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Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Xiaoli Yu
Based on Hyland’s (2018) interpersonal model of metadiscourse, this study explores MOOC video lecturers’ use of metadiscourse and compares it to traditional university lecturers’. Disciplinary variation in metadiscourse in the MOOC video lectures has also been investigated. The MOOC corpus consists of sixteen MOOCs across three disciplinary areas, including Arts and Humanities, Engineering and Physical
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“Here, We Investigate If There Is …”: A Functional Investigation of Self-Mentions in Research Article Abstracts Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Erdem Akbaş, Gülin Dağdeviren-Kirmizi, Özkan Kirmizi
The present study explored authorial presence in the abstracts across three purpose-built discipline-specific corpora of RAs in major but relatively less represented disciplines in corpus studies: Civil Engineering (CE), Political Sciences (PS) and Veterinary Medicine (VM). In particular, due to less attention having been paid to these fields, we examined explicit authorial references with a functional
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Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Edgar Bernad-Mechó
Higher education (HE) has experienced a swift internationalization process in the last decade, introducing English as a Medium of Instruction (EMI) in many universities. This new reality brings about novel challenges for content lecturers as they adapt to a new way of teaching in English for intercultural audiences. Following Ädel’s (2010) taxonomy of metadiscourse, this paper aims to explore the use
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One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Sitong Lu, Feng (Kevin) Jiang
Research articles are a primary medium for scholars to communicate with disciplinary community, but there is little evidence suggesting how much writing practices on different research subjects within a discipline diverge in a single journal. This study remedies the oversight by comparing the use of interactive metadiscourse in the papers of Applied Linguistics on language acquisition and discourse
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Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Rosa Lorés
Metadiscourse was initially conceived as a tool to explore mainly academic, monologic, written texts. When applied to the study of digital discourse, metadiscourse may reveal itself as a rather frustrating exploratory framework, firstly because of the problematised interaction between writer and reader in an online context where audiences are not easily identifiable and, secondly, because of the multimodal
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Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Hatice Sezgin, Ece Zehir Topkaya
Academic lectures are among the primary resources of knowledge for higher education students, which makes notetaking a requirement during lectures. The ability to take good notes and the quality of notes taken during lectures are associated with academic achievement; therefore, notetaking instruction is an important aspect of EAP courses. To this end, the present study aims at offering a genre-based
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The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Cansu Aykut-Kolay, Banu Inan-Karagul
Metadiscourse (MD) allows instructors to organize classroom discourse and reflect their own style while delivering the content. MD has been studied for years, especially with a focus on written contexts even though the number of studies conducted on spoken contexts in different educational settings has a tendency to increase. With the increasing spread of English medium instruction (EMI) across the
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Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-03 Vesna Bogdanović, Dragana Gak
Writing an abstract is a challenging assignment for graduate students as it requires condensing all the extensive research into a few sentences, providing sufficient background knowledge, and presenting findings compellingly to the academic community. This study observes how graduate engineering students cope with writing their abstracts for their first published papers, with a specific focus on metadiscourse
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Examining the Construction of “Teaching Assessment Literacy”: A Case Study of Teacher Conceptual Development in Collaborative Research Practice Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-02 Luxin Yang, Ning Zhang
This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky’s and Engeström’s notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme
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Visual Analysis of Dynamic Assessment Research Based on CiteSpace (1990–2022) Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-07-02 Yuxiu Nian, Lili Qin
This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent
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Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-04-11 Is’haaq Akbarian, Fatemeh Elyasi
This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies
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An Investigation Into Learners’ Cognitive Processes in Data-Driven Learning: Case Studies of Six Learners of Chinese Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-04-11 Tanjun Liu, Meilin Chen
Data-driven learning (DDL), the direct use of corpus by learners in the second language classroom, has been shown to be effective in improving learners’ acquisition of various English linguistic items (Boulton & Cobb, 2017). However, it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other
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Toward Teaching Innovatively: L2 Teachers’ Belief Change and Development Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-04-11 Chaochang Wang, Li-Jiuan Tsay
Rapid technological advances and enhanced global cooperation have led to tremendous changes in access to information and new modes of communication and, hence, calls have been made for instantaneous adjustments in education (Fullan, 2007). Despite global access to internet-enhanced modes of communication and up-to-date information on all subjects – including those relating to new and effective approaches
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Investigating the Borrowing of English Inflectional Morphemes Into Chinese Newspapers Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2024-04-11 Chuanbin Ni, Xiaobing Jin
It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–’s (possessive), –(e)s (plural), –ed (past tense, past participle), –ing (present participle), –en (past participle),–s (the
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A Decade of Research Into Second Language Acquisition: A State-of-the-Science Review (2009-2019) Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-09-28 Huili Wang, Hanning Guo, Lianrui Yang, Brent Wolter
This study investigated the knowledge domain of second language acquisition (SLA) research in 2009-2019. It selected about a decade of studies in the SLA knowledge domain and applied an available data analysis tool CiteSpace to show a picture of SLA research. The 11-year period of studies was retrieved from the Web of Science database, totally 4, 660 bibliographic records. By employing the embedded
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Insights From Informal Research Mentoring of Three University EFL Teachers Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-09-28 Chunmei Yan, Wuming Gong, Chunyan Zou, Jun Li
Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring
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Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-06-07 Marie Yeo
There has been increasing debate about the effectiveness of peer feedback, especially the way learners actively engage with and act upon the feedback (Lam, 2017). Yet research has shown that well-managed peer feedback offers a host of social, cognitive and linguistic benefits (Sun & Doman, 2018). This paper looks at the perceptions of 24 teachers of English from Myanmar who experienced and evaluated
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Developing Assessment Literacy for Classroom-Based Formative Assessment Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-06-07 Peter Yongqi GU, Ricky LAM
Formative assessment (FA) has been increasingly recognised as a powerful tool to improve teaching and learning, and thereby increase educational effectiveness. As such, FA has been written into government directives and curriculum standards; and incorporated into teacher education programmes. At the classroom level, however, teachers have found FA a formidable task that is difficult to implement. This
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Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-06-07 Rachel Goh, Kelvin Heng Kiat Tan
Assessment feedback is an important aspect of teacher assessment literacy which can be understood along three interrelated dimensions: conceptual in terms of conceptions teachers have of feedback, praxeological regarding feedback practice, and socio-emotional which relates to how teachers attend to the emotional dynamics of assessment from the students’ perspective (Pastore & Andrade, 2019). This paper
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A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-06-07 Armin Berger
For pre-service teacher education, it would be helpful to know how difficult certain aspects of language testing and assessment are for students. Such information could serve different pedagogical purposes including program design and lesson sequencing. This paper, situated in the context of pre-service teacher education at the University of Vienna, Austria, presents an approach to developing language
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Assessment Literacy in a Better Assessment Future Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-06-07 Susan M. Brookhart
This article offers a perspective on two questions: (1) How will a better assessment future differ from the current assessment landscape? (2) What will assessment literacy look like in that future? Answers will be based on a recent large-scale review of research in the area of assessment to inform teaching and learning and professional development work with teachers. The article will focus on identifying
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Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-03-16 Yongwei Bian
This is qualitative research on the development of learner identity (Norton, 2013) via “dialogic learner”—a newly-constructed teaching model. Research subjects were two groups of English majors in 2015 and 2016, each respectively in their first year at a university for liberal arts. Data collection includes learning reflections, interviews and questionnaires. Research findings demonstrate two trajectories
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An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2023-03-16 Guihua Ma
In order to explore the learning satisfaction and problems of the synchronous online teaching mode in an English comprehensive reading course during the COVID-19 epidemic period, this study constructed a synchronous online teaching mode based on the theory of community of inquiry and practiced it for one semester. The participants were 60 second-year English education majors, and the research methods
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Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-11-24 Jianying Du, Weiping Li, Qiong Li
In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for
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Changes in Argumentation Performance: Effects of Teacher-Student Collaborative Assessment Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-11-24 Xiaoyan Xu, Yuexin Zhong, Zimeng Shao
This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore
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The Application of Pragmatic Presupposition in Developing Critical Thinking of Writing Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-11-24 Yan Song, Shuaiqi Wang
This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements. This empirical study employs tests as the instruments. 126 non-English majors from a key university of Shandong Province participate in the study. The results of the Ennis-Weir Critical Thinking Essay Test indicate that
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Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-08-20 Yi Liu
With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking cultures to students is not sufficient for their needs. This paper depicts the reflective teaching process of my ten years of experience of teaching intercultural communication. The paper
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Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-05-17 Wei Yi, Shiyi Lu, Robert Dekeyser
This study investigates how orthographic, semantic and contextual variables—including word length, concreteness, and contextual support—impact on the processing and learning of new words in a second language (L2) when first encountered during reading. Students learning English as a foreign language (EFL) were recruited to read sentences for comprehension, embedded with unfamiliar L2 words that occurred
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Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-05-17 Anqi Zang, Huili Wang, Hanning Guo, Yan Wang
Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain. The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language (L2). In this study, participants are required to read action-related sentences describing an agent performing
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Where Psychology Meets Language Learning: Exploring the Positive Nexus Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-02-01 Tammy Gregersen
This paper provides an overview of positive psychology (PP), or the study of elements that make life most worth living (Peterson, 2006), and demonstrates its efficacy by detailing five intervention studies. By aligning PP objectives and linguistic aims in second language teaching and learning, the studies show multiplied, concurrent results, heightened teacher and learner wellbeing and improved language
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A Different Kind of Tension: Foreign Language Anxiety From a Positive Psychology Perspective Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-02-01 Aya Hayasaki, Stephen Ryan
This study investigates anxiety in foreign language learning from a positive psychology perspective, and in doing so, it considers some of the ways in which anxiety can interact with other aspects of language learner psychology to contribute to improved learning outcomes and improved learner well-being. The paper reports on a small-scale mixed-method study of English learners at a university in northern
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The Difference of Lemma Activation Between Native Speakers of English and L2 Speakers of English With L1 Chinese: Evidence From the Semantic and Phonological Priming Effects on L2 Speech Planning Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-02-01 Yi Ma, Mingyang Chen
This study examined the influence of semantic and phonological priming on L2 speech planning, as well as the difference between native and non-native speakers of English in terms of lemma activation. Two potential explanations for the contrast between the performance of L2 speakers and native controls were considered. The first of which was that L2 speakers’ phonological forms are activated before
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Achieving Self-Imitation for English Intonation Learning: The Role of Corrective Feedback Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2022-02-01 Zhongmin Li, Andrew-Peter Lian
Corrective feedback is crucial for pronunciation teaching. However, in current pronunciation teaching practice, the corrective feedback provided usually fails to locate pronunciation problems and inform learners of the differences between their mispronunciations and the correct form. Based on the motor theory, this study attempted to explore a new way of corrective feedback for pronunciation teaching
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Visualizing the Knowledge Domain of Motor Speech Disorders: A Scientific Review (2000-2019) Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-12-01 Huili Wang, Shurong Zhang, Xueyan Li
This review visualizes the knowledge domain of motor speech disorders (MSDs) in linguistics between 2000 and 2019 by means of scientometric methods. With topic searches, the study collected 869 bibliographic records and 20, 411 references from Web of Science Core Collection (WoSCC) of Thomson Reuter. The clustered and visualized document co-citation network of the MSDs knowledge domain in CiteSpace
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Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-12-01 Lawrence Jun Zhang
Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important
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Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-12-01 Lili zhang, Haitao liu
This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFL writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant
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Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition: Revisiting the Involvement Load Hypothesis Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-12-01 Le Chang, Yumeng Ding
Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks (gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography, receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English
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On L2 English Learners’ Formulaic Language Use and Spoken English Fluency Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-12-01 Junlei Xuan, Huifang Yang, Jaewoo Shim
This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA (canonical correlation analysis) was conducted to examine the correlations between two sets
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A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Heng Chen
The present study employed a quantitative and network approach to detect alignment effects in second language (L2) continuation tasks designed on the xu-argument (Wang, 2016). The materials used in this study were 6 sub-corpora consisting of two selected input stories and two groups of L2 written production based on two continuation tasks. During continuation, the participants were required to continue
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From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Mei Yang, Xiaofei Lu
Dialogues are fundamentally driven by xu (C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of (utterance) completion, (content) extension, and (topic) creation (CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in
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Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Lin Jiang, Yingxuan Luo, Jianling Zhan
This study aims to uncover the relationship between interaction and alignment in a reading-speaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different
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The Xu-Based Approach to Second Language Learning Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Chuming Wang
This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points: i) language is acquired through xu, a Chinese word with a composite meaning of completion, extension and creation (CEC) (Wang, 2016), and ii) high efficiency in learning a language is achieved by xu. Using a single word to capture the highly complex
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Creative Imitation: An Answer to the Fundamental Issue of L2 Learning Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Xiao Zhou
This paper reports on a study on the effects of reading-writing integrated tasks on vocabulary learning and explored the differential roles of creative construction and non-creative construction in promoting lexical learning. Participants were 90 first-year English majors, randomly assigned to two experimental groups (continuation and retelling) and one control group, with 30 students in each group
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An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-10-14 Chuming Wang, Wei Hong
This study investigated the efficiency of learning the Chinese numeral classifiers by L2 Chinese learners by means of an alignment-oriented task. Participants were a total of 96 intermediate learners of L2 Chinese, who were randomly assigned to two experimental groups and one control group, with each group consisting of 32 participants. The continuation task used in this study consisted of a picture-based
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The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-07-15 Rod Ellis
There are both pedagogical and theoretical grounds for asking second language writers to plan before they start writing. The question then arises whether pre-task planning (PTP) improves written output. To address this question, this article reviewed 32 studies by comparing the effect of PTP either with no planning or with unpressured online planning (OLP). These studies also investigated the moderating
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On Academic Discourse and Global Publishing: Disciplinary Persuasion in Changing Times Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-06-01 Meizhen Lin
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The Effect of Study-Abroad on Pragmatic Transfer Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-03-01 Naoko Osuka
This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twenty-two Japanese college students completed a multimedia elicitation task (MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers
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Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-03-01 Yuting Han
EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’ s research efficacy. The data were collected through conversations, notes, journals, and portfolios. The findings suggest
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Lexical Tone Perception in Mandarin Chinese Speakers With Aphasia Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-03-01 Qiang Li, Shuang Wang, Yunling Du, Nicole Müller
The brain localization debate of lexical tone processing concerns functional hypothesis that lexical tone, owing to its strong linguistic features, is dominant in the left hemisphere, and acoustic hypothesis that all pitch patterns, including lexical tone, are dominant in the right hemisphere due to their acoustic features. Lexical tone as a complex signal contains acoustic components that carry linguistic
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The Effect of Verbal Anchoring on the Processing of Advertising Pictorial Metaphors Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-03-01 Shuo Cao, Xuanyi Zhao, Ziya Xu
Although investigating metaphors in advertising is gaining in popularity, there are still certain unresolved arguments, such as the interaction between elements of different modalities. This study, composed of three behavioral experiments, aims to identify how verbal anchoring (literal anchoring, metaphor anchoring and unrelated anchoring) influences the processing of pictorial metaphors in advertising
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Affordance Derivation Facilitates the Semantic Access in Comprehending Chinese Puns Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-03-01 Qiaoyun Liao, Quan Hu, Mengting Gao, Lijun Meng, Zhipeng Tan, Jie Zheng
The study employed ERP technique to explore whether the affordance derivation can facilitate semantic access in comprehending Chinese puns. ERPs were measured while participants read the pun sentences containing dual meanings and made a judgement about the following probes and statements. The results showed that highly related probes in pun sentences elicited a smaller N400 and a larger LPC than moderately
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A Study of Three Variants of Gerund Construction from the Contrastive Perspective of Social and Natural Academic Abstracts on Construction Grammar Theory Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-02-28 Yan Jin, Mingtuo Yang
English gerund construction is a system composed of 3 variants, including “Gerund + ø”, “Gerund + of + NP”, and “Gerund + NP”. The noun and verb attributes of the 3 variants are recursive, and in theory their frequencies vary regularly in different styles. An abstract is placed before the beginning of an academic papers, which has the basic characteristics of conciseness and generalization, and has
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Why Isnice andAdj So Much More Frequent than Adjand nice?—From the Perspective of Humans’ Social and Limited-Processing-Capacity Attributes Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2021-02-28 Jinfang Peng
This paper investigates the phenomenon of imbalance between the frequencies of thenice andAdj and Adjand nicepatterns from the perspective of humans’ social and limited-processing-capacity attributes. Humans’ social attribute requires that language users stay informative with minimal effort in communication, resulting in the from-the-least-to-the-most-informative information organization in discourse
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Vocabulary Alignment in the Continuation Task of Translation Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-11-01 Qinghua Li, Kai Yao, Zengzheng Ge
Alignment effect in language research refers to the social cognition process in which people cooperate, adjust, and adapt to each other in interaction. Through empirical study, this paper explores alignment effect in the continuation task of translation (CTOT) and its possible influence on learning of English as foreign languge (EFL). The study was carried out by means of a CTOT. Participants were
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Incidental L2 Vocabulary Acquisition and Reading: Concerns, Progresses and Future Directions Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-11-01 Qian Wang
There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners ’ efficient communication and comprehension. Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary. This article intends to provide a digest of research on incidental vocabulary acquisition over
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Frequency Effect of Formulaic Sequences on CAF in Academic Writing: Examples from L2 Master’s Theses Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-11-01 Rong Ma
This study was conducted to explore the individual uses of formulaic sequence (FS) frequency and their effects on complexity, accuracy, and fluency (CAF) in academic writing. Data was collected from the conclusion sections of a self-compiled corpus of 30 L2 master’s theses. Statistical analysis revealed several notable conclusions. 1) Student writers tend to make repetitive use of particular FSs in
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Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1 Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-11-01 Fangzhi He
Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student
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Motivating in the Production-Oriented Approach: From Theory to Practice Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-10-13 Lingli Zhang
Motivating is the most creative phase of the Production-Oriented Approach (POA), making it different from other teaching approaches from the outset. This study aims to introduce the theory of motivating and its application to College English teaching practice by adopting dialectal research (DR). First, it gives an overall introduction to motivating, including its function, steps, and categories. Then
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An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-10-13 Xiaoling Chang
Teaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook
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Enabling in the Production-Oriented Approach: Theoretical Principles and Classroom Implementation Chinese Journal of Applied Linguistics (IF 1.0) Pub Date : 2020-10-13 Lin Qiu
Enabling as the second phase of the Production-Oriented Approach (POA) instruction (Wen, 2015), plays a vital role in determining the quality of productive performance of English language learners. To explore how to apply theoretical principles of enabling to practice, this paper interprets theoretical principles and reports the practice of the classroom implementation of enabling. The paper proposes