Applied Linguistics Review最新文献_第9页

Assessment and creativity through a translingual lens: transdisciplinary insights 跨语言视角下的评估和创造力:跨学科的见解

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-07-13 DOI: 10.1515/applirev-2023-0090

Madeleine Campbell, Claudia Rosenhan

{"title":"Assessment and creativity through a translingual lens: transdisciplinary insights","authors":"Madeleine Campbell, Claudia Rosenhan","doi":"10.1515/applirev-2023-0090","DOIUrl":"https://doi.org/10.1515/applirev-2023-0090","url":null,"abstract":"Abstract Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking increasingly form part of criteria for assessment in language education at all levels, the assessment of these dimensions in relation to creativity has proved more intractable, due in part perhaps to the potentially stifling effect of assessing an elusive quality that is valued for fostering affective engagement with individuals’ unique identity and lived experience and enabling creativity to achieve transformative learning. Recognizing that translingual language play can be sanctioned in the arts as a way of legitimating and giving voice to minoritized and oppressed populations, can lessons be drawn from different disciplines to rejuvenate assessment in language education, for example by placing some of the onus on learners monitoring their own learning? This paper presents a holistic and inclusive, arts-informed pluridimensional lens on creativity in language education whereby new forms of assessment aim to foster tolerance, diversity and translingual practices in the classroom, while resisting the drive to institutionalize the neo-liberal mandates of the creative economy.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41398144","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

Frontmatter 头版头条

2区文学

Applied Linguistics Review Pub Date : 2023-07-01 DOI: 10.1515/applirev-2023-frontmatter4

引用次数: 0

Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study 中国西南丹巴县藏族居民日常语言实践研究:个案研究

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-06-05 DOI: 10.1515/applirev-2022-0075

Bingbing Ai, Siwei Ma, Xia Liu

引用次数: 0

Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education 评估设计中的创造力、批判性和跨语言:来自孟加拉国高等教育的视角

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-06-02 DOI: 10.1515/applirev-2023-0086

A. Rafi

引用次数: 3

A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency 二语写作情感的潜象分析及其与写作活力、动机和熟练度的关系

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-31 DOI: 10.1515/applirev-2022-0080

Yabing Wang, Jian Xu

{"title":"A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency","authors":"Yabing Wang, Jian Xu","doi":"10.1515/applirev-2022-0080","DOIUrl":"https://doi.org/10.1515/applirev-2022-0080","url":null,"abstract":"Abstract Second/foreign language (L2) writing emotions play an important role in language writing outcomes. However, extant literature was dominated by L2 anxiety with other types of emotions being neglected. Further, little is known about whether English-as-a-foreign-language (EFL) writers demonstrate heterogenous patterns of emotional experiences in English writing. The aim of the study was to identify intra-individual differences in EFL writing emotion patterns and how these patterns differed from each other in terms of writing buoyancy, motivation, and proficiency. Through convenience sampling, three hundred and sixty-three EFL undergraduates in China were recruited and they completed a battery of questionnaires. Latent profile analysis (LPA) revealed a three-profile solution. They were labelled as the “positive type” (PT), “negative type” (NT) and “moderate type” (MT). Three groups reported significantly different levels of writing buoyancy and motivation with the highest scores of them being found among the PT group, followed by MT, and lastly NT. The writing proficiency was higher for the PT group than for the NT group, but the PT group did not differ from the NT or MT group. The dominance of MT group suggested that most students exhibited mild attitudes toward EFL writing. The distinct patterns of EFL writing emotions and their influences on writing outcomes suggested that teachers should boost students’ emotional learning competence and adjust the teaching approach accordingly.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336816","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: 2

Integrating translanguaging into assessment: students’ responses and perceptions 将译语融入评估:学生的反应与认知

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-26 DOI: 10.1515/applirev-2023-0087

Danping Wang, Martin East

{"title":"Integrating translanguaging into assessment: students’ responses and perceptions","authors":"Danping Wang, Martin East","doi":"10.1515/applirev-2023-0087","DOIUrl":"https://doi.org/10.1515/applirev-2023-0087","url":null,"abstract":"Abstract This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions in Chinese and responses to an immediate follow-up survey on their translanguaging practices were analysed as part of evaluating a new assessment design. Students’ digital compositions demonstrated purposeful translanguaging in assessment conditions, judiciously negotiating their existing linguistic knowledge when completing the task. The writing assessment showed augmented task completion when learners’ trans-semiotic repertoires were recognised as a legitimate resource for identity expression. The survey found that most students supported the creative design that integrated digital multimodal composition and translanguaging, replacing the monolingually-focused handwriting-based test tasks. Some students were sceptical of the translanguaging approach and found it unexpected, unnecessary, and inauthentic. The study suggests that L2 writing test design might incorporate translanguaging as a creative and transformative assessment facet to genuinely engage beginning learners in meaningful writing tasks when their proficiency level is limited.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220432","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

“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher “我的一部分在教英语”：一位英语教学教师的语言教学实践探索

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-25 DOI: 10.1515/applirev-2022-0169

Shuwen Liu, R. Yuan

{"title":"“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher","authors":"Shuwen Liu, R. Yuan","doi":"10.1515/applirev-2022-0169","DOIUrl":"https://doi.org/10.1515/applirev-2022-0169","url":null,"abstract":"Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45135104","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

Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom 形成性评价中的创造性译语:小学英语教师的认知与实践

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-25 DOI: 10.1515/applirev-2023-0085

Vincent Greenier, Xiaohua Liu, Yangyu Xiao

{"title":"Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom","authors":"Vincent Greenier, Xiaohua Liu, Yangyu Xiao","doi":"10.1515/applirev-2023-0085","DOIUrl":"https://doi.org/10.1515/applirev-2023-0085","url":null,"abstract":"Abstract In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649501","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

Interactional features in second language classroom discourse: variations across novice and experienced language teachers 第二语言课堂话语的互动特征:新手和资深语言教师的差异

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-25 DOI: 10.1515/applirev-2023-0001

Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari

{"title":"Interactional features in second language classroom discourse: variations across novice and experienced language teachers","authors":"Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari","doi":"10.1515/applirev-2023-0001","DOIUrl":"https://doi.org/10.1515/applirev-2023-0001","url":null,"abstract":"Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191787","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

The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources 中国英语环境下外语平和的积极作用机制：基于学习者个体资源的调节中介模型

IF 2.6 2区文学

Applied Linguistics Review Pub Date : 2023-05-25 DOI: 10.1515/applirev-2022-0105

Li Zhou, Katja Lochtman, Yiheng Xi

{"title":"The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources","authors":"Li Zhou, Katja Lochtman, Yiheng Xi","doi":"10.1515/applirev-2022-0105","DOIUrl":"https://doi.org/10.1515/applirev-2022-0105","url":null,"abstract":"Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086903","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