International Journal of Applied Linguistics最新文献

{"title":"Racialized Geopolitics and Disrupted Belonging: Students’ Emotional Entanglements After a Campus Closure Announcement","authors":"Sara Hillman,&nbsp;Tim Tizon,&nbsp;Aishwaryaa Kannan,&nbsp;Ghada Salama","doi":"10.1111/ijal.12726","DOIUrl":"https://doi.org/10.1111/ijal.12726","url":null,"abstract":"<p>This study explores the emotional entanglements and lived experiences of students at an English-medium international branch campus in the Middle East following the announcement of its closure. Using an interpretive phenomenological approach, it examines how students’ emotions are deeply intertwined with identity and racialized geopolitics in shaping their experiences of transnational institutional belonging. In-depth, semi-structured interviews were conducted with 12 Asian and Arab students, whose non-citizen status made them particularly vulnerable to the closure's consequences. A thematic analysis revealed three overarching themes: the disruption of institutional identity and belonging, racialized geopolitical frustrations, and increased solidarity among peers. The closure announcement not only created uncertainty around students’ academic trajectories but also intensified feelings of othering and discrimination tied to broader racialized, geopolitical dynamics. However, the shared experience of institutional upheaval also cultivated a sense of camaraderie as students bonded over their shared emotions and, for some, reaffirmed their identities within the campus. This study contributes to the growing body of research on emotions enmeshed with identity, power, and space. It illustrates how institutional decisions in English-medium and transnational higher education contexts can disrupt academic trajectories, reshape personal and collective identities, and impact students’ sense of belonging and well-being.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"965-976"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782831","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}

{"title":"Exploring the Relationship Between Interpreting Students’ Online Strategy Use and Instructors’ Recommendations: A Longitudinal, Mixed-Methods Study","authors":"Yinghui Li,&nbsp;Hengbin Yan","doi":"10.1111/ijal.12730","DOIUrl":"https://doi.org/10.1111/ijal.12730","url":null,"abstract":"<div>\u0000 \u0000 <p>Online strategies, used during the interpreting process, are crucial for interpreting performance and constitute an important component of interpreter education, yet little is known about whether students use these strategies as recommended by instructors. This study tracked the use of online strategies by 53 first-year interpreting students in consecutive interpreting from L2 to L1 over one academic year and compared their use to recommendations provided by 30 instructors. While students’ strategy use at neither the beginning nor the end of the year correlated significantly with instructors’ recommendations, the recommendations significantly explained changes in students’ strategy use over time. To explore other factors shaping students’ strategy use, we first examined the relationship between their strategy use and L2 proficiency to isolate the influence of general language proficiency. Upon finding significant correlations, we conducted interviews with the relatively L2-proficient students. The interviews identified four cognitive factors (e.g., context comprehension and utilization, rendition efficiency, coordination between note-taking and source language comprehension), two affective factors (i.e., interpreting anxiety, learning motivation), and two external factors (e.g., rating criteria) that influenced students’ strategy selection and use frequency. These findings indicate the need for strategy instruction that extends beyond prescriptive recommendations to incorporate individual cognitive-affective factors and external variables.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1525-1536"},"PeriodicalIF":1.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782238","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}

{"title":"Developmental Characteristics of Learners’ Productive Knowledge of L2 Collocations","authors":"Senyung Lee","doi":"10.1111/ijal.12728","DOIUrl":"https://doi.org/10.1111/ijal.12728","url":null,"abstract":"<p>This cross-sectional study reports on the developmental characteristics of learners’ productive knowledge of second language (L2) collocations by analyzing learners’ non-target word combinations. Previous studies on productive L2 collocation knowledge have rarely analyzed learners’ non-target forms of collocations as the main target of analysis. Thus, this study investigated developmental characteristics of the meaning and grammar of learners’ non-target L2 word combinations. Four groups of L2 learners of English (<i>n</i> = 205) representing four levels of proficiency and two groups of first language (L1) speakers of English (<i>n</i> = 85) completed a sentence writing task. The task targeted 64 English collocations, including verb-noun, adjective-noun, adverb-adjective, and adverb-verb collocations. The results suggested that learners increasingly used near synonyms of the target collocations as their L2 proficiency increased, and that learners’ productive knowledge of the part of speech of a word is acquired before the ability to recall a collocate of the word.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1509-1524"},"PeriodicalIF":1.7,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782853","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}

{"title":"Tracking Advanced Chinese Language Learners’ Oral Proficiency Development and Social Network Construction While Studying Abroad","authors":"Haifeng Qi,&nbsp;Citing Li,&nbsp;Ya Li","doi":"10.1111/ijal.12727","DOIUrl":"https://doi.org/10.1111/ijal.12727","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the dynamic relationship between the construction of Chinese social networks and the development of fluency, complexity, and accuracy in oral Chinese, drawing on research with 19 advanced learners over two semesters of study in China. Using an explanatory sequential mixed-methods design, we collected multiple data sources at two time points, including learners’ oral production tasks, social network questionnaires, and semi-structured interviews. The findings reveal significant improvements in the learners’ oral proficiency, with distinct trajectories in the dimensions of fluency, accuracy, and complexity. Notably, changes in the size and intensity of learners’ Chinese social networks were found to be significantly correlated with progress in specific areas of oral proficiency. This study offers insight into how social network characteristics influence second language oral proficiency in terms of complexity, accuracy, and fluency, and concludes with pedagogical recommendations for enhancing learners’ oral skills and for approaches to supporting language instructors and study-abroad programme designers alike.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1495-1508"},"PeriodicalIF":1.7,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782897","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}

{"title":"Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era: Dialogising Transnational Accounts of Being, Thinking and Feeling","authors":"Mahtab Janfada,&nbsp;Angel M. Y. Lin,&nbsp;Fei Victor Lim,&nbsp;Jiajia Eve Liu","doi":"10.1111/ijal.12724","DOIUrl":"https://doi.org/10.1111/ijal.12724","url":null,"abstract":"<p>This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and through a dialogic methodology, diverse accounts of four transnational academics in language education are presented in a series of embodied or online, synchronous or asynchronous dialogic events to explore and embrace the complex and entangled emotions. Instead of offering an instrumental solution for these complex challenging feelings, the authors attempted to untangle these emotional events of being, thinking and feeling across diverse scenarios and put forth an affective and agentive approach for a richer and more sustainable process of becoming in the neoliberal era.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1031-1041"},"PeriodicalIF":1.7,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782311","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}

{"title":"Considering Emotions as Entanglements in Applied Linguistics","authors":"Pramod K. Sah,&nbsp;Madhukar KC,&nbsp;Peter I. De Costa","doi":"10.1111/ijal.12720","DOIUrl":"https://doi.org/10.1111/ijal.12720","url":null,"abstract":"<div>\u0000 \u0000 <p>This thematic issue, “Considering Emotions as Entanglements in Applied Linguistics,” explores the complex, relational, and sociocultural dimensions of emotions in language teaching and learning. Moving beyond individualistic and psychodynamic perspectives, the issue proposes a framework of “emotions as entanglements,” highlighting how emotions intersect with spatial and temporal dynamics, ideologies, power structures, and social identities (e.g., race/ethnicity and gender) in educational contexts. Adopting the framework of “emotions as entanglements,” the contributions in this special issue draw on various methodologies to examine how emotions are collectively experienced in entanglement with a sense of belonging, translingual practices, racialized geopolitics, ideological tensions in academia, agency, and power dynamics. By analyzing entangled emotional experiences across diverse geographical contexts, the issue also sheds light on the transformative potential of emotions in fostering solidarity, agency, and resistance. The papers together emphasize that emotions are central to understanding power dynamics, promoting inclusive pedagogies, and addressing inequities in language education. This collection calls for a more nuanced approach to emotions in applied linguistics, urging educators and researchers to consider emotions from the perspective of entanglement.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"959-964"},"PeriodicalIF":1.7,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782312","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}

{"title":"More Complex Constrained Language? An Investigation on Nominal Complexity in Constrained Spoken English Varieties of ESL, EFL, and Interpreted English","authors":"Jiaxin Chen,&nbsp;Yao Yao,&nbsp;Dechao Li","doi":"10.1111/ijal.12725","DOIUrl":"https://doi.org/10.1111/ijal.12725","url":null,"abstract":"<p>While previous research has established nominal complexity as a key indicator of grammatical complexity, its multi-dimensional manifestation in constrained varieties remains underexplored. This study investigates the distribution of complex nominal structures in constrained spoken English varieties, specifically English as a Second Language (ESL), English as a Foreign Language (EFL), and Interpreted English, compared to non-constrained, L1 English. Drawing on data from the International Corpus Network of Asian Learners of English (ICNALE) and a self-compiled corpus of interpreted English, this study examines various structural types of noun modification in constrained English varieties and explores how language proficiency and task topic influence patterns of nominal complexity. Results indicate a general tendency across constrained varieties to favor phrasal over clausal noun modification, suggesting a potential impact of limited exposure to diverse registers and modalities of English. Interestingly, while language proficiency level does not significantly affect the distribution of complex nominal structures, task topic emerges as a significant factor influencing their deployment, highlighting the role of communicative contexts in shaping grammatical choices. By shedding light on language production within the constraints of bilingual activation, this study contributes valuable insights to theories of second language acquisition and informs pedagogical approaches in ESL/EFL and interpreter training.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1482-1494"},"PeriodicalIF":1.7,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782330","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}

{"title":"Engagement and Incidental L2 Vocabulary Acquisition in Digital Gaming: A Qualitative Perspective of an “In-Denial Gaming Addict” From Hong Kong","authors":"Junjie Gavin Wu,&nbsp;Lindsay Miller,&nbsp;Mark Feng Teng","doi":"10.1111/ijal.12712","DOIUrl":"https://doi.org/10.1111/ijal.12712","url":null,"abstract":"<div>\u0000 \u0000 <p>An increasing amount of language learning is occurring outside the traditional classroom settings, with digital gaming emerging as a prominent arena. This study presents a case analysis of an individual, Choi, who is a gaming enthusiast or even an “in-denial gaming addict” (in his own words) and demonstrates a paradoxical academic profile: academically underperforming yet possessing an advanced level of English proficiency. Through reflective essays and five rounds of interviews, the study explored Choi's engagement with digital games in relation to vocabulary acquisition. The paper provides a deep insight into the critical events that shape the cognitive, behavioral, and affective dimensions of Choi's language learning engagement in gaming. The paper ends with practical suggestions for those who are interested in leveraging the potential of games in incidental vocabulary acquisition.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1469-1481"},"PeriodicalIF":1.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782450","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}

{"title":"Gender-Fair Language (GFL) in Austrian Tabloid and Broadsheet Newspapers: A Corpus-Based Frequency and Context Analysis","authors":"Sabrina Link","doi":"10.1111/ijal.12717","DOIUrl":"https://doi.org/10.1111/ijal.12717","url":null,"abstract":"<p>Given their extensive reach, newspapers play an important role in shaping gender-related language choices and promoting the use of gender-fair language (GFL). In this regard, the newspaper landscape in Austria is particularly noteworthy, as it stands out among Western European countries due to the strong influence of tabloid newspapers, especially <i>Neue Kronen Zeitung</i>. Tabloids rely on numerous pictures and short, simple reports to attract readers with sensational headlines, in contrast to broadsheet newspapers. This difference in reporting style, combined with the significant influence of tabloids in Austria, raises the question of whether Austrian broadsheets and tabloids differ in the frequency and context of GFL usage. To address this question, four representative Austrian broadsheets and tabloids were selected. The German Reference Corpus was used to conduct a frequency and context analysis. While the frequency of all forms of GFL was analyzed, particular focus was placed on the most controversially discussed forms in the Austrian public discourse: the non-binary asterisk, colon, and gender gap, as well as the binary capital-I. The results indicate differences between the examined broadsheets and the influential tabloid <i>Neue Kronen Zeitung</i> regarding the frequency of binary and non-binary GFL usage, with broadsheets using GFL more frequently than the selected tabloid. However, the recent development of non-binary forms follows a similar, increasing pattern across newspapers, albeit at different levels. Furthermore, the majority of instances of the most intensely debated forms of GFL originated from the authors themselves across all four newspapers, rather than from quotes or letters to the editor. These usages predominantly reflect serious intentions rather than critical or ironic purposes. The findings supplement existing research on GFL usage in German-speaking media and contribute to a better understanding of the matter. At the same time, the results reveal somewhat intricate dynamics that call for future monitoring and research.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1452-1468"},"PeriodicalIF":1.7,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782679","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}

{"title":"Which Theory Better Explains Multilinguals’ Translation Classroom Engagement: Situated Expectancy-Value Theory or Control-Value Theory?","authors":"Deliang Man","doi":"10.1111/ijal.12723","DOIUrl":"https://doi.org/10.1111/ijal.12723","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the predictive effects of motivational beliefs related to self-competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy-value theory (SEVT) and the control-value theory of achievement emotions (CVT). A prospective study design was employed to collect data from a group of multilingual students in a translation course, with a two-month interval between the measurement of predictor variables (i.e., expectancy for success and task values) and the dependent variable (i.e., students’ classroom engagement). Results from structural equation modeling favor the propositions of the SEVT model over the CVT model. The study showed that expectancy and anxiety significantly predicted engagement and its three sub-components, whereas interest value did not significantly impact engagement or its sub-components. In contrast, attainment value significantly predicted engagement and its emotional sub-component. This study provides refined insights into the distinct effects of motivation beliefs on the classroom engagement of multilinguals who traverse across languages on a regular basis. Implications for research and instructional practices are considered.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1440-1451"},"PeriodicalIF":1.7,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782248","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}