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The impact of guessing and retrieval strategies for learning phrasal verbs International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-11-09 Brian Strong
Previous research on phrasal verbs has focused on the effectiveness of exercises requiring learners to provide the missing particle for a given verb. However, this research does not address other common exercise formats, such as those requiring learners to complete entire phrasal verbs. This study aims to bridge this gap by exploring such an exercise format and its two principal implementations. The
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Teacher behaviour and student engagement with L2 writing feedback: a case study International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-11-05 Na Luo
Feedback is essential for student learning and engagement is key for its efficacy. Yet research on student engagement with feedback predominantly attributes it to learner factors, overlooking teacher influence. This case study explored how one writing teacher’s behaviours shaped a motivated undergraduate’s engagement with various types of feedback in a writing course over one semester. Data sources
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Discipline-specific attitudinal differences of EMI students towards translanguaging International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-11-02 Rhian Webb, Dogan Yuksel, Kenan Dikilitaş
This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences (n = 173) and Social Sciences (n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted
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Defining competencies for training non-native Korean speaking teachers: a Q methodology approach International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-11-02 Su Eun Kim, Nicola Fraschini, Hyunjin Park
Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher
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Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-26 Jun Zhao, Mimi Li
An effective literature review (LR) should evaluate relevant sources to justify the author argument; this important sub-genre has challenged many graduate students. Appraisal Theory has been applied to examine evaluations in academic writing, but seldom have studies probed into its pedagogical benefits. To improve graduate students’ competence of source evaluation in LRs, we integrated Attitude, an
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Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-19 Sihan Zhou, Barry Bai, Yuanyue Hao
Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what
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Are foreign language teaching enjoyment and motivation two sides of the same coin? International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-13 Takeshi Onodera
Positive psychology (PP) plays a crucial role in second language (L2) education. A positive psychological state in teachers leads not only to higher-quality instruction delivery but to personal well-being. Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of positive L2 teaching emotion, has received a burgeoning interest in L2 teaching research. However, FLTE remains far
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Toward a better understanding of student engagement with peer feedback: a longitudinal study International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-12 Jinghua Qian, Danli Li
While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and
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Fostering well-being in the university L2 classroom: the “I am an author” project International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-09 Riccardo Amorati, John Hajek
This study explores the effect of a project-based learning module informed by the principles of the Deep Approach to World Language Education on students’ well-being in an advanced Italian language subject. Data were collected via a questionnaire (n = 21) created in light of Oxford’s EMPATHICS model of well-being. As part of this module, students were tasked with creating and self-publishing an illustrated
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How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-09 Pia Resnik, Jean-Marc Dewaele, Eva Knechtelsdorfer
The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch
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A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-10-07 Ping-Yu Huang
This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic
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Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-29 Kevin W. H. Tai
In recent years, there has been a significant increase in the integration of synchronous online teaching tools in language teaching. Recent research has explored how second language (L2) teachers utilise available resources to engage students’ learning within the virtual learning space. Nevertheless, there has been a lack of research exploring how L2 teachers bring in different funds of knowledge to
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The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-19 Hsiu-Chen Hsu
This study investigates the effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development. The participants were 51 university EFL students from two English composition classes. One class (n = 26) was the collaborative prewriting (CP) group, and the other was the non-collaborative prewriting (NCP) group (n = 25). Both groups participated in individual
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Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-19 Dwight Atkinson, Elif Burhan-Horasanlı, Anamaría Sagre Barboza, Jorge Andres Mejía-Laguna, Verónica Oguilve, Amable Daiane Custodio Ribeiro
This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate
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Group trends and individual variability in writing development: a descriptive grammatical complexity analysis International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-19 Wenjuan Qin, Huixian Li, Yongyan Zheng
This study aims to examine group trends and individual variability of descriptive Grammatical Complexity (GC) in writing development. A longitudinal sample of 41 high school EFL learners is followed for an academic year (12 waves of data collection), resulting in a corpus of 492 texts, coded for eight descriptive GC features of academic writing. Our analysis reveals different sets of descriptive GC
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Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-13 Alejandra Meneses, Silvana Arriagada, Sebastián Caro, Felipe Baeza, Paola Uccelli
This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction
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What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-09-06 Arizio M. Sweeting, Michael D. Carey
This study investigated tutors’ pronunciation teaching delivery in the Certificate in Teaching English to Speakers of Other Languages (CELTA) through two sequential qualitative case studies. The study was conducted in three phases: (1) case 1 – teacher interviews, (2) case 2 – a Delphi with pronunciation specialists, (3) Comparative Case Study analysis. Phase one involved four semi-structured interviews
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Dynamic development of cohesive devices in English as a second language writing International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-31 Mahmoud Abdi Tabari, Attila M. Wind
The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis
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Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-31 Muhammad Ahmad, Muhammad Asim Mahmood, Ali Raza Siddique
This corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW
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Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-26 Kohei Kanayama, Akira Iwata, Kiwamu Kasahara
Cumulative tests (CTs) require learners to recall previously learned words. The scope of the tested words gradually increases with increased study sessions. A potential limitation of CTs is that less learning may occur for words introduced later than earlier. This study proposes random selection tests (RSTs), which may compensate for this problem. We randomly selected the tested words from all target
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Sub-disciplinary variation of metadiscursive verb patterns in English research articles: a functional analysis of medical discourse International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-14 Songyun Chen, Jiajin Xu, Xin Feng
As a cover term for the negotiation of propositional information and reader engagement, metadiscourse has gained considerable attention from scholars of academic discourse. Recent studies have extended to previously unexplored structures that realize metadiscourse, such as ‘metadiscursive nouns’ (Jiang and Hyland 2018. Nouns and academic interactions: A neglected feature of metadiscourse. Applied Linguistics
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Language pedagogies and late-life language learning proficiency International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-10 Mara van der Ploeg, Merel Keijzer, Wander Lowie
Late-life language learning has gained considerable attention in recent years. Strikingly, additional language (AL) proficiency development is underinvestigated, despite it potentially being one of the main drivers for older adults to learn an AL. Our study investigates whether Dutch older adults learning English for three months significantly improve their AL skills, and if explicit or implicit language
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Explicit grammar instruction in the EFL classroom: studying the impact of age and gender International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-10 Frøis O. Frøisland, Stian G. Fossumstuen, Raees Calafato
The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points
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Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-08-10 Liliana Tolchinsky, Elisa Rosado, Melina Aparici
This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students’ linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text
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Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-07-26 Laura Nadal Sanchis, Iria Bello Viruega
Conceptual mediation is one of the competences described by the Common European Framework of Reference (CEFR) during the acquisition of foreign languages. When practicing mediation, learners collaborate in the construction of knowledge to conduct activities that require higher-level cognitive skills, such as teamwork. This study analyzes the communicative functions and L1 use in peer interaction during
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Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-07-20 Jalil Fathi, Lawrence Jun Zhang, Mohammad Hossein Arefian
Since teacher work engagement is argued to substantially affect education quality and learners’ performance, unveiling the factors affecting teacher engagement is of high significance. As an attempt to explore the antecedents of this construct in English-as-a-foreign-language (EFL) teachers, we tested a structural model of work engagement based on teachers’ professional identity, grit, and foreign
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Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-07-04 Michael D. Carey, Ojars Rugins, Peter R. Grainger
This study investigated the effect of using the Accelerative Integrated Method (AIM), with or without additional revision and video-guided practice, on junior primary students’ spoken recall accuracy in French. The same beginner AIM French activities were taught by a language specialist to 12 classes in four junior primary levels. Three different conditions of instruction were used each week: (1) one
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Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-26 Li Yang, Lini Ge Polin
This study explored the benefits of collaborative writing in L2 Chinese by (a) comparing the texts written collaboratively versus individually and (b) investigating the effects of collaborative writing on subsequent individual writing. Forty-four English-speaking students enrolled in an intermediate Chinese course were assigned to a collaborative writing group and an individual writing group. All participants
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“They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-25 Ingela Holmström, Krister Schönström
This article highlight and discuss the complex situation when deaf adults who are emergent readers learn Swedish Sign Language (STS) and Swedish in parallel. As Swedish appears primarily in its written form, they also have to develop reading and writing skills. Study data comes from ethnographically created video recordings of classroom interaction and interviews with teachers and participants. The
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Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-22 Masato Terai, Junya Fukuta, Yu Tamura
This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners and examines the influence of their L1 on such learning. An acceptability judgment task assessed the knowledge of three different types of collocations: English-only collocations
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The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-22 Ali Derakhshan, Ali Malmir, Mirosław Pawlak, Yongliang Wang
Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the
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Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-21 Jookyoung Jung, Minjin Lee
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured
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Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-05 Seyed Hassan Talebi, Javad Fallahi, Ali Amjadi
This experimental study attempts to put to the test Cummins’ (1978) Linguistic Interdependence Hypothesis (LIH) in reading between English (L2) and Arabic (L3). Two groups of comparison and experimental attended this study. The experimental group received reading strategy instruction while the comparison group received the traditional form of reading instruction in L2. Both groups received reading
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Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-06-02 Kamil Długosz
Previous research has documented cross-linguistic influence in L2 grammatical gender acquisition and use. However, it remains unclear what role previously learned languages play in gender assignment beyond L2. To address this question, we created a timed gender decision task with which we tested two groups of L1 Polish university students of Swedish as an additional language: 65 L2 English/L3 Swedish
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Revisiting after-class boredom via exploratory structural equation modeling International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-05-29 Mirosław Pawlak, Mehdi Solhi, Majid Elahi Shirvan, Mariusz Kruk, Tahereh Taherian
Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales, mostly through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome
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Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-05-26 John Hitz
The Complex Adaptive Systems Principles (CASP) model of SLA claims that L1 transfer results when language processing effort is minimized. This claim was investigated by a self-paced on-line sentence judgment task in which L1 Arabic and Korean speakers and a control group of L1 English speakers read and judged English subject, direct object, and oblique relative clauses (RCs) in gapped and resumptive
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Videoed storytelling in primary education EFL: exploring trainees’ digital shift International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-05-17 Pedro Antonio Férez Mora, Yvette Coyle
This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions
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The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-05-10 Michael Yeldham
Research by this author found abdominal enhancement techniques can address difficulties in Mandarin and Cantonese speakers’ English pronunciation by helping them: (1) maintain long vowel/diphthong sounds for their required duration; and (2) adequately voice fricative consonants. This current study aimed to further understand the impact of these techniques, chiefly on learners from other L1s who also
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Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-05-08 Xi Chen, Wei Ren
This study explores the ways that L2 learners develop their knowledge in understanding the pragmatic functions of a Chinese discourse marker (DM), zenme shuo ne (‘how to say’), and examines three interrelated aspects in pragmatic knowledge of this DM. Using metapragmatic interviews, emic data are collected from sixteen L2 Chinese learners and nineteen L1 Chinese speakers. The data are analysed using
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Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-04-28 Qianqian Zhou
A large body of research has investigated the factors which underlie willingness to communicate (WTC). However, scant scholarly attention has been paid to WTC vis-à-vis learner talk, i.e., how intentions to talk translates into talk. Drawing on Dörnyei’s retrodictive qualitative modelling template, this research comprises a qualitative multiple-case study of three South Korean students who were learning
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Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-04-21 Shahin Nematizadeh, Yiqian (Katherine) Cao
This study employed a mixed-method approach to investigate L2 WTC as a dynamic variable in synchronous group discussion tasks. Data were collected from a group of Farsi-speaking ESL students in six online discussion tasks. The participants rated their WTC level every 5 min during the discussions and then provided explanations for changes in WTC in follow-up written stimulated recall procedures. The
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Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-04-21 Hyun-Bin Hwang
This study investigated the effectiveness of L2 instruction on the learning of English caused-motion constructions (e.g., Jane put the balls into the box, Harry swam Peter to the beach). Korean EFL high school students (N = 156) were randomly assigned to three instructional conditions and one control group. While the metalanguage group relied on explicit uses of grammar jargon, the input flood group
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The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-03-08 Stano Kong
The study examines the acquisition of L3 French present form by advanced L2 English learners of L1 Chinese within the framework of the Typological Primacy Model (TPM) of Rothman (2011) and the Interpretability Hypothesis of Tsimpli and Dimitrakopoulou (Tsimpli, Ianthi-maria & Maria Dimitrakopoulou. 2007. The Interpretability Hypothesis: Evidence from wh-interrogatives in second language acquisition
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The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-02-15 María Luquin, María del Pilar García Mayo
A key concern in L2 research and pedagogy is how learner attention can be directed to linguistic forms. Research has shown that textual enhancement (TE) facilitates the noticing of targeted L2 features, leading to cognitive processes beneficial for L2 learning. However, very few studies on TE have had children as participants. This longitudinal study investigated the extent to which TE in model texts
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Comprehension of English articles by Korean learners of L2 English and L3 Spanish International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-02-13 Minjung Park, María del Pilar García Mayo
This study aimed to compare the comprehension of second language (L2) English articles by native speakers of Korean, an article-less language, and by Korean learners of English as an L2 and Spanish as a third language (L3). The participants were 22 adult learners with advanced overall proficiency in L2 English and L3 Spanish. They completed two tasks, an online self-paced reading task and an offline
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Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-02-03 Vahid Aryadoust, Yu Xuan Natalie Soo, Jiayu Zhai
We present a thematic review and analysis of the variables affecting language learning motivation (LLM) (2008–2022). The second-language motivational self-system (L2MSS) model was found to be the most applied construct in measuring LLM. Complex systems theory was also another method gaining prominence in LLM research to explain the interactions between micro- and macro-structures surrounding the learner
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Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-02-03 Yuki Arita, Akiko Imamura
This study examines Japanese complaint responses appearing in naturally occurring interaction and textbook dialogues. The comparative analysis highlights that complaint responses in textbooks differ from those in mundane conversation. The inevitable difficulty for textbooks to reflect temporal and multimodal features of interaction results in the designs of affiliative responses being minimal and disaffiliative
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Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-02-01 Jeanine Treffers-Daller, Fraibet Aveledo
In this introduction, we focus on three approaches to motion event construal, and explain how the papers in this special issue contribute to ongoing discussions in different fields of research. First of all, in second language (L2) acquisition, researchers ask to what extent L2 learners can separate the different conceptual systems that underpin motion in both languages, and whether there is crosslinguistic
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Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-30 Beatriz Martín-Gascón
This study compares two instruction methods (cognitive and traditional) for teaching complex metaphorical motion constructions in Spanish and developing A2+ learners’ metaphoric competence in the L2. The cognitive instruction combined insights from the Conceptual Metaphor Theory with multimodal content and cognitive parameters, whereas the traditional package followed a communicative and formalist
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Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-20 Gui Bao
Utterance fluency is widely acknowledged to be three-dimensional (i.e., speed, breakdown and repair), but little direct evidence has been offered in support of its dimensionality. This study examines the factor structures of speed and breakdown fluency and their relationships with EFL proficiency by evaluating 162 EFL learners’ retelling performances with respect to commonly used speed measures as
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Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-19 Izaskun Villarreal, Amaia Martínez-Sánchez
Context or the teaching/learning environment has only recently been recognized as a mediating variable in L2/FL written performance. These studies are multisite and have not yet targeted another feature of context: the sociolinguistic status of the target language. Likewise, scarce research exists examining the prolonged effects of collaboration. The present classroom-based study fills this void by
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Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-13 Joanna Cannon, Nicole Marx
In recent years, research interest in both multilingual learners and, more specifically, in immigrant populations has increased. This is also true for students who are d/Deaf and hard of hearing (d/Dhh) and have families who do not speak or sign the languages of the wider community at home (d/Dhh multilingual learners; DML), and may be recent immigrants transitioning to a new country (immigrant DML;
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How concept-based language instruction works in teaching thinking for speaking in an L2 International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-11 Gale Stam, Kimberly Urbanski, James Lantolf, Tetyana Smotrova
This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to
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Bidirectional cross-linguistic influence in motion event conceptualisation in bilingual speakers of Spanish and English International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-11 Fraibet Aveledo, Panos Athanasopoulos
We investigated bidirectional cross-linguistic influence on motion event (ME) expressions in bilingual speakers of two typological different languages (Talmy’s typology), Spanish (as L1) and English (as L2). Specifically, we investigated whether bilingual speakers struggle to learn ME expressions in the L2, and whether this process affects ME uses in the L1. Potential effects of L2 proficiency and
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Aural vocabulary, orthographic vocabulary, and listening comprehension International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-09 Yo Hamada, Kozo Yanagawa
Vocabulary is a key variable to successful listening comprehension. Research has explored the relationship between aural and orthographic vocabularies and listening comprehension. This current study examined the relationships among aural vocabulary, orthographic vocabulary, and listening comprehension within the same Japanese cohort in an integrated manner. The test data of 155 Japanese EFL students
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Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-06 Ehsan Rassaei, Hamdollah Ravand
Recent research has provided evidence that corrective feedback (CF) timing can play a significant role in feedback effectiveness. However, given that immediate and delayed feedback are differentially contextualized, little is known about the mediating role of learners’ field dependence/independence (FDI) cognitive style on the effectiveness of immediate and delayed prompts. To this end, the present
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Expansion of verb-argument construction repertoires in L2 English writing International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2023-01-04 Ji-Hyun Park, Min-Chang Sung
This paper investigates the use of English verb-argument constructions (VACs) in second language writing in light of usage-based constructionist approaches to language development. It employs a comprehensive list of VACs to analyze every sentence in 390 essays written by L2 learners of three levels, i.e., Low, Mid, and High, and examines the theoretical hypotheses that the repertoires of VACs expand
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Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2022-12-24 Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets
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Low-level visual processing of motion events as a window into language-specific effects on perception International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2022-12-20 Norbert Vanek, Xingyi Fu
This article brings a new perspective to the currently burgeoning interest in the power of language to influence how speakers from different linguistic backgrounds process motion events. While many studies have targeted high-level decision-based processes, such as Manner-based versus Path-based categorisation or motion event similarity judgments from memory, far less is known about the role of various
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The impact of different glossing conditions on the learning of EFL single words and collocations in reading International Review of Applied Linguistics in Language Teaching (IF 1.971) Pub Date : 2022-11-24 Jookyoung Jung, Honglan Wang, Weiyi Li, Wenrui Zhang
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12