Applied Linguistics Review最新文献_第2页

Communicating the cultural other: trust and bias in generative AI and large language models 沟通文化他者：生成式人工智能和大型语言模型中的信任与偏见

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-06-28 DOI: 10.1515/applirev-2024-0196

Christopher J. Jenks

引用次数: 0

Mobility-in-place: how to keep privilege by being mobile at work 就地移动：如何在工作中通过移动保持特权

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-06-17 DOI: 10.1515/applirev-2024-0169

Ruanni Tupas, V. Tarrayo

{"title":"Mobility-in-place: how to keep privilege by being mobile at work","authors":"Ruanni Tupas, V. Tarrayo","doi":"10.1515/applirev-2024-0169","DOIUrl":"https://doi.org/10.1515/applirev-2024-0169","url":null,"abstract":"Abstract In this paper, we explore the notion of mobility as a dynamic process of keeping oneself in a privileged position through the mobilisation of linguistic, communicative, and semiotic resources. It is a proposed construct that troubles our understanding of the two dominant paradigms in the study of language in globalisation: the sociolinguistics of distribution (study of language-in-place) and the sociolinguistics of mobility (study of language-in-motion) (Blommaert and Dong 2007. Language and movement in space. Working Papers in Language Diversity. University of Jyväskylä). We examine the professional life story of Andrew and Juanito to map out the inventive manner by which they move around within their workplaces through their deployment of language, and English in particular. While there has been substantial work dedicated to unpacking elite language and how it enables the mobility of speakers, our paper departs from it by constructing an understanding of how such privilege is organized in terms of people’s ability to shift between linguistic and stylistic choices in order to mobilize their own privileged mobility within their chosen workplaces. What we see here is the mobilisation of ‘language-in-motion-in-place’ -- or broadly, mobility-in-place -- which erases the conceptual dichotomy between the two dominant paradigms in the study of language and globalisation: while the speakers are in place, they are also mobile.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335202","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

Shanghai hukou, English and politics of mobility in China’s globalising economy 上海户口、英语和中国全球化经济中的流动政治

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-06-06 DOI: 10.1515/applirev-2024-0174

Eleanor Yue Gong

{"title":"Shanghai hukou, English and politics of mobility in China’s globalising economy","authors":"Eleanor Yue Gong","doi":"10.1515/applirev-2024-0174","DOIUrl":"https://doi.org/10.1515/applirev-2024-0174","url":null,"abstract":"Abstract Amidst Shanghai’s transformation into a global metropolis and the resulting influx of internal migration, obtaining Shanghai hukou remains a challenging yet highly coveted socioeconomic aspiration. Simply earning high incomes, even for middle-class migrants, falls short of ensuring the desired level of geographical and social mobility. This article draws from a sociolinguistic ethnography conducted within a Shanghai-based multinational corporation, where migrant employees are compelled to strategise around English proficiency as a form of cultural capital to position themselves as valued neoliberal worker-citizens, driven by ambitions of career advancement and privileged hukou attainment. It argues that in China’s globalising economy, English not only enables multinational companies to stratify employees and select ideal internationalised human capital but also expedites migrant professionals’ acquisition of Shanghai hukou – a symbol of upward mobility in China. By delving into tensions and inequalities at work, this study demonstrates how English, the language of global capitalism, aligns the migrants’ interest in solidifying their middle-class status with Shanghai’s agenda of becoming an Asian-Pacific economic hub.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376390","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 art – Questioning boundaries in Monika Szydłowska’s Do you miss your country? 跨语言的艺术--莫妮卡-西德沃夫斯卡的《你想念你的祖国吗？

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-06-06 DOI: 10.1515/applirev-2024-0062

Dobrochna Futro

{"title":"Translanguaging art – Questioning boundaries in Monika Szydłowska’s Do you miss your country?","authors":"Dobrochna Futro","doi":"10.1515/applirev-2024-0062","DOIUrl":"https://doi.org/10.1515/applirev-2024-0062","url":null,"abstract":"Abstract Using the concept of translanguaging art that combines language(s) with other means of artistic expression, I discuss an artist’s book published in 2015 by Monika Szydłowska, who is a Polish-born visual artist living in the UK. Szydłowska’s book Do you miss your country? is a visual diary in which, using media traditionally associated with a travel journal (pencil and watercolours), the artist captures her experience of migration. The book depicts the everyday life of a young migrant woman from Poland, in the first years of her life in Scotland. The visual and textual narrative pinpoints the intricacies of the process of othering and identity building. I consider what the translanguaging art reveals about the process of identity creation in linguistically and culturally diverse communities and show how, through her choice of multi(trans)lingualism as a mode of writing and the form of a pocket-size sketchbook filled with watercolour drawings and speech bubbles, Szydłowska problematises the popular image of the migrant. I also discuss her engagement with the tradition of migrant writing and travel writing and her subtle subverting of these genres. I demonstrate how, by combining languages with visual means of expression choosing the form of a comic and the watercolour – a gendered and nationally loaded medium – she negotiates her identity and destabilises power relations historically operating within the migratory discourse. My conclusion suggests that her use of translanguaging enabled the artist to indicate the transformative and emancipatory potential of migration seen as the empowering rather than disempowering process for migrants and locals alike.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377726","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

Walking with: understandings and negotiations of the mundane in research 同行：研究中对世俗的理解和协商

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-13 DOI: 10.1515/applirev-2024-0069

Jessica Mary Bradley, Sari Pöyhönen

{"title":"Walking with: understandings and negotiations of the mundane in research","authors":"Jessica Mary Bradley, Sari Pöyhönen","doi":"10.1515/applirev-2024-0069","DOIUrl":"https://doi.org/10.1515/applirev-2024-0069","url":null,"abstract":"Disruptions, and indeed spectacular disruptions, are understood and experienced by people in many different ways. They serve to both highlight and embed deep-rooted inequalities, changing experiences of the everyday and even challenging the very right to have an everyday. In this joint article we critically engage with conceptualisations of the mundane, exploring how people negotiate everyday life in contexts of unprecedented change. We take up Georges Perec’s call to take account of the everyday, focusing on examples from two ethnographically informed projects, both of which engage with creative practice. The first is long-term research in forced migration settings in North-Western Finland, which explores how people negotiate and re-negotiate linguistic citizenship and everyday life, in a policy context which restricts and limits. The second is a community arts and wellbeing project in the North of England, which investigated creative approaches to re-emergence from the Covid19 pandemic among people who had been particularly affected by isolation, including new mothers. In both projects, our data are drawn from fieldnotes from observations, reflections from our own participation, interviews and creative artefacts made by participants. In our analysis and discussion, we foreground ephemeral everyday moments and how individuals aim to hold up the mundane in the middle of major, internal and international crises. We consider how the ‘right to an everyday’ is central to understandings of being human, and draw on these experiences to show how ethnographic research, with particular emphasis on language(s) and creative practice, can shed light on lived experiences of the mundane and unequal experiences of and rights to the everyday.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927671","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

To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures 逐字抄写、转述或概括--听众在回忆学术讲座时的话语表述方法

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-08 DOI: 10.1515/applirev-2023-0031

Haiping Wang, Guoxing Yu

{"title":"To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures","authors":"Haiping Wang, Guoxing Yu","doi":"10.1515/applirev-2023-0031","DOIUrl":"https://doi.org/10.1515/applirev-2023-0031","url":null,"abstract":"\u0000 It is unanimously agreed that comprehension of academic lectures is cognitively demanding; however, few studies have focused on a listener’s real-time discourse representation of a lecture. Based on the qualitative analysis of the verbal protocols, the present study investigated sixteen Chinese university students’ verbal recall of an academic mini-lecture to explore how they made sense of the lecture and represented its discourse when they recalled it episode by episode, and to what extent they differed in discourse representation. The results show that listeners’ discourse representation involved a range of cognitive processes such as paraphrasing, summarizing, and verbatim copying. Paraphrasing and summarizing were the main methods of discourse representation used by the participants when they verbally recalled the lecture. Those who correctly paraphrased more idea units recalled more content of the lecture. They were able to select and retain more idea units in their short-term memory, build more associations between the selected idea units, integrate them with the existing discourse structures and ensure contextual coherence in the construction of the local discourse structures. The findings of the study contribute to a better understanding of how listeners comprehend academic lectures and confirm that improving students’ paraphrasing skills and hierarchical discourse construction in recall are conducive to better comprehension of academic lectures.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998617","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

Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university 马来西亚一所大学的教师和学生对中级英语教学政策和 STEM 课堂中的翻译语言的看法

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-07 DOI: 10.1515/applirev-2023-0040

Mohammad Mosiur Rahman, Md. Shaiful Islam, Abdul Karim, Manjet Kaur Mehar Singh, Guangwei Hu

{"title":"Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university","authors":"Mohammad Mosiur Rahman, Md. Shaiful Islam, Abdul Karim, Manjet Kaur Mehar Singh, Guangwei Hu","doi":"10.1515/applirev-2023-0040","DOIUrl":"https://doi.org/10.1515/applirev-2023-0040","url":null,"abstract":"English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927424","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

L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety 从 L1 修复流畅性、认知流畅性和语言焦虑的角度看 L2 修复流畅性

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-03 DOI: 10.1515/applirev-2023-0011

Pauliina Peltonen, Sanna Olkkonen, Magdalena Szyszka, Pekka Lintunen

{"title":"L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety","authors":"Pauliina Peltonen, Sanna Olkkonen, Magdalena Szyszka, Pekka Lintunen","doi":"10.1515/applirev-2023-0011","DOIUrl":"https://doi.org/10.1515/applirev-2023-0011","url":null,"abstract":"Repairs (including false starts, repetitions, and different types of self-corrections) have been examined in second language (L2) speech fluency research as one dimension of (dis)fluent speech. However, in contrast to other dimensions of L2 speech fluency (speed and breakdown), repair fluency is not equally well understood: the results are mixed, and more research investigating the factors behind L2 repair fluency is needed. While some previous studies suggest links between first language (L1) and L2 repair fluency, to what extent L2 repairs are connected with cognitive and affective factors is less understood. To achieve a comprehensive view of the factors behind L2 repair fluency, we combine perspectives of L1 repair fluency, attention control, and language anxiety (LA) that have individually been shown to potentially affect L2 repairs but have rarely been examined together. We analyzed data from L1 Finnish and L2 English monologue speech tasks, a Stroop task in L1 and L2, and surveys for general and task-specific LA from 59 advanced users of English to investigate how L1 repair fluency, cognitive fluency, and LA are related to L2 repair fluency. Correlational analyses revealed that task-specific LA and certain Stroop measures were connected with L2 repair measures, while correlations between L1 and L2 repair fluency measures were weak. An analysis of repair profiles of participants displaying the highest levels of L2 repair fluency revealed that, overall, repairs are more common in the L2 than in the L1, but patterns regarding preferences for repair types vary across individuals. The study has methodological implications for psycholinguistic and SLA research into L2 repair fluency and broader implications for L2 classrooms and assessment.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828801","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

Investments, identities, and Chinese learning experience of an Irish adult: the role of context, capital, and agency 爱尔兰成年人的投资、身份和中国学习经历：背景、资本和代理的作用

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-03 DOI: 10.1515/applirev-2024-0130

Chung Kam Kwok

引用次数: 0

“If you don’t know English, it is like there is something wrong with you.” Students’ views of language(s) in a plurilingual setting "如果你不懂英语，就好像你有问题一样"。在多语言环境中学生对语言的看法

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2024-05-02 DOI: 10.1515/applirev-2023-0069

Line Krogager Andersen, Anne Pitkänen-Huhta

{"title":"“If you don’t know English, it is like there is something wrong with you.” Students’ views of language(s) in a plurilingual setting","authors":"Line Krogager Andersen, Anne Pitkänen-Huhta","doi":"10.1515/applirev-2023-0069","DOIUrl":"https://doi.org/10.1515/applirev-2023-0069","url":null,"abstract":"Based on a repertoire-oriented stance to language learning and a broad definition of language awareness, this study investigates students’ discursive representations of the languages in their repertoires in the context of a plurilingual language awareness course (Almen Sprogforståelse). The study is based on a subset of data collected in a multi-case study focusing on language awareness across educational levels. Through an inductive and iterative thematic content analysis of interview and classroom data, the authors identify six themes central to the ways in which students talk about language: (1) language learning experiences and skills, (2) gateways, (3) attractiveness, (4) family and friendship, (5) everyday presence and (6) usefulness. The study investigates the relationship between the different themes and languages, revealing how students’ personal linguistic biographies and Spracherleben interact with classroom ideologies in shaping the ways in which students perceive and describe different languages. Despite students’ display of rich repertoires and language awareness, some languages are positioned discursively as need-to-have and others as nice-to-have or even impossible-to-opt-out-of, mirroring societal discourses surrounding these languages. In this sense, the results of the study underscore the importance of the development of critical language awareness, specifically in the context of the compulsory General Language Awareness course.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828798","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