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Australian Review of Applied Linguistics最新文献

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A transnational multilingual language learning journey 跨国多语言学习之旅
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-06-02 DOI: 10.1075/aral.22043.mas
Marisol Massó, Peter I. De Costa
{"title":"A transnational multilingual language learning journey","authors":"Marisol Massó, Peter I. De Costa","doi":"10.1075/aral.22043.mas","DOIUrl":"https://doi.org/10.1075/aral.22043.mas","url":null,"abstract":"\u0000This study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant’s multi-layered transnational experiences using Darvin and Norton’s (2015) model of investment that foregrounds the intersection of ideology, capital, and identity. Specifically, we center on dominant ideologies in Maji’s discourse and how he negotiated his ethnic, social class, and gendered identities. Our findings revealed that Maji, who adhered to discourses that promoted the English superiority, the prestige of dialectal forms of Swahili, Spanish, and English, and English as a global commodity displayed his awareness of language hierarchies and dominance. Yet, Maji, who drew on French for meaning-making, displayed contradictory ideas by framing French as a useless language in the U.S. as compared to English. Our study sheds light on the complexity of multilinguals’ identity construction and discusses pedagogical implications on how to support language minority students’ multilingualism.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47771761","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
Social networking and cultural identity among language minority learners of Portuguese during study abroad 葡萄牙语少数民族学习者在留学期间的社交网络和文化认同
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-05-25 DOI: 10.1075/aral.22056.han
L. Han, Manlin Lin, Z. Wen
{"title":"Social networking and cultural identity among language minority learners of Portuguese during study abroad","authors":"L. Han, Manlin Lin, Z. Wen","doi":"10.1075/aral.22056.han","DOIUrl":"https://doi.org/10.1075/aral.22056.han","url":null,"abstract":"\u0000Research in intercultural communication studies has demonstrated that social networking (SN) can affect language minority learners’ cultural adaptation/identity process. Furthermore, internet usage preferences play an important role in the cultural adaptation of mobility groups. Drawing on these two lines of development, the current paper aims to further examine the role of SN in the home and host cultural adaptation/identity process of Chinese language-minority learners in Portugal. Through collecting and analyzing questionnaires focusing on three cultural identity dimensions, participants’ use of SN for academic purposes, and their cultural adaptation and language minority learning, we found that the affordances provided by SN contribute positively to enhancing both the host and the home cultural identity. Furthermore, the academic purpose of language use on SN indicated a positive relationship between the use of SN and cultural identity. The findings shed new light on factors that influence participants’ Portuguese language learning during study abroad.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46655576","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
The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television 口语词汇知识在少数民族学生附带字幕电视词汇学习中的作用
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-05-23 DOI: 10.1075/aral.22033.ten
M. Teng, Atsushi Mizumoto
{"title":"The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television","authors":"M. Teng, Atsushi Mizumoto","doi":"10.1075/aral.22033.ten","DOIUrl":"https://doi.org/10.1075/aral.22033.ten","url":null,"abstract":"\u0000This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42296053","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: 5
Identifying a pedagogical genre of literature review 确定文学评论的教学流派
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-05-23 DOI: 10.1075/aral.21044.afi
Nur Afifi
{"title":"Identifying a pedagogical genre of literature review","authors":"Nur Afifi","doi":"10.1075/aral.21044.afi","DOIUrl":"https://doi.org/10.1075/aral.21044.afi","url":null,"abstract":"\u0000This article reports initial parts of a classroom-based action research aimed to teach students to write a literature review (LR), which is considered as a critical, yet often overlooked genre, thus posing difficulties to the students. The existing works on LRs appear to treat the ability to write overviews of individual studies, and to combine them in acceptable ways, as assumed knowledge. In fact, for the learners in the context of the study, and in many second- and foreign-language learning contexts, such abilities are not shared among learners. Therefore, in the implementation of an initial short course, a genre analysis of 60 literature reviews from publications and completed theses in applied linguistics was conducted to identify suitable generic patterns used in literature reviews that could be implemented in the context. The result is a pedagogical genre of literature review, a genre description of LRs appropriate for the students’ English proficiency level, outlined in detail in this article with the teaching implication for this pedagogical context.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44234681","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 Torsh (2020): Linguistic intermarriage in Australia: Between pride and shame Torsh(2020):澳大利亚的语言通婚:在骄傲与羞耻之间
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-05-22 DOI: 10.1075/aral.22040.kim
Soyeon Kim
{"title":"Review of Torsh (2020): Linguistic intermarriage in Australia: Between pride and shame","authors":"Soyeon Kim","doi":"10.1075/aral.22040.kim","DOIUrl":"https://doi.org/10.1075/aral.22040.kim","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47149152","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
Integrating Indigenous epistemologies into mainstream foreign language teaching 将本土认识论融入主流外语教学
IF 1.2
Australian Review of Applied Linguistics Pub Date : 2023-03-27 DOI: 10.1075/aral.22039.wan
Danping Wang
{"title":"Integrating Indigenous epistemologies into mainstream foreign language teaching","authors":"Danping Wang","doi":"10.1075/aral.22039.wan","DOIUrl":"https://doi.org/10.1075/aral.22039.wan","url":null,"abstract":"\u0000This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse knowledge systems can coexist and interact harmoniously rather than compete with one another in the new National Certificate of Educational Achievement (NCEA) curriculum.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42923809","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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