刊讯｜SSCI 期刊《应用语言学》2023年第4-6期
APPLIED LINGUISTICS
Volume 44, Issue 4-6, 2023
APPLIED LINGUISTICS（SSCI一区，2022 IF：3.6，排名：16/194）2023年第4-6期共发文39篇。其中2023年第4期共发文14篇，其中研究性论文8篇，论坛文章1篇，书评5篇。2023年第5期共发文12篇，其中研究性论文7篇，书评5篇。2023年第6期共发文13篇，其中研究性论文8篇，书评5篇。研究论文涉及二语习得研究、二语教学研究、词汇习得研究、跨文化研究、社会语言学等方面。欢迎转发扩散！（2023年已更完）
往期推荐：
目录
ISSUE 4
ARTICLES
■Bias in Automatic Speech Recognition: The Case of African American Language, by Joshua L Martin, Kelly Elizabeth Wright, Pages 613–630.
■Destabilizing Racial Discourses in Casual Talk-in-interaction, by Hayden Blain, Chloé Diskin-Holdaway, Pages 631–657.
■ Heritage Language Instruction to Young Immigrants: An In-depth Look at the Psycholinguistic Effects During the Simultaneous Acquisition of Two Second Languages, by Fernando Senar, Elisabet Serrat, Judit Janés, Àngel Huguet, Pages 658–677.
■ Beyond Language: The Complex Positioning Work by Language Teachers in an Integration Classroom, by Dorte Lønsmann, Pages 678–697.
■ A Migrant’s Chronotopic Identities in Playful Talk in a Classroom, by Tomoko Tode, Pages 698–717.
■ Measuring the impact of academic literacy interventions: Refining an evaluation design through self-reflection and feedback, by Ilse Fouché, Pages 718–746.
■ Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration, by Thi Ngoc Yen Dang, Cailing Lu, Stuart Webb, Pages 747–770.
■ ‘Rising Number of Homeless is the Legacy of Tory Failure’: Discoursal Changes and Transitivity Patterns in the Representation of Homelessness in The Guardian and Daily Mail from 2000 to 2018, by Eva M Gómez-Jiménez, Leanne Victoria Bartley, Pages 771–790.
FORUM
■ Problematising Written Corrective Feedback: A Global Englishes Perspective, by Icy Lee, Pages 791–796.
REVIEWS
■ Nan Jiang: SECOND LANGUAGE PROCESSSING: AN INTRODUCTION, by Peijian Paul Sun, Max Wolpert, Pages 797–799.
■ Javier Muñoz-Basols, Elisa Gironzetti, and Manel Lacorte, (eds): The Routledge Handbook of Spanish Language Teaching. Metodologías, Contextos Y Recursos Para La Enseñanza Del Español L2, by Miguel Blazquez, Pages 800–803.
■ M. Sato and S. Loewen (eds): EVIDENCE-BASED SECOND LANGUAGE PEDAGOGY: A COLLECTION OF INSTRUCTED SECOND LANGUAGE ACQUISITION STUDIES, by Andrew Schneider, Sanghee Kang, Pages 803–807.
■English in China: Creativity and commodification
Capital, commodity, and English language teaching, by Chenru Zheng, Lin Pan, Pages 807–813.
■ Suresh Canagarajah: LANGUAGE INCOMPETENCE: LEARNING TO COMMUNICATE THROUGH CANCER, DISABILITY, AND ANOMALOUS EMBODIMENT, by Sender Dovchin, Pages 813–817.
ISSUE 5
ARTICLES
■ Sketches Toward a Decolonial Applied Linguistics, by Anna De Fina, Marcelyn Oostendorp, Lourdes Ortega, Pages 819–832.
■ From Silence to Silencing? Contradictions and Tensions in Language Revitalization, by Pia Lane, Pages 833–847.
■ Decolonizing US Latinx Students’ Language: El Sur in the Schools of El Norte, by Ofelia García, Pages 848–864.
■ Colonizability and Hermeneutical Injustice in Applied Linguistics Research: (Im)possibilities for Epistemological Delinking, by Osman Z Barnawi, Hamza R’boul, Pages 865–881.
■ Failing Fortunes of Applied Linguistics: Towards Surviving Mastery, by Marcelyn Oostendorp, Pages 882–899.
■ ‘English is our 2nd language, konglish is our mother tongue’: Recolonizing English Through Translingual Activism in a Social Movement, by Carmen Lee, Pages 900–915.
■ Linguistics in a Minor Key—Of Atmospheres, Voice(s), and Ethics, by Ana Deumert, Pages 916–929.
■ Language and Subjectivity, by Ruolin Hu, Pages 930–933.
■ Regine Hampel: DISRUPTIVE TECHNOLOGY AND THE LANGUAGE CLASSROOM, by Wang Ping, Zeng Jingting, Pages 933–936.
■ The Linguistics DelusionGet accessArrow, by Merideth Hoagland Pitts, Pages 936–939.
■ Re-Positioning Accent Attitude in the Global Englishes Paradigm: A Critical Phenomenological Case Study in the Chinese Context, by Lianjiang Jiang, Jun Zhong, Pages 940–943.
■ Student Engagement in the Language Classroom, by Jian-E Peng, Yuanlan Jiang, Pages 943–946.
ISSUE 6
ARTICLES
■ Translanguaging Practices in Content-based Instruction in L2 Arabic, by Ebtissam Oraby, Mahmoud Azaz, Pages 947–975.
■ Self-access Strategy Instruction for Academic Writing Vocabulary: What Learners Actually Do, by Isobel Kai-Hui Wang, Andrew D Cohen, Pages 976–1009.
■ A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction, by Wei Ren, Shaofeng Li, Xiaoxuan Lü, Pages 1010–1029.
■ The Effect of Automatic Text Simplification on L2 Readers’ Text Comprehension, by Dennis Murphy Odo, Pages 1030–1046.
■ Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement, by Shiyao Ashlee Zhou, Phil Hiver, Yongyan Zheng, Pages 1047–1076.
■ Multilingual Realities, Monolingual Ideologies: Social Media Representations of Spanish as a Heritage Language in the United States, by Ruth Kircher ,Ethan Kutlu, Pages 1077–1099.
■ Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom, by Kevin W H Tai ,Chiu-Yin (CATHY) Wong, Pages 1100–1151.
■ Linguistic dissociation: A general theory to explain the phenomenon of linguistic distancing behaviours, by Ashley R Moore, Pages 1152–1171.
REVIEWS
■Multimodal Participation and Engagement: Social Interaction in the Classroom, by Minttu Vänttinen, Pages 1172–1174.
■ Mobile Assisted Language Learning Across Educational Contexts, by Junjie Gavin Wu, Pages 1175–1178.
■ Advances in Corpus-Based Research on Academic Writing: Effects of Discipline, Register, and Writer Expertise, by Thomas Elliott, Pages 1178–1181.
■ English Morphology for the Language Teaching Profession, by Piotr Twardzisz, Pages 1181–1184.
■ The Context and Media of Legal Discourse, by Christoph Hafner, Pages 1185–1188.
摘要
Bias in Automatic Speech Recognition: The Case of African American Language
Joshua L Martin, University of Florida, Gainesville, FL, USA
Kelly Elizabeth Wright, Virginia Polytechnic University, Blacksburg, VA, USA
Abstract Research on bias in artificial intelligence has grown exponentially in recent years, especially around racial bias. Many modern technologies which impact people’s lives have been shown to have significant racial biases, including automatic speech recognition (ASR) systems. Emerging studies have found that widely-used ASR systems function much more poorly on the speech of Black people. Yet, this work is limited because it lacks a deeper consideration of the sociolinguistic literature on African American Language (AAL). In this paper, then, we seek to integrate AAL research into these endeavors to analyze ways in which ASRs might be biased against the linguistic features of AAL and how the use of biased ASRs could prove harmful to speakers of AAL. Specifically, we (1) provide an overview of the ways in which AAL has been discriminated against in the workforce and healthcare in the past, and (2) explore how introducing biased ASRs in these areas could perpetuate or even deepen linguistic discrimination. We conclude with a number of questions for reflection and future work, offering this document as a resource for cross-disciplinary collaboration.
Destabilizing Racial Discourses in Casual Talk-in-interaction
Hayden Blain, New Zealand Institute of Language, Brain and Behaviour, The University of Canterbury, Christchurch, Canterbury, New Zealand
Chloé Diskin-Holdaway, School of Languages and Linguistics, The University of Melbourne, Melbourne, Victoria, Australia
Abstract Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four instances of racialized person description, taken from a larger corpus of 16 hours of casual conversation among Chinese migrants in Melbourne and their acquaintances, are explored in detail. The analysis identifies two interactional sequences, joking and accounting sequences, which allow participants to resist racialized descriptions while still orienting to the interactional preference for sociality in casual conversation. The paper argues that casual and friendly interaction may provide empirical evidence for how discourses of race are destabilized at the level of talk-in-interaction.
Heritage Language Instruction to Young Immigrants: An In-depth Look at the Psycholinguistic Effects During the Simultaneous Acquisition of Two Second Languages
Fernando Senar, Department of Psychology, University of Lleida, Lleida, Spain
Elisabet Serrat, Department of Psychology, University of Girona, Girona, Spain
Judit Janés, Department of Psychology, University of Lleida, Lleida, Spain
Àngel Huguet, Department of Psychology, University of Lleida, Lleida, Spain
Abstract Heritage Language Instruction (HLI) is a resource used in many immigration-receiving countries that allows students with an immigrant background to continue to be in contact with their Heritage Language (HL). However, many of the psycholinguistic effects of this instruction are still unknown. This study aims to provide an in-depth view of the effects of HLI on the development of the HL and the languages of the host country. For this purpose, the sample consisted of 108 students (20 HL learners, 88 controls) of Romanian origin who had emigrated to Catalonia. Their language skills in the phonetic, orthographic, morphosyntactic, lexical, and semantic domains were analysed using linear regression statistics and covariance analysis. The results showed that HLI exerted a mitigating effect on HL attrition, as well as a significant improvement of the linguistic competencies in the autochthonous languages. These results indicate that HLI is an effective tool in the psycholinguistic development of immigrant students, capable of facilitating their academic and social performance.
Beyond Language: The Complex Positioning Work by Language Teachers in an Integration Classroom
Dorte Lønsmann, Department of English, Germanic and Romance Studies, University of Copenhagen, Emil Holms Kanal 6, 2300 Copenhagen, Denmark
Abstract This article investigates the roles of language teachers in a language and integration programme in Denmark. The results show that the teachers’ work goes beyond the role of language teacher per se. The teachers are shown to take on the role of integration workers, who, as part of the integration system, contribute to socializing the students into a marginalized position. At the same time, the teachers also use their agency to bend the rules and help their students. While the teachers fulfil the role of mediators who set aside time to help students find their way in the Danish bureaucracy, they also struggle to set boundaries for their students. Finally, the teachers balance the role of cheerleaders who keep the students’ hopes up, with the role of realists who bring a sobering outlook on refugees’ prospects in the labour market. This study contributes to the field of applied linguistics by highlighting the daily positioning work done by teachers in language and integration programmes in a delicate balancing act between marginalizing and empowering students.
A Migrant’s Chronotopic Identities in Playful Talk in a Classroom
Tomoko Tode, Faculty of Humanities and Human Sciences, Hiroshima Shudo University, Hiroshima, Japan
Abstract This case study investigates a migrant adult’s identity work in playful talk occurring spontaneously in a classroom for Literacy Education and Second Language Learning for Adults (LESLLA). Based on 12 hours of video-recorded interactions among four learners and their teacher, I identified five playful episodes. This paper focuses on two episodes instigated by a woman who told stories of her outside lives. Discourse analysis was performed through the lens of chronotope (timespace) to examine how she navigated multiple chronotopes, including the front-region classroom chronotope, to negotiate identities and how playful language was related to her chronotopic identity work. Playfulness began in the periphery of the classroom chronotope; then the playful language in it led to the playful formulation of outside-life chronotopes where her agentive identity was constructed. Her full semiotic behaviours blurred the boundaries between the classroom chronotope and the outside chronotope so that the other participants could witness her agency. The study concludes that the classroom chronotope itself showed signs of change in a forward-looking direction.
Measuring the impact of academic literacy interventions: Refining an evaluation design through self-reflection and feedback
Ilse Fouché, Division of Languages, Literacies and Literatures, University of the Witwatersrand, Johannesburg, South Africa
Abstract This article, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of critical reflection, the researcher considers her own experience with applying the evaluation design to an academic literacy course; the weaknesses and limitations that emerged from this implementation are considered. Secondly, academic literacy specialists responsible for a wide variety of interventions in South Africa were consulted by means of a questionnaire containing both quantitative and qualitative questions. The purpose of this questionnaire was to determine to which extent the evaluation design could be applied to a variety of academic literacy interventions in various contexts. Recommendations regarding the refinement of the evaluation design are made, and a revised evaluation design is put forward.
Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration
Thi Ngoc Yen Dang, School of Education, University of Leeds, Leeds, UK
Cailing Lu, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
Stuart Webb, Faculty of Education, University of Western Ontario, London, Ontario, Canada
Abstract Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest–posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input modes: reading, listening, reading while listening, viewing, and viewing with captions. One hundred sixty-five English for Academic Purposes learners in China were assigned to five experimental groups and a control group. The experimental groups received the treatment with the assigned input mode while the control group received no treatment. Results show that although learning occurred through all input modes, only viewing significantly contributed to the learning gains. Frequency of occurrence and type of vocabulary significantly predicted the learning gains, but the type of verbal elaboration and nonverbal elaboration did not. This study provides further insights into the value of academic lectures for incidental vocabulary learning and supports the multimedia learning theory and its principles.
‘Rising Number of Homeless is the Legacy of Tory Failure’: Discoursal Changes and Transitivity Patterns in the Representation of Homelessness in The Guardian and Daily Mail from 2000 to 2018
Eva M Gómez-Jiménez, Departamento de Filologías Inglesa y Alemana, Universidad de Granada, Campus University de Cartuja s/n, 18071, Granada, Spain
Leanne Victoria Bartley, Departamento de Filologías Inglesa y Alemana, Universidad de Granada, Campus University de Cartuja s/n, 18071, Granada, Spain
Linguistics Department, Simon Fraser University, Burnaby, British Columbia, V5A 1S6, Vancouver, Canada
Abstract Experts in different fields have claimed that the UK has experienced a process of growing economic inequality since the 1970s. Following Fairclough’s dialectal-relational approach, this paper presents a detailed, systematic analysis of the representation of homeless people and homelessness in The Guardian and Daily Mail from 2000 to 2018, in order to explore how these have been discursively represented over time. Therefore, our study addresses two specific research questions: How have homelessness and homeless people been represented in the UK press? Are there any discoursal changes in representation with the passing of time? The analysis, which has employed mostly qualitative but also quantitative (statistical) methods drawing on corpus-assisted discourse analysis, is informed by the theory of TRANSITIVITY within Systemic Functional Linguistics. Results indicate that, within an overall negative representation of homeless people and homelessness in this period, there have been some significant discoursal changes over time. As such, this paper contributes to critical discourse studies and transitivity research on a relevant social problem, that of growing economic inequality in the UK.
Problematising Written Corrective Feedback: A Global Englishes Perspective
Icy Lee, National Institute of Education, Nanyang Technological University, English Language and Literature Academic Group, National Institute of Education, 1 Nanyang Walk, 637616, Singapore
Abstract In English as an additional language writing, error correction or error feedback is most commonly referred to as ‘written corrective feedback (WCF)’. The emphasis on ‘correctness’ in ‘WCF’ suggests native-speakerist standards or norms, which are controversial in an increasingly globalized world. In this Forum article, I discuss the problems associated with WCF from a Global Englishes perspective and suggest broadening the notion by removing the ‘corrective’ emphasis to encompass a focus on language use. I then examine the benefits of the broadened perspective on ‘feedback on language use’, which will steer research attention away from a narrow focus on error and standards in writing, with useful pedagogical implications that reflect English as a global language in the 21st century.
Sketches Toward a Decolonial Applied Linguistics
Anna De Fina, Italian Deapartment and Linguistics Department, Georgetown University, Washington, DC, USA
Marcelyn Oostendorp, Department of General Linguistics, Stellenbosch University, Stellenbosch, South Africa
Lourdes Ortega, Italian Deapartment and Linguistics Department, Georgetown University, Washington, DC, USA
Abstract This special issue responds to an increasing interest in decolonial and Southern thinking in applied linguistics. In this Introduction, we first discuss some basic historical facts about colonization, and we highlight some key concepts. We then present the six contributions in the special issue. Three contributions compellingly expose the pervasiveness of coloniality and give reason to doubt that it can ever be overcome; the other three contributions open spaces for the decolonial possibilities of healing, hope, and futurity. We then discuss some key issues in decolonial and Southern scholarship, including the role of non-conventional writing in decolonial research, the differences between decolonial and social justice projects, the difficulties of decolonizing Eurocentric knowledge through Euro-Anglo-Northern tools, and deep inequities in the geopolitics of knowledge. We hope that the special issue will enable readers to re-see long-standing applied linguistics questions through decolonial and Southern lenses. We also hope to make the case why decolonial projects are worth the trouble.
From Silence to Silencing? Contradictions and Tensions in Language Revitalization
Pia Lane, Centre for Multilingualism in Society across the Lifespan (MultiLing), Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway
Abstract Language revitalization is imbued with tensions, and while it often is emancipatory, reclaiming a language can be a painful, silencing experience. Processes of colonization have led to epistemological absences (Santos 2012), which may be conceptualized as manifestations of silence. Understanding how and why silences come about and linger today is important for overcoming challenges those engaging in language reclamation may face. Therefore, paying attention to silences and emotional aspects of revitalization processes is important. In order to explore the inherent tensions of revitalization processes, I investigate lived experiences of language reclamation, focusing on emotions and silences in revitalization processes of Sámi in Northern Norway. European nation states colonized not only in the global South, but also ‘at home’. Thus, the South, in the form of silenced and marginalized populations, also exists in the global North (Santos 2012). Drawing on perspectives from Southern Theory and Gordon’s (2017) sociology of haunting, I investigate silences, emotions and tensions in language reclamation to shed light on how our colonial past may re-emerge in processes of language reclamation.
Decolonizing US Latinx Students’ Language: El Sur in the Schools of El Norte
Ofelia García, The Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016, USA
Abstract This article considers how the racialized bilingual Latinx students in El Norte live in an epistemological Sur where their knowledge systems, which include their language and cultural practices are discounted. Centring the schooling experience of two US Latinas today, the article theorizes the differences between perceiving their language and bilingualism from the external perspective of dominant schooling institutions of the Global North, and from the inside perspective of racialized speakers. Bringing to bear thinking from an epistemological Sur (Santos 2009), revealed through a decolonizing sociolinguistic approach and Latinx decolonizing research sensibility, the article discusses how tools external to the Latinx experience—academic language and additive bilingualism—have contributed to the subjugation and failure of Latinx students. It ends by proposing translanguaging as a tool that has emerged from Latinx own experience and how its use in their education may open a decolonial option.
Colonizability and Hermeneutical Injustice in Applied Linguistics Research: (Im)possibilities for Epistemological Delinking
Osman Z Barnawi, English Language Department, Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia
Hamza R’boul, Department of International Education, The Education University of Hong Kong, Hong Kong, China
Abstract The field of applied linguistics is a remarkable case of deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language (the ascendency of English as both a topic of research and academic lingua franca). The dominance of the Anglo-sphere through epistemology and language in applied linguistics renders the process of decolonization even more problematic than in other fields, for the only available tools to decolonize are those of coloniality. We argue that despite the end of formal decolonization and the incessant decolonial impulses, the Global South(s) may be still colonizable. Through ages of epistemic dominance, the Global South(s) may have encountered some tensions and challenges to exercise and legitimize ways of theorizing and doing applied linguistics research otherwise. That is, these alternative visions and praxis may again be underpinned by western traditions of thought that have shaped their foundational understandings of what language, linguistics, and practicality are. Epistemological delinking may be impossible as long as decoloniality itself is enunciated through the dominant voices and channels and according to the rationalities against which decoloniality in applied linguistics has been made to be understood. We go beyond the usual question of whether decolonization is possible, to ask: What decolonialities are possible to account for the Global South(s) and their varying degrees of colonizability? We employ what we term ‘collective introspection-retrospection’ as an epistemological journey of re-knowing, re-feeling, re-sensing, and re-imagining alternative epistemologies in applied linguistics.
Failing Fortunes of Applied Linguistics: Towards Surviving Mastery
Marcelyn Oostendorp, Department of General Linguistics, Stellenbosch University, Room 511, Arts Building, Private Bag X1, Matieland 7602, South Africa
Abstract The discourse of mastery is prominent in applied linguistics. The idea of mastery, however, does not remain only on the discourse level: curricula and policies are meant to be implemented, and therefore mastery and all that is associated with it (near perfection, dominance over something, etc.) is also practiced. In this paper, I argue that we might survive mastery by recuperating other ways of being, thinking, and learning. By drawing on examples from the South African higher educational context, I show glimpses of other ways of doing and thinking about language. Drawing inspiration from decolonial theory, I extend the notion of linguistic citizenship by showing that, for applied linguists, vulnerability, relationality, and failure could be points of focus as productive as mastery.
Linguistics in a Minor Key—Of Atmospheres, Voice(s), and Ethics
Ana Deumert, Department of African Studies and Linguistics, University of Cape Town, Rondebosch, South Africa
Abstract In this article, I reflect on the complexities of signification and suggest that the study of music allows us to push forward the radical project of dis-inventing language in applied linguistics (Makoni and Pennycook 2007). In thinking about language, music, and meaning, I focus on a song that has travelled around the globe and that has sounded the Black radical tradition: Aretha Franklin’s song Respect (1967). I explore the multiple significations of this song: the revolutionary atmosphere in which the song emerged and which it co-created, the voices that shape it, and the ethics that its words articulate. Throughout the text, I emphasize the importance of listening as a scholarly stance. Theoretically, the article draws on the ideas of minor theory (Deleuze and Guattari 1983) and disciplinary disobedience (Gordon 2014), two perspectives that are helpful when thinking about southern theory and decolonial scholarship. The aim is to see worlds in the grain of the voice (Barthes 1977), in the grain of a song, and to articulate expressive struggles.
Translanguaging Practices in Content-based Instruction in L2 Arabic
Ebtissam Oraby, Department of Classical and Near Eastern Languages and Civilizations, George Washington University, Washington, DC, USA
Mahmoud Azaz, School of Middle Eastern & North African Studies and Ph.D. Program in Second Language Acquisition & Teaching, University of Arizona, Tucson, AZ, USA
Abstract Using the tenets of translanguaging and with a focus on Arabic as a diglossic language, we examine the fluid and dynamic practices that transcend the boundaries between/among Standard Arabic, Arabic dialects, and English in content-based instruction in an advanced Arabic literature course. Using conversation analysis, we show how translingual practices in learner–learner and teacher–learner interactions and discussions utilize the available linguistic repertoires in the classroom discourse. These practices broke the priori established boundaries that set Standard Arabic as the target language. The use of Arabic dialects and English in the literature course promoted the negotiation of complex concepts, facilitated the engagement with and critical interpretation of literary texts, and enhanced the meaning-making process at large. The utilization of these translingual practices has maximized Arabic learners’ gains. The article theoretically enriches recent discussions about the role of available linguistic repertoires in the ideological divide between language and content courses in language programs. It also advances the position that pedagogical translanguaging destabilizes the status of standard varieties as the target in diglossic languages.
Self-access Strategy Instruction for Academic Writing Vocabulary: What Learners Actually Do
Isobel Kai-Hui Wang, Institute for Language Education, The Moray House School of Education & Sport, University of Edinburgh (Holyrood Campus), Edinburgh, UK
Andrew D Cohen, Professor Emeritus, University of Minnesota, Minneapolis, MN, USA
Abstract This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective verbal report data and log entries during and after each interactive session with the SI materials over an eight-week period. The results showed that the learners’ engagement in these sessions heightened their awareness of strategies for fine-tuning their comprehension and production of vocabulary. Issues also arose during their efforts at vocabulary fine-tuning—such as their doubting the results, their experiencing fatigue, and their perceived failure to strategize effectively. The study provided a look at the complex interplay of variables when the learners were attempting to extract insights from the SI materials. In particular, the data illustrated how style preferences related to the selection of strategies in academic writing. The implications for individualized approaches to the implementation of SI and for teachers’ support of L2 learners’ strategic performance are discussed.
A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction
Wei Ren, School of Foreign Languages, Beihang University, Beijing, China
Shaofeng Li, School of Teacher Education, Florida State University, Tallahassee, FL, USA
Xiaoxuan Lü, School of Foreign Languages, Beijing Forestry University, Beijing, China
Abstract This study investigates the effects of instruction on second language (L2) pragmatic competence and the factors that moderate the effectiveness of pragmatics instruction. A comprehensive literature search yielded 29 primary studies that involved 1,898 L2 learners, generating 54 effect sizes for between-group contrasts. Aggregated results showed that pragmatics instruction had a large, positive effect on the development of pragmatic competence, g =1.656 (95% CI: 1.387–1.924). Subsequent moderator analyses demonstrated that explicit instruction yielded larger effects than implicit instruction, but the difference was not significant; pragmatics instruction was more effective in foreign language settings than in second language settings; longer treatments yielded larger effect sizes than medium and short treatments; and teaching pragmatics at the high-school level produced the largest mean effect size among all institutional levels. In addition, the outcomes measured by written discourse completion task generated the largest effects, followed by oral production tasks, while multiple-choice tasks yielded the smallest effect sizes. We discuss the results by consulting previous meta-analytic studies and the methodological characteristics of the synthesized studies.
The Effect of Automatic Text Simplification on L2 Readers’ Text Comprehension
Dennis Murphy Odo, Department of English Education, Pusan National University, Pusan, South Korea
Abstract Texts used in L2 classrooms have traditionally been simplified manually, but recent technological advances allow us to investigate whether automatic text simplification (ATS) software can help L2 learners comprehend texts in second and foreign languages. Participants were divided into low and high L2 reading proficiency groups and assigned to read either the authentic or automatically simplified version of a text and completed a free recall task and MC comprehension test. The results did not show any significant correlations among the variables of topic knowledge, topic interest, and MC comprehension, but there were correlations among L2 reading comprehension, MC comprehension, and free recall results. Results also showed that the automatically simplified text facilitated the comprehension of the more proficient readers but not the less proficient readers according to their performance on the free recall assessment. Implications are that L2 teachers cannot blindly use whatever text they want with ATS, and ATS software designers may need to reconsider the current conservative approach to simplification that many ATS tools use.
Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement
Shiyao Ashlee Zhou, Department of English, Hainan University, Haikou, Hainan, China
Phil Hiver, School of Teacher Education, Florida State University, Tallahassee, FL, USA
Yongyan Zheng, College of Foreign Languages and Literature, Fudan University, Shanghai, China
Abstract In this study, we investigated how student engagement and disengagement change over the course of a semester in the L2 classroom. We modeled change at the inter- and intra-individual levels, using time-variant predictors to examine differences in student classroom engagement and disengagement trajectories. In addition to these temporal dynamics, we also examined what motivational antecedents are related to these changes in engagement and disengagement over time. We collected data from 686 students enrolled in general-purpose English courses at two publicly funded universities in China at three waves in a 17-week semester, and tested a series of multi-level, mixed-effects growth models. Our analyses showed that students who reported higher initial classroom engagement or disengagement levels had lower growth rates than their counterparts as the semester proceeded. Students’ classroom engagement in language learning dipped to its lowest point around the middle of the semester and peaked toward the end of the semester. Motivational antecedents were also strong predictors of student engagement and disengagement in the language classroom at both within- and between-person levels. We discuss the implications of these temporal dynamics of learner engagement in the language classroom.
Multilingual Realities, Monolingual Ideologies: Social Media Representations of Spanish as a Heritage Language in the United States
Ruth Kircher, Mercator European Research Centre on Multilingualism and Language Learning, Fryske Akademy, Doelestraat 8, 8911 DX Leeuwarden, Netherlands
Ethan Kutlu, Department of Linguistics, Department of Psychological and Brain Sciences, DeLTA Center, University of Iowa, 111 Phillips Hall, Iowa City, IA, USA
Abstract Little is known about how monolingual ideologies and their effects manifest in online contexts as compared to offline contexts. We conducted a corpus-assisted discourse study to investigate this, with a focus on Twitter representations of Spanish as a heritage language in the USA. We analysed two corpora (one English and one Spanish—over 30 million words), examining frequencies, collocations, concordance lines, and larger text segments. The results revealed evidence of the same ideologies found in offline contexts: normative monolingualism (drawing on the one-nation-one-language ideology and language purity ideologies) as well as raciolinguistic ideologies. We show how the semiotic processes of iconization and erasure lead to the (evidently erroneous) essentialization of Spanish heritage language speakers as a homogeneous group of un-American, racialized immigrants with broken language. This discursive creation of difference constitutes the basis for the systematic discrimination of Spanish heritage language speakers, thus reflecting and reproducing social inequality. Our findings therefore indicate the necessity of extending planning measures to protect heritage language speakers (and other minority groups) from offline contexts to online contexts.
Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom
Kevin W H Tai, Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong, China
Chiu-Yin (CATHY) Wong, Department of Curriculum & Instruction, School of Education, Monmouth University, West Long Beach, NJ, USA
Abstract Despite the extensive research on translanguaging in bi/multilingual classrooms, research on the context of first language (L1) classrooms remains scarce. This study fills the research gap by examining how a translanguaging space was created in an L1 classroom to prepare students to inhabit a world with different linguistic and cultural practices. The data were based on a linguistic ethnographic project in a first-grade L1 English Language Arts classroom in the U.S. Multimodal Conversation Analysis and Interpretative Phenomenological Analysis methods were employed for data analysis. This study revealed that such a translanguaging space encouraged students to view diverse languages as resources and appreciate linguistic and cultural diversity in the community. The teacher’s ability to create a translanguaging space for her L1 English students was shaped by the pedagogical translanguaging knowledge gained from her teacher training programme. As such, we posit the significance for all pre- and in-service teachers to acquire knowledge of translanguaging to develop students’ social-emotional well-being and their identities as citizens in this multilingual and multicultural world.
Linguistic dissociation: A general theory to explain the phenomenon of linguistic distancing behaviours
Ashley R Moore, Boston University, Wheelock College of Education and Human Development, Two Silber Way, Boston, MA 02215, USA
Abstract Across diverse yet largely unconnected reports, including language-focused research studies, psychotherapeutic case studies, literary biographies, and journalism, evidence exists of people distancing themselves from previously acquired linguistic resources, such as accents, dialects, and even named languages. In this article, I begin by discussing a selection of those reports, before arguing that there is a general process shared by these varied cases: linguistic dissociation. I then unpack my definition of linguistic dissociation, a relatively enduring psychosocial process in which an individual or group distances themselves from a set of linguistic practices already within their repertoire because those practices have come to connote a state of significant intersubjective disharmony, or contrasubjectivity. I construct a theoretical framework supported by related concepts—affective valence, evaluative conditioning, contrasubjectivity, prosubjectivity, and undesire—that provide a common theoretical vocabulary for discussing the phenomenon of linguistic dissociation and act as sensitizing tools for identifying and understanding heretofore unexamined linguistic distancing behaviours in other individuals and groups. I conclude by posing questions that future work on linguistic dissociation might answer.
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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