刊讯 | SSCI 期刊《语言教学》2024年1-2期

Language Teaching

Volume 57, Issue 1-2, April 2024

Language Teaching（SSCI一区，2023 IF：3.6，排名：16/194）2024年第1-2期共发文18篇。研究论文涉及语言教育研究、技术在语言教学中的应用、学术写作、多模态写作、多语研究、应用语言学混合方法研究等。欢迎转发扩散！

    往期推荐：    刊讯｜SSCI 期刊《语言教学》2023年第4期    刊讯｜SSCI 期刊《语言教学》2023年第3期
    刊讯｜SSCI 期刊 《语言教学》 2023年第1-2期

目录

Issue 1

■Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions by Ali Fuad Selvi, Bedrettin Yazan, Ahmar Mahboob，Pages 1-41.

■ Self-assessment in second language learning by Yuko Goto Butler, Pages 42-56.

■ Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction by Naoko Taguchi，Pages 57-67.

■Explicit and implicit knowledge and learning of an additional language: A research agenda, by Karen Roehr-Brackin, Pages: 

 68-86.

■Multilingualism in academic writing for publication: Putting English in its place by Mary Jane Curry, Theresa Lillis， Pages：

87-100.

■Transitioning from conversation analysis to mixed methods

by Paul Seedhouse, Pages：101-112.

■Select Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011) Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011) by Raquel Serrano, Pages：113-121.

■Vocabulary learning at first exposure: Replication of Gullberg et al. (2012) and Shoemaker and Rast (2013) by Imma Miralpeix, 122-131.

■Select Researching multilingually to rethink EMI policy and practices Researching multilingually to rethink EMI policy and practices by Yongyan Zheng, Xuesong (Andy) Gao, Jim McKinley, Heath Rose, Kari Sahan, Sihan Zhou, Jia Li, Josh Prada, Mingyue Gu, Wanyu Ou, Hoa T. M. Nguyen, Hang T. T. Nguyen, Sue Starfield, Trang Hoang, Sílvia Melo-Pfeifer, Angel M. Y. Lin， Pages：132-138.

■ Select Producing and researching podcasts as a reflective medium in English language teaching Producing and researching podcasts as a reflective medium in English language teaching by Matthew W. Turner, Robert J. Lowe, Matthew Y. Schaefer, Pages: 139-142.

Issue 2

■Select Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century by A. Mehdi Riazi, Mohammad Amini Farsani， Pages：143-182.

■Select Multimodal composing and second language acquisition Multimodal composing and second language acquisition by Jungmin Lim, Matt Kessler， Pages：203-214.

■Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning by Li Wei， Pages: 203-214.

■Native-speakerism and non-native second language teachers: A research agenda by Enric Llurda, Júlia Calvet-Terré, Pages：  229-245.

■Rod Ellis's essential bookshelf: Focus on form by Rod Ellis， Pages：  246-261.

■Select The ethical turn in writing assessment: How far have we come, and where do we still need to go?The ethical turn in writing assessment: How far have we come, and where do we still need to go? by Martin East, David Slomp， Pages：262-273.

■Select Revalidation of the L2-Grit scale: A conceptual replication of Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning Revalidation of the L2-Grit scale: A conceptual replication of Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning by Hitoshi Mikami， Pages：274-289.

■ Select ALR2023 Symposium: Innovation in applied linguistics, emerging methods and technologies ALR2023 Symposium: Innovation in applied linguistics, emerging methods and technologies by Dina Abdel Salam El-Dakhs, Suhad Sonbul, Anna Siyanova-Chanturia， Pages：290-293.

摘要

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Ali Fuad Selvi, Department of The University of Alabama, Tuscaloosa, AL, USA.

Bedrettin Yazan, Department of  Tuscaloosa, AL, USA.

Ahmar Mahboob, Department of  The University of Sydney, Sydney, Australia.

Abstract Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in) equity, privilege, marginalization, and discrimination in ELT.

Self-assessment in second language learning

Yuko Goto Butler, Department of University of Pennsylvania, Philadelphia, US.

Abstract Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and AUTONOMOUS LEARNING (Butler, in press).

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction

Naoko Taguchi, Northern Arizona University, Flagstaff, USA.

Abstract Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative practice. Technology can help produce rich multimodal input, opportunities for interaction with consequences, and experience-based learning, which are all important elements of pragmatics learning. This lecture highlights these benefits of technology-enhanced pragmatics learning using a digital game as a sample platform. We created a digital game to teach request-making in English by having participants experience interpersonal consequences of their request as feedback (observing their interlocutor's reactions to their choice of request-making forms). Using the digital game with Chinese learners of English, a series of studies were conducted to investigate a variety of topics, such as the effects of different feedback conditions on learning outcomes, role of metapragmatic knowledge in learning, and transfer of request-making knowledge to a novel speech act. This lecture presents findings from these studies and concludes with future research directions on technology-enhanced pragmatics learning.

Explicit and implicit knowledge and learning of an additional language: A research agenda

Karen Roehr-Brackin, Department of University of Essex, Colchester, UK.

Abstract This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established. Second, and closely related to the previous point, explicit and implicit knowledge and learning should be investigated across the human lifespan. Therefore, studies need to include to a greater extent hitherto under-represented groups such as children and older adults in order to pinpoint the benefits or otherwise of implicit and, in particular, explicit knowledge and learning in these age ranges. Third, researchers should aim to capture with their designs the complex and dynamic interplay of the multiple cognitive, affective, biographical and contextual factors that influence the development of explicit and implicit knowledge over time. Concrete tasks for future research are proposed under these three agenda items, with a view to assisting interested investigators in formulating research questions and specifying research designs.

Multilingualism in academic writing for publication: Putting English in its place

Mary Jane Curry, Department of University of Rochester, New York, USA.

Theresa Lillis, Department of The Open University, Milton Keynes, UK.

Abstract  We are living in an era characterized by multilingualism, global mobility, superdiversity (Blommaert, 2010), and digital communications. Mobility and multilingualism, however, have long characterized most geolinguistic contexts, including those where monolingual ideologies have influenced the formation of contemporary nation states (Cenoz, 2013). As language is a pillar of both curriculum and instruction, in many academic spaces around the world efforts are on the rise to acknowledge the colonial origins of English, decenter the dominance of Standard English(es), and decolonize knowledge production (e.g., Bhambra et al., 2018; de Sousa Santos, 2017). Additionally, many ‘inner circle’ (Kachru, 2001) Anglophone contexts have long witnessed the centrifugal forces of multilingualism. Yet what prevails in institutional academic contexts is a centripetal pull toward what has been captured in phrases such as ‘linguistic mononormativity’ (Blommaert & Horner, 2017) or ‘Anglonormativity’ (McKinney, 2017). Nowhere is this pull more evident than in the sphere of writing for publication, relentlessly construed as an ‘English Only’ space, as exemplified in Elnathan's (2021) claim in the journal Nature: ‘English is the international language of science, for better or for worse.’

Transitioning from conversation analysis to mixed methods

Paul Seedhous, Department of Newcastle University, Newcastle upon Tyne, UK.

Abstract This reflective piece tells the story of how I started out doing Conversation Analysis (CA) and have been transitioning into doing mixed methods for some years now. My basic argument is that language learning talk is too complex a phenomenon to analyse using a single methodology. Specifically, it is extremely difficult to isolate from the interaction concrete evidence of the learning of specific individual items in terms of change of cognitive state. This is owing to the singular complexity of language learning, which adds an extra level of complexity to language learning talk, hence supercomplexity. Of course, the counter-argument to this would be that CA as a methodology is designed to reveal the complexity and fluidity of spoken interaction. The complex organisation of ordinary conversation (Sacks et al., 1974) and of varieties of institutional interaction (Drew & Heritage, 1992) have been very well established for a very long time. CA has been extremely successful and popular as a methodology for the analysis of spoken interaction in a huge range of settings. There have been many CA studies of language learning talk over the last few decades, including my own. So why do I now feel that it cannot portray the full complexity of language learning talk on its own? There is an idiosyncratic problem with language learning talk, namely that it has an additional level of complexity superimposed on top of the regular problems of analysing spoken interaction. This is because language is the object as well as the vehicle of language learning talk.

Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011)

Raquel Serrano, Department of University of Barcelona, Barcelona, Spai.

Abstract There has been a great deal of interest in second language vocabulary studies regarding the potential of reading as a source of incidental vocabulary learning. More recently, several studies have also focused on comparing reading with other input modes, such as listening, or reading-while-listening. Among these studies there are two – Brown et al. (2008) and Vidal (2011) – that have been extensively cited because of the evidence they provided regarding the differential effects of reading versus listening in promoting incidental vocabulary gains. The present study presents different arguments for replication of these two original studies as well as specific ideas on how such replications could be conducted.

Vocabulary learning at first exposure: Replication of Gullberg et al. (2012) and Shoemaker and Rast (2013)

Imma Miralpei, Department of Universitat de Barcelona, Barcelona, Spai.

Abstract This article puts forward several proposals for replicating two well-known FIRST EXPOSURE studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gullberg et al. (2012), uses audiovisual input in Dutch learners of Chinese to assess word recognition and word meaning after watching a short video; while the second, by Shoemaker and Rast (2013), uses oral input with French learners of Polish to measure word recognition before and after 6.5 hours of intensive classroom exposure. Close and approximate replications of these studies can help to re-evaluate and generalise the findings, as well as contributing additional relevant data to the field.

Researching multilingually to rethink EMI policy and practices

Yongyan Zheng, Department of Fudan University, Shanghai, China.

Xuesong (Andy) Gao，Development of University of New South Wales, Sydney, Australia.

Abstract The invited colloquium, “Researching Multilingually to Rethink EMI Policy and Practices”, organized by Xuesong Andy Gao (University of New South Wales) and Yongyan Zheng (Fudan University) took place on 18 March 2023, at the annual meeting of the American Association for Applied Linguistics (AAAL) in Portland, Oregon, USA. This colloquium consisted of six paper presentations, followed by comments from a discussant. English Medium Instruction (EMI) refers to the use of English to teach academic subjects other than English itself, in regions where the majority’s first language (L1) is not English (Macaro,2018). EMI is increasingly used in contexts where English is not used widely. Although instructors and students in diverse EMI contexts are expected to utilize an expansive linguistic repertoire to meet academic goals (De Costa et al., 2021), applied linguists are still confronted with critical questions, including how the implementation of EMI policies can be refined to ensure that EMI practices lead to the desired educational outcomes (i.e., student gains in learning both English and subject content simultaneously), and how to ensure that the rise of EMI education does not undermine efforts to sustain the linguistic ecology and multilingualism of the local educational contexts. We invited applied linguistics researchers from different linguistic and cultural backgrounds to contribute to this colloquium and to argue that EMI practices need to rely on the multilingual resources that students, teachers, and researchers have when designing, implementing, and investigating EMI policies and practices. To this end, this colloquium adopted the framework of researching multilingually (RM-ly). RM-ly is described as an approach that researchers can take to conceptualize, understand, and make decisions about the generation, analysis, interpretation, and reporting of data when multiple languages are involved, along with the complex, negotiated relationships between the researcher and the researched (Holmes et al., 2013, 2022). Holmes et al. (2013, 2016) established the RM-ly framework, which revolves around three dimensions: intentionality, spatiality, and relationality. Intentionality refers to the awareness researchers develop in multilingual research, and their ability to recognize opportunities and reflect on the uniqueness of their investigations.Spatiality concerns understanding the multilingual characteristics and context of each research subject, the linguistic resources of the researcher, and potential representation. Relationality involves building and sustaining relationships with participants and stakeholders and identifying linguistic resources that facilitate these processes. RM-ly challenges the monolingual mindset. Instead of merely adding one language to another – yielding dual monolingualism (Prinsloo & Krause, 2019) – it is imperative to explore synergy between multiple languages across all stages of the knowledge-generation process.We expanded the RM-ly approach to the EMI learning and teaching contexts, aiming to examine:(1) how students’ English language proficiency and subject content knowledge can be enhanced; (2)how EMI researchers can maximize opportunities during their research process, stimulating selfreflection and raising their multilingual awareness, thereby empowering applied linguists, students,and teachers in underrepresented contexts to be heard; and (3) how to ensure educational equity as the expanding disparity in individual students’ access to learning resources leaves the less privileged at a disadvantage. To address these issues, the colloquium featured six paper presentations that tackled EMI policy and practices from various perspectives (e.g., indigenous, sociocultural theory, and critical)across different educational contexts (e.g., secondary schools, higher education).

Producing and researching podcasts as a reflective medium in English language teaching

Matthew W. Turner, Department of Tokyo University of Science, Tokyo, Japan.

Robert J. Lowe, Development of Ochanomizu University, Tokyo, Japan.

Abstract Since podcasting’s inception in the mid-2000s, it has been used in a variety of ways in education

and for language learning and teaching. In English language teaching (ELT), podcasts have been well-documented as target language resources introduced by teachers or utilised by learners autonomously (e.g. Hamzaoğlu & Koçoğlu, 2016). The medium has also been experimented with by language teachers as spaces for critical reflection and professional engagement. Since 2014, the authors of this article have been collaborating on The TEFLology Podcast, a long-running ELT podcast made for teachers, and concurrently investigating the uses and roles of the medium in our professional lives. In this summary, we will chart some of the studies that have already been conducted in our body of work, share our ongoing investigations, and suggest some future research directions.

Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century

A. Mehdi Riazi, Department of Hamad Bin Khalifa University, Doha, Qatar.

Mohammad Amini Farsani, Department of Iran University of Science and Technology, Tehran, Iran.

Abstract This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency discussions in the MMR literature. Using the quality and transparency framework, we report on: (1) which sources AL MMR researchers use to frame their studies, (2) how explicitly they explain the purpose and design structure of the MMR studies, (3) how transparently they describe method features (sampling procedures, data sources, and data analysis), and (4) how they integrate quantitative and qualitative data and analyses and construct meta-inferences. The results of the analyses will be reported and will show how MMR has developed and is represented in the published articles in the second decade of the twenty-first century. The discussion of the results will also highlight the areas future AL MMR researchers need to consider to make their studies and reports more rigorous and transparent.

Multimodal composing and second language acquisition

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK.

Abstract Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early 2000s. In the domain of second language (L2) research, Tardy's (2005*) study on multimodal composition in academia was one of the earliest to bring attention to the nonlinguistic features of L2 written output. Even after this pioneering study, in the few years that followed, only a handful of studies further explored aspects of L2 learners’ multimodal compositions. However, over the past decade, the fields of applied linguistics and second language acquisition (SLA) have witnessed an explosion of interest in both its study and classroom applications, with teachers’ adoption of multiple modes becoming an indispensable part of their pedagogical toolkits (e.g., Kessler, 2022; Li, 2021; Zhang et al., 2021).

Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning

Li Wei, Department of University College London, London, UK.

Abstract The idea of translanguaging has disrupted much of the  thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make.

Localising linguistic citizenship in England

Ben Rampton, Department of King’s College London，UK.

Melanie Cooke, Department of King's College, UK.

Abstract The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make.

Native-speakerism and non-native second language teachers: A research agenda

Enric Llurda, Department of Universitat de Lleida, Lleida, Spain

Júlia Calvet-Terré, Department of Universitat de Lleida, Lleida, Spain.

Abstract A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with either one of those two categories. In this paper, we provide a brief overview of relevant literature published after Moussu and Llurda's (2008) state-of-the-art article and set out a series of tasks that we deem important in order to expand the field of research and cover areas that have not yet been sufficiently investigated. Those tasks are grouped into three sections that cover the main aspects that we perceive to be in need of attention: (1) debunking native-speakerism; (2) differences between native teachers and non-native teachers; and (3) languages other than English.

Rod Ellis's essential bookshelf: Focus on form

Rod Ellis,  Department of Curtin University, Perth, Australia.

Abstract Rod Ellis is a Distinguished Research Professor at Curtin University (Perth,Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan,and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in the related fields of second language acquisition research and task-based language teaching. He has won the British Association of Applied Linguists prize (1985), the Mildenberger prize (1987), The Duke of Edinburgh prize (1994), and the International Association of Task-based Teaching prize(2021). His current H-index on Google Scholar is 109 The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make.

The ethical turn in writing assessment: How far have we come, and where do we still need to go?

Martin East, Department of University of Auckland, Auckland, New Zealand.

David Slomp, Department of University of Lethbridge, Lethbridge, Canada.

Abstract Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts – Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing – referred to, for example, as the ‘timed impromptu writing test’ (Weigle, 2002, p. 59) or the ‘snapshot approach’ (Hamp-Lyons & Kroll, 1997, p. 18) – featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment.

Revalidation of the L2-Grit scale: A conceptual replication of Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning

Hitoshi Mikami, Department of Chubu University, Kasugai, Japan.

Abstract  This study is a conceptual replication of Teimouri et al.’s (2022) investigation into the validity of the second language  (L2) grit scale (the L2-Grit scale). There are several concerns about the generalizability of the findings of Teimouri et al. (2022), especially regarding the discriminant validity of the scale and the relation of L2 grit with language achievements. A conceptual replication study was conducted because these concerns could be addressed by using a different methodology. The main findings include: (a) the factor structure of L2 grit was supported in the replication sample (106 English majors at a Japanese university), (b) the results support the discriminant validity of L2 grit, but in a different way from the initial study, and (c) L2 grit was a consistent predictor of L2-specific Grade Point Average and standardized test score. The results obtained lend further support for the validity of the L2-Grit scale.

ALR2023 Symposium: Innovation in applied linguistics, emerging methods and technologies

Dina Abdel, Department of Prince Sultan University, Riyadh, Saudi Arabia.

Suhad Sonbul,  Department of Umm Al-Qura University, Makkah, Saudi Arabia.

Abstract The International Symposium on Applied Linguistics Research (ALR) is organized and hosted by the Applied Linguistics Research Lab at the College of Humanities and Sciences, Prince Sultan University (PSU, Riyadh, Saudi Arabia). The event started in 2020 as a yearly online international symposium, and is in its fourth year (ALR2023). Given its unique location – Saudi Arabia – the ALR serves as a hub for researchers in this particular geographical area; however, it also attracts participants from other areas. It aims at promoting applied linguistics research in the Middle East through bringing together major international names and high-quality research in various applied linguistics disciplines.There were over 500 registered participants from 32 countries for the two days of the symposium (4–5 November 2023). The symposium included several invited events, including six keynote talks, four workshops, and a colloquium. The symposium featured an additional 18 paper presentations and five poster presentations that had been selected after a rigorous review process by a team of 53 reviewers from ten countries. Due to space limitation, the present report will focus only on the plenary sessions, workshops, and the colloquium. 

期刊简介

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.

《语言教学》是语言类专业人士必不可少的研究资源，为第二语言教学与学习领域的研究提供了丰富而专业的研究纵览。本期刊包括近期关于特定主题，第二语言及外语国家的批判性调查文章，并欢迎复制性、元分析等研究。期刊还包括对优秀博士论文的区域调查、基于主题的研究时间表、基于主题的研究议程、近期的会议演讲和关于正在进行的研究的报告。在该期刊中，受邀发表和主动投稿的文章均会通过完善的同行审议程序。

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