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University students’ metaphors for Canadian multiculturalism: Diverse perceptions International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-03-12 Kayvan Shakoury, Frank Boers
This study investigated the beliefs of university students at a university in Canada regarding multiculturalism and multicultural society, through examining the metaphors they use to talk about these concepts. We interviewed 50 students about their perceptions and experiences of multiculturalism in Canada and then asked them to explain their choice of metaphors. Many of the metaphors could be grouped
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Turkish students' language‐learning perezhivanie, learner identities, and transformation of self International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-03-11 Yeşim Bektaş‐Çetinkaya
This study used the Vygotskian concept of perezhivanie, an emotionally lived experience, to examine the identities of two Turkish language learners. Learner identity has been researched from social and psychological perspectives; however, the role of emotion and its relationship with cognition has not been sufficiently addressed. As a unit of analysis, Perezhivanie offers a holistic approach to examining
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Group concept mapping strategies for collaborative continuation tasks International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-03-05 Fan Su, Di Zou
The continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines
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Cultivating active engagement in pair work through peer modelling International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-03-02 Elham Rostami Darounkola, Baqer Yaqubi, Fatemeh Khonamri
The present study reports on how peer modelling with collaborative ground rules may contribute to the pair dynamics of one intermediate‐level English L2 learner when interacting with peers of the same as well as higher proficiency levels. The study was one‐semester long (i.e., nine sessions) and our pair talk data were collected from an intact class where pair members were involved in performing narrative
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Does the word‐writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation? International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-02-27 Shinichiro Kakihana
Studies on the effectiveness of the word‐writing strategy in vocabulary learning have yielded mixed results. However, this strategy has been widespread among learners of English as a foreign language (EFL). This study examines whether the word‐writing strategy is effective and whether learners overestimate its effectiveness. Sixty‐eight Japanese EFL learners acquired new English words through either
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Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-02-26 Michel Riquelme‐Sanderson, Lucía Ramos‐Leiva, Celia González‐Estay
Under the premise that revitalization can be attained through multi‐, inter‐, or transdisciplinary fields, this article posits that teaching English as a foreign language (EFL) can aid in revitalizing the Aymara, an indigenous community in Northern Chile, to avoid their cultural and linguistic extinction. This qualitative study explored how EFL teachers’ practices can contribute to revitalizing the
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Linguistic identities in the Arab Gulf states: Waves of changeBy SarahHopkyns, WafaZoghbor (Ed), Milton Park: Routledge. 2022.pp. 256. £34.99 (hbk), ISBN 9780367711719 International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-02-20 Saleh Mosleh Alharthi
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Examining learning opportunities and perceptions of Latin American ESL learners in varying proficiency-level groups International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-02-04 Franciele Spinelli
Learner-to-learner (peer) interaction has been integral to the second language (L2) classroom since the advent of communicative-oriented pedagogies. Despite the well-documented benefits of peer interaction, the extent to which learners benefit may be impacted by a range of factors, particularly their peers’ proficiency levels. Yet studies on the influence of peers’ proficiency have shown contradictory
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Conceptualising the role of practice level in language teacher identity construction: An identities-in-practice study International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-01-25 Ali Derakhshan, Farhang Moradi, Mostafa Nazari
Language teachers deal with different groups of learners as a natural aspect of their professional careers. However, little is known about how teachers construct their identities in response to various learner groups. This study relies on the concept of identities-in-practice and explores how six English-L2 teachers construct their identities across beginner and advanced levels of teaching. Data were
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Charting the path of sustainability discourse research: A systematic review of applied linguistic studies International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-01-24 Esterina Nervino, Joyce Oiwun Cheung, Jiayi Chen
This paper aims to understand the state-of-the-art of research on sustainability discourse in applied linguistics. The paper adopts a systematic two-stage review approach. In the first stage, 114 articles were classified into environment, social, and governance (ESG) according to the Global Reporting Initiative (GRI) categories. The second stage involves annotating the dataset using an open-coding
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The relationship between self-regulated learning strategy use and task engagement International Journal of Applied Linguistics (IF 1.492) Pub Date : 2024-01-05 Javad Zare, Khadijeh Aqajani Delavar, Ali Derakhshan, Mirosław Pawlak
Drawing on the explanatory sequential mixed-methods design, the present study aims to investigate the relationship, if any, between self-regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based
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Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-12-10 Erkan Yüce, Mostafa Nazari, Sedigheh Karimpour
Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course
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The role of reticence in the comprehension of metaphorical taboo expressions in the foreign language International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-12-07 Ferran Suñer, Barbara De Cock
The present study focuses on the influence of L2 learners’ attitudes toward and perception of sexual taboos on their comprehension of metaphorical taboo expressions. Other aspects such as the presence of contextual information and the L2 learners’ stay-abroad experience were also included in the study design. A total of 53 students of Spanish as a foreign language were presented with metaphorical taboo
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Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-12-07 Fei Lei, Xinjie Chen, Xitao Fan
The importance of “willingness to communicate” (WTC) in foreign language learning has been widely discussed. However, the current research on WTC mainly focuses on traditional classrooms, and there is insufficient attention to WTC in L3 online learning. This study explored the psychological process among motivation, WTC, foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and
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Enhancing EMI pedagogical curricula to prepare pre-service English teachers for socioculturally diverse classrooms International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-12-04 Sumi Kim, Janina Brutt-Griffler, Myung-Kwan Park
With the rise of English as a global academic lingua franca, the implementation of English medium instruction (EMI) in South Korea's higher education system has grown substantially. This mixed-methods study contributes to the scholarship on EMI policy and practice by drawing on data from the training experiences and self-assessment of 327 pre-service English teachers (PSETs) regarding their preparation
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The link between learner engagement and self-regulation. A multiple case study International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-30 Anna Mystkowska-Wiertelak, Jakub Bielak
The topic of language learners’ engagement, which has enjoyed immense popularity in recent years, emerged more than 20 years ago from the explorations of individual and social variables in task performance. In the domain of second/foreign language acquisition, what has attracted much attention is the relationship between engagement and other approximate concepts, such as motivation, interest, or investment
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Effects of speaker types and L1 backgrounds on the linguistic complexity of learners’ writing International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-29 Hui Wang, Gui Wang, Nan Wang, Li Wang
This study investigated the differences in linguistic complexity between different types of English users, including native speakers (NS), English as a foreign language (EFL) learners, and English as a second language (ESL) learners in terms of Kolmogorov complexity. Furthermore, we explored how first language backgrounds affect linguistic complexity. Our dataset contains 2272 argumentative essays
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The multiword processing by low-proficiency Japanese English learners: Meaningfulness and constructions International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-28 Takumi Kosaka
Recent psycholinguistic research underscores the significance of multiword units in language processing and acquisition, aligning with the Chunk-and-Pass framework. In this study, 55 low-proficiency Japanese English learners and 27 native English speakers undertook a phrasal decision task featuring two trigram types: syntactically and semantically complete (send me letters) and fragmental (send me
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Learner knowledge of English phrasal verbs: Awareness, confidence, and learning experiences International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-23 Sam Haugh, Osamu Takeuchi
This study investigated the knowledge of English phrasal verbs (PVs) among Japanese university students. PVs have been described by learners as ambiguous and difficult, often resulting in their avoidance, and much of the literature has focused on how they can be taught effectively. However, it is relatively unknown as to what knowledge learners typically develop on their own without undergoing classroom
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Historical development of English learning motivation research: Cases of Korea and its neighboring countries in East Asia By Tae-Young Kim, Springer. 2021, pp. xii + 318, 179.99$ (Hardcover). ISBN: 9789811625121 International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-23 Duk-In Choi
CONFLICT OF INTEREST STATEMENT The author declares no conflicts of interest.
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The impact of monolingual language policies on the multilingual language ecology of Sri Lanka International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-21 Agra Rajapakse
This qualitative study examined the role of different languages used in the country in the lives of 12 participants from the four main ethnic groups of Sri Lanka (i.e., Sinhalese, Tamil, Muslim, and Burgher). It sought to understand how monolingual language policies have impacted upon the country's plurilingual language ecology. The study examined the language ideologies of participants to understand
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Verb frame distribution and text difficulty: A corpus-based analysis of verb frames in Chinese textbooks International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-13 Meichun Liu, Zhuo Zhang, John Sie Yuen Lee
This study aims to explore how verb frames can potentially influence text difficulty and shed new light on text evaluation. Different from previous works focusing mostly on lexical frequencies, this paper explores semantic categories of verbs and their correlation with the difficulty levels (DLs) of textbooks. Based on a corpus of nine sets of primary school Chinese textbooks, verb-frame diversity
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Learning Chinese in a study abroad context: The case of ritual congratulating International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-15 Juliane House, Dániel Z. Kádár
In this paper, we explore how and why the realisation of the ritual act of congratulating may turn out to be challenging for foreign learners of Chinese. Congratulating and other ceremonial ritual acts are not only used when someone participates in an actual ritual event: they are also required when they are mentioned in mundane events, like casual interactions when someone talks about a family birthday
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Interdisciplinary variations of metadiscursive verb patterns in English research articles International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-06 Songyun Chen, Jiajin Xu
The widespread use of metadiscourse is vital to the study of academic discourse and genre analysis. This article focuses on the concept of metadiscursive verb patterns (MVPs) and examines their variation in English research articles across four domains representing hard/soft-pure and hard/soft-applied disciplines. Based on a bottom-up investigation of a self-compiled corpus, three findings are highlighted:
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Self-concept and self-visions in CLIL and non-CLIL learners and their effect on motivation International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-03 Lyndsay R. Buckingham, Janina Iwaniec
To date, most studies that explore the differences in motivation between content and language-integrated learning (CLIL) and non-CLIL learners have been mainly quantitative or have not controlled for differences in socio-economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non-CLIL learners, there has been little explanation of the reasons behind
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Multilingual development: English in a global context by Peter Siemund. ed. Cambridge/New York: Cambridge University Press. 2023. 289 pages. ISBN: 9781108844024 (hardback), 9781108926089 (paperback), 9781108915540 (epub) International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-03 Ruiyong Liu, Shifa Chen, Yule Peng
With the deepening of globalization, multilingualism has emerged as a common phenomenon, and English has gradually developed into a hub language. In this context, Peter Siemund's edited book, Multilingual Development: English in a Global Context delves profoundly into multilingual upbringing and development from an innovative perspective of English as a global lingua franca. Adopting an interdisciplinary
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Self-praise on social media WeChat Moments in L1 and L2 Chinese International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-11-01 Wei Ren, Yaping Guo
To date, second language (L2) pragmatics research has predominantly focused on learners’ oral communication, with digital communication being much less examined. In addition, although L2 pragmatics has mainly investigated speech acts, self-praise has not been examined from the L2 perspective. Therefore, this study investigates instances of self-praise posted by learners of Chinese on social networking
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Interaction between levels of text representation and working memory during L2 reading comprehension: What about it? International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-31 Tatiana Molokopeeva, Daphnée Simard
The relationship between L2 reading comprehension and working memory has been studied for years, and previous studies highlight the existence of a correlation between the two. However, to our knowledge, no previous study used Kintsch's Multilevel Comprehension Model to operationalize reading comprehension in the investigation of its relationship with working memory. More specifically, according to
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Compiled by AILA ReN Coordinator International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-31 Glenda El Gamal
1 AILA 60TH ANNIVERSARY WORLD CONGRESS, KUALA LUMPUR 2024 Dates: August 11–16, 2024 Venue: Kuala Lumpur Convention Centre Conference format: Hybrid Website: https://aila2024.com/ Call for proposals: https://aila2024.com/call-for-proposals/
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Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-29 Shawn L. Nissen, Rachel Kemmey, K. James Hartshorn
Second language (L2) learners of English must learn to produce English phonemes, words, and sentences. These L2 learners make many errors when learning English; they may change the place or manner of articulation, insert vowels, or delete consonants. Obstruent sounds, such as fricatives, affricates, and stops, can be especially difficult for L2 learners. This study analyzed native English speakers’
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Representation of the “business-self”: Professionals’ construction of multifaceted identities in written business communication International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-27 William Wai Lam Lee
This study explores professionals’ construction of their multifaceted identities as representatives of their corporations in business writing. The self-mention framework is applied to explore the representation of the “business-self” which I propose encompasses the projection of individual, collective, and corporate identities. A corpus of 100 CEO's letter to shareholders was examined for the use of
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The effect of CLIL on productive thematic vocabulary International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-26 Leah Geoghegan
In recent years, content and language integrated learning (CLIL) has become increasingly popular throughout Spain. One suggested benefit of this approach is that it increases students’ exposure to the language and facilitates their acquisition of subject-specific vocabulary (SSV). However, there is a scarcity of research demonstrating this advantage, particularly in terms of lexical availability (LA)
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Speech acts and interaction in L2 pragmatics: Insights from Chinese as the target language International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-27 Wei Ren
The articles in this special issue contribute to second language (L2) pragmatics by investigating different speech acts and interactions in Chinese as the target language. The studies all examined learners’ pragmatic performance in different contexts and compared their performance with that of native Chinese speakers. The findings of the articles showed what the learners could achieve and what they
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If you look at the table…: Directives in conference presentations and university lectures International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-24 Francisco Javier Fernández Polo
This paper investigates differences in the characteristic form, frequency and role of directives in two spoken academic genres, conference presentations and university lectures. The study also reports the existence of differences between English native and non-native speakers in the way they use directives at conferences. Data consist of a self-compiled corpus of conference talks and a comparable corpus
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The efficacy of written corrective feedback: Searching for the best predictors International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-23 Weiqing Wang
The efficacy of written corrective feedback (WCF) is affected by a variety of variables. To maximize the effect of WCF, it is necessary to find out what variables are more predictive of learning. The present study explored the best predictors of learning among six facets of WCF: explicitness, intensiveness, error type, complexity, languaging, and mode of languaging. Seventy-five first-year university
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“Behind the Screen, I Still Care about my Students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID-19 Pandemic International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-12 Honggang Liu, Hanxi Li, Fan Fang
Foreign language teachers’ management of their emotional expression has a significant impact on their classroom teaching and professional development. As the demand for online education continues to grow, researchers are increasingly paying attention to the emotional situations of teachers in online teaching. However, there has been minimal research on secondary school English as a foreign language
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Stance in article highlights: The promotion of Covid-19 research International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-10-12 Hang (Joanna) Zou, Ken Hyland
Covid-19 was the greatest public health crisis of a century, accounting for millions of deaths and initiating an urgent surge of published biomedical research. In this climate of social anxiety, researchers scrambled to publicize their work and achieve a medical breakthrough. The use of journal highlights, a brief bullet pointed list summarising the novel results of a study, is an important tool in
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Distribution of grammar learning through writing tasks: A potential role of proficiency International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-09-04 Jiani He, Yuichi Suzuki
The present study examines the optimal schedule of second language (L2) grammar practice. Fifty-four English-as-a-foreign language learners practiced using hypothetical conditionals through written production-based dictogloss tasks, accompanied by an explicit grammatical explanation, in three learning sessions over several weeks. Learners in the longer spaced group engaged in dictogloss tasks at intervals
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Speaking anxiety and task complexity effects on second language speech International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-28 Joan C. Mora, Ingrid Mora-Plaza, Gonzalo Bermejo Miranda
The association between speaking anxiety and L2 speech production, including L2 pronunciation, remains largely under-researched, especially in relation to task complexity. The present study investigates the effect of task complexity on speaking anxiety and their impact on specific dimensions of L2 speech production: speaking fluency (speed, breakdown, and repair) and accuracy (grammar, lexis and pronunciation);
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Group work dynamics and the role of leadership in face-to-face and online second language classes International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-27 Tomohito Hiromori
This study aimed to investigate how having a student in a leader role impacts group work dynamics (GWD) in face-to-face (FTF) and online communication. A total of 144 pre-intermediate English learners worked in groups of three on a picture-description task under one of the four conditions: with or without a leader in FTF or online settings. All exchanges were recorded, transcribed, and analyzed using
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How does learners’ L2 utterance fluency relate to their L1? A meta-analysis International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-21 Jianmin Gao, Peijian Paul Sun
Unraveling how learners’ L2 fluency performance relates to their L1 is crucial for promoting L2 speaking assessment. Despite the consensus that learners’ L1 and L2 are correlated in several measures of utterance fluency, there have been variations in the correlation strength resulting from methodological differences. The current meta-analysis aims to present an overall picture of the L1–L2 fluency
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Competence in multiple foreign languages as cultural capital in family language policy: Parents’ perceptions International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-21 Hao Xu, Xia Li, Zhibin Shan
Family language policy for children's foreign language learning has emerged as an important topic for research on language education policy and second language learning in general. Whilst there is no shortage of studies that examine how parents engage in the formation and transformation of family foreign language education policies, little has been known as to how parents perceive the value of multilingual
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Where there is suffering, there is sympathy: The speech act Sympathize in learning Chinese as a foreign language International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-09 Zepeng Wang, Yansheng Mao, Fangfang Long
The present paper aims to explore the performance of Sympathize as a speech act by advanced learners of Chinese as a foreign language (CFL). We collected data from both 16 advanced CFL learners and 16 native speakers of Chinese through a DCT, and we then asked 10 native speakers of Chinese to rate the appropriacy of the DCTs provided by the two groups. The results of our analysis show that the language
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A contrastive analysis of congratulate by native speakers of Chinese and advanced learners of Chinese International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-06 Jia Qiu, Xinren Chen, Yanli Cao
The present study aims to contrast the performance of Congratulate by advanced learners of Chinese as a Foreign Language (CFL) and Chinese native speakers. Adopting a bottom-up procedure, it discovers three types of Congratulate structures and seven categories of strategies used by both native speakers and advanced CFL learners. It also reveals that while social distance and power exert influence on
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“I think I am bilingual, but…”: Teachers’ practices of and student’ attitudes toward translanguaging in a Chinese intercultural communication class International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-05 Zhijie Wang, Bin Shen
Translanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students’ whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English-as-a-medium-of-instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used
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Rendering natural collocations in a translation task: The effect of direction, congruency, semantic transparency, and proficiency International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-04 Suhad Sonbul, Dina Abdel Salam El-Dakhs, Rezan Alharbi
Second language (L2) research has extensively examined various factors that might influence the processing and learning of collocations, including congruency, semantic transparency, L2 proficiency, and (to a limited extent) directionality. However, research examining the effect of these factors on the natural rendering of collocations by translation trainees is scarce. The present study aims to apply
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In the melting pot of web-crawled texts: The challenges of extracting English words from Croatian corpora International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-04 Jasmina Jelčić Čolakovac, Mirjana Borucinsky
The focus of this paper are English words and phrases used in Croatian which, unlike loanwords, have not undergone major adaptations at the orthographic, phonetic, or other levels apart from being influenced by the inflectional system of the recipient language. A list of English words in Croatian corpora was compiled using automatic algorithm extraction, corpus query language in Sketch Engine, and
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“Our study offers insight into…” Rhetorical promotion in English and Spanish conference abstracts International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-07-04 Pedro Martín, Sally Burgess
The conference abstract (CA) is an important promotional academic genre that allows scholars to introduce their research to their peers as a conference presentation if the proposal is accepted by the reviewing gatekeepers. However, few studies have explored the CA in specific disciplines and no studies have examined this genre from an intercultural perspective. In this paper, we present a move-step
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Teacher questions: A comparative analysis between English-medium and Basque-medium lessons at university International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-24 Iratxe Serna-Bermejo, David Lasagabaster
In this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English-medium instruction (EMI) and Basque-medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the
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Model-based feedback for L2 writing revision: The role of vocabulary size and language aptitude International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-24 Eun Young Kang
Although the utility of model-based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF)
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Using language to help people, or using people to help language? A capabilities framework of language policy International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-23 Dave Sayers
Language policy is a hugely diverse field, united only by the intent to influence language use in some way. Much early research in the field asserted that language policy had an emancipatory drive, to empower downtrodden minorities against the cruelty or indifference of majoritarian politics. But over the years, critical accounts have increasingly questioned who precisely benefits from promoting minoritized
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Compiled by AILA ReN coordinator International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-22 Glenda El Gamal
1 ReCal Research Network Claire KRAMSCH, the founder of the ReCAL research network, shared with us excerpts from her AILA Lyon 2023 presentation to give us an overview of the network's historical perspective and the developed or ongoing projects. Decolonizing applied linguistics research: An editorial project The Research Network ReCAL or Research Cultures in Applied Linguistics was established in
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Investigation into the factor structure of a local English placement test of oral communication International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-22 YunDeok Choi, Sonca Vo, Gary J. Ockey
This study describes the development process and examines the construct validity of an English placement test of oral communication (EPT OC) developed at a Midwestern university in the United States. This test includes a one-on-one oral interview and paired discussion task, and test performance is judged on an analytic rating scale. A confirmatory factor analysis conducted on the ratings of 338 students
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EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-13 Sanghee Kang, YouJin Kim
Although the value of digital multimodal composing (DMC) in language learning is being increasingly recognized, longitudinal studies focusing on second language (L2) students’ DMC practices are scarce. To fill the gap, this multi-case study aimed to explore English as a foreign language adolescent learners’ evolving perceptions of the role of DMC tasks in English learning and the relationship between
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Composition and implications of foreign-language anxiety among American study-abroad students in Morocco International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-08 Elias Bensalem, Robert Trevethan
In this study, the foreign-language anxiety (FLA) of American students of Arabic on three study-abroad programs in Morocco was examined. Exploratory factor analyses (EFAs) of the students’ data based on items from the Foreign Language Classroom Anxiety Scale yielded four distinct factors, or domains, of FLA: Somatic Distress, Self-Doubt, Nonengagement, and Apprehension. Although the students had a
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Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency: A new light on an old issue International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-06-07 Hung Tan Ha, Duyen Thi Bich Nguyen
In recent years, applied linguists have paid more attention to the contributory roles of vocabulary knowledge in language subskills. However, little evidence has been collected to shed light upon the cross-modality relationship between the two modalities of receptive word knowledge, namely phonological and orthographic vocabulary, and receptive language skills, namely reading and listening comprehension
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Cognitive processes during mid-clause and between-clause disfluencies in L2 English oral production International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-05-26 Manami Kobayashi
The present study explored the cognitive processes during which disfluency markers occur in second language (L2) oral production and the factors that cause them. Fukuta and Tamura (2017) reported that L2 learners focus more on grammatical than conceptual aspects during between-clause pauses, and on both conceptual and grammatical aspects during mid-clause pauses. The picture description tasks used
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Positive psychology in second and foreign language education Katarzyna Budzińska, Olga Majchrzak, Springer, Switzerland AG, 2021, xii+222 pp., ISBN 978-3-030-64444-4 (eBook) International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-05-26 Lu Wang, Shifa Chen
CONFLICT OF INTEREST STATEMENT It should be understood that none of the authors have any financial or scientific conflicts of interest with regard to the research described in this manuscript.
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A netnography of emergent ESOL researcher identity and development in a virtual community of practice International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-05-18 Julian Chen, Vincent Greenier, Sasha Janes
For emerging researchers, communities of practice (CoPs) can be a much-needed source of knowledge and support, particularly during a global pandemic. Within this context, a virtual CoP (VCoP) project was initiated for novice researchers in Teaching English to Speakers of Other Languages (TESOL)/Applied Linguistics worldwide to exchange perspectives and academic knowledge. Guided by netnography, our
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The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading International Journal of Applied Linguistics (IF 1.492) Pub Date : 2023-05-17 Benjamin Carcamo
In recent years, reading comprehension studies have followed a componential approach aimed at determining the way in which variables interact. However, in L2 academic reading comprehension, this progress is still in its initial stages. With this context in mind, this paper aims to explore the relationship between prior knowledge and L2 reading comprehension by proposing a mediation model that considers