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Standing ‘in’ and ‘out’ from the Crowd in a Small Genre: Proximity and Positioning in Applied Linguists’ Email Signatures Appl. Linguist. (IF 4.155) Pub Date : 2024-03-12 Erhan Aslan, Sylvia Jaworska
Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient
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Towards Clarification of the Second Language Learner Engagement Construct: Taking Stock of its Conceptual Overlap and Hierarchical Structure Appl. Linguist. (IF 4.155) Pub Date : 2024-02-29 Hoi Vo
L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging
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Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space Appl. Linguist. (IF 4.155) Pub Date : 2024-02-17 Agnieszka Lyons, Caroline Tagg
This paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural
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English in Specialized Communication and its Impact on Spanish Medical Lexicon Appl. Linguist. (IF 4.155) Pub Date : 2024-02-10 Jorge M Porras-Garzón
The use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context
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Inappropriate Identities: Racialized Language Ideologies and Sociolinguistic Competence in a Study Abroad Context Appl. Linguist. (IF 4.155) Pub Date : 2024-02-08 Devin Grammon
This article examines cases where two study abroad students—Rita and Jack—problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners’ sociolinguistic competence in a study abroad context involving their knowledge of native speaker norms
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Managing the Flow of Talk: A Longitudinal Case Study of the Multiword Expression det er sant in L2 Norwegian Interactions Appl. Linguist. (IF 4.155) Pub Date : 2024-02-07 Paulina Horbowicz, Marte Nordanger
Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner’s recurring, increasingly frequent, and diverse use of the multiword expression det er sant (it/that is true) (DES) in L2 Norwegian interactions over a time span of four months. While
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Beyond the Front Yard: The Dehumanizing Message of Accent-Altering Technology Appl. Linguist. (IF 4.155) Pub Date : 2024-01-25 Ameena L Payne, Tasha Austin, Aris M Clemons
Over the past decade, the artificial intelligence (AI) industry, as it relates to the speech and voice recognition industry, has established itself as a multibillion-dollar global market, but at whose expense? In this forum article, we amplify the current critiques of the architectures of large language models being used increasingly in daily life. Our commentary exposes emerging AI accent modification
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What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories Appl. Linguist. (IF 4.155) Pub Date : 2024-01-25 Yishi Jiang, Xiaofei Lu, Fengkai Liu, Jianxin Zhang, Tan Jin
An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative
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Problematizing Possible -isms in Adult Second Language Classrooms Appl. Linguist. (IF 4.155) Pub Date : 2024-01-04 Nadja Tadic
While addressing issues of prejudice and exclusion is crucial for helping adult second language (L2) learners acquire and critique socio-interactional norms of their pluralistic communities, there is still a lack of work examining how teachers can problematize prejudiced talk when it arises in the classroom. Within the detail-oriented frameworks of conversation analysis and membership categorization
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Building a Child’s Trust before a Medical Procedure: A Linguistic Case Study Appl. Linguist. (IF 4.155) Pub Date : 2023-12-12 Ilse Depraetere, Stéphanie Caët, Sara Debulpaep, Siham Ezzahid, Vikki Janke
When a paediatrician establishes a trusting relationship with their patient, the chance of a positive outcome multiplies. A calm child, who participates fully in the communicative exchange is more receptive to the clinician’s requests and reports weaker sensations of pain. This experience stays with the child, shaping how they approach their healthcare as adults. Our qualitative case study unpacks
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Manner and Quality of Negotiation During L2 Collaborative Writing Appl. Linguist. (IF 4.155) Pub Date : 2023-12-01 Zhenhao Cao, Rachael Ruegg, Stephen Skalicky
Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation
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Are Textbooks Authentic From a Developmental Perspective? A Corpus Analysis of Word Use in Chinese Textbooks in US Universities Appl. Linguist. (IF 4.155) Pub Date : 2023-11-11 Xun Yan, Yuyun Lei, Chilin Shih
There is a prevailing belief that second language (L2) textbooks should strive for authenticity, aiming to accurately and reliably represent natural language use. However, assessing the authenticity of language textbooks is not a straightforward task, as it requires both a comparison between instructional texts and real-world language use and a consideration of the comparison within the broader context
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Interpreting Swearwords in Police Interviews and Perceived Offensiveness of Insults in the UK and Spain Appl. Linguist. (IF 4.155) Pub Date : 2023-10-16 Alberto Hijazo-Gascón, María Gómez-Bedoya, Luna Filipović
Despite how damaging the consequences of an inadequate translation of swearwords might be, little attention has been paid to insults, in both academic research and interpreting training. The mistranslation of an insult can affect how the police officer perceives the severity of the punishable offence and makes a judgment about what kind of action is appropriate. This study includes two experiments
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Promoting Minority Language Use to Foster Revitalisation: Insights From New Speakers of West Frisian Appl. Linguist. (IF 4.155) Pub Date : 2023-09-23 Ruth Kircher, Ethan Kutlu, Mirjam Vellinga
Language planners are increasingly aware of the importance of new speakers (individuals acquiring a language outside the home, typically later-on in life) for the revitalisation of minority languages. Yet, little is known about new speakers’ activation (the process by which they become active and habitual minority language users). This article presents a questionnaire-based investigation of new speakers’
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A Call for Methodological Reflexivity in Researching Language Testing and Migration Appl. Linguist. (IF 4.155) Pub Date : 2023-09-23 Laura Schildt, Bart Deygers
A growing scholarly literature in a subfield of applied linguistics focuses on language testing and language requirements for migrants. We sought to understand what theoretical paradigms and methodological approaches have framed this research and propose future research directions. To this end, we conducted a systematic review of articles on language testing and migration published between 2001 and
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Linguistic Features Distinguishing Students’ Writing Ability Aligned with CEFR Levels Appl. Linguist. (IF 4.155) Pub Date : 2023-09-22 Hong Ma, Jinglei Wang, Lianzhen He
A substantive body of research has been revolving around the linguistic features that distinguish different levels of students’ writing samples (e.g. Crossley and McNamara 2012; McNamara et al. 2015; Lu 2017). Nevertheless, it is somewhat difficult to generalize the findings across various empirical studies, given that different criteria were adopted to measure language learners’ proficiency levels
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Polarized Discourses of Abortion in English: A Corpus-based Study of Semantic Prosody and Discursive Salience Appl. Linguist. (IF 4.155) Pub Date : 2023-08-22 Beth Malory
Amidst ongoing global debate about reproductive rights, questions have emerged about the role of language in reinforcing stigma around termination. Amongst some ‘pro-choice’ groups, the use of pro-life is discouraged, and anti-abortion is recommended. In UK official documents, termination of pregnancy is generally used, and abortion is avoided. Lack of empirical research focused on lexis means it is
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Capturing Thresholds and Continuities: Individual Differences as Predictors of L2 Sociolinguistic Repertoires in Adult Migrant Learners in Austria Appl. Linguist. (IF 4.155) Pub Date : 2023-08-22 Mason A Wirtz, Simone E Pfenninger
This cross-sectional study addresses for the first time the non/linear association between individual learner differences of social, proficiency-related, and socioaffective nature (length of residence [LoR], varietal proficiency, exposure, and socioaffect) and differential outcomes in L2 sociolinguistic repertoires against the backdrop of the Austro-Bavarian naturalistic context. Forty adult migrant
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On the Promise of Using Membership Categorization Analysis to Investigate Interactional Competence Appl. Linguist. (IF 4.155) Pub Date : 2023-08-16 David Wei Dai, Michael Davey
Interactional Competence (IC) involves speakers’ ability to make social actions recognizable to one another while taking into account individual identities and social role relationships (Hall and Pekarek Doehler 2011). Existing IC research, however, has foregrounded the sequential features of interaction while paying less attention to the categorial resources speakers draw on. This study uses Membership
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Virtuous Outlaws: Affective Claims to Value in Professional Speechwriters’ Discourse Appl. Linguist. (IF 4.155) Pub Date : 2023-08-11 Gwynne Mapes
In this paper I investigate the unique ‘production format’ (Goffman 1981) of professional speechwriting; while the behind-the-scenes nature of this high-end language work (Thurlow 2020a) demands a marked erasure of authorship (see Mapes 2023, in press), this can simultaneously be used as a resource for claiming professional virtue and ingroup status. To demonstrate the largely reflexive (e.g. Giddens
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Trends in the Expression of Epistemic Stance in NIH Research Funding Applications: 1985–2020 Appl. Linguist. (IF 4.155) Pub Date : 2023-08-11 Neil Millar, Bryan Mathis, Bojan Batalo, Brian Budgell
We report on changes in the expression of epistemic stance in competitive funding applications—that is, applicants’ confidence and certainty towards knowledge and beliefs. We analysed abstracts describing all projects funded by the US National Institutes of Health during the period 1985–2020 for 140 stance features. Trends that we identify indicate that applicants adopt a stance less cautious and less
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Exploring Interaction in Video-call Paired Speaking Tests: A Look at Scores, Language, and Perceptions Appl. Linguist. (IF 4.155) Pub Date : 2023-07-24 Hye-won Lee, Andrew Mullooly, Amy Devine, Evelina Galaczi
In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends
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Problematising Written Corrective Feedback: A Global Englishes Perspective Appl. Linguist. (IF 4.155) Pub Date : 2023-07-18 Icy Lee
In English as an additional language writing, error correction or error feedback is most commonly referred to as ‘written corrective feedback (WCF)’. The emphasis on ‘correctness’ in ‘WCF’ suggests native-speakerist standards or norms, which are controversial in an increasingly globalized world. In this Forum article, I discuss the problems associated with WCF from a Global Englishes perspective and
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Collecting Big Data Through Citizen Science: Gamification and Game-based Approaches to Data Collection in Applied Linguistics Appl. Linguist. (IF 4.155) Pub Date : 2023-07-12 Yoolim Kim, Vita V Kogan, Cong Zhang
Gamification of behavioral experiments has been applied successfully to research in a number of disciplines, including linguistics. We believe that these methods have been underutilized in applied linguistics, in particular second-language acquisition research. The incorporation of games and gaming elements (gamification) in behavioral experiments has been shown to mitigate many of the practical constraints
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Immigrant Outreach and Language Access During First Year of the COVID-19 Pandemic Appl. Linguist. (IF 4.155) Pub Date : 2023-07-12 Liv T Dávila
This article applies cultural translation (Kramsch and Hua 2020) and geohistorical frameworks (Braudel 1949; Scott 2018) to analyze the interplay between linguistic, cultural, physical, and ideological proximities and distances in immigrant advocacy and outreach efforts. Data are taken from ‘small stories’ (Georgakopoulou 2010, 2015) shared by directors of immigrant-serving organizations in a small
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Unilingualism and Unibilingualism in Colombia Appl. Linguist. (IF 4.155) Pub Date : 2023-06-13 Guillaume Roux, Germana Carolina Soler Millán
In its language policy and planning (LPP), Colombia offers ethnoeducation for ethnic groups, with Spanish as a second language, and for the protection/revitalization of native languages. However, these LPP measures are insufficiently implemented. Meanwhile, with regard to foreign languages, LPP have specifically advocated a Spanish-English bilingualism emphasized since the early 2000s. What then favours
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The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school Appl. Linguist. (IF 4.155) Pub Date : 2023-06-13 Adriana Soto-Corominas, Helena Roquet, Marta Segura
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in
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The comprehensibility and appreciation of non-binary pronouns in newspaper reporting. The case of hen and die in Dutch Appl. Linguist. (IF 4.155) Pub Date : 2023-06-02 Sofie Decock, Sarah Van Hoof, Ellen Soens, Hanne Verhaegen
This paper examines the effect of the recently introduced Dutch non-binary 3rd person pronouns hen and die on tesssxt comprehensibility and text appreciation in the context of newspaper reporting on non-binary persons. Moreover, it presents a first measurement of Flemish people’s familiarity with and attitudes towards this pronominal reform in Dutch in its early stage. In a survey experiment we compared
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Linguistic and geographic diversity in research on second language acquisition and multilingualism: An analysis of selected journals Appl. Linguist. (IF 4.155) Pub Date : 2023-05-25 Emanuel Bylund, Zainab Khafif, Robyn Berghoff
The present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and citations. In the sample, there were 183 unique languages
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Measuring the impact of academic literacy interventions: Refining an evaluation design through self-reflection and feedback Appl. Linguist. (IF 4.155) Pub Date : 2023-05-17 Ilse Fouché
This article, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of critical reflection, the researcher considers her own experience
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Context Synthesis Accelerates Vocabulary Learning Through Reading: The Implication of Distributional Semantic Theory on Second Language Vocabulary Research Appl. Linguist. (IF 4.155) Pub Date : 2023-05-03 Bowen Wang-Kildegaard, Feng Ji
Abstarct Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and right arrows, learners can jump to a target
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A Migrant’s Chronotopic Identities in Playful Talk in a Classroom Appl. Linguist. (IF 4.155) Pub Date : 2023-04-10 Tomoko Tode
This case study investigates a migrant adult’s identity work in playful talk occurring spontaneously in a classroom for Literacy Education and Second Language Learning for Adults (LESLLA). Based on 12 hours of video-recorded interactions among four learners and their teacher, I identified five playful episodes. This paper focuses on two episodes instigated by a woman who told stories of her outside
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Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar Appl. Linguist. (IF 4.155) Pub Date : 2023-04-08 Jimmy van Rijt, Arina Banga, Martijn Goudbeek
Abstarct An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able
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Defining diagnostic uncertainty as a discourse type: A transdisciplinary approach to analysing clinical narratives of Electronic Health Records Appl. Linguist. (IF 4.155) Pub Date : 2023-04-06 Lindsay C Nickels, Trisha L Marshall, Ezra Edgerton, Patrick W Brady, Philip A Hagedorn, James J Lee
Diagnostic uncertainty is prevalent throughout medicine and significantly impacts patient care, especially when it goes unrecognized. However, we lack a reliable clinical means of identifying uncertainty. This study evaluates the narrative discourse within clinical notes in the Electronic Health Record as a means of identifying diagnostic uncertainty. Recognizing that discourse producers use language
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Applied linguistics communities of practice: Improving the research-practice relationship Appl. Linguist. (IF 4.155) Pub Date : 2023-04-03 Anna Becker
Employing the concept of practice-based research (Sato and Loewen 2022), this study argues for the creation of applied linguistics communities of practice (CoPs) as a capacitating space for researchers and practitioners, mutual exchange, and meaningful collaboration. This is needed given the existing gap between research and practice, which is particularly alarming in the field of applied linguistics
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Linguistic dissociation: A general theory to explain the phenomenon of linguistic distancing behaviours Appl. Linguist. (IF 4.155) Pub Date : 2023-03-14 Ashley R Moore
Across diverse yet largely unconnected reports, including language-focused research studies, psychotherapeutic case studies, literary biographies, and journalism, evidence exists of people distancing themselves from previously acquired linguistic resources, such as accents, dialects, and even named languages. In this article, I begin by discussing a selection of those reports, before arguing that there
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Digital Storytelling: Changing Learners’ Attitudes and Self-efficacy Beliefs Appl. Linguist. (IF 4.155) Pub Date : 2023-02-20 Marta Tecedor
This study examines the impact of writing instruction on Spanish heritage language (SHL) learners’ attitudes towards digital stories (DS) and self-efficacy beliefs with regard to academic writing, multiliteracies, and computer abilities. Two types of writing instruction—a traditional curriculum centered around genres and a multiliteracies curriculum consisting of the interpretation and design of DSs—were
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Heritage Language Instruction to Young Immigrants: An In-depth Look at the Psycholinguistic Effects During the Simultaneous Acquisition of Two Second Languages Appl. Linguist. (IF 4.155) Pub Date : 2023-01-30 Fernando Senar, Elisabet Serrat, Judit Janés, Àngel Huguet
Heritage Language Instruction (HLI) is a resource used in many immigration-receiving countries that allows students with an immigrant background to continue to be in contact with their Heritage Language (HL). However, many of the psycholinguistic effects of this instruction are still unknown. This study aims to provide an in-depth view of the effects of HLI on the development of the HL and the languages
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From Silence to Silencing? Contradictions and Tensions in Language Revitalization Appl. Linguist. (IF 4.155) Pub Date : 2023-01-21 Pia Lane
Language revitalization is imbued with tensions, and while it often is emancipatory, reclaiming a language can be a painful, silencing experience. Processes of colonization have led to epistemological absences (Santos 2012), which may be conceptualized as manifestations of silence. Understanding how and why silences come about and linger today is important for overcoming challenges those engaging in
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Multilingual Realities, Monolingual Ideologies: Social Media Representations of Spanish as a Heritage Language in the United States Appl. Linguist. (IF 4.155) Pub Date : 2023-01-13 Ruth Kircher, Ethan Kutlu
Little is known about how monolingual ideologies and their effects manifest in online contexts as compared to offline contexts. We conducted a corpus-assisted discourse study to investigate this, with a focus on Twitter representations of Spanish as a heritage language in the USA. We analysed two corpora (one English and one Spanish—over 30 million words), examining frequencies, collocations, concordance
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Multi-discourse Modes in Student Writing: Effects of Combining Narrative and Argument Discourse Modes on Argumentative Essay Scores Appl. Linguist. (IF 4.155) Pub Date : 2023-01-10 Zhan Wang, Ming Ming Chiu
Although many studies modelled writing quality by analysing basic skills (spelling, grammar, etc.), few focused on top-down compositional strategies at the discourse level. We propose that using both narrative and argument discourse modes in an argumentative essay (a multi-discourse mode [MDM] strategy) capitalizes on their complementary advantages, yielding higher quality argumentative essays. We
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Challenging Folk-Linguistics: Grammatical and Spelling Variation in Students’ Writing in Hebrew on WhatsApp and in Essays Appl. Linguist. (IF 4.155) Pub Date : 2023-01-10 Shir Finkelstein, Hadar Netz
With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners’ literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora
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Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom Appl. Linguist. (IF 4.155) Pub Date : 2022-12-31 Kevin W H Tai, Chiu-Yin (Cathy) Wong
Despite the extensive research on translanguaging in bi/multilingual classrooms, research on the context of first language (L1) classrooms remains scarce. This study fills the research gap by examining how a translanguaging space was created in an L1 classroom to prepare students to inhabit a world with different linguistic and cultural practices. The data were based on a linguistic ethnographic project
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Bias in Automatic Speech Recognition: The Case of African American Language Appl. Linguist. (IF 4.155) Pub Date : 2022-12-14 Joshua L Martin, Kelly Elizabeth Wright
Research on bias in artificial intelligence has grown exponentially in recent years, especially around racial bias. Many modern technologies which impact people’s lives have been shown to have significant racial biases, including automatic speech recognition (ASR) systems. Emerging studies have found that widely-used ASR systems function much more poorly on the speech of Black people. Yet, this work
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Translanguaging and Educational Inequality in the Global South: Stance-taking amongst Brazilian Teachers of English Appl. Linguist. (IF 4.155) Pub Date : 2022-12-01 Joel Windle, Luciana Amorim Possas
Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil
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Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course Appl. Linguist. (IF 4.155) Pub Date : 2022-12-01 Merve Bozbiyik, Tom Morton
Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines
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Toward an Integrated Understanding of Language Use in Health Communication: Discourse-analytic and Message Design Approaches Appl. Linguist. (IF 4.155) Pub Date : 2022-11-22 Mian Jia
Applied linguists and Communication scholars have mainly adopted different yet complementary approaches to research on language and health communication. Using discourse-analytic (DA) approaches such as conversation analysis and corpus analysis, applied linguists tend to focus on describing and explicating health messaging techniques in naturally occurring interactions. In contrast, communication scholars
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Self-Regulated Learning and Knowledge Blindness: Bringing Language into View Appl. Linguist. (IF 4.155) Pub Date : 2022-11-21 Neil Evan Jon Anthony Bowen, Nathan Thomas
In the field of educational psychology, self-regulation is part of a well-established research paradigm that has been extensively applied to learning contexts. However, despite proposals highlighting its benefits, some researchers claim that its cross-pollination into applied linguistics has been slow. In their recent Applied Linguistics’ Forum article, Teng and Zhang (2022) discuss some of the reasons
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Self-access Strategy Instruction for Academic Writing Vocabulary: What Learners Actually Do Appl. Linguist. (IF 4.155) Pub Date : 2022-10-29 Isobel Kai-Hui Wang, Andrew D Cohen
This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective verbal report data and log entries during and after each
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A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction Appl. Linguist. (IF 4.155) Pub Date : 2022-10-19 Wei Ren, Shaofeng Li, Xiaoxuan Lü
This study investigates the effects of instruction on second language (L2) pragmatic competence and the factors that moderate the effectiveness of pragmatics instruction. A comprehensive literature search yielded 29 primary studies that involved 1,898 L2 learners, generating 54 effect sizes for between-group contrasts. Aggregated results showed that pragmatics instruction had a large, positive effect
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The Effect of Automatic Text Simplification on L2 Readers’ Text Comprehension Appl. Linguist. (IF 4.155) Pub Date : 2022-10-19 Dennis Murphy Odo
Texts used in L2 classrooms have traditionally been simplified manually, but recent technological advances allow us to investigate whether automatic text simplification (ATS) software can help L2 learners comprehend texts in second and foreign languages. Participants were divided into low and high L2 reading proficiency groups and assigned to read either the authentic or automatically simplified version
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Which Words Matter Most? Operationalizing Lexical Prevalence For Rank-Ordered Word Lists Appl. Linguist. (IF 4.155) Pub Date : 2022-09-09 Jesse Egbert, Brent Burch
The words in a language or language variety are often rank ordered in lists that are meant to reflect the relative importance of those words to language users and learners of a language. This rank ordering is done on the basis of the relative prevalence of words in a corpus. Lexical prevalence is often operationalized as measures of frequency, dispersion, or adjusted frequency. Yet, to date, there
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A Decolonial Crip Linguistics Appl. Linguist. (IF 4.155) Pub Date : 2022-09-06 Suresh Canagarajah
This article opens a conversation between disability studies and linguistics from the author’s positionality from the Global South. It argues that capacity building for both the abled and disabled in the North is implicated in the disablement of people in the Global South. A decolonial orientation to disability studies values vulnerability, relationality, and ethics which are less privileged in the
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How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation Appl. Linguist. (IF 4.155) Pub Date : 2022-09-02 Jean-Marc Dewaele, Kazuya Saito, Florentina Halimi
The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign
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Task Planning and Oral L2 Production: A Research Synthesis and Meta-analysis Appl. Linguist. (IF 4.155) Pub Date : 2022-09-01 Mark D Johnson, Mahmoud Abdi Tabari
Increased second language acquisition (SLA) research interest in the effect of planning on subsequent L2 oral production has typically examined the effect of planning on the syntactic complexity, accuracy, lexical complexity, and/or fluency (CALF) of L2 production. However, the results of research in this domain are inconclusive. This study, a research synthesis and meta-analysis of SLA research on
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Development of Noun Phrase Complexity Across Genres in Children’s Writing Appl. Linguist. (IF 4.155) Pub Date : 2022-08-30 Philip Durrant, Mark Brenchley
Complex noun phrases (NP) are central to mature academic writing and often a focus of explicit teaching. The National Curriculum in England, for example, requires specific components of NP complexity to be taught at specific educational stages. However, the evidence base for such practices is unclear. Research on the emergence of NP components is both limited and dated. Moreover, some work has suggested
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Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness Appl. Linguist. (IF 4.155) Pub Date : 2022-08-26 Elizabeth R Miller, Christina Gkonou
This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms are entangled in and shape emotions such as happiness
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The Causal Relationship between Learner Motivation and Language Achnievement: New Dynamic Perspective Appl. Linguist. (IF 4.155) Pub Date : 2022-08-24 Abdullah Alamer, Fakieh Alrabai
It is well known that successful second language (L2) learners are motivated individuals. Accordingly, L2 researchers have tested the predictive power of different motivational constructs on language learning outcomes. However, this perspective appears to neglect the assessment of achievement as a predictor of future motivation. To assess this possibility, we first employed the latent growth curve
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Language and Culture as Sources of Inequality in US Police Interrogations Appl. Linguist. (IF 4.155) Pub Date : 2022-08-24 Luna Filipović
The aim of the study was to check whether minorities such as LEP/ZEP (limited/zero English proficiency) speakers can expect the same access to justice as competent English speakers in a majority language (US English) justice system. The main hypothesis is that, due to linguistic and cultural factors, the instances of miscommunication in the interrogation of LEP/ZEP suspects and witnesses will be more
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Investigating the Use of Grammar Learning Strategies in Hungary and Poland: A Comparative Study Appl. Linguist. (IF 4.155) Pub Date : 2022-08-24 Mirosław Pawlak, Kata Csizér
Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is difficult to achieve, students need to learn this subsystem