and Technology, Wuhan, China

Jean-Marc Dewaele, Birkbeck University of London, London, UK

Yanhong Hu, School of Foreign Languages, Huazhong University of Science and Technology, 1037 Luoyu Road, Wuhan, 430074, China

Abstract This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the Foreign Language Learning Boredom Scale (FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor FLLBS with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.

Key words control-value theory (CVT); emotion; foreign language learning boredom (FLLB); foreign language learning boredom scale (FLLBS); second language acquisition

The production and perception of Turkish evidentiality markers by Turkish-German returnees

Didem Kaya-Soykan , Elena Antonova-Unlu, Middle East Technical University, Ankara, Turkey

Cigdem Sagin-Simsek, Middle East Technical University, Ankara, Turkey

Abstract The study contributes to research on the development of the heritage language after return to the country of origin and examines whether the ultimate attainment of the heritage grammar after many years of residing in the country of origin brings returnees to a level compatible with that of monolinguals. We focus on the production and perception of evidentiality markers in the heritage Turkish of Turkish-German bilinguals who returned to Turkey after finishing a German high school and have been residing in Turkey for more than 11 years. Two production tasks (a narrative task and a discourse completion task), as well as a grammaticality judgement task were used in the study. The data analysis revealed that the production and perception of evidentiality by the returnee participants diverged from those of the monolingual control group. The divergence manifested itself in ungrammatical uses of evidentiality markers in the context of the indirect evidentiality and less sensitivity to grammatical and ungrammatical items comprising direct and indirect evidentiality markers. The findings of the study suggest that after many years of residing in Turkey the language behaviour of the returnee participants still possesses features that are typical for heritage speakers.

Key words returnees; evidentiality; Turkish as heritage; Turkish-German bilingualism; interfac

Experiences and practices of English as a lingua franca communication in the international university: An integrative view of student voices

Seongyong Lee, English Language and Literature Studies, BNU-HKBU United International College, Zhuhai, Guangdong, China

Arum Kim, Centre of Foreign Languages and Cultures, BNU-HKBU United International College, Zhuhai, Guangdong, China

Abstract Students’ experiences and practices regarding English as a lingua franca (ELF) have been central to the discussion in research on intercultural communication in academia as it provides the basis for English language policy and practices in the international university. To date, however, few previous studies have explored diverse factors for perceptions of ELF communication with a single framework. To fill this gap, this study provides the integrative research model for perceptions and behaviours regarding ELF communication in the international university context, using Theory of Planned Behaviour. It further explores the effect of those factors on actual intentions to engage in ELF communication. Data were collected from 232 questionnaires and seven interviews on the offshore campus of a Hong Kong university in China. Findings showed that factors such as acceptance, social expectations, the sense of control over linguistic knowledge for intercultural communication, and self-esteem had significant effects on intentions. The study concluded that ELF speakers’ decision-making process to engage in ELF communication is not simply based on individual behaviour, but on social performance in academic communities of practice. This study suggests academic and educational implications for incorporating the ELF perspective into English language policy and practices in the international university.

Key words international university; English as a lingua franca; language policy; English medium instruction; intercultural communication

The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers

Amy Kong, Department of English, The Hang Seng University of Hong Kong, Hong Kong, Hong Kong

Mark Feng Teng, Faculty of Education, University of Macau, Taipa, Macau, China

Abstract There is a huge scarcity of documentation of instances in which students do not follow the peer review training guidelines. One factor in these unanticipated scenarios could be learners’ self-efficacy (SE). The current investigation illustrates how different sources of SE contribute to students’ agentic orientations during peer review. For this purpose, six secondary-one students were paired to implement peer reviews in an after-school English writing course, after receiving peer review training. The data from three dyadic peer review sessions, stimulated recalls, and pre-/post-interviews were triangulated with quantitative data from 20 learners. The results showed that the students’ low SE for self-regulation (SESR) for peer review at the outset overshadowed the impact of training and influenced the use of strategies by them during the peer reviews. Whereas those with high SESR followed the instructions from the training session and regulated the peer reviews professionally, those with low SESR ignored these guidelines, which resulted in constrained agency and promoted their skepticism of peer review in the end. However, by comparing their own performances as reviewers with those of their peers, the students’ SE for regulating future peer review also changed. This paper underscores SE as an important construct in peer review for L2 young learners.

Key words self-efficacy; peer review; metacognitive training; self-regulation; social comparison

Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education

Christian Fallas-Escobar, Department of Bicultural-Bilingual Studies, University of Texas at San Antonio, San Antonio, USA

 , Georgia State University, Atlanta, Georgia, USA

Abstract Based on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their linguistic resources. Findings suggest that language educators and learners should engage in critical examination of seemingly innocent metalinguistic commentary, as these contain contradictory and multiple ideological orientations that largely shape the perception and employment of speakers’ linguistic repertoires.

Key words aesthetic labor; critical autoethnographic narrative; language learning; language education; language ideologies; language teaching; metacommentary

What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019)

María Luisa Pérez Cañado, Departamento de Filología Inglesa, Facultad de Humanidades y Ciencias de la Educación, Edificio D-2, Universidad de Jaén, Paraje Las Lagunillas s/n, Jaén 23071, Spain

Abstract This article aims to provide an updated, empirically solid overview of what’s hot and what’s not on the current CLIL research agenda in order to weed out the non-issues which we should no longer figure on the CLIL agenda from the real issues which will continue to shape the future of the field. This objective will hopefully be attained while concomitantly answering Bruton (2019), as, unfortunately, his most recent arguments are still not rooted in any research he himself has conducted, are not grounded on the latest empirical evidence, and limit themselves to re-interpreting studies conducted over a decade ago or which present a lack of empirical robustness. Only stalwart empirical evidence from the last few years is used here to provide a recent, research-driven overview of where we stand and where we need to go in the CLIL research arena, dismantling the assumptions put forward by Bruton (2019) as regards egalitarianism, the CLIL-EFL divide, and research into the effects of CLIL, and mapping out future pathways for progression which affect attention to diversity in bilingual education, incorporating a pluriliteracies approach, and replicating, extending, and meta-analyzing existing research.

Key words CLIL; research; egalitarianism; diversity; pluriliteracies

Distribution and translation

Tong King Lee, University of Hong Kong, Pokfulam, Hong Kong

Abstract Translation has traditionally been viewed as a branch of applied linguistics. This has changed drastically in recent decades, which have witnessed translation studies growing as a field beyond, and sometimes against, applied linguistics. This paper is an attempt to think translation back into applied linguistics by reconceptualizing translation through the notions of distributed language, semiotic repertoire, and assemblage. It argues that: (a) embedded within a larger textual-media ecology, translation is enacted through dialogical interaction among the persons, texts, technologies, platforms, institutions, and traditions operating within that ecology; (b) what we call translations are second-order constructs, or relatively stable formations of signs abstracted from the processual flux of translating on the first-order; (c) translation is not just about moving a work from one discrete language system across to another, but about distributing it through semiotic repertoires; (d) by orchestrating resources performatively, translations are not just interventions in the target language and culture, but are transformative of the entire translingual and multimodal space (discursive, interpretive, material) surrounding a work. The paper argues that distributed thinking helps us de-fetishize translation as an object of study and reimagine translators as partaking of a creative network of production alongside other human and non-human agents.

Key words assemblage; distributed language; semiotic repertoire; translation

The role of immersion learning in the acquisition and processing of L2 gender agreement

Gabrielle Klassen, University of Toronto, Toronto, ON, Canada

Aline Ferreira, University of California Santa Barbara, Santa Barbara, CA, USA

John W. Schwieter, Wilfrid Laurier University, Waterloo, ON, Canada

Abstract In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation. Second Language Research 24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald & Claudia Felser. 2006a. Grammatical processing in language learners. Applied Psycholinguistics 27(1). 3–42; Clahsen, Harald & Claudia Felser. 2006b. How native-like is non-native language processing? Trends in Cognitive Sciences 10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. & Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1(2). 217–247).

Key words grammatical gender agreement; L2 acquisition; study abroad; U-shaped learning

期刊简介

Objective
Applied Linguistics Review (ALR) is an international, peer-reviewed journal that bridges the gap between linguistics and applied areas such as education, psychology and human development, sociology and politics. It serves as a testing ground for the articulation of original ideas and approaches in the study of real-world issues in which language plays a crucial role. ALR brings together critical reflections of current debates and new theoretical and empirical research.

目标

《应用语言学评论》（ALR）是一本国际同行评审期刊，旨在弥合语言学与教育、心理学和人类发展、社会学和政治学等应用领域之间的差距。在研究语言发挥关键作用的现实世界问题时，它是表达原始想法和方法的试验场。ALR汇集了当前辩论的批判性反思以及新的理论和实证研究。

Topics
Aspects of the linguistic and communicative competence of the individual:

• bilingualism and multilingualism

• first or second language acquisition

• literacy

• language disorders

Language and communication related problems in and between societies:

• linguistic discrimination

• language conflict

• communication in the workplace

• language policy and language planning

• and language ideology

Articles that not only report new research findings but also engage in philosophical and methodological debates and point to directions of future research are particularly welcome.

话题
个人语言和交际能力的各个方面：
双语与多语
第一或第二语言习得
读写能力
语言障碍

社会内部和社会之间与语言和交流有关的问题：
语言歧视
语言冲突
工作场所的沟通
语言政策与语言规划
和语言意识形态

不仅报道新的研究发现欢迎投稿，而且参与哲学和方法论辩论并指出未来研究方向的文章也欢迎投稿。

官网地址：

https://www.degruyter.com/journal/key/alr/html

本文来源：Applied Linguistics Review官网

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