International Journal of Applied Linguistics最新文献_第10页

The evasive responses of learners of Chinese as a foreign language in daily interaction: A speech act point of view 对外汉语学习者在日常交际中的回避反应:言语行为的视角

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-07 DOI: 10.1111/ijal.12520

Shiyu Liu

引用次数: 0

Interdisciplinary variations of metadiscursive verb patterns in English research articles 英语研究文章中元支配动词模式的跨学科变化

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-06 DOI: 10.1111/ijal.12517

Songyun Chen, Jiajin Xu

引用次数: 0

Multilingual development: English in a global context , by Peter Siemund ed. Cambridge/New York: Cambridge University Press. 2023. 289 pages. ISBN: 9781108844024 (hardback), 9781108926089 (paperback), 9781108915540 (epub) 多语言发展：多语种发展：全球背景下的英语》，Peter Siemund 编著，剑桥/纽约：剑桥大学出版社，2010 年。剑桥/纽约：剑桥大学出版社。 2023. 289 页。ISBN: 9781108844024 (hardback), 9781108926089 (paperback), 9781108915540 (epub)

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-03 DOI: 10.1111/ijal.12519

Ruiyong Liu, Shifa Chen, Yule Peng

{"title":"Multilingual development: English in a global context , by Peter Siemund ed. Cambridge/New York: Cambridge University Press. 2023. 289 pages. ISBN: 9781108844024 (hardback), 9781108926089 (paperback), 9781108915540 (epub)","authors":"Ruiyong Liu, Shifa Chen, Yule Peng","doi":"10.1111/ijal.12519","DOIUrl":"10.1111/ijal.12519","url":null,"abstract":"With the deepening of globalization, multilingualism has emerged as a common phenomenon, and English has gradually developed into a hub language. In this context, Peter Siemund's edited book, Multilingual Development: English in a Global Context delves profoundly into multilingual upbringing and development from an innovative perspective of English as a global lingua franca. Adopting an interdisciplinary approach, the book combines insights from linguistics, sociology, psychology, and education to investigate how individuals grow up in today's interconnected world and discusses various aspects that influence their language development with a focus on the pivotal role of English. Key issues such as language policy, identity, and the pedagogy of English as a second language are examined in various geographical and social settings. Logical, coherent, and accessible, the book provides valuable perspectives on multilingualism and offers nuanced insights for scholars, policymakers, and educators, which can serve as an essential reference for anyone interested in multilingual development.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820969","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: 2

Self-concept and self-visions in CLIL and non-CLIL learners and their effect on motivation 语言学习者和非语言学习者的自我概念和自我设想及其对学习动机的影响

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-03 DOI: 10.1111/ijal.12518

Lyndsay R. Buckingham, Janina Iwaniec

{"title":"Self-concept and self-visions in CLIL and non-CLIL learners and their effect on motivation","authors":"Lyndsay R. Buckingham, Janina Iwaniec","doi":"10.1111/ijal.12518","DOIUrl":"10.1111/ijal.12518","url":null,"abstract":"To date, most studies that explore the differences in motivation between content and language-integrated learning (CLIL) and non-CLIL learners have been mainly quantitative or have not controlled for differences in socio-economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non-CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self-system and the construct of self-concept, this study employed a mixed-methods approach to explore CLIL and non-CLIL learners’ current and future self-visions. Fifteen-year-old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self-concept, academic self-concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non-CLIL learner groups, CLIL participants are found to display a slightly more positive self-concept and more robust ideal L2 self-visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought-to self is found to be a secondary, yet potentially positive force toward higher motivation.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820411","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

Learning Chinese as a foreign language: An introduction 作为外语学习汉语:介绍

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-01 DOI: 10.1111/ijal.12509

Juliane House, Dániel Z. Kádár

引用次数: 0

Self-praise on social media WeChat Moments in L1 and L2 Chinese 在微信朋友圈用汉语进行自我表扬

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-11-01 DOI: 10.1111/ijal.12507

Wei Ren, Yaping Guo

{"title":"Self-praise on social media WeChat Moments in L1 and L2 Chinese","authors":"Wei Ren, Yaping Guo","doi":"10.1111/ijal.12507","DOIUrl":"10.1111/ijal.12507","url":null,"abstract":"To date, second language (L2) pragmatics research has predominantly focused on learners’ oral communication, with digital communication being much less examined. In addition, although L2 pragmatics has mainly investigated speech acts, self-praise has not been examined from the L2 perspective. Therefore, this study investigates instances of self-praise posted by learners of Chinese on social networking sites. Data were collected from 20 advanced learners of Chinese who were asked to share instances of self-praise they posted on their WeChat Moments. Altogether, 61 learners’ self-praise posts in L2 Chinese and 100 instances of self-praise from 20 Chinese native speakers were collected. The learners’ Chinese self-praise was analyzed in terms of different pragmatic strategies and emoji uses, with comparisons against the native speakers’ practices. Similarities and differences were analyzed between the two groups’ self-praise strategies and their emoji use in self-praise posts. The findings showed that the advanced learners were able to employ the three major types of self-praise strategies in their self-praise posts on WeChat Moments. However, their repertoires of individual self-praise strategies and emojis were not as wide as those of native speakers. In addition, the learners showed divergences from the native speakers in terms of their preferred self-praise strategies and culture-relevant emojis.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135373257","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

Compiled by AILA ReN Coordinator 由AILA ReN协调员编写

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-10-31 DOI: 10.1111/ijal.12505

Glenda El Gamal

引用次数: 0

Interaction between levels of text representation and working memory during L2 reading comprehension: What about it? L2 阅读理解过程中文本表征水平与工作记忆之间的相互作用：怎么样？

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-10-31 DOI: 10.1111/ijal.12516

Tatiana Molokopeeva, Daphnée Simard

{"title":"Interaction between levels of text representation and working memory during L2 reading comprehension: What about it?","authors":"Tatiana Molokopeeva, Daphnée Simard","doi":"10.1111/ijal.12516","DOIUrl":"10.1111/ijal.12516","url":null,"abstract":"The relationship between L2 reading comprehension and working memory has been studied for years, and previous studies highlight the existence of a correlation between the two. However, to our knowledge, no previous study used Kintsch's Multilevel Comprehension Model to operationalize reading comprehension in the investigation of its relationship with working memory. More specifically, according to Kintsch's model, comprehension consists of three text representation levels—the surface level (the literal wording of the text), the textbase (which includes inferences made by the reader), and the situation model (the integration of explicit and implicit text information with readers’ background knowledge). Therefore, the study reported in this paper examined the contribution of working memory, the short-term retention of information and its manipulation, to different text representation levels during L2 reading comprehension. To do so, fifty-five (N = 55) adult L2 learners of French completed L2 reading comprehension task tapping into three levels of text representation and a numerical complex working memory task. The results showed, on the one hand, a significant contribution of working memory to L2 reading comprehension and, on the other hand, that this relationship was specifically observed with the situation model.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863414","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

Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise 任务类型、单词位置和听者专长对英语后学的发音感知评级的影响

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-10-29 DOI: 10.1111/ijal.12513

Shawn L. Nissen, Rachel Kemmey, K. James Hartshorn

{"title":"Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise","authors":"Shawn L. Nissen, Rachel Kemmey, K. James Hartshorn","doi":"10.1111/ijal.12513","DOIUrl":"10.1111/ijal.12513","url":null,"abstract":"Second language (L2) learners of English must learn to produce English phonemes, words, and sentences. These L2 learners make many errors when learning English; they may change the place or manner of articulation, insert vowels, or delete consonants. Obstruent sounds, such as fricatives, affricates, and stops, can be especially difficult for L2 learners. This study analyzed native English speakers’ perception of the quality of obstruents produced by native Mandarin Chinese and Korean speakers. Target words containing obstruents had been produced in three different tasks: in a carrier phrase, in a paragraph, and in a spontaneous speech sample. Obstruents were produced in word-initial position and word-final position. Raters with differing levels of expertise listened to these words and rated the perceptual quality of the obstruents within the words. This study found that overall, English obstruent productions by native Mandarin and Korean L2 speakers learning English were rated most clear when produced in word-initial position in a carrier phrase or a paragraph. The lowest ratings given were of obstruents in word-final position in spontaneous speech. No significant differences were found for listener expertise level. Combined with future research, results from this study will help educate the field of second language instruction as to how the speech of Korean and Mandarin learners of English is perceived. It also provides additional information on the effect that listener expertise has on the judgment of L2 speech production.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134968","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 Oxford handbook of the mental lexicon By Anna Papafragou, John C. Trueswell, Lila R. Gleitman (Eds.), Oxford: Oxford University Press. 2022. 811 pages. ISBN: 9780198845003 The Oxford handbook of the mental lexicon By Anna Papafragou, John C. Trueswell, Lila R. Gleitman (Eds.), Oxford：牛津大学出版社。 2022. 811 页。ISBN: 9780198845003

IF 1.6 3区文学

International Journal of Applied Linguistics Pub Date : 2023-10-27 DOI: 10.1111/ijal.12514

Yuqi Chen, Shifa Chen, Yule Peng

引用次数: 0