International Journal of Applied Linguistics最新文献_第3页

Functions of idioms in English as lingua franca: An appraisal system account 习语在作为通用语言的英语中的功能：一个评估系统账户

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-08-01 DOI: 10.1111/ijal.12588

Hamid Allami, Monica Karlsson, Hamid Reza Shahroosvand

{"title":"Functions of idioms in English as lingua franca: An appraisal system account","authors":"Hamid Allami, Monica Karlsson, Hamid Reza Shahroosvand","doi":"10.1111/ijal.12588","DOIUrl":"10.1111/ijal.12588","url":null,"abstract":"Idiomatic expressions are not just neutral equivalents of their literal counterparts, but exert some sort of evaluative force. This study employed the appraisal system (AS) to explore the functions of idiomatic expressions and their variations in English as a lingua franca context, and to compare different academic domains in terms of use of evaluative language in the form of idiomatic expressions. To this end, the corpus of English as a lingua franca in academic settings and the Vienna–Oxford International Corpus of English were searched for idiom tokens through whole-phrase and keyword search. The idioms and their variations were classified based on the AS. The findings indicated that social and behavioral scientific texts included higher proportions of evaluative idiomatic expressions whereas medical and natural scientific texts generated lower percentages of appraisal idioms. There was a stronger tendency in both corpora toward using idioms as appreciation as compared to judgment and affect. Given the employed methodology, the AS could not be applied to some idioms for their compositionality nature.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885606","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

Emotional labour in comforting strangers on social media 在社交媒体上安慰陌生人的情感劳动

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-31 DOI: 10.1111/ijal.12590

Wei Ren, Yufei Li

引用次数: 0

Emotional valence promotes free recall of foreign language words after video exposure 情绪情感可促进视频暴露后外语单词的自由回忆

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-31 DOI: 10.1111/ijal.12592

Francia Arriagada-Mödinger, Roberto A. Ferreira

{"title":"Emotional valence promotes free recall of foreign language words after video exposure","authors":"Francia Arriagada-Mödinger, Roberto A. Ferreira","doi":"10.1111/ijal.12592","DOIUrl":"10.1111/ijal.12592","url":null,"abstract":"The effect of emotional valence in word retrieval is well-established in native languages, but findings in a foreign language remain inconsistent. This study investigated the impact of emotional valence on free word recall in English as a foreign language after video exposure. Participants were upper-intermediate English speakers with Spanish as their mother tongue who watched eight emotionally valenced and four neutral videos, followed by an immediate free recall task and a delayed recall task after 2 weeks. Generalized linear mixed models showed that word valence influenced recall, with neutral words being less easily recalled than negative words, and a decline in recall between sessions. These findings support the Motivated Attention Account, which suggests that motivationally significant stimuli capture more attention than neutral stimuli, regardless of their polarity. Furthermore, the results align with previous evidence in native language research and some studies in foreign language contexts. This study highlights the robust effect of emotional valence on word recall at different time intervals, using authentic input with upper-intermediate English speakers who have Spanish as their mother tongue and who learned English later in life.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871133","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

A methodological synthesis of narrative inquiry research in applied linguistics: What's the story? 应用语言学叙事探究研究的方法论综述：故事是什么？

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-29 DOI: 10.1111/ijal.12591

Hessameddin Ghanbar, Carlo Cinaglia, Robert A. Randez, Peter I. De Costa

{"title":"A methodological synthesis of narrative inquiry research in applied linguistics: What's the story?","authors":"Hessameddin Ghanbar, Carlo Cinaglia, Robert A. Randez, Peter I. De Costa","doi":"10.1111/ijal.12591","DOIUrl":"10.1111/ijal.12591","url":null,"abstract":"Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals’ lived experiences and using stories as data, analytical tools, and reporting practice. Although numerous methodologically oriented publications on narrative inquiry in the field reflect its vitality, scholars have raised questions about the complexity and ambiguity underlying what exactly constitutes narrative inquiry. While methodological diversity within narrative inquiry can signal innovation, it can also create uncertainty for novice and experienced scholars engaging with the methodology for the first time. To address these concerns, we conducted a systematic methodological synthesis of narrative inquiry studies in applied linguistics published from 2012 to 2022. Specifically, we searched 12 top-tier applied linguistics journals and developed a corpus of 291 articles. We coded our corpus according to four areas: (a) theoretical framing, (b) demographic characteristics, (c) methodological design, and (d) reporting of ethics, researcher positionality, and funding status. We discuss our results in light of previous thematic reviews of narrative inquiry in applied linguistics, and we offer empirically grounded recommendations for scholars engaging with narrative inquiry. Our study responds to calls for greater methodological transparency in applied linguistics in general and methodological investment in narrative inquiry in particular.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873327","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

Easing down foreign language listening anxiety: Metacognitive intervention and dialogic interaction 缓解外语听力焦虑：元认知干预和对话互动

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-15 DOI: 10.1111/ijal.12586

Hossein Bozorgian, Mohammad Reza Fallahpour, Motahare Taghizade

{"title":"Easing down foreign language listening anxiety: Metacognitive intervention and dialogic interaction","authors":"Hossein Bozorgian, Mohammad Reza Fallahpour, Motahare Taghizade","doi":"10.1111/ijal.12586","DOIUrl":"10.1111/ijal.12586","url":null,"abstract":"Listening comprehension (LC) occurs when listeners can reasonably interpret a speaker's intention; therefore, reducing foreign language listening anxiety (FLLA) among EFL (English as a Foreign Language) learners significantly facilitates their comprehension. Accordingly, the present study was designed to determine the effect of metacognitive intervention (MI) and metacognitive intervention through dialogic interaction (MIDI) on EFL learners’ FLLA. A mixed methods approach was used to hire 90 all-male, advanced undergraduate students majoring in TEFL (Teaching English as a Foreign Language), ranging from 18 to 22 years of age, who participated in three groups. The first two groups (N = 60) were experimental groups that received 8 weeks of intervention programs within an 11-session study focusing on MI and MIDI. Simultaneously, the control group (N = 30) listened to the same audio files the same number of times but without any attention paid to MI or MIDI, and there was no discussion of strategy use after each session. To fulfill the aim of the study, a validated questionnaire on the FLLA scale, IELTS listening recordings along with listening guide sheets and IELTS listening samples, and semi-structured interviews to investigate learners’ attitudes toward intervention sessions’ effect on their LC and anxiety level were used. The results provided some empirical support that learners benefit from MI and specifically MIDI to reduce the level of their FLLA and further improve LC.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648117","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

Does interlanguage grammar project intermediate categories? Evidence of partial representation from one-substitution by Chinese learners of English 语际语法会产生中间范畴吗？中国英语学习者从单项替换中获得部分表征的证据

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-14 DOI: 10.1111/ijal.12583

Zhigang Ma, Xiaomei Yu

{"title":"Does interlanguage grammar project intermediate categories? Evidence of partial representation from one-substitution by Chinese learners of English","authors":"Zhigang Ma, Xiaomei Yu","doi":"10.1111/ijal.12583","DOIUrl":"10.1111/ijal.12583","url":null,"abstract":"This study investigates how prepositional phrases within English noun phrases (e.g., the student of physics from Italy) are represented and processed by advanced Chinese-speaking learners of English (henceforth L2ers). Using grammaticality judgment tasks and self-paced reading tasks, we aim to examine the offline performance and the real-time processing of English NP-internal PPs in relation to the head nouns. To this end, two groups of participants were instructed to provide judgments of testing materials and to respond on-line to experimental stimuli containing the proform one. Results indicate that highly proficient L2ers processed English NP-internal PPs utterly differently from English controls in that they demonstrated almost no sensitivity to the existence of PPs as complements following one, mostly without consciously distinguishing them from PP adjuncts. To account for L2ers’ response patterns, we propose a partial representation hypothesis (PRH), claiming that L2ers tend to disregard intermediate categories containing PP-complements in English NPs, thus only partially representing syntactic constituents of the target language. As a structural explanation, PRH awaits further corroboration and/or falsification from more empirical studies.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650064","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

Linguistic influences on comprehensibility and accentedness in second language Korean speech 语言对第二语言韩语语音的可理解性和重音的影响

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-10 DOI: 10.1111/ijal.12580

Daniel R. Isbell, Junkyu Lee, Juhyun Jang

{"title":"Linguistic influences on comprehensibility and accentedness in second language Korean speech","authors":"Daniel R. Isbell, Junkyu Lee, Juhyun Jang","doi":"10.1111/ijal.12580","DOIUrl":"10.1111/ijal.12580","url":null,"abstract":"A considerable body of research has investigated the influence of linguistic variables on comprehensibility and accentedness in L2 speech. However, studies on this topic have overwhelmingly focused on L2 English, with little known about other L2s. This study investigated linguistic influences on accentedness and comprehensibility in L2 Korean. Participants included 198 L2 Korean speakers of varying proficiency levels and L1 and 82 L1 Korean listeners from South Korea. The speakers completed a monologic speaking task and their speech samples were coded for phonological, lexical, grammatical, and fluency variables. Listener ratings indicated speakers were perceived as more comprehensible than they were nativelike, but the correlation between the two was extremely strong (r = 0.90). Regression models using linguistic variables to predict comprehensibility and accentedness yielded R2 values of 0.71 and 0.65, respectively. Most linguistic variables had similar influences on comprehensibility and accentedness, with some notable exceptions: intonational phrasing errors and lexical diversity predicted comprehensibility, but not accentedness.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141610996","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

Technical vocabulary in government spoken communications: The team of five million in bubbles, PPE and CBACs 政府口语交流中的技术词汇：气泡、PPE 和 CBAC 中的五百万团队

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-07 DOI: 10.1111/ijal.12581

Timothy Rossiter, Averil Coxhead

{"title":"Technical vocabulary in government spoken communications: The team of five million in bubbles, PPE and CBACs","authors":"Timothy Rossiter, Averil Coxhead","doi":"10.1111/ijal.12581","DOIUrl":"10.1111/ijal.12581","url":null,"abstract":"The New Zealand government delivered regular 1 p.m. televised COVID-19 briefings from March 2020. These events had a crucial communicative function and were usually headed by top government and medical officials. This study focuses on technical vocabulary in a corpus made up of these briefings, including single words (grouped into technical word families) and acronyms (e.g., bubble and PPE) as well as the most frequent two to five-word multiword units (MWUs; e.g., case numbers, genomic sequencing, and chains of transmission) containing at least one technical single-word family member. The corpus consists of 20 prepared speeches: 10 each in 2020 and 2021 by Prime Minister Jacinda Ardern and Director-General of Health Dr. Ashley Bloomfield (50,782 tokens). The results showed that 6.02% of the single-word families (e.g., outbreak(-s), contact(-s/-less)) in the texts were technical, which may present a challenge for comprehension. Unsurprisingly, the Director-General of Health used more technical vocabulary than the Prime Minister. The top 20 MWUs containing technical vocabulary were identified in the corpus. Most were two-word collocations (e.g., negative test, testing centre/s, and number of tests). Implications for identifying and dealing with technical vocabulary in both government communications and language education are discussed.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575175","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

Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age 数字时代的中级写作教师多模态反馈素养概念化

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-05 DOI: 10.1111/ijal.12578

Lianjiang Jiang, Icy Lee, Shulin Yu

{"title":"Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age","authors":"Lianjiang Jiang, Icy Lee, Shulin Yu","doi":"10.1111/ijal.12578","DOIUrl":"10.1111/ijal.12578","url":null,"abstract":"Given that feedback is increasingly digital and multimodal, there is a pressing need to prepare L2 writing teachers to give multimodal feedback. Yet the notion of multimodal feedback appears underrepresented in extant research on teacher feedback literacy and it is often equated as multimedia feedback. To make feedback relevant to multiplicity in feedback-giving modes and technologies, as well as diversity in student backgrounds and composing practices, this paper proposes the construct of multimodal feedback literacy as an important part of teacher feedback literacy. Grounded in social semiotic of multimodality, this paper elucidates the notions of feedback design, feedback affordance, feedback orchestration, and feedback ensemble as essential dimensions of multimodal feedback literacy. We argue that the development of multimodal feedback literacy entails competences in recognizing the affordances of multiple feedback-giving modes, designing coherent feedback ensembles through orchestrating multiple feedback-giving modes with apt intermodal relations, and managing feedback ensemble as motivated and accumulative. A framework for L2 writing teachers to develop multimodal feedback literacy in relation to a complex and recursive process of being, doing, and becoming is also developed. Implications and challenges are then discussed.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574994","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

Exemplification in student essay writing: A study of learner corpus of essay writing (LCEW) 学生作文中的范例：学习者作文语料库（LCEW）研究

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-07-05 DOI: 10.1111/ijal.12585

Chintalapalli Vijayakumar

{"title":"Exemplification in student essay writing: A study of learner corpus of essay writing (LCEW)","authors":"Chintalapalli Vijayakumar","doi":"10.1111/ijal.12585","DOIUrl":"10.1111/ijal.12585","url":null,"abstract":"In academic writing, exemplification plays a crucial role in contextualizing complex ideational material through instances the readers can understand. In addition to illustrating ideas through concrete instances, the act of providing examples serves the purpose of helping the readers grasp the writer's intentions. However, strategically performing exemplification to elaborate the propositional material seems to be a challenge for many novice student writers. Although some studies have mentioned that students use significantly less frequently the exemplification resources in their writing, fewer studies have probed into EFL student writing to determine the problems they face in elaborating the ideas. Using the marker approach, which examines the discourse functions bottom-up from markers to moves, the learner corpus of essay writing (LCEW) was analyzed for three major forms of exemplification: representation, argumentation, and analogy. The results indicate that the examples are strictly limited to certain patterns like specifying concepts through a subcategory and illustrating the arguments through everyday experiences. Moreover, many examples deviate from the usual patterns of exemplification causing confusion. These findings have pedagogic implications for academic writing courses in the EFL context.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574989","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