Australian Journal of Applied Linguistics最新文献_第2页

Review of Developing writing skills for IELTS: A research-based approach 培养雅思写作技巧:基于研究的方法

Australian Journal of Applied Linguistics Pub Date : 2021-04-19 DOI: 10.29140/ajal.v4n1.41br1

H. Mohebbi

引用次数: 1

Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study 母语和非母语学术写作中动词控制的后谓that从句:基于语料库的研究

Australian Journal of Applied Linguistics Pub Date : 2021-04-19 DOI: 10.29140/ajal.v4n1.486

Samet Taşçı, Y. Öztürk

{"title":"Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study","authors":"Samet Taşçı, Y. Öztürk","doi":"10.29140/ajal.v4n1.486","DOIUrl":"https://doi.org/10.29140/ajal.v4n1.486","url":null,"abstract":"Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse. Therefore, this study aims to investigate the distribution and frequently used controlling verbs of post-predicate that clauses controlled by verb (VTHAT) in academic writings of Turkish learners of English and to compare them with those of native English students and expert writers. For this purpose, a specialized research corpus with three main sub-corpora was compiled: MA and PhD theses written by L2 students and native English students and published research articles written by native experienced writers. The results of the study showed that both L2 and native English students significantly overused VTHAT structures compared to the native experienced writers; however, Turkish students used VTHAT structures more frequently than their native peers in academic discourse. The analysis of the controlling verbs in VTHAT constructions showed that eight out of the 10 top frequent verbs in the Turkish students’ theses were common across either three or two sub-corpora. However, there were various significant differences in the frequencies of these controlling verbs between the subcorpora, which can imply that Turkish students use such constructions to have a low authoritative presence in terms of their authorial stance in academic writing. The findings were discussed with reference to the previous findings, and pedagogical implications were offered.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132337823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Gender-inclusivity and gender-neutrality in foreign language teaching: The case of French 外语教学中的性别包容与性别中立:以法语为例

Australian Journal of Applied Linguistics Pub Date : 2020-12-23 DOI: 10.29140/ajal.v3n3.332

Hugues M. Péters

{"title":"Gender-inclusivity and gender-neutrality \u0000in foreign language teaching: The case of French","authors":"Hugues M. Péters","doi":"10.29140/ajal.v3n3.332","DOIUrl":"https://doi.org/10.29140/ajal.v3n3.332","url":null,"abstract":"This is a secondary research discussion paper on the issue of non-conforming gender-inclusivity or neutrality in foreign language teaching of gender-based languages. Australian universities welcome increasingly diverse populations of students. One source of diversity among the student population is characterised by the notion of gendered identities, and especially the affirmation of the rights of LGBTQIA+ communities. Universities aim to show equal respect to all gendered identities. It entails using the language that is most respectful to refer to people in a non-sexist, gender-neutral, or gender-inclusive manner, and to allow students to use the language they are most comfortable with. The demands for gender-inclusive and/or gender-neutral language brings some new challenges with respect to the teaching of gender-based foreign languages. In this article, I delineate these challenges with regards to the teaching of French as a foreign language. There is a growing body of literature on ESL Queer teaching, but a paucity of information about this issue in the foreign language teaching of gender-based languages. Even the best-intentioned teacher can therefore feel insecure because of the lack of information. I specifically review strategies on how to deal with the introduction of gender-inclusive and gender-neutral modes of expression in foreign language teaching, dealing with so-called inclusive writing and the neo-morphemes that have been proposed, and examine how language teachers can raise awareness among their student population about LGBTQIA+ issues.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117135745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Formulation processes of monolingual, bilingual, and biliterate writers: Effects of biliteracy 单语、双语和双语作家的写作过程:双语的影响

Australian Journal of Applied Linguistics Pub Date : 2020-12-23 DOI: 10.29140/ajal.v3n3.353

Elaine Ng

引用次数: 1

Intelligibility of L2 speech in ELF ELF中第二语言的可理解性

Australian Journal of Applied Linguistics Pub Date : 2020-12-23 DOI: 10.29140/ajal.v3n3.281

P. Lochland

{"title":"Intelligibility of L2 speech in ELF","authors":"P. Lochland","doi":"10.29140/ajal.v3n3.281","DOIUrl":"https://doi.org/10.29140/ajal.v3n3.281","url":null,"abstract":"This paper investigates the phonology of L2 speech and its impact on intelligibility in English as a Lingua Franca (ELF) contexts. Many studies have considered speaker-related characteristics, such as speech styles and pronunciation features, that influence the intelligibility of L2 speech for both nonnative speakers (NNS) and native speakers (NS). However, only a handful of studies have considered what impact listener-related conditions, such as a shared first language (L1) background or L1 typology between NNSs, may have on the intelligibility of their speech. Therefore, an online survey was used to study the intelligibility of Mandarin-English, French-English, Japanese-English, and German-English from the perspective of 100 NNSs. It was hypothesized that a shared L1 or shared L1 typology between two NNSs will enhance the intelligibility of their speech. However, the findings did not support this supposition. For example, the Mandarin speakers did not find Mandarin-English to be more intelligible than Japanese-English or any of the other two accent types. Similarly, the results indicated that a shared L1 typology between two NNSs does not improve the intelligibility of their speech. The data did suggest however that a listeners’ familiarity to one accent type may improve the intelligibility of a typologically related novel L2 accent. The limitations of the findings are discussed along with their implications for future research directions.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129519143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching semantic considerations of ablative and locative cases in Turkish-to-English translated texts 土耳其语英译文本中烧蚀格和定位格教学的语义思考

Australian Journal of Applied Linguistics Pub Date : 2020-12-23 DOI: 10.29140/ajal.v3n3.365

Cuneyt Demir

引用次数: 2

Teacher praxis within the “Communicative Course of Study Guidelines” in Japan: Post-implementation pedagogy 日本“交际性学习课程指南”下的教师实践:实施后教学法

Australian Journal of Applied Linguistics Pub Date : 2020-08-26 DOI: 10.29140/ajal.v3n2.316

K. Bartlett

引用次数: 2

A developmental framework for online language teaching skills 在线语言教学技能的发展框架

Australian Journal of Applied Linguistics Pub Date : 2020-04-30 DOI: 10.29140/ajal.v3n1.271

Ursula Stickler, R. Hampel, M. Emke

引用次数: 24

Creating Translingual Teaching Resources Based on Translanguaging Grammar Rules and Pedagogical Practices 基于语法规则和教学实践的译语教学资源创建

Australian Journal of Applied Linguistics Pub Date : 2020-04-30 DOI: 10.29140/ajal.v3n1.303

Corinne A. Seals, V. Olsen-Reeder, R. Pine, Madeline Ash, Cereace Wallace

引用次数: 4

Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom 作为中介的译语:法英双语课堂中体现的批判性读写参与

Australian Journal of Applied Linguistics Pub Date : 2020-04-30 DOI: 10.29140/ajal.v3n1.299

S. Lau

{"title":"Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom","authors":"S. Lau","doi":"10.29140/ajal.v3n1.299","DOIUrl":"https://doi.org/10.29140/ajal.v3n1.299","url":null,"abstract":"Translanguaging theory highlights linguistic and semiotic resources as an integrated communicative repertoire for knowledge construction (Li, 2018). Language is learned and used in conjunction with other modalities through processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984) where meaning is made and remade across modes. Through this translanguaging lens, dynamic integration of languages with expressive arts helps mobilize embodied resources, whether cognitive, sensory, or affective, for alternate avenues of knowing and awareness, an aspect much neglected in traditional critical literacy approaches focusing heavily on rational ideological critique (Janks, 2002). A trans-systemic approach also facilities second language learners’ full agentive participation as their multilingual and multisensory resources are valorized for complex learning often considered beyond their abilities. This article describes a university-school participatory action research study in a Quebec elementary classroom, where the English Language Arts and French Second Language teachers, through coordinated translanguaging pedagogy (Gort & Sembiante, 2015), facilitated critical bilingual learning while providing respective language models. The children were engaged in a yearlong inquiry into the issue of refugees, through discussing stories of migration and interviewing with refugee-background students in both languages while engaging in visual arts for deepened understanding and embodied reflections. Students responded positively to the coordinated bilingual engagements and multisensory approaches to critical literacy, which afforded an aesthetic experience that fostered reflexivity and civic empathy (Mirra, 2018). The study points to the affordances of translanguaging in critical education, underscoring how embodied multilingual engagements allow students to be affected and to affect (Ahmed, 2010) others.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128448982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8