人文科学最新文献

{"title":"Language interference in Mandarin Chinese-English simultaneous interpreting: insights from multi-dimensional syntactic complexity","authors":"Rui Xie ,&nbsp;Yao Yao ,&nbsp;Wenkang Zhang ,&nbsp;Andrew K.F. Cheung","doi":"10.1016/j.lingua.2025.104005","DOIUrl":"10.1016/j.lingua.2025.104005","url":null,"abstract":"<div><div>Simultaneous interpreting (SI), a cognitively demanding task that requires real-time language comprehension and production, is influenced by source speech complexity. While extensive research has utilized mean dependency distance (MDD) to examine interpreted language, the interaction between MDD and genre in SI remains underexplored. Through the lens of cross-linguistic interference, this study investigates the influence of MDD in Mandarin Chinese source speech on the syntactic complexity of English output in SI, with a focus on the moderating effect of genre. We used the Presser Corpus, a parallel corpus of professionally interpreted press conferences that encompasses six sub-corpora across three genres: economics, healthcare, and politics/governance. The results reveal that the MDD of the source speech strongly affects the syntactic complexity of the SI output, especially at the clausal level. Pairwise comparisons indicated that the relationship between source speech MDD and syntactic complexity in interpreted outputs exhibits genre-dependent variability, as significant positive correlations were discovered in healthcare and politics/governance genres. These findings provide insights into the interplay of dependency distance and genre in shaping task difficulty and cognitive effort in Mandarin Chinese–English SI. The results have theoretical and practical implications for interpreter training and professional practice.</div></div>","PeriodicalId":47955,"journal":{"name":"Lingua","volume":"325 ","pages":"Article 104005"},"PeriodicalIF":1.1,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Rise of Influencer Practices Among Psychologists: From Therapy Rooms to Instagram Reels","authors":"Burçin Sarı","doi":"10.1177/20563051251353741","DOIUrl":"https://doi.org/10.1177/20563051251353741","url":null,"abstract":"Professions are neither isolated nor static entities; they operate within a dynamic system that is shaped by the internal and external forces. Today, a novel yet formidable external force is gradually permeating professional domains: <jats:italic>influencer creep</jats:italic> , driven by neoliberal self-branding rhetoric. This study investigates the diffusion of influencer creep into psychology, a field with strong legal, workplace, and public jurisdiction. Using a multi-method approach, we observed 100 Turkish psychologists’ Instagram practices over 6 months and conducted 20 semi-structured interviews. Findings reveal that Instagram has become an unexpected intermediary in the labor market for psychologists, intensifying to fulfill the three pillars of influencer creep: self-branding, optimization, and authenticity. Psychologists now strategically use the platform as a “visual curriculum vitae,” leveraging its affordances to craft micro-selling points for their self-brand. These efforts also involve negotiating with algorithms, constant optimization efforts, and projecting themselves authentically by trying not to compromise their professional demeanor. Based on these findings, we contend that influencer creep not only alters individual professional practices but also reconfigures the profession itself through four interrelated changes: (a) the expansion of audiences, shifting from small-scale, localized clients to large, mass followings; (b) the redefinition of traditional markers of expertise, where institutional credentials are increasingly replaced by platform-driven metrics; (c) the alteration of traditional gatekeeping structures, as algorithmic systems take on a more prominent role in determining professional recognition and influence; and (d) requiring a new set of skills such as content creation and algorithmic proficiency, often overshadowing conventional professional competencies.","PeriodicalId":47920,"journal":{"name":"Social Media + Society","volume":"24 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Governance dynamics in online communities: Autonomy, control, and sense of virtual community","authors":"Beril Bulat","doi":"10.1177/14614448251336440","DOIUrl":"https://doi.org/10.1177/14614448251336440","url":null,"abstract":"What drives a genuine sense of community in online spaces? This study examines the role of governance, autonomy, and control in fostering a sense of community online. Findings show that participatory governance and peer-enforced social norms are crucial for creating a strong sense of community, even after controlling for active, frequent community engagement. In contrast, merely enforcing rules through formal control mechanisms does not significantly enhance community strength. Inclusive governance also helps mitigate challenges posed by larger community sizes, supporting a strong sense of community at scale. However, the interaction between participatory governance and social control reveals a complex tension, where high member involvement may dilute the positive effects of peer-enforced norms. These insights underscore the necessity of a balanced, configurational governance approach, integrating both participatory processes and social control to bolster community cohesion. This study offers a more nuanced understanding of how online governance shapes community belonging and provides practical guidelines for designing more inclusive and cohesive digital spaces.","PeriodicalId":19149,"journal":{"name":"New Media & Society","volume":"1 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices","authors":"Yue Zhang ,&nbsp;Chun Lai ,&nbsp;Michelle Ming Yue Gu","doi":"10.1016/j.system.2025.103746","DOIUrl":"10.1016/j.system.2025.103746","url":null,"abstract":"<div><div>Language learning and teaching research explores the affordances and constraints of generative artificial intelligence (GenAI) tools and learners' and teachers' AI literacy. However, little attention has been directed to teachers' use of such tools and their implications for the development of GenAI literacies as diverse, historically, and culturally variable practices involving AI tools, especially pre-service teachers (PSTs) in the second language (L2) context. Based on an exploratory multiple-case study of five undergraduate PSTs in Hong Kong, this paper adopts the model of L2 investment (Darvin &amp; Norton, 2015) to address this need by posing three question: 1. What are the GenAI literacies that PSTs invest in as they learn to teach? 2. What are the perceived affordances and constraints of GenAI tools in their learning-to-teach practices? 3. To what extent do their identity and access to resources shape these literacies? Data was collected from a survey, interviews, and observations of participants' GenAI use, and triangulated using content analysis. Findings reveal how PSTs invest in their English and pedagogy learner, bilingual writer, and teacher identities that intertwine with their identities as users of various GenAI tools in GenAI-empowered spaces as ideological sites that shaped PSTs' dispositions and positioning. Recognizing how PSTs deploy multiple resources to invest in contrasting GenAI literacies, this study underscores the need for the language classroom to integrate GenAI literacies instruction that enables a critical awareness of how GenAI tools operate.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103746"},"PeriodicalIF":4.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frequency-Based Professionalism Evaluation of (ing) and (t)-Deletion in England and Pennsylvania.","authors":"Erik Schleef, Bradley Mackay, Jana Pflaeging","doi":"10.1177/00754242251343912","DOIUrl":"10.1177/00754242251343912","url":null,"abstract":"<p><p>This study investigates the social evaluation of linguistic variation and the cognitive monitoring processes involved. Recognizing the need for cross-regional research that keeps experimental factors constant, we focus on (ing) and (t)-deletion. We investigate frequency evaluation as managed in England, UK (<i>N</i> = 200), and in Pennsylvania, US (<i>N</i> = 150). Results for (ing) indicate no significant effect of [ɪn]-frequency in England, while in Pennsylvania the frequency of [ɪn] significantly affects ratings regarding perceived professionalism. We also found evidence for listeners' awareness of the attitude target (<i>N</i> = 15) to affect their ratings regarding perceived professionalism. Variation in (t)-deletion did not prompt any significant differences.</p>","PeriodicalId":51803,"journal":{"name":"Journal of English Linguistics","volume":"53 2","pages":"163-193"},"PeriodicalIF":0.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12212743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Regulatory focus and fit effects on task engagement: An experimental study","authors":"Mostafa Papi, Yiran Zhang, Yang Zhou, Claudia J Kim, Mahshid Mahbodi, Mijin Eom, Chen Jiang","doi":"10.1093/applin/amaf035","DOIUrl":"https://doi.org/10.1093/applin/amaf035","url":null,"abstract":"This study examined the effects of learners’ regulatory focus, task type, and the match/mismatch between the two on task engagement. Eighty-five learners of English as a second language at a US-American university completed a regulatory focus questionnaire, an English proficiency self-assessment, one task with a promotion focus (requiring creativity and imagination), one task with a prevention focus (requiring attention to detail and accuracy), and finally a post-task engagement questionnaire. Results showed that (1) the promotion task resulted in significantly higher levels of task enjoyment, whereas the prevention task led to higher cognitive engagement; (2) learners’ prevention focus positively predicted task anxiety in both tasks and negatively predicted task enjoyment in the promotion task, whereas the promotion focus positively predicted task enjoyment in the promotion task; and finally, (3) prevention-focused learners experienced greater enjoyment in the prevention task (matching) than in the promotion (mismatching) task, whereas promotion-focused learners experienced more enjoyment in the promotion (matching) task than in the prevention task (mismatching) supporting regulatory fit predictions. The results highlight the importance of regulatory focus and fit in task engagement.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“You have nothing to fear because we love you” – Expressing emotions in a digital community of practice of persons living with dementia","authors":"Birte Bös,&nbsp;Carolin Schneider","doi":"10.1016/j.dcm.2025.100911","DOIUrl":"10.1016/j.dcm.2025.100911","url":null,"abstract":"<div><div>Online platforms have opened up important spaces where people living with dementia can meet up and share their emotional experiences. This study investigates the linguistic practices of expressing emotions on a message board for people living with some form of dementia (‘Dx Board’), focusing on the inventory, distribution and pragmatics of explicit emotion labels. The analysis allows for insights into the users’ emotions as lived experiences in the context of dementia, including evidence from both offline encounters and the immediate online interactions. Thus it bridges the gap between unmediated and mediated emotional responses. As users discuss their individual emotional experiences and coping strategies, they negotiate discursive norms and challenge existing sociocultural expectations regarding life with dementia. Emotional validation is not only a vital element in the social bonding of this digital Community of Practice of users living with the condition, it can also contribute to constructive relationships with both private and professional care partners.</div></div>","PeriodicalId":46649,"journal":{"name":"Discourse Context & Media","volume":"66 ","pages":"Article 100911"},"PeriodicalIF":2.3,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration","authors":"John Turnbull, Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu","doi":"10.1177/13621688251349519","DOIUrl":"https://doi.org/10.1177/13621688251349519","url":null,"abstract":"In a telecollaboration (or ‘virtual exchange’) between teacher candidates (TCs) from Türkiye and the United States (U.S.), U.S. TCs experience various elements of translingual practice as potential challenge to their monolingual backgrounds. The challenges occur as TCs from the U.S. context work to fulfill, with Turkish assistance, collaborative final projects: a K-6 learning resource in the form of ‘kamishibai’, digital story, or translanguaging children’s book. Analysis in the article draws on various data sources, including the final projects, recorded video interactions between U.S. and Turkish TCs, and written reflections by U.S. TCs. The analysis aims to answer the following research questions: (1) How have the U.S. TCs’ monoglossic orientations been challenged during their translingual collaborations with TCs from Türkiye? (2) How do the U.S. TCs interpret and define translanguaging through their experience in this telecollaborative contact zone? In the absence of clear modeling or detailed theoretical exegesis of translanguaging as pedagogy and social-justice orientation, the U.S. TCs vary in their explications of translanguaging, describing the phenomenon as the existence of multiple languages in one discourse or the use, or non-use, of translation to aid understanding. In video-recorded interactions with TCs from Türkiye, the U.S. TCs engage in a ‘contact zone’ of translingualism. They participate in and negotiate their way through language mixing and translation, interculturality, diverse linguistic and literacy practices, and misunderstandings. There is little evidence, however, of U.S. TCs adopting a translanguaging stance: for instance, there are no ‘breakthrough’ or ‘aha’ moments in the U.S. cohort that helped them connect the multilingual negotiations with Turkish students with what they might one day face in their language classrooms. But walls between monoglossic ideations and real-world languaging were fractured, helping U.S. TCs to access gesture, and become parties to bilingualism, collaboration, mediation, and vernacular expression.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leopold II, Kimpa Vita and the Local Decolonisation of the Belgian Public Space","authors":"Idesbald Goddeeris","doi":"10.1177/16118944251348781","DOIUrl":"https://doi.org/10.1177/16118944251348781","url":null,"abstract":"Belgium's relationship with its colonial past is a complex one including celebration, forgetting, and recently re-evaluation. This article argues that, unlike what’s often thought, decolonization has not stopped in the past few years, but that especially the public space has gradually developed and reached new dimensions. Rather than at the national level, this development has taken place on a regional, and particularly local, level. This article examines a wide range of municipalities and cities, as well as the three regions within the Belgian federation (Flanders, Wallonia and Brussels). Based on media articles and official documents, it analyses how local councils and regional governments have responded to frequent acts of protest against colonial monuments and street names, to what extent policies have changed, and which factors have contributed to these developments.","PeriodicalId":44275,"journal":{"name":"Journal of Modern European History","volume":"62 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward critically and humanely grounded futures for L2 writing in the GenAI era: Sparking dialogue and critical experimentation","authors":"Chaoran Wang,&nbsp;Zhongfeng Tian,&nbsp;M. Sidury Christiansen","doi":"10.1016/j.jslw.2025.101229","DOIUrl":"10.1016/j.jslw.2025.101229","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101229"},"PeriodicalIF":5.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}