刊讯｜SSCI 期刊 《应用语言学评论》2023年第3-4期
Applied Linguistics Review
Volume 14, Issue 3-4, June 2023
Applied Linguistics Review（SSCI一区，2022 IF：2.6，排名：31/194）2023年第3-4期共发文24篇，其中研究性论文18篇,评论6篇。研究论文涉及二语使用搭配、语言景观、外语教学、英语写作、社会文化、文本类型、多语言环境归属感、警务语言、语料库研究、概念隐喻、社区语言多元能力、语言文化等。欢迎转发扩散！
往期推荐：
目录
ARTICLES
■Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners, by Dung Cao, Richard Badger, Pages 421–446.
■ Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo, by Xiaofang Yao, Pages 447–472.
■ Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe, by Pia Resnik, Jean-Marc Dewaele, Pages 473–501.
■ Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean, by Gyu-Ho Shin, Sun Hee Park, Pages 503–531.
■ A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success, by Doğan Yuksel, Adem Soruç, Mehmet Altay, Samantha Curle, Pages 533–552.
■ L2 university students’ motivational self system in English writing: a sociocultural inquiry, by Shulin Yu, Lianjiang Jiang, Pages 553–578.
■ Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center, by Eunseok Ro, Pages 579–614.
■ Professional written voice “in flux”: the case of social work, by Theresa Lillis, Pages 615–641.
■ A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies, by Barry Lee Reynolds, Xiaofang Zhang, Chen Ding, Pages 643–678.
ISSUE 4
EDITORIAL
■ Workplace communication in flux: from discrete languages, text genres and conversations to complex communicative situations, by Riikka Nissi, Mona Blåsjö, Carla Jonsson, Pages 679–695.
■ Orienting to the language learner role in multilingual workplace meetings, by Salla Kurhila, Lari Kotilainen, Inkeri Lehtimaja, Pages 697–721.
■ Negotiating belonging in multilingual work environments: church professionals’ engagement with migrants, by Gunilla Jansson, Pages 723–749.
■ Changing participation in web conferencing: the shared computer screen as an online sales interaction resource, by Pilvi Heinonen, Jarkko Niemi, Timo Kaski, Pages 751–774.
■ Policing language in the world of new work: the commodification of workplace communication in organizational consulting, by Riikka Nissi, Heidi Hirsto, Pages 775–798.
■ “It’s not the same thing as last time I wrote a report”: Digital text sharing in changing organizations, by Mona Blåsjö, Carla Jonsson, Pages 799–822.
ARTICLES
■ “It sounds like elves talking” – Polish migrants in Aberystwyth (Wales) and their impressions of the Welsh language, by Karolina Rosiak, Paulina Zydorowicz, Pages 823–845.
■ Exploring lexical bundles in low proficiency level L2 learners’ English writing: an ETS corpus study, by Mo Li, Xiaotian Zhang, Barry Lee Reynolds, Pages 847–873.
■ Kingdom of heaven versus nirvana: a comparative study of conceptual metaphors for Christian and Buddhist ideals of life, by Xiuping Gao, Chun Lan, Pages 875–898.
■ Linguistic multi-competence in the community: the case of a Japanese plural suffix -tachi for individuation, by Goro Murahata, Yoshiko Murahata, Pages 899–918.
■ Accent or not? Language attitudes towards regional variation in British Sign Language, by Katherine Rowley, Kearsy Cormier, Pages 919–943.
■ Validating young learners’ plurilingual repertoires as legitimate linguistic and cultural resources in the EFL classroom, by Euline Cutrim Schmid, Pages 945–966.
■ A corpus-based study of LGBT-related news discourse in Thailand’s and international English-language newspapers, by Duangkamon Chuaikun, Raksangob Wijitsopon, Pages 967–991.
■ Academic emotions in giving genre-based peer feedback: an emotional intelligence perspective, by Mo Li, Barry Lee Reynolds, Pages 993–1026.
■Detecting concealed language knowledge via response times, by Gáspár Lukács, Claudia Kawai, Ulrich Ansorge, Anna Fekete, Pages 1027–1044.
摘要
Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners
Dung Cao, University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City, Viet Nam
Richard Badger, University of Leeds, Leeds, LS2 9JT, UK
Abstract Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.),Understanding formulaic language: A second language acquisition perspective, 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching. Oxford: Oxford University Press; Nesselhauf, Nadja. 2004. Collocations in a learner corpus. Amsterdam; Philadelphia: J. Benjamins Pub. Co.; Pawley, Andrew & Frances H. Syder. 1983. Two puzzles for linguistics: Nativelike selection and nativelike fluency. In Jack Richards & Richard W. Schmidt (eds.), Language and communication, 191–228. London: Longman). Researchers often hypothesize that the influence of the first language is an important factor in the production and understanding of unconventional collocations (Huang, Li-Shi. 2001. Knowledge of English collocations: An analysis of Taiwanese EFL learners.Paper presented at the Texas Foreign Languguage Education Conference, Texas; Laufer, Bhatia & Tina Waldman. 2011. Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning 61(2). 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.x; Phoocharoensil, Supakorn. 2013. Cross-linguistic influence: Its impact on L2 English collocation production. English Language Teaching 6(1). 1–10) but we are only now starting to understand this. The present study provides a robust investigation of cross-linguistic influences by exploring how Vietnamese influenced Vietnamese learners’ use of English language verb-noun and adjective noun collocations in 104 350-word argumentative essays, using a framework derived from Jarvis, Scott. 2012. The detection-based approach: An overview. In S. Jarvis & S. A. Crossley (eds.), Approaching language transfer through text classification: Explorations in the detection-based approach, 1st ed., Vol. 64, 1–33. Bristol: Multilingual Matters, drawing on homogeneity among speakers of Vietnamese; heterogeneity between users of Vietnamese and other language; and formal and conceptual congruity between collocations learners produce in English and equivalent terms in Vietnamese. The study found that less than 10% of the collocations learners produced were unconventional and of these, 40% of collocations were influenced by the first language (L1); errors associated with incorrect use of prepositions in verb-noun collocations (e.g. the addition, omission or misuse of prepositions) are strongly L1-motivated. Learners make errors with not only incongruent collocations (collocations with no direct L1 equivalents) but also with congruent collocations (collocations with direct L1 translation).
Key words collocation use, cross-linguistic influence, L1 influence, L2 collocation
Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo
Xiaofang Yao, The University of Melbourne, Melbourne, Australia
Abstract Current linguistic landscape studies of tourism are primarily concerned with the commodification of languages, and less attention is focused on ownership discourses that are constructed in tourist spaces through varied semiotic resources. This study employs a spatial perspective to analyse commodification and ownership in the linguistic landscape of Bendigo, Victoria, Australia, focusing on how these discourses materialise in the conceived, perceived, and lived spaces through the semiotic resources of Chinese communities. Built on a comprehensive dataset of photographs, field notes, interviews, and archived materials, this study reveals the agency of Bendigo’s Chinese community members, who claim ownership of semiotic resources despite the institutional forces seeking to commodify Chinese cultural heritage for tourist consumption. Examination of Chinese heritage sites demonstrates the possibility of shared ownership of Chinese semiotic resources among Chinese and non-Chinese residents in an Australian cultural tourism context. This balancing act of commodification and ownership constitutes a critical part of the lived experiences of Chinese communities in today’s era of mobility and globalisation.
Key words Chinese communities, commodification, linguistic landscape, ownership, tourism
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Pia Resnik, Department of English, University College of Teacher Education Vienna/Krems, Mayerweckstraße 1, 1210 Vienna, Austria; Department of English and American Studies, University of Vienna, Spitalgasse 2, 1090 Vienna, Austria
Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck College, University of London, London, UK
Abstract Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.
Key words Covid-19, foreign language classroom anxiety, foreign language enjoyment, learner autonomy, trait emotional intelligence
Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean
Gyu-Ho Shin, Department of Asian Studies, Palacky University Olomouc, Olomouc, Czech Republic
Sun Hee Park, Department of Korean Studies, Ewha Womans University, Seoul, Korea
Abstract Across languages, a passive construction is known to manifest a misalignment between the typical order of event composition (agent-before-theme) and the actual order of arguments in the constructions (theme-before-agent), dubbed non-isomorphic mapping. This study investigates comprehension of a suffixal passive construction in Korean by Mandarin-speaking learners of Korean, focusing on isomorphism and language-specific devices in the passive. We measured learners’ judgment of the acceptability of canonical and scrambled suffixal passives as well as their reaction times (relative to a canonical active transitive). Our analysis generated three major findings. First, learners uniformly preferred the canonical passive to the scrambled passive. Second, as proficiency increased, the judgment gap between the canonical active transitive and the canonical suffixal passive narrowed, but the gap between the canonical active transitive and the scrambled suffixal passive did not. Third, learners (and even native speakers) spent more time in judging the acceptability of the canonical suffixal passive than they did in the other two construction types. Implications of these findings are discussed with respect to the mapping nature involving a passive voice, indicated by language-specific devices (i.e., case-marking and verbal morphology dedicated to Korean passives), in L2 acquisition.
Key words case-marking, isomorphism, Korean, passive construction, verbal morphology
A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success
Doğan Yuksel , Department of Foreign Language Education, Kocaeli Universitesi, Kocaeli, Turkey
Adem Soruç, Department of Education, MATESOL, University of Bath, Bath, UK
Mehmet Altay, Faculty of Education, Kocaeli University, Kocaeli, Turkey
Samantha Curle, Department of Education, University of Bath, Building 1 West North, Office 3.17b, Bath, BA2 7AY, UK
Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.
Key words academic success, English medium instruction (EMI), general English proficiency (GEP), higher education (HE), Turkey
L2 university students’ motivational self system in English writing: a sociocultural inquiry
Shulin Yu, Faculty of Education, University of Macau, Macau, China
Lianjiang Jiang, Department of English Language Education, The Education University of Hong Kong, Tai Po, Hong Kong
Abstract Although there is no lack of studies on L2 motivation in applied linguistics, research on L2 writing motivation remains scanty. Drawing upon Dornyei’s L2-motivational-self-system and the notions of identity, this study analyzed 27 Chinese university-based students’ English writing learning experiences. Data were gathered through individual interviews and written reflections. The findings showed that the students’ experience of learning to write was not conducive to their formation of identity as a multilingual writer because their ideal L2 selves in EFL writing were influenced by the overall learning and testing cultures. The findings also reveal that the teachers, parents, and schools played little role in shaping the students’ ought-to selves due to the marginal status of EFL writing in both the nation-wide exams and the institutional curricula. Overall, the students’ investment in learning to write yielded mostly a “passive and mediocre test-oriented” writer identity, with the capital to construct customized writings for individual and professional communication remained unattainable. The findings call for attention to the prevalent native speaker ideology and the ideology that considers students’ L1 as problem.
Key words English writing, investment; learning motivation, L2 motivational self, sociocultural inquiry
Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center
Eunseok Ro, Department of English Education, Pusan National University, 2nd College of Education, 1st floor (110), 2 Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan, 46241, South Korea
Abstract The site of this study is English as a second language speaking center at a university in Hong Kong. One of the center’s services is presentation consultation, in which students can practice giving a presentation in English and receive a tutor’s feedback. This study focuses on how the tutors and students coordinate understanding using the students’ PowerPoint (PPT) slides as situated objects. Detailed analyses of their interactions reveal that the participants make use of PPT slides as a referential resource in identifying problems in the student’s production and initiating repair, and as an essential object in solving problems of understanding. The paper shows the precise nature of the troubles in understanding that arise in these consultations, and how the participants make use of the slides as an interactional resource in coordinating their understanding. The paper discusses implications for L2 consultation sessions, particularly in regard to multimodal practices in solving understanding troubles.
Key words advice-giving, coordinating understanding, L2 speaking center, multimodal conversation analysis, presentation consultation
Professional written voice “in flux”: the case of social work
Theresa Lillis, The Open University, Milton Keynes, UK
Abstract Contemporary professional social work can be characterised by increased textualisation (after Iedema and Scheeres 2003) with written texts mediating most action. At the same time, writing, as a key dimension to social workers’ practice and labour, is often institutionally unacknowledged, becoming visible primarily when identified as a “problem.” This paper draws on a three year nationally funded UK-based research project to offer a situated account of contemporary professional social work writing, challenging dominant institutional orientations to writing in professional practice. The paper outlines the specific ways in which social work practices, including writing, can be characterised as being ‘in flux’. Drawing on ethnographic data and adopting a Bakhtinian (1981, 1986) oriented approach to voice, the paper explores the entextualisation of three specific social work texts, focusing in particular on critical moments (after Candlin 1987, 1997). These critical moments offer insights into key problematics of social work writing, in particular the tensions around professional voice and discourse. The paper concludes by arguing for an articulation of professional social work writing which takes account of the dialogic nature of language and the discoursal challenges experienced in everyday practice.
Key words agency, expert discourse, recording, transparency
A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies
Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China
Xiaofang Zhang, Faculty of Education, University of Macau, Taipa, Macau SAR, China
Chen Ding, Faculty of Education, University of Macau, Taipa, Macau SAR, China
Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.
Key words ESP, medical English, vocabulary difficulties, vocabulary learning needs, vocabulary learning strategies
“It sounds like elves talking” – Polish migrants in Aberystwyth (Wales) and their impressions of the Welsh language
Karolina Rosiak , Centre for Celtic Studies, Faculty of English, Adam Mickiewicz University, Poznań, Poland
Paulina Zydorowicz, Department of Contemporary English Language, Faculty of English, Adam Mickiewicz University, Poznań, Poland
Abstract The purpose of this paper was to gain a better understanding of the perceptions of the Welsh language held by the Polish adult migrants in Aberystwyth, Wales. Using qualitative research methods, we collected data from participants concerning their perceptions of the sound and spelling system of Welsh. Data obtained showed that adult Poles in Aberystwyth perceive the phonetics and phonotactics of Welsh to be markedly different from that of their native Polish. The participants believed Welsh to have small number of vowels and large number of consonantal clusters. By comparing consonantal and vowel inventories we were able to demonstrate that Welsh has a more complex vowel inventory than Polish. The consonantal inventories of both languages show great similarities and should not pose major problems to Polish learners of Welsh, who are also speakers of English. As for the phonotactics, Polish possesses a far more complex inventory of consonantal clusters than Welsh. We show that claims of the study’s participants that Welsh pronunciation is markedly different from Polish is not based on the linguistic grounds. Instead, such claims must be rooted in the social and ideological perceptions of the Welsh language on the part of the participants in the study.
Key words language ideologies, phonetics, phonotactics, Polish, Welsh
Exploring lexical bundles in low proficiency level L2 learners’ English writing: an ETS corpus study
Mo Li, Faculty of Education, University of Macau, Room 2052, FED Building (E33), Avenida da Universidade, Taipa, Macau SAR, China
Xiaotian Zhang, Faculty of Education, University of Macau, Room 3050, FED Building (E33), Avenida da Universidade, Taipa, Macau SAR, China
Barry Lee Reynolds, Faculty of Education, University of Macau, Room 1017, FED Building (E33), Avenida da Universidade, Taipa, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China
Abstract The use of formulaic language in written discourse is an important indicator of language competence. Nonetheless, the features of lexical bundles used by lower proficiency English as a Foreign Language learners have received little attention. The present study addressed this gap by employing a corpus-based method to investigate the quantity, function, and quality of four-word lexical bundles produced by low proficiency L2 English writers with 11 different L1 backgrounds in response to a timed English writing assessment. The investigation was specifically anchored on the data extracted from 1,330 essays using Wordsmith 7.0. Results of the investigation showed (1) an over dependence on writing topic related bundles; (2) an Indo-European L1 language background positively influencing lexical bundle production; (3) an overuse of stance expressions and discourse organizers at the expense of referential expression usage; (4) L1 Japanese, Korean, and Telugu writers producing more accurate lexical bundles and L1 German writers producing fewer accurate lexical bundles; and (5) the frequent use of lexical bundles not leading to highly accurate and appropriate use of lexical bundles. The implications of these results were discussed in connection with foreign language education.
Key words ETS corpus, lexical bundles, low English proficiency, L2 English writing
Kingdom of heaven versus nirvana: a comparative study of conceptual metaphors for Christian and Buddhist ideals of life
Xiuping Gao, School of Applied Foreign Languages, Beijing Language and Culture University, Beijing, China
Chun Lan, School of English and International Studies, Beijing Foreign Studies University, Beijing, China
Abstract This paper adopts Conceptual Metaphor Theory to compare the Christian ideal of life, i.e. the kingdom of heaven and the Buddhist ideal of life, i.e. nirvana. Through a systematic investigation of the metaphorical expressions bearing the two concepts in the Book of Mathew and the Lotus Sutra, we find that they share the static metaphor (the kingdom of heaven/nirvana is a container), i.e. both religions envision the ideal state of life as entering a container. Dynamically, the kingdom of heaven is conceptualized as an upcoming event while nirvana as the destination of a journey. The two dynamic metaphors reveal four major differences. Firstly, the kingdom of heaven is described as arrival into and nirvana as departure from the mundane world. Secondly, the arrival of the kingdom of heaven aims to eliminate the sin of human beings while the departure for nirvana aims to leave behind bitterness of the mundane world. Thirdly, the kingdom of heaven emphasizes the dichotomy between the good and the evil while nirvana emphasizes delivering all living beings. Fourthly, God acts as a king and judge in the final judgement of the kingdom of heaven while Buddha acts as a guide in the journey to nirvana.
Key words Buddhism, Christianity, conceptual metaphor, kingdom of heaven, nirvana, religious ideals
Linguistic multi-competence in the community: the case of a Japanese plural suffix -tachi for individuation
Goro Murahata, University of Miyazaki, Miyazaki, Japan
Yoshiko Murahata, Miyazaki International College, Miyazaki, Japan
Abstract As multilingual language teachers ourselves, we believe that this book brings an end to the ongoing debate regarding native speakers versus non-native speakers in language teaching research with a single, well-aimed blow. Nevertheless, situated in a complex, ecological context, the idea of being multilingual instructors as recommended by Kramsch and Zhang remains a highly challenging goal for many language teachers to pursue. We start this review by outlining what the book achieves, before we comment on some outstanding issues that still deserve more attention.
Key words community, individuation, multi-competence, the plural marker -tachi
Accent or not? Language attitudes towards regional variation in British Sign Language
Katherine Rowley, Deafness Cognition and Language Research Centre, University College London, London, UK
Kearsy Cormier, Deafness Cognition and Language Research Centre, University College London, London, UK
Abstract British Sign Language (BSL) has been shown to have a high degree of regional variation especially at the lexical level. This study explores awareness and attitudes of the British deaf community towards this regional variation. We studied interview data from the BSL Corpus (http://bslcorpusproject.org/data) from 121 deaf, BSL signers from six regions across the UK including Belfast, Birmingham, Bristol, Glasgow, London and Manchester, focusing on responses to five questions in relation to regional variation in BSL. Responses were analysed using thematic analysis, following (Braun, V. & V. Clark. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101. https://doi.org/10.1191/1478088706qp063oa). Findings reveal that BSL signers exhibited overall high levels of meta-linguistic awareness, as many of their attitudes and beliefs were in line with what has been reported in relation to linguistic behaviour with BSL such as mouthing, fingerspelling and accommodation. In addition, BSL signers seem to place enormous value on regional variation in BSL, believing that such variation contributes to the richness of BSL as a language and puts it on equal footing with the surrounding majority language, i.e. English. We explore the implications of these attitudes towards a broader understanding of language ideologies, including the concept of accent.
Key words accent, attitudes, sign language, standardisation, variation
Validating young learners’ plurilingual repertoires as legitimate linguistic and cultural resources in the EFL classroom
Euline Cutrim Schmid, English, University of Education Schwäbisch Gmünd, Pädagogische Hochschule Schwäbisch Gmünd, Schwäbisch Gmünd, Baden-Württemberg, Germany
Abstract In the last decades, the applied linguistics literature has increasingly called for more classroom-based research focusing on language teaching approaches that embrace students’ plurilingual repertoires as valuable linguistic and cultural resources for learning and affirm learners’ plurilingual identities as legitimate and appropriate in the classroom context. This paper discusses research findings of an empirical investigation that responded to this call. The study examined the impact of the use of plurilingual tasks in the English as foreign language (EFL) classroom on language learning processes and learners’ identity construction. Five case studies were conducted in four primary schools and one secondary school in Germany. Research data were collected from multiple sources such as field notes, video recording of school lessons, in-depth interviews with teachers, teachers’ reflective journals, anonymous questionnaires, and focus group interviews with learners. The research findings have shown that the use of plurilingual tasks in the EFL classroom created enhanced opportunities for the learners (a) to share aspects of their identities that were previously ignored in the school context (b) to use their diverse language abilities as resources in the language learning process and (c) to be actively involved in explicit reflective thinking about language and culture.
Key words EFL, language and identity, language teacher education, multilingual turn, plurilingual education
A corpus-based study of LGBT-related news discourse in Thailand’s and international English-language newspapers
Duangkamon Chuaikun, Department of English & Corpus Linguistics for Digital Humanities Research Unit, Faculty of Arts, Chulalongkorn University, Bangkok, Thailand
Raksangob Wijitsopon, Department of English & Corpus Linguistics for Digital Humanities Research Unit, Faculty of Arts, Chulalongkorn University, Bangkok, Thailand
Abstract The present study examines how LGBT is represented discursively in the Bangkok Post, a major English-language newspaper in Thailand, using corpus linguistic methods. A corpus of news reports on LGBT-related matters in the Bangkok Post was compiled. Statistically significant collocates of each word that makes up the acronym were extracted and analyzed in comparison with those found from two international newspaper corpora: COCA and SiBol. It was found that collocations that point to “political movement”, “crime” and “HIV” are shared by the three corpora, suggesting the press’s common stance on the newsworthiness of these issues and at the same time its contribution to the construction and circulation of these discourses related to LGBT. However, the Bangkok Post is marked off from the reference corpora by beauty contest discourse and the absence of issues about the disclosure of homosexual identities and LGBT representation in entertainment. This suggests socio-cultural influence in the way LGBT is represented in Thailand’s English-language newspaper.
Key words collocations, corpus linguistics, discourse analysis, LGBT, news
Academic emotions in giving genre-based peer feedback: an emotional intelligence perspective
Mo Li, Faculty of Education, University of Macau, Taipa, Macau SAR, China
Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China
Abstract Researchers have become interested in the emotion in feedback situations, yet little research has examined peer feedback-giving emotions. Giving feedback is emotionally laden and it is challenging and demanding for feedback givers to manage their emotions. Uncovering how feedback givers regulate their emotions as well as determining what influences them could extend the current understanding of the peer feedback-giving process. Informed by emotional intelligence (EI) (Goleman, Daniel. 1995. Emotional intelligence. London: Bloomsbury Publishing.), a notion describing an individual’s ability to monitor and manage one’s own and others’ emotions, this case study investigated how two Chinese Ph.D. English as a foreign language students utilized EI to regulate their feedback-giving process on research proposal writing. Data was collected from research proposal drafts and revisions, peer feedback, self-reported emotions, interviews, and stimulated recalls. The textual and qualitative data analysis revealed that individual differences existed regarding feedback focus, strategies, and emotions. The findings suggested that the feedback givers adopted different EI patterns to regulate their feedback giving process under the influence of five factors: goals and purposes, prior feedback experience, time constraints, the intimacy of relations, and the feedback givers’ perceived significance of the sections in a research proposal. Practical implications for teachers, supervisors, and students were discussed.
Key words academic emotion, EFL, emotional intelligence, peer feedback, second language writing
Detecting concealed language knowledge via response times
Gáspár Lukács, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria; Department of Philosophy, Faculty of Psychology, University of Vienna, Vienna, Austria
Claudia Kawai, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria
Ulrich Ansorge, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria; Vienna Cognitive Science Hub, University of Vienna, Vienna, Austria; Research Platform Mediatized Lifeworlds, University of Vienna, Vienna, Austria
Anna Fekete, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria
Abstract In the present study, we introduce a response-time-based test that can be used to detect concealed language knowledge, for various potential applications (e.g., espionage, border control, counter-terrorism). In this test, the examinees are asked to respond to repeatedly presented items, including a real word in the language tested (suspected to be known by the examinee) and several pseudowords. A person who understands the tested language recognizes the real word and tends to have slower responses to it as compared to the pseudowords, and, thereby, can be distinguished from those who do not understand the language. This was demonstrated in a series of experiments including diverse participants tested for their native language (German, Hungarian, Polish, Russian; n = 312), for second language (English, German; n = 66), and several control groups (n = 192).
Key words concealed information test, deception, language, linguistic profiling, response time
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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