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Australian Review of Applied Linguistics最新文献

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Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices 探索语言少数民族学生对日常翻译实践的复杂性和态度
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-02-17 DOI: 10.1075/aral.22012.fan
F. Fang, Yating Huang
{"title":"Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices","authors":"F. Fang, Yating Huang","doi":"10.1075/aral.22012.fan","DOIUrl":"https://doi.org/10.1075/aral.22012.fan","url":null,"abstract":"\u0000This article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and the wider community. The findings indicate the various translanguaging practices but also reveal a decline and marginalization in Teochew across different generations. This paper argues for the need to preserve Teochew and other heritage languages and home dialects for inclusiveness of language practice. Moreover, translanguaging practices should also be viewed as key in readdressing issues such as power and identity in daily language use, and their importance must be recognized for educational purposes.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46367469","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
Review of Werner & Tegge (2020): Pop culture in language education: Theory, research, practice 沃纳和泰格(2020):语言教育中的流行文化:理论、研究与实践
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-12-08 DOI: 10.1075/aral.21063.rot
Anastasia Rothoni
{"title":"Review of Werner & Tegge (2020): Pop culture in language education: Theory, research, practice","authors":"Anastasia Rothoni","doi":"10.1075/aral.21063.rot","DOIUrl":"https://doi.org/10.1075/aral.21063.rot","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815287","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
Emotions of Japanese language learners in and out of class 日语学习者课堂内外的情绪
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-11-17 DOI: 10.1075/aral.21098.yos
Reiko Yoshida
{"title":"Emotions of Japanese language learners in and out of class","authors":"Reiko Yoshida","doi":"10.1075/aral.21098.yos","DOIUrl":"https://doi.org/10.1075/aral.21098.yos","url":null,"abstract":"\u0000There is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46937156","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 Hawkins (2021): Transmodal communications: Transpositioning semiotics and relations 霍金斯评论（2021）：跨模态传播：符号学和关系的换位
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-11-10 DOI: 10.1075/aral.22015.wu
Keyun Wu, F. Fang
{"title":"Review of Hawkins (2021): Transmodal communications: Transpositioning semiotics and relations","authors":"Keyun Wu, F. Fang","doi":"10.1075/aral.22015.wu","DOIUrl":"https://doi.org/10.1075/aral.22015.wu","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290095","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
Intimacy in online classrooms 网络课堂中的亲密关系
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-11-03 DOI: 10.1075/aral.21050.dob
Toni Dobinson
{"title":"Intimacy in online classrooms","authors":"Toni Dobinson","doi":"10.1075/aral.21050.dob","DOIUrl":"https://doi.org/10.1075/aral.21050.dob","url":null,"abstract":"\u0000In this article I describe the transition of a group of university students in Australia into an online learning environment during COVID-19 pandemic disruptions. I reflect upon my intersubjective experiences as the lecturer in an unexpected situation of urgency and physical distancing. Research has acknowledged synchronous virtual learning contexts as less psychologically distancing than previously thought. I argue that these contexts can foster profound intimacy between participants through linguistic and multimodal means. I use an auto-ethnographic narrative inquiry approach to share observations gained retrospectively through multimodal, critically reflexive, social semiotic discourse analysis of audio-visual recordings of synchronous workshops conducted in 2020. I attempt to fill the gap in research on intimacy in online educational settings by suggesting that intimacy can be created by linguaplay, personal testimonies, and contrived chaotic material ecologies. I advocate moving away from an obsession with standardising and generating student knowledge in formal online learning to a stance that values intimacy, connection, and spontaneity.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45180530","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
Putting it into context 把它放在上下文中
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-10-14 DOI: 10.1075/aral.21058.mis
Bianca Mister, Honglin Chen, Amanda Baker
{"title":"Putting it into context","authors":"Bianca Mister, Honglin Chen, Amanda Baker","doi":"10.1075/aral.21058.mis","DOIUrl":"https://doi.org/10.1075/aral.21058.mis","url":null,"abstract":"\u0000 Developing L2 learners’ productive mastery of vocabulary is a challenging task. Recent research has called for\u0000 greater attention to understanding how receptive vocabulary may be transformed for productive use (Schmitt, 2019). Using a design-based research methodology, this study investigated adult ESL learners’\u0000 productive oral vocabulary development through engaging them in a series of classroom workshops where they were exposed to nine\u0000 target words in five different contexts. Findings suggest that such exposure to words combined with phonological form-focused\u0000 elaboration facilitates the development of metalinguistic awareness, specifically the associations between grammatical patterns\u0000 and word meaning, leading to subsequent productive use of target words. The paper contributes to the understanding that vocabulary\u0000 training combining a focus on meaning with a focus on phonological and grammatical form may enhance form-meaning mapping, leading\u0000 to productive oral vocabulary development.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43376668","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
Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English 二语冠词外显和内隐知识的潜在母语迁移效应
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-10-07 DOI: 10.1075/aral.21010.kim
Myeong Hyeon Kim, T. Ionin
{"title":"Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English","authors":"Myeong Hyeon Kim, T. Ionin","doi":"10.1075/aral.21010.kim","DOIUrl":"https://doi.org/10.1075/aral.21010.kim","url":null,"abstract":"\u0000 This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and\u0000 implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production.\u0000 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an\u0000 elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with\u0000 and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article\u0000 for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in\u0000 anaphoric contexts, supplying the, but very frequently overused a in non-anaphoric (bridging) contexts, suggesting that they\u0000 equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of\u0000 the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647447","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
Sentence initial lexical bundles in Chinese and New Zealand PhD theses in the discipline of General and Applied Linguistics 中国和新西兰普通语言学与应用语言学博士论文中的句首词丛
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-09-21 DOI: 10.1075/aral.21018.li
Liang-qi Li, M. Franken, Shaoqun Wu
{"title":"Sentence initial lexical bundles in Chinese and New Zealand PhD theses in the discipline of General and Applied Linguistics","authors":"Liang-qi Li, M. Franken, Shaoqun Wu","doi":"10.1075/aral.21018.li","DOIUrl":"https://doi.org/10.1075/aral.21018.li","url":null,"abstract":"Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students’ writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of PhD thesis and investigated the bundle productions of the same genre within the same level and discipline. This paper compares sentence initial lexical bundles in the corpora of English theses written by Chinese and New Zealand PhD students in the discipline of General and Applied Linguistics. Forty-six bundles from a Chinese corpus and forty-two bundles from a New Zealand corpus were generated. Among them, 94% of sentence initial bundles were identified as metadiscursive bundles. Chinese and New Zealand doctoral students showed considerably different preferences in their bundle selection. The paper examines the possible impact of these preferences and suggests there is a need to extend the metadiscourse knowledge of doctoral students in terms of lexical bundles.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048222","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
Multiple perspectives on group work in a multilingual context 多语言背景下小组工作的多重视角
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-08-17 DOI: 10.1075/aral.21040.sto
N. Storch, Helen Zhao, J. Morton
{"title":"Multiple perspectives on group work in a multilingual context","authors":"N. Storch, Helen Zhao, J. Morton","doi":"10.1075/aral.21040.sto","DOIUrl":"https://doi.org/10.1075/aral.21040.sto","url":null,"abstract":"\u0000Group assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students’ and teachers’ perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas – group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49221779","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
1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity 1.5代韩裔新西兰人对双语、传统语言能力和身份的看法
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2022-07-28 DOI: 10.1075/aral.21091.par
Mi Yung Park
{"title":"1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity","authors":"Mi Yung Park","doi":"10.1075/aral.21091.par","DOIUrl":"https://doi.org/10.1075/aral.21091.par","url":null,"abstract":"\u0000This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, socializing with other Korean speakers at church and in peer groups aided their learning of a wide range of registers in context, while providing culturally sensitive places for the participants to explore their identities. Nevertheless, the study also found that the participants encountered racial and linguistic hierarchical structures from which they were marginalized, which delayed their construction of positive bilingual identities. The findings enable a deeper understanding of how family-internal and family-external factors shape immigrant children’s identities, and suggest that substantial institutional and societal support are needed to foster immigrant children’s bilingualism and biculturalism.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43816680","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
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