Applied Linguistics Review最新文献_第10页

Primary-concern solicitation in Chinese medical encounters 中国医疗接触的首要关注点征集

2区文学

Applied Linguistics Review Pub Date : 2023-01-06 DOI: 10.1515/applirev-2022-0059

Zi Yang, Xueming Wang, Tianzhu Li

引用次数: 0

Stylistic alignment in natural conversation involving second language speakers 涉及第二语言使用者的自然对话中的文体一致性

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-12-21 DOI: 10.1515/applirev-2020-0048

Y. Jung, S. Crossley

{"title":"Stylistic alignment in natural conversation involving second language speakers","authors":"Y. Jung, S. Crossley","doi":"10.1515/applirev-2020-0048","DOIUrl":"https://doi.org/10.1515/applirev-2020-0048","url":null,"abstract":"Abstract To date, a growing body of second language (L2) research has investigated linguistic alignment as a pedagogical intervention, focusing on L2 learners’ alignment behaviors in task-based interactions (e.g., Jung, YeonJoo, YouJin Kim & John Murphy. 2017. The role of task repetition in learning word-stress patterns through auditory priming tasks. Studies in Second Language Acquisition 39(2). 319–346; Kim, YouJin, YeonJoo Jung & Stephen Skalicky. 2019. Linguistic alignment, learner characteristics, and the production of stranded prepositions in relative clauses: Comparing FTF and SCMC contexts. Studies in Second Language Acquisition 41(5). 937–969). Linguistic alignment refers to a tendency where one speaker’s utterances align with particular language features of those of the other speaker in dialogue. The current study investigated how L2 speakers’ alignment behaviors differ in natural dialogues between L2-L1 and L2-L2 dyads in terms of language style (i.e., stylistic alignment) and the role of non-linguistic factors in the occurrence of stylistic alignment. The study analyzed a corpus of 360 texts using a computational tool. Results showed that stylistic alignment occurred to a greater extent in the L2-L2 dyad than in the L2-L1 dyad with respect to the word range, word frequency, word imageability, and proportion of bigrams proportion produced by the interlocutors. Furthermore, findings demonstrated the degree of stylistic alignment on each of the four selected lexical features was affected by numerous factors including age, group membership, nonnative speaker status, familiarity between interlocutors, and linguistic distance between L1 and L2. The effect of each factor on stylistic alignment in conversation is discussed in detail.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48422514","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}

引用次数: 0

Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers 探索开放的辅音环境，在家测试高级第二语言使用者的元音感知

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-29 DOI: 10.1515/applirev-2021-0201

J. Jones

{"title":"Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers","authors":"J. Jones","doi":"10.1515/applirev-2021-0201","DOIUrl":"https://doi.org/10.1515/applirev-2021-0201","url":null,"abstract":"Abstract Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler’s (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48570893","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}

引用次数: 0

Oral corrective feedback on lexical errors: a systematic review 词汇错误的口头纠正反馈:系统回顾

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-15 DOI: 10.1515/applirev-2022-0053

Xiaochen Tan, B. Reynolds, Xuan Van Ha

{"title":"Oral corrective feedback on lexical errors: a systematic review","authors":"Xiaochen Tan, B. Reynolds, Xuan Van Ha","doi":"10.1515/applirev-2022-0053","DOIUrl":"https://doi.org/10.1515/applirev-2022-0053","url":null,"abstract":"Abstract This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were available for coding and analysis. Findings revealed that interlocutors showed a greater preference for recast than prompt and explicit correction. However, recast resulted in the lowest rate of lexical repairs, whereas prompt was found the most effective. Lexical errors received OCF at a higher rate than grammatical errors and phonological errors, indicating that interlocutors paid greater attention to vocabulary problems. OCF was most often provided for the inappropriate choice of lexical items, or inaccurate use of word derivation, involving a wide range of word classes (nouns, verbs, adjectives, and adverbs). Only a few studies looked into OCF targeting a single lexical feature. Findings suggest it may be more effective for teachers to employ prompts to elicit repairs of lexical errors from learners. There is a need for future researchers to conduct empirical OCF studies on a single lexical target.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567619","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}

引用次数: 1

Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching 通过课堂跨语言促进学习者的参与:跨语言课堂与单语课堂在汉语教学中的比较

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-10 DOI: 10.1515/applirev-2022-0136

Mengjun Nie, Juexuan Lu, Yongyan Zheng, Q. Shen

{"title":"Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching","authors":"Mengjun Nie, Juexuan Lu, Yongyan Zheng, Q. Shen","doi":"10.1515/applirev-2022-0136","DOIUrl":"https://doi.org/10.1515/applirev-2022-0136","url":null,"abstract":"Abstract Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47649416","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}

引用次数: 1

A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university 中国某高校留学生网络跨语言行为的多模态分析

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-10 DOI: 10.1515/applirev-2022-0139

J. Tao, K. Zhao, Wen-Mei Dong

{"title":"A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university","authors":"J. Tao, K. Zhao, Wen-Mei Dong","doi":"10.1515/applirev-2022-0139","DOIUrl":"https://doi.org/10.1515/applirev-2022-0139","url":null,"abstract":"Abstract Previous research has recognised the value of translanguaging in Chinese language teaching but has focused primarily on using English as the medium of instruction. However, teachers and students may not share a common language with which to communicate in a multilingual class, which is a significant challenge in Chinese learning and teaching. This study incorporates translanguaging into the pedagogical design by implementing a translanguaging-based task, perceiving Chinese learners as creative agents orchestrating numerous semiotic resources in meaning-making. The participants were a cohort of beginner-level Chinese learners with diverse ethnolinguistic backgrounds taking an online Chinese course at a Chinese university. Data sources included the participants’ video-recorded oral presentations and their reflective journals. Drawing on social semiotic theory, analysis of the video recordings shows that the learners moved creatively between modalities (written and spoken, visual and auditory, gesture and drawing) that worked together as an assemblage to make meaning beyond their linguistic capacity while ensuring audience comprehension. The reflective journals, however, reveal ambivalent attitudes: using multilingual resources eased concerns about the audience’s reception of the participants’ meaning-making, but also generated guilt among the participants. Based on these findings, this study argues for the transformative power of translanguaging-based pedagogy and highlights the communicative affordance of semiotic resources including cultural artefacts and knowledge. The pedagogical implications of designing translanguaging-based tasks in the teaching of Chinese and other Asian languages are discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942298","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}

引用次数: 0

Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China 培养形态意识的翻译教学法——以日本留学生在华学习汉语为例

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-02 DOI: 10.1515/applirev-2022-0138

M. Teng, F. Fang

{"title":"Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China","authors":"M. Teng, F. Fang","doi":"10.1515/applirev-2022-0138","DOIUrl":"https://doi.org/10.1515/applirev-2022-0138","url":null,"abstract":"Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and third languages. The students were allocated into an experimental group and a control group. The experimental group received translanguaging instruction, while the control group completed learning through the monolingual approach for which the language of instruction was Chinese. The main aim of the translanguaging intervention was to help students utilize their multilinguistic repertoire across languages for their morphology learning. The results revealed that morphology learning scores were higher for the participants in the experimental group than the control group. The focus group interviews revealed that the students in the experimental group favorably perceived the use of translanguaging strategies for morphology learning. Moreover, the students in the experimental group reported cognitive, interactive, and affective benefits from translanguaging pedagogy. Finally, this paper presents relevant implications for the use of translanguaging pedagogy for teaching morphology.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49058542","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}

引用次数: 3

Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education 作为一种教育学的翻译：探索教师和学生双语剧目在语文教育中的运用

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-11-02 DOI: 10.1515/applirev-2022-0142

Jinghe Han

{"title":"Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education","authors":"Jinghe Han","doi":"10.1515/applirev-2022-0142","DOIUrl":"https://doi.org/10.1515/applirev-2022-0142","url":null,"abstract":"Abstract This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese in Australian schools. The participant teachers’ theses were collected, and the evidentiary chapters reporting on their classroom teaching were analysed. Informed by the initial results, a follow-up stimulated recall interview was conducted. This research found that the teachers’ translanguaging practices were identified in the form of theirs and their students’ lingual and non-lingual capitals, and these practices showed a strong pedagogical purpose, particularly in motivating and engaging learners. The teachers’ translanguaging practices contributed to CAL pedagogy across three dimensions: teachers’ classroom instruction, teaching and learning resources, and learning activity design. These practices have demonstrated an impact on the students’ engagement, the enrichment of teaching content and improvement in dynamic teaching processes. This research is expected to provide insights into the future development of translanguaging curriculum and pedagogy in CAL education.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46177965","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}

引用次数: 0

“Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form “从写到学”:任务重复对对外汉语写作者形式注意的影响

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-10-31 DOI: 10.1515/applirev-2022-0001

Yachong Cui, Shaoqian Luo

{"title":"“Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form","authors":"Yachong Cui, Shaoqian Luo","doi":"10.1515/applirev-2022-0001","DOIUrl":"https://doi.org/10.1515/applirev-2022-0001","url":null,"abstract":"Abstract The “writing-to-learn” dimension of the second language (L2) writing has generated theoretical and empirical intrigue in the past decade. Task repetition is one variable of interest; however, little attention has been given to its role in individuals’ writing processes. This study explores the influence of task repetition on L2 Chinese learners’ attention to form by analyzing their writing processes. Four advanced learners of Chinese as a second language (CSL) were asked to complete one writing task twice in 10 days under think-aloud conditions. Language-related episodes (LREs), the representation of writers’ attention to form, in participant-produced think-aloud protocols were analyzed along three dimensions: language-related problems, problem-solving strategies, and depth of processing. Results indicated that task repetition in individual writing contributed to learners’ Chinese acquisition, as learners 1) attended closely to the typological characteristics and new/complex forms of Chinese; 2) strove for precise language expression; and 3) were granted time to access external resources and expand their linguistic repertoire. Implications related to task repetition in L2 writing, L2 Chinese instruction, and associated research are discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650420","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}

引用次数: 1

Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching 译语作为一种去殖民化的方法:学生对将土著认识论融入语言教学的看法

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2022-10-31 DOI: 10.1515/applirev-2022-0127

Danping Wang

{"title":"Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching","authors":"Danping Wang","doi":"10.1515/applirev-2022-0127","DOIUrl":"https://doi.org/10.1515/applirev-2022-0127","url":null,"abstract":"Abstract This study explores how translanguaging has been enacted in a university-wide curriculum transformation project in an additional language programme in Aotearoa New Zealand. Its aim is to reveal students’ perspectives on integrating Indigenous epistemology into the curriculum of a beginner-level Chinese course. The survey data, collected from 155 students, show that most students react positively to the idea of embedding Indigenous epistemology into language teaching through a translanguaging assessment design. Moreover, students’ translingual practices in their digital multimodal compositions demonstrate that they can enact translanguaging to enable the coexistence of different bodies of knowledge while learning an additional language. Based on these findings, I suggest that language teaching should integrate place-based worldviews that are meaningful to all local students. It is also important to adopt translanguaging as a decolonising approach to facilitate a pluriversal epistemological stance that promotes plurilingualism in language education. The nexus between translanguaging and decoloniality needs to be explored further, as does the possibility for cross-civilisational learning through translanguaging.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41453944","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}

引用次数: 3