刊讯｜SSCI 期刊《应用语言学》2024年第1期

APPLIED LINGUISTICS

Volume 45, Issue 1, 2024

APPLIED LINGUISTICS（SSCI一区，2022 IF：3.6，排名：16/194）2024年第1期共发文11篇，其中研究性论文8篇，评论2篇，论坛文章1篇。研究论文涉及多话语模式与学生写作，排版增强对二语搭配习得的影响，语言推理等方面。欢迎转发扩散！

往期推荐：

目录

ARTICLES

■“None of You Have Read It?”: Membership Categorization among Adult MLLs in Collaborative Writing Tasks, by Tait Bergstrom, Pages 1–19.

■ Multi-discourse Modes in Student Writing: Effects of Combining Narrative and Argument Discourse Modes on Argumentative Essay Scores, by Zhan Wang and Ming Ming Chiu, Pages 20–40.

■Marrying Collective Wisdom: Researcher-practitioner Collaboration in Developing ELT Textbooks, by Dingfang Shu and others, Pages 41–64.

■Digital Storytelling: Changing Learners’ Attitudes and Self-efficacy Beliefs, by Marta Tecedor, Pages 65–87.

■ The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study, by Eva Puimege and others, Pages 88–110.

■Climate change in the UK press: Examining discourse fluctuation over time, by Mathew Gillings and Carmen Dayrell, Pages 111–133.

■Defining diagnostic uncertainty as a discourse type: A transdisciplinary approach to analysing clinical narratives of Electronic Health Records, by Lindsay C Nickels and others, Pages 134–162.

■ Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar, by Jimmy Van Rijt and others, Pages 163–188.

REVIEWS

■ Henry Widdowson: On The Subject of English, by Guy Cook, Pages 189–193.

■Alene Moyer: The Gifted Language Learner: A Case Of Nature or Nurture? by Duy Van Vu, Pages 194–197.

FORUM

■ Collecting Big Data Through Citizen Science: Gamification and Game-based Approaches to Data Collection in Applied Linguistics, by Yoolim Kim and others, Pages 198–205.

摘要

“None of You Have Read It?”: Membership Categorization among Adult MLLs in Collaborative Writing Tasks

Tait Bergstrom, Division of Humanities, Yale-NUS College, Singapore, Singapore

Abstract Collaborative writing tasks are common in multilingual university-level writing-intensive classes, but how multilingual language learners (MLLs) are socialized into this group work as a discursive practice is still poorly understood. This case study of adult MLLs in multilingual writing classes at a large public university provides insight into how this socialization can conflict with teaching goals. Membership Categorization Analysis (MCA), a micro-analytic approach, is used to investigate how students inter-subjectively assemble categories of identity in order to articulate their understanding of collaborative writing tasks and how they are obligated to negotiate them. Analysis of classroom talk reveals a conflict between student articulations of how to perform writing tasks when they interact with one another as group members and when they interact individually with instructors. Implications and a possible pedagogical intervention for the framing of collaborative writing tasks are discussed.

Multi-discourse Modes in Student Writing: Effects of Combining Narrative and Argument Discourse Modes on Argumentative Essay Scores

Zhan Wang, Analytics\Assessment Research Centre, The Education University of Hong Kong, Hong KongChina

Ming Ming Chiu, Analytics\Assessment Research Centre, The Education University of Hong Kong, Hong KongChina; Department of Special Education and Counselling, The Education University of Hong Kong, Hong KongChina

Abstract Although many studies modelled writing quality by analysing basic skills (spelling, grammar, etc.), few focused on top-down compositional strategies at the discourse level. We propose that using both narrative and argument discourse modes in an argumentative essay (a multi-discourse mode [MDM] strategy) capitalizes on their complementary advantages, yielding higher quality argumentative essays. We tested whether MDM strategy and linguistic features were linked to essay scores in 695 Chinese high-stakes exam essays by upper secondary school students. Path analyses showed that essays with the MDM strategy had higher scores. MDM essays also featured more words, shorter sentences, more infrequent words, and more concrete words—all contributing to higher essay scores. Additionally, essays written from a picture prompt (versus a text prompt) had higher scores. This study captures how discourse strategies can improve essay writing.

Marrying Collective Wisdom: Researcher-practitioner Collaboration in Developing ELT Textbooks

Dingfang Shu, The Shanghai Centre for Research in English Language Education, Shanghai International Studies University, Shanghai, China

Shanshan Yang, College of Foreign Languages and Literatures, Fudan University, Shanghai, China

Masatoshi Sato, Department of English, Universidad Andres Bello, Santiago, Chile

Abstract The need for collaboration between researchers and practitioners to address the research-practice gap is a long-debated topic in applied linguistics. Little is known, however, about how researchers and practitioners can collaboratively develop teaching materials, as a potential venue to narrow the gap. This study explored how two groups of professionals in China worked together to develop textbook materials and achieved bi-directional knowledge flow. In addition, the textbooks were analyzed in light of how participants contributed to the co-authored product. Interviews with four researchers and three practitioners along with their written reflections revealed relatively equal and constructive collaborative relationships in which multi-directional knowledge flow, co-creation of new knowledge, and positive emotional interactions emerged. Though subtle, the collaboration was reflected on the nature of the developed textbooks. With a nuanced interpretation of the complexity of researcher-practitioner collaboration, we highlight the emotional dimension of collaboration and the need to pay attention to the person in the collaboration when examining a research-practice relationship.

Digital Storytelling: Changing Learners’ Attitudes and Self-efficacy Beliefs

Marta Tecedor, School of International Languages and Cultures, Arizona State University, Tempe, AZ, USA

Abstract This study examines the impact of writing instruction on Spanish heritage language (SHL) learners’ attitudes towards digital stories (DS) and self-efficacy beliefs with regard to academic writing, multiliteracies, and computer abilities. Two types of writing instruction—a traditional curriculum centered around genres and a multiliteracies curriculum consisting of the interpretation and design of DSs—were implemented in fourth and fifth-semester SHL courses at a US university in the Southwest. Drawing on Gardner’s (1985) conceptualization of attitude, and Bandura’s (1991) construct of perceived self-efficacy, a survey was designed to explore changes in participants’ (n = 225) scores before and after the treatments. Confirmatory factor analysis was conducted to determine the reliability of the instrument and a latent mean structure analysis was used to explore differences among groups before and after the 16-week intervention period. Findings indicate that curricular changes aimed at developing multiliteracies benefitted participants in two of the four domains under examination: attitude towards DSs and self-efficacy in multiliteracies abilities. Areas in which participants exposed to the multiliteracies curriculum did not experience a positive impact—self-efficacy in academic writing abilities and computer abilities—provide insights into how multiliteracies abilities develop and potential modifications that can be implemented in the curriculum to maximize its positive impact.

The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study

Eva Puimege, KU Leuven, Department of Linguistics, Sint-Jacobsmarkt 49-51—box 15540, 2000 Antwerpen, Belgium

Maribel Montero Perez, Ghent University, Department of Linguistics, MULTIPLES—Research Centre for Multilingual Practices and Language Learning in Society, Blandijnberg 2, 9000 Gent, Belgium

Elke Peters, KU Leuven, Department of Linguistics, Sint-Jacobsmarkt 49-51—box 15540, 2000 Antwerpen, Belgium

Abstract Collocations have been of considerable interest to applied linguistics and SLA researchers, due to their pervasiveness in language. In corpus research, collocations are broadly defined as pairs of content words like nouns and adjectives that appear more frequently in language than the occurrence frequency of the individual words would predict (Biber et al. 1999). Typical examples in English are heavy rain and strong wind. As conventional forms of expression, collocations may be used to express concepts in an efficient manner, or serve as phrasal terminology in technical, scientific, or academic discourse (e.g. Schmitt and Carter 2004).

Research has shown that L2 learners tend to produce many collocations that are deviant or non-nativelike (e.g. *make a photo) in their speech (Nekrasova 2009) and writing (e.g. Durrant and Schmitt 2009; Laufer and Waldman 2011). Although the evidence is far from conclusive, it is generally thought that L2 collocation knowledge develops slowly, and therefore does not always show up at the level of productive use (e.g. Durrant and Schmitt 2010). A better understanding of why this might be the case requires a closer look at the variables that may affect the learnability of collocations.

Climate change in the UK press: Examining discourse fluctuation over time 

Mathew Gillings, Institute for English Business Communication, Vienna University of Economics and Business, Welthandelsplatz 1, 1020, Vienna, Austria

Carmen Dayrell, ESRC Centre for Corpus Approaches to Social Science (CASS), Lancaster University, Lancaster, LA1 4YW, UK

Abstract This article examines the discourses around climate change in the UK press from 2003 to 2019. Our main goal is to investigate how the media discourse developed during a period of significant world events, whilst also exploring the change in the UK public’s perception of the problem. We combine the novel technique of Usage Fluctuation Analysis (UFA, McEnery et al. 2019) with corpus-assisted discourse analysis to track the fluctuation in the usage of the phrases climate change and global warming over this 17-year period. Thus, in addition to offering a methodological contribution by applying UFA to a relatively small specialized diachronic corpus, this article offers new insights on how the discourse evolved. Results indicate that the tabloids and broadsheets offer a surprisingly similar image of climate change discourse, both showing two major discoursal shifts. From an overall prevalence of articles advocating for the climate change cause, the discourse incorporated voices of climate sceptics from 2008 onwards, moving on to increased coverage and awareness of the problem in recent years when the public started to engage in it more heavily.

Defining diagnostic uncertainty as a discourse type: A transdisciplinary approach to analysing clinical narratives of Electronic Health Records

Lindsay C Nickels, Digital Scholarship Center, University of Cincinnati, Cincinnati, OH, USA

Trisha L Marshall, Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA

Ezra Edgerton, Digital Scholarship Center, University of Cincinnati, Cincinnati, OH, USA

Patrick W Brady, Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA

Philip A Hagedorn, Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA

James J Lee, Digital Scholarship Center, University of Cincinnati, Cincinnati, OH, USA

Abstract Diagnostic uncertainty is prevalent throughout medicine and significantly impacts patient care, especially when it goes unrecognized. However, we lack a reliable clinical means of identifying uncertainty. This study evaluates the narrative discourse within clinical notes in the Electronic Health Record as a means of identifying diagnostic uncertainty. Recognizing that discourse producers use language ‘semi-automatically’ (Partington et al. 2013), we hypothesized that clinicians include distinct indications of uncertainty in their written assessments, which could be elucidated by linguistic analysis. Using a cohort of patients prospectively identified as having an uncertain diagnosis (UD), we conducted a detailed corpus-assisted discourse analysis. The analysis revealed a set of linguistic indicators constitutive of diagnostic uncertainty including terms of modality, register-specific terms, and linguistically identifiable clinical behaviours. This dictionary of UD indicators was thoroughly tested, and its performance was compared with a matched-control dataset. Based on the findings, we built a machine learning classification algorithm with the ability to predict UD patient cohorts with 87.0% accuracy, effectively demonstrating the feasibility of using clinical discourse to classify patients and directly impact the clinical environment.

Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar

Jimmy Van Rijt, Tilburg Center of the Learning Sciences, Tilburg University, Warandelaan 2, 5037 AB Tilburg, the Netherlands

Arina Banga, Department of Teacher Education, Tilburg University of Applied Sciences, Professor Goossenslaan 1, 5022 DM Tilburg, the Netherlands

Martijn Goudbeek, Department of Communication and Cognition, Tilburg University, Warandelaan 2, 5037 AB Tilburg, the Netherlands

Abstract An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils’ LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers’ need for cognition and their willingness to engage in grammar.

Henry Widdowson: On The Subject of English

Guy Cook, King's College London-SECS, UK

Abstract CRITIQUES: ‘There has been general agreement in recent years’ blandly intones one writer quoted in this book. Most readers pass over such harmless verbiage without comment. Not Henry Widdowson. He takes issue. ‘General agreement’ is not the desirable quality this hapless writer assumed. Where such general agreement has become unthinking orthodoxy, it is ruthlessly and rigorously taken apart, piece by piece, again and again. Iconoclastically, irreverently, persistently, Widdowson lays bare easy consensus in linguistics, applied linguistics, and English language teaching (ELT) theory—as well as the accompanying easy watchwords, often evoked but seldom critiqued: ‘complexity’, ‘creativity’, ‘critical’, ‘interdisciplinarity’, ‘real language’.

This may sound negative, especially to scholars addicted to mutual praise (‘Thank you so much for a fascinating talk….’). But it is not. Out of the criticism come strong, positive values. Critique is not an end in itself—never personal, petty, or spiteful. It is ideas, or the absence of them, that are criticized, not people. The book is relentlessly Socratic, dialectic, agonistic, determined to pursue the implications, and illogicalities of what some leading figures have said and their acolytes unquestioningly accepted. It is a book of arguments (in both senses of the word) rather than data—indeed, Widdowson is particularly scathing about the current addiction to data for its own sake rather than as evidence for ideas.

Alene Moyer: The Gifted Language Learner: A Case Of Nature or Nurture?

Duy Van Vu, KU Leuven, Belgium

Abstract Recent years have witnessed an increased interest in high-level second/foreign language (L2) proficiency in second language acquisition (SLA) research (e.g. Hyltenstam and Abrahamsson 2012; Hyltenstam et al. 2018). One mystery, however, that remains unsolved from previous research is what truly drives exceptional post-pubescent or adult L2 learners who master an L2 to a high level, or often referred to as gifted language learners. Understanding mechanisms underlying gifted language learning (GLL) is of paramount importance for both SLA research and L2 learning and teaching. Drawing on multidisciplinary research, the book ‘The gifted language learner: A case of nature or nurture’ by Alene Moyer is set out to unravel the mystery of GLL.

The book is divided into six chapters, each of which is enclosed with a brief outline at the beginning and conclusions at the end. Before delving into GLL, the author places giftedness under a historical perspective to illuminate its conceptualization, operationalization, and development in a variety of disciplines in Chapter 1 under the titles Giftedness, Then, and Now. Major theories are discussed, revealing varying definitions of giftedness and the increasingly practical and multidimensional perspectives on giftedness. A number of questions regarding the nature of giftedness remain hitherto unanswered, but the general consensus is that giftedness is a multifaceted concept, involving a variety of congenital, environmental, and experiential factors that might not be constantly stable and presumably interact with each other. The author also discusses the social implications of research on giftedness, drawing attention to the issues of social equality and inclusivity in education.

Collecting Big Data Through Citizen Science: Gamification and Game-based Approaches to Data Collection in Applied Linguistics

Yoolim Kim,  Psychology Department, Cognitive & Linguistic Sciences Program, Wellesley College, 106 Central Street, Wellesley, MA 02481, USA

Vita V Kogan, School of Slavonic and East European Studies, University College London, London, UK

Cong Zhang, School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK

Abstract Gamification of behavioral experiments has been applied successfully to research in a number of disciplines, including linguistics. We believe that these methods have been underutilized in applied linguistics, in particular second-language acquisition research. The incorporation of games and gaming elements (gamification) in behavioral experiments has been shown to mitigate many of the practical constraints characteristic of lab settings, such as limited recruitment or only achieving small-scale data. However, such constraints are no longer an issue with gamified and game-based experiments, and as a result, data collection can occur remotely with greater ease and on a much wider scale, yielding data that are ecologically valid and robust. These methods enable the collection of data that are comparable in quality to the data collected in more traditional settings while engaging far more diverse participants with different language backgrounds that are more representative of the greater population. We highlight three successful applications of using games and gamification with applied linguistic experiments to illustrate the effectiveness of such approaches in a greater effort to invite other applied linguists to do the same.

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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