International Journal of Applied Linguistics最新文献

The (Un)Bearable Wellness of Being: Problematizing Emotions as Entanglements in Applied Linguistics （无法忍受的）存在的健康：应用语言学中的情感纠葛问题

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-07-22 DOI: 10.1111/ijal.12821

Peter I. De Costa

引用次数: 0

Report by Grégory Miras as AILA ReN Coordinator gracry Miras作为AILA ReN协调员的报告

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-07-09 DOI: 10.1111/ijal.12808

Grégory Miras

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Report by Grégory Miras as AILA ReN Coordinator gracry Miras作为AILA ReN协调员的报告

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-16 DOI: 10.1111/ijal.12752

Grégory Miras

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Multimodal Co-Selection of Grammatical Tenses in Chinese Primary School EFL Textbooks: The Case of Verb be 小学英语教材中语法时态的多情态共选：以动词be为例

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-09 DOI: 10.1111/ijal.12732

Jinyou Zhou, Lin Wang, Winfred Xuan

{"title":"Multimodal Co-Selection of Grammatical Tenses in Chinese Primary School EFL Textbooks: The Case of Verb be","authors":"Jinyou Zhou, Lin Wang, Winfred Xuan","doi":"10.1111/ijal.12732","DOIUrl":"https://doi.org/10.1111/ijal.12732","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper delves into the intricate co-selection patterns between four distinct verb tense categories required by the <i>Curriculum</i> and three kinds of inter-semiotic relationships in Chinese primary school textbooks for English as a foreign language (EFL). Informed by the corpus-based co-selection analysis and the multimodal analysis in textbooks, it proposes a corpus-assisted approach to evaluating the construction of verb tenses via multiple modes. An exhaustive analysis of a series of textbooks shows that the most frequent verb “be” tends to signify the temporal shifts in a parallel inter-semiotic relationship. However, the configuration biplot derived from the cross-tabulation between verb tenses and inter-semiotic relationships, complemented by correspondence analysis in <i>R</i>, unveils a more nuanced pattern of co-selecting the multiple modes. This pattern displays that a preferential pairing of each inter-semiotic relationship with two specific verb tense types, exemplified through illustrative cases of co-selection. The findings underscore the importance for textbook compilers to critically consider the interplay of multiple modes when representing grammatical tenses. The proposed approach and insights offer valuable guidance for content analysis and the design of multimodal texts in EFL textbooks, thereby enhancing their pedagogical effectiveness.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1597-1609"},"PeriodicalIF":1.7,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782488","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

Generation Alpha in the Classroom: New Approaches to Learning By Erika Galea and Olga Sayer, Oxford: Oxford University Press, 2025. 168 pp. £41.30 (paperback). ISBN: 9780194097819 《课堂上的阿尔法一代：学习的新方法》，作者Erika Galea和Olga Sayer，牛津：牛津大学出版社，2025年。168页，41.30英镑（平装本）。ISBN: 9780194097819

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-07 DOI: 10.1111/ijal.12736

Quanjiang Guo, Jiao Li

引用次数: 0

Collaborative Accomplishment of L2 Peer Feedback Interaction: Pursuing Uptake Through Accounting and Depersonalizing 第二语言同伴反馈互动的协作成就：通过会计和去人格化来追求吸收

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-06 DOI: 10.1111/ijal.12735

Kübra Ekşi, Nilüfer Can Daşkın

{"title":"Collaborative Accomplishment of L2 Peer Feedback Interaction: Pursuing Uptake Through Accounting and Depersonalizing","authors":"Kübra Ekşi, Nilüfer Can Daşkın","doi":"10.1111/ijal.12735","DOIUrl":"https://doi.org/10.1111/ijal.12735","url":null,"abstract":"<p>Although L2 learners are often encouraged to provide feedback on each other's performance of paired/group interaction tasks in collaboration and interaction, how they jointly engage in feedback talk in ways that are conducive to establishing shared understanding of the institutionally preferred actions is largely unknown. Using multimodal conversation analysis, this study examines real-time peer feedback interactions in a synchronous video-mediated study group and uncovers the ways L2 learners expand on each other's feedback contributions for collaboratively accomplishing peer feedback in and through interaction. The analysis will explicate (a) <i>accounting</i> as a justifying device and (b) <i>depersonalizing</i> as a mitigating device. The findings show that the participants, in follow-up feedback turns, attend to the local interactional circumstances created by peer response, tailor their feedback to the institutional goals of the focal setting, contribute to intersubjectivity, and pursue feedback recipient's agreement and strong display of uptake. The analysis brings insights into the construct of L2 Interactional Competence (IC) necessary for following up on peer feedback turns. The study discusses the practical implications of the focal phenomenon for oral assessment preparation classes.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1559-1571"},"PeriodicalIF":1.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Narrative Inquiry Into the Role of Emotional Experience in Novice Secondary School English Teachers’ Identity Construction 情感体验在初学英语教师身份建构中的作用的叙事探究

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-06 DOI: 10.1111/ijal.12740

Hanyue Zhang, Xinxin Wu

{"title":"A Narrative Inquiry Into the Role of Emotional Experience in Novice Secondary School English Teachers’ Identity Construction","authors":"Hanyue Zhang, Xinxin Wu","doi":"10.1111/ijal.12740","DOIUrl":"https://doi.org/10.1111/ijal.12740","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the emotional experiences of novice English teachers in China and examines how these experiences shape the development of their emerging professional identities during the early stages of their careers. Using a narrative inquiry approach and a hierarchical emotion framework, the study explores the range of emotions novice teachers experience, the contexts in which they arise, and their impact on teacher identity construction. The findings reveal that positive emotions, such as love and joy, often stem from past positive learning experiences and positive student responses. These emotions reinforce novice teachers’ imagined identities as caring educators. Conversely, negative emotions like sadness, fear, and anger, arising from challenges such as unruly students and societal expectations, hinder identity development. However, these emotions also serve as catalysts for growth when novice teachers engage in reflective practices. The study highlights the importance of reflection in helping novice teachers navigate emotional challenges and negotiate their professional identities, offering valuable insights for teacher education programs aimed at supporting teachers’ emotional and identity development.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1585-1596"},"PeriodicalIF":1.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782266","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

Creativity, Topic Familiarity, and L2 Performance in Story Continuation Writing Tasks 故事续篇写作任务中的创造力、主题熟悉度和第二语言表现

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-06 DOI: 10.1111/ijal.12737

Wangjiao Wu, Jie Qin

{"title":"Creativity, Topic Familiarity, and L2 Performance in Story Continuation Writing Tasks","authors":"Wangjiao Wu, Jie Qin","doi":"10.1111/ijal.12737","DOIUrl":"https://doi.org/10.1111/ijal.12737","url":null,"abstract":"<div>\u0000 \u0000 <p>An increasing number of studies have integrated creativity into second language (L2) speech/writing and task-based language teaching frameworks, investigating its associations with L2 task performance and, in some cases, the moderating influence of task characteristics. Against this backdrop, the present study examines the role of creativity in L2 performance of story continuation writing tasks (SCWTs) that differ in topic familiarity while controlling for L2 proficiency. Seventy-six Chinese high school students learning French participated in the study by completing a French placement test, a series of creative thinking assessments and personality scales, and an SCWT on either a familiar (n = 37) or unfamiliar (n = 39) topic. Correlational and regression analyses indicated that, after controlling for L2 proficiency, learners’ creative capabilities significantly predicted their performance on unfamiliar L2 SCWTs. Creativity played a more pronounced role in content-related dimensions of task performance compared to linguistic aspects. Furthermore, only the cognitive dimensions of creativity, i.e., divergent and convergent thinking, showed significant correlations with L2 SCWT performance, while socio-personality dimensions of creativity did not exhibit significant effects. These findings enhance a more refined comprehension of creativity as an individual difference variable, highlighting how it interacts with task-related components in shaping L2 performance outcomes.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1572-1584"},"PeriodicalIF":1.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782268","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

The Effects of Strategy Instruction on Chinese EFL Learners’ Pragmatic Awareness and Pragmatic Motivation 策略教学对中国英语学习者语用意识和语用动机的影响

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-04-03 DOI: 10.1111/ijal.12733

Su Lai, Maria Economidou-Kogetsidis

{"title":"The Effects of Strategy Instruction on Chinese EFL Learners’ Pragmatic Awareness and Pragmatic Motivation","authors":"Su Lai, Maria Economidou-Kogetsidis","doi":"10.1111/ijal.12733","DOIUrl":"https://doi.org/10.1111/ijal.12733","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the effects of strategy instruction on Chinese EFL learners’ pragmatic awareness and pragmatic motivation. It further explores whether the increase in learners’ pragmatic awareness (if any) is correlated with a corresponding increase in their pragmatic motivation (if any). A total of 188 university students participated in this study. Before and after instruction, they completed a motivation questionnaire to measure their pragmatic motivation, and a perception questionnaire to assess their perceptions of email politeness in student-faculty communication. They were also asked to comment on the tested emails and justify their evaluations by referring to specific linguistic features from the email messages. The 12-hour strategy instruction, conducted over one month, introduced learners to various cognitive and metacognitive pragmatics learning strategies. Results revealed that strategy instruction significantly enhanced both learners’ pragmatic awareness and pragmatic motivation. Qualitative results further indicated that the instruction enabled learners to draw on a broader range of sociopragmatic factors to scaffold their pragmatic evaluations. However, no correlation was found between the increases in pragmatic awareness and pragmatic motivation, suggesting that motivation did not directly contribute to the development of pragmatic awareness.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1547-1558"},"PeriodicalIF":1.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782336","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

Rethinking Interpreting Training: The Impact of Interpreting Mode on Learner Performance Through Entropy-Based Measures 重新思考口译训练：基于熵测度的口译模式对学习者表现的影响

IF 1.7 3区文学

International Journal of Applied Linguistics Pub Date : 2025-03-20 DOI: 10.1111/ijal.12729

Lingxi Fan, Andrew K. F. Cheung, Han Xu

{"title":"Rethinking Interpreting Training: The Impact of Interpreting Mode on Learner Performance Through Entropy-Based Measures","authors":"Lingxi Fan, Andrew K. F. Cheung, Han Xu","doi":"10.1111/ijal.12729","DOIUrl":"https://doi.org/10.1111/ijal.12729","url":null,"abstract":"<p>This study investigates the influence of interpreting mode on learner performance and its practical implications for interpreting training. Utilizing a corpus of learners’ performance in Chinese-English consecutive interpreting (CI) and simultaneous interpreting (SI), this study applies two entropy-based measures, namely word entropy and part-of-speech (POS) entropy, to analyze the linguistic properties of learners’ output and the cognitive processes involved. Results indicate that learners’ output in CI demonstrates a lower level of lexical and syntactic complexity compared to SI, suggesting heightened cognitive saturation that motivates learners to rely on less complex linguistic constructs to manage increased cognitive load. These findings challenge the conventional sequential training approach, which advocates mastering CI before SI due to the latter's greater cognitive demands. A parallel training approach, which allows learners to have simultaneous engagement with both modes, may offer a more effective strategy for addressing the distinct cognitive challenges associated with each interpreting mode.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1537-1546"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0