International Journal of Applied Linguistics最新文献

The big global issues: Applied linguists and transdisciplinarity beyond SLA 全球性大问题：应用语言学家和跨学科性超越了 SLA

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-09-18 DOI: 10.1111/ijal.12623

Jonathon Ryan

引用次数: 0

Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context 教育变革时期影响教师能动性的社会文化因素：东南亚背景下的反思

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-09-05 DOI: 10.1111/ijal.12619

Hao Tran, Minglin Li

{"title":"Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context","authors":"Hao Tran, Minglin Li","doi":"10.1111/ijal.12619","DOIUrl":"https://doi.org/10.1111/ijal.12619","url":null,"abstract":"In the wake of globalisation and the widespread dominance of English, Southeast Asian countries have experienced significant shifts in their foreign language policies, prioritising English instruction over other languages. While numerous studies have explored teacher agency in response to educational change, understanding the motivations behind their actions warrants further attention. Amidst this evolving educational landscape in culturally nuanced contexts like Southeast Asia, unpacking the influence of Asian sociocultural values on how teachers exert agency during this transition could provide in‐depth insights into teacher agency and their decision making. Employing a sociocultural approach and drawing on Bourdieu's theory of practice, this paper examines the sociocultural factors shaping the agency of 20 teachers in a Vietnamese university as they respond to a profound educational change—the transition from teaching modern foreign languages (e.g., French, Chinese, and Russian) to teaching English. Through teacher interviews with 20 transitioned teachers, supplemented by insights from interviews with two faculty and university leaders, the findings reveal the embodiment of Bourdieu's concepts of Habitus and Capital in Vietnamese adaptability, flexibility, family roles, responsibilities, and teachers’ sense of collectivity as influential factors on teacher agency. Additionally, the hierarchical nature of change implementation, as reflected in leaders’ orientations, organisational constraints, and administrative styles, viewed through the lens of Field and social networks, contributes to the intricate dynamics of the transition process. Understanding these findings is crucial for comprehending the factors that constrain and facilitate teachers’ responses to change within the complex interplay of individual dispositions, societal structures, and power distribution within the educational sphere.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Social presence and other individual differences in asynchronous English communication 异步英语交流中的社会存在和其他个体差异

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-09-04 DOI: 10.1111/ijal.12614

Fumiya Shinozaki

{"title":"Social presence and other individual differences in asynchronous English communication","authors":"Fumiya Shinozaki","doi":"10.1111/ijal.12614","DOIUrl":"https://doi.org/10.1111/ijal.12614","url":null,"abstract":"This study discusses the relationship among various factors in English communication, including social presence, international posture (IP), willingness to communicate (WTC), second language learning motivation, and English proficiency. The hypothesis was that IP (having things to communicate to the world) would affect social presence, but WTC would augment its effect on social presence. To confirm this as well as the positioning of social presence in English learning, structural equation modeling was performed on the survey responses of 325 undergraduate students in Japan. The first model revealed that the path from IP to social presence was not significant but the indirect effect of WTC on social presence was. Since the model did not show a good fit, it was improved by eliminating the insignificant path and assuming covariance among the error variables. As a result, the final model showed a good fit. Within the same model, the path from IP to English proficiency via WTC and motivation and the path from IP to social presence via WTC were found to be moderately influential. In other words, the model explains that as IP increases, social presence via WTC and English proficiency via WTC and motivation also increase.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study 揭示 L2 学习者情绪和情绪调节的复杂性：追溯性定性建模研究

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-30 DOI: 10.1111/ijal.12606

Mostafa Ranjbar, Mohammad Hassanzadeh, Amin Roghanian

引用次数: 0

Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field 利用证实性综合分析（CCA）重新审视词汇学习策略问卷的有效性：为该领域指明新方向

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-22 DOI: 10.1111/ijal.12609

Abdullah Alamer, Suhad Sonbul, Dina Abdel Salam El‐Dakhs

{"title":"Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field","authors":"Abdullah Alamer, Suhad Sonbul, Dina Abdel Salam El‐Dakhs","doi":"10.1111/ijal.12609","DOIUrl":"https://doi.org/10.1111/ijal.12609","url":null,"abstract":"Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. Particularly, we conceive of the nine constructs of VLSs as emergent variables (composite) rather than latent variables (common factor). In contrast to latent variables, emergent variables are constructs that are formed by their items. To test this proposition, we make use of the confirmatory composite analysis (CCA), which is akin to confirmatory factor analysis (CFA), that was developed for assessing emergent variables. To evaluate the CCA model of VLSs, 216 Saudi university students of English completed an online questionnaire. The results indicated that CCA better fitted our data while CFA appeared to provide a less than acceptable fit. Moreover, we examined the criterion‐related validity of the VLSs through the composite model and showed that two constructs, inferencing and self‐initiation positively related to self‐perception of English proficiency. Overall, the findings seem to suggest that the VLSs are better seen as made of emergent variables, with the items defining the constructs. The findings hold methodological and empirical implications for the L2 research.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Towards epistemic and linguistic justice in universities: Exploring the Australian university linguascene from student perspectives 在大学中实现认识论和语言公正：从学生视角探索澳大利亚大学的语言环境

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-16 DOI: 10.1111/ijal.12611

Anikó Hatoss, Eliot Allport

{"title":"Towards epistemic and linguistic justice in universities: Exploring the Australian university linguascene from student perspectives","authors":"Anikó Hatoss, Eliot Allport","doi":"10.1111/ijal.12611","DOIUrl":"https://doi.org/10.1111/ijal.12611","url":null,"abstract":"This paper addresses linguistic and epistemic justice by exploring multilingual practices in tertiary contexts in an English‐dominant linguistic ecology. The paper argues that the university linguistic space (linguascene) governs language choices toward English monolingualism, and this has implications for epistemic justice in multilingual universities. While the top‐down policy of institutional monolingualism serves as the backdrop to the research, the paper is focused on individual voices and student perspectives. The study collected semi‐structured interviews from 14 tertiary students studying in Australia to interrogate their dispositions of the affordances that university spaces provide for multilingual practices. The findings of this study expose monolingual ideologies where English is seen as the legitimate norm and students do not engage with other languages through translanguaging practices. The study also reveals that students’ language norms are driven by ideologies of linguistic entrepreneurship directed at the priority of English. Students expressed doubts about the practicality of embracing multilingualism, therefore, perpetuating existing monolingual practices. The paper points to ideological barriers in the development of multilingual practices and calls for developing critical language awareness in students and academics to ensure that they become more aware of the benefits and the epistemic justice aspects of multilingual practices during their academic studies.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context 在英语语言环境中，配对作业和个人作业对配对关联词汇学习的影响

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-14 DOI: 10.1111/ijal.12610

Akira Iwata, Kohei Kanayama, Kiwamu Kasahara

{"title":"Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context","authors":"Akira Iwata, Kohei Kanayama, Kiwamu Kasahara","doi":"10.1111/ijal.12610","DOIUrl":"https://doi.org/10.1111/ijal.12610","url":null,"abstract":"This study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning 外语乐趣克服焦虑和厌倦，提高英语外语学习第一年的口语水平

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-13 DOI: 10.1111/ijal.12607

Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat

{"title":"Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning","authors":"Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat","doi":"10.1111/ijal.12607","DOIUrl":"https://doi.org/10.1111/ijal.12607","url":null,"abstract":"The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Hedges and boosters in L2 (Czech) Master's theses and published research articles: A contrastive analysis 第二语言（捷克语）硕士论文和已发表研究文章中的 "篱笆 "和 "助推器"：对比分析

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-13 DOI: 10.1111/ijal.12602

Olga Dontcheva‐Navratilova

{"title":"Hedges and boosters in L2 (Czech) Master's theses and published research articles: A contrastive analysis","authors":"Olga Dontcheva‐Navratilova","doi":"10.1111/ijal.12602","DOIUrl":"https://doi.org/10.1111/ijal.12602","url":null,"abstract":"This article studies the use of lexical hedges and boosters in English‐medium Master's theses by L2 (Czech) graduates in English language and literature programmes. Drawing on the metadiscourse framework and adopting a corpus‐based approach, the study analyses the frequency, realisations, and function of hedges and boosters in a corpus of 48 Master's theses in linguistics, literature, and education. The results are also compared to a reference corpus representing L1 English published academic discourse in the same disciplines. The analysis shows that the Master's theses of Czech students use fewer hedges and slightly more boosters than L1 expert writers and thus display a somewhat less cautious stance. The results also indicate that Czech graduates show a strong preference for content‐oriented hedges and emphatics as boosters. This suggests that the rhetorical choices of Czech graduates bear features of learner discourse and may be affected by the merging of L1 and L2 academic conventions and the power relations between the student‐writer and the examiners inherent to the Master's thesis. Based on these findings, the article draws some implications for L2 writing pedagogy.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts 分化与平衡：跨文化背景下语言教师的情绪调节动机与专业身份建构

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-12 DOI: 10.1111/ijal.12604

Jiying Han, Haoyu Zhuang, Hongbiao Yin, Yan Cai

引用次数: 0