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Australian Review of Applied Linguistics最新文献

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Writing to evaluate 写作评估
IF 0.9
Australian Review of Applied Linguistics Pub Date : 2024-07-19 DOI: 10.1075/aral.24027.xua
W. Xuan, Shukun Chen
{"title":"Writing to evaluate","authors":"W. Xuan, Shukun Chen","doi":"10.1075/aral.24027.xua","DOIUrl":"https://doi.org/10.1075/aral.24027.xua","url":null,"abstract":"\u0000 Evaluative language is crucial in English for Academic Purposes (EAP) writing, particularly in expressing\u0000 authorial stance and supporting arguments. Among various linguistic frameworks, appraisal in Systemic Functional Linguistics (SFL)\u0000 has been extensively used to map and assess evaluative linguistic features. Since its inception in the early 1990s, appraisal has\u0000 been widely applied to EAP writing studies. This synthesis reviews EAP writing studies using the appraisal framework published\u0000 over the past decades, synthesizing 69 publications. We developed coding schemes based on research questions, focusing on learner\u0000 levels, subjects studied, text type, and generated findings. Our findings indicate that appraisal has been applied by EAP writers\u0000 at different levels to perform a range of functions in their writing. However, previous studies show that there is a lack of\u0000 longitudinal study of appraisal resources used by EAP writers at different levels. We recommend systematic and explicit\u0000 instruction in the use of appraisal resources in EAP writing. Based on our findings, we offer pedagogical\u0000 suggestions for EAP writing and teaching, aiming to enhance the effectiveness of EAP instruction and the quality of student\u0000 writing.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822303","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: 0
One cohort or two? 一个队列还是两个队列？
IF 0.9
Australian Review of Applied Linguistics Pub Date : 2024-07-12 DOI: 10.1075/aral.23063.wil
Louisa Willoughby, Satoshi Nambu, Barbara Pezzotti
{"title":"One cohort or two?","authors":"Louisa Willoughby, Satoshi Nambu, Barbara Pezzotti","doi":"10.1075/aral.23063.wil","DOIUrl":"https://doi.org/10.1075/aral.23063.wil","url":null,"abstract":"\u0000 Foreign language anxiety and enjoyment have been shown to correlate with each other (Botes et al., 2022), but few studies to date have considered whether distinct groups of\u0000 learners within the one class may experience these variables differently. This article considers whether learners who have arrived\u0000 in Australian university intermediate language classrooms via two different pipelines, either having studied the language at\u0000 university the year before or entering directly from high school, report diverse levels of enjoyment, anxiety, or out-of-class\u0000 study behaviours. The study draws on data from 141 students studying at an Australian university who allowed their questionnaire\u0000 data to be matched to their final grade for the unit. While there was no significant difference in the final grades awarded to\u0000 students from each pipeline, the two groups reported differences in their experience of anxiety, and study behaviours. When it came\u0000 to final grades only Foreign Language Classroom Anxiety (FLCA) was clearly predictive of performance.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653452","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: 0
Effects of task repetition with grammatizing on oral task performance and knowledge development 任务重复与语法化对口语任务表现和知识发展的影响
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2024-05-06 DOI: 10.1075/aral.23031.khe
Sima Khezrlou
{"title":"Effects of task repetition with grammatizing on oral task performance and knowledge development","authors":"Sima Khezrlou","doi":"10.1075/aral.23031.khe","DOIUrl":"https://doi.org/10.1075/aral.23031.khe","url":null,"abstract":"\u0000 This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and\u0000 grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured\u0000 both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and\u0000 productive knowledge (measured by a sentence-level oral production test) development. Immediately after performing a narrative\u0000 task, the TR+GR and GR learners were required to restore the target structure, namely the English regular past tense, which had\u0000 been deleted in a grammatized text. Learners in the TR group received no grammatization, and only the TR+GR and TR groups repeated\u0000 the same task twice. Results revealed that although both TR conditions led to enhanced receptive knowledge, the TR+GR performed\u0000 better than the TR in fostering learners’ receptive knowledge and improving accuracy and productive knowledge at a delayed\u0000 posttest. The GR group improved their receptive knowledge in the immediate posttest, but this improvement tailed off in the\u0000 delayed posttest. Lastly, the TR+GR group could also improve the complexity and accuracy of their narrative task\u0000 performances–albeit at the expense of fluency.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006686","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: 0
Filipino non-native English-speaking teachers and the contradictions in their own backyard 菲律宾非英语母语教师与自己后院的矛盾
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2024-03-05 DOI: 10.1075/aral.23083.per
Simon Perry
{"title":"Filipino non-native English-speaking teachers and the contradictions in their own backyard","authors":"Simon Perry","doi":"10.1075/aral.23083.per","DOIUrl":"https://doi.org/10.1075/aral.23083.per","url":null,"abstract":"\u0000This paper uses content analysis to analyse a set of websites of English language teaching companies in the Philippines and highlights the contradictions between the language ideologies espoused, advertised language policies, and recruitment of local non-native English-speaking teachers. The study highlights trends in recruitment that contrast with language ideologies, thus demonstrating a bias against local teachers, whilst supporting notions of native speakerism and discounted nativeness. The augmentation of non-native English-speaking teachers in ELT institutions in Asia is reflected in the Philippines, which has become a prominent centre of English language teaching in the region. It would be an encouraging development in attitudes and policy within ELT private schools if the increase in NNEST employment was related to a recognition of how the English language landscape in the 21st century is evolving, yet it seems apparent that economic factors are the motivating force as native speakerism maintains its prominence.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265467","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: 0
The transmission of Spanish as a heritage language in Australia 西班牙语作为遗产语言在澳大利亚的传承
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2024-03-04 DOI: 10.1075/aral.23039.her
Milena Adriana Hernández Gallego, Anna Doquin de Saint-Preux
{"title":"The transmission of Spanish as a heritage language in Australia","authors":"Milena Adriana Hernández Gallego, Anna Doquin de Saint-Preux","doi":"10.1075/aral.23039.her","DOIUrl":"https://doi.org/10.1075/aral.23039.her","url":null,"abstract":"\u0000 Although the terms ‘heritage speakers’ and ‘heritage languages’ are relatively new, the phenomena themselves date\u0000 back to the beginning of migration. In many situations heritage languages do not survive these changes, but in others they are\u0000 maintained successfully. This research explores the individual factors that promote the maintenance of Spanish as a heritage\u0000 language in Australia. To achieve this, we preselected the most relevant individual factors found in the literature, that were\u0000 then included in a questionnaire that reflected the research questions of this study and was distributed online. Participants in\u0000 this study were 27 adult Australian heritage speakers who were either born in Australia or have lived in Australia since\u0000 childhood. The results suggest / indicate that the preselected individual factors: the feeling of identification with the\u0000 heritage language, the motivation to speak the heritage language, and the prestige that is given to\u0000 Spanish by both the parents and the heritage speakers correlate statistically with the maintenance of Spanish as a\u0000 heritage language.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080619","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: 0
Review of Lexander & Androutsopoulos (2023): Multilingual families in a digital age: Meditational repertoires and transnational practices 评论 Lexander & Androutsopoulos (2023)：数字时代的多语言家庭：冥想再现与跨国实践
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2024-01-29 DOI: 10.1075/aral.23052.mu
Yuxuan Mu
{"title":"Review of Lexander & Androutsopoulos (2023): Multilingual families in a digital age: Meditational repertoires and transnational practices","authors":"Yuxuan Mu","doi":"10.1075/aral.23052.mu","DOIUrl":"https://doi.org/10.1075/aral.23052.mu","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486131","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: 0
Review of Halenko & Wang (2022): Pragmatics in English language learning 评论 Halenko & Wang (2022)：英语语言学习中的语用学
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2024-01-15 DOI: 10.1075/aral.23021.nur
Mila Ida Nurhidayah, Widya Nur Faradina, Rinta Aryani, Destiyana, Hardianto Hitimala
{"title":"Review of Halenko & Wang (2022): Pragmatics in English language learning","authors":"Mila Ida Nurhidayah, Widya Nur Faradina, Rinta Aryani, Destiyana, Hardianto Hitimala","doi":"10.1075/aral.23021.nur","DOIUrl":"https://doi.org/10.1075/aral.23021.nur","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529828","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: 0
Experiences of supporting adults with literacy gaps 为存在识字差距的成人提供支持的经验
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-12-21 DOI: 10.1075/aral.23015.bla
Sebastian J. Blake
{"title":"Experiences of supporting adults with literacy gaps","authors":"Sebastian J. Blake","doi":"10.1075/aral.23015.bla","DOIUrl":"https://doi.org/10.1075/aral.23015.bla","url":null,"abstract":"\u0000 This paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those\u0000 living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as\u0000 the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As\u0000 part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper\u0000 highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts\u0000 from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949316","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: 0
Teaching culture in a competitive market 竞争激烈的市场中的教学文化
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-12-14 DOI: 10.1075/aral.22019.ben
Jonathan Benney, Philip Wing Keung Chan, Maria Gindidis
{"title":"Teaching culture in a competitive market","authors":"Jonathan Benney, Philip Wing Keung Chan, Maria Gindidis","doi":"10.1075/aral.22019.ben","DOIUrl":"https://doi.org/10.1075/aral.22019.ben","url":null,"abstract":"\u0000In 2012, the White Paper Australia in the Asian Century urged governments across Australia to improve access to Asian studies in schools. Despite this, schools still struggle to maintain interest and success for secondary students, particularly those without an Asian family background. In response to the low numbers of non-Chinese-background students graduating from secondary schools with proficiency in Chinese language, the Victorian government launched a new Chinese Language, Culture, and Society subject in 2017. This study focuses on the teaching of this subject, which is taken in the last two years of secondary schooling during the pre-tertiary Victorian Certificate of Education (VCE). Drawing upon interview data with administrators, teachers and students during the first years of its implementation, the article presents the views and challenges of stakeholders involved in this subject and argues that the inherent limitations of the VCE system will make it difficult for the new subject to achieve its stated aims.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138973959","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: 0
First and second language speakers’ sensitivity to the distributional properties of wh-clauses 第一语言和第二语言使用者对 wh-clauses 分布特性的敏感性
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-12-08 DOI: 10.1075/aral.23011.dom
Ivana Domazetoska, Helen Zhao
{"title":"First and second language speakers’ sensitivity to the distributional properties of\u0000 wh-clauses","authors":"Ivana Domazetoska, Helen Zhao","doi":"10.1075/aral.23011.dom","DOIUrl":"https://doi.org/10.1075/aral.23011.dom","url":null,"abstract":"\u0000 The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal\u0000 construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency\u0000 unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type,\u0000 differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they\u0000 agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target\u0000 language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a\u0000 judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition\u0000 type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of\u0000 target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating\u0000 effect of target language exposure and an important role for classroom instruction.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589512","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: 0
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