International Journal of Applied Linguistics最新文献

{"title":"The Effect of Task Complexity on Young EFL Learners’ Listening Comprehension and Metacognitive Awareness","authors":"Dayoung Joo,&nbsp;Junkyu Lee","doi":"10.1111/ijal.12702","DOIUrl":"https://doi.org/10.1111/ijal.12702","url":null,"abstract":"<p>The present study aims to explore the effect of task complexity on young L2 learners’ listening comprehension and metacognitive awareness. Eighty-eight Korean elementary school students participated in the study, taking a listening comprehension test under two different complexity conditions and completing the Metacognitive Awareness Listening Questionnaire (MALQ). Correlation analyses indicated moderate positive relationships between MALQ subscales and learners’ listening abilities. Additionally, the Wilcoxon signed-rank test revealed superior performance on complex tasks compared to simpler ones, suggesting that increased cognitive demand may enhance learners’ listening comprehension. Notably, it was found that two subscales of metacognitive awareness, <i>planning/evaluation</i> and <i>person knowledge</i>, were more utilized when participants were engaged in the complex task. The findings suggest that metacognition may exhibit task-specific characteristics, where subdomains of metacognition appear differently depending on the characteristics of a task. An in-depth understanding of the effect of task complexity can provide valuable insights for designing and implementing effective listening instruction in language classrooms.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1314-1325"},"PeriodicalIF":1.7,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782748","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":"Computational Sociolinguistics: An Emerging Multidisciplinary Research Area","authors":"Amaia Perez-de-Arriluzea-Madariaga","doi":"10.1111/ijal.12696","DOIUrl":"https://doi.org/10.1111/ijal.12696","url":null,"abstract":"<div>\u0000 \u0000 <p>This article explores the multidisciplinary field of computational sociolinguistics (CSLX). A social network analysis through a bibliometric approach is employed to investigate the landscape of scholarly publications through a series of keyword queries related to ‘Computational Sociolinguistics’. The study analyses publications contributing to this research area, focusing on semantic content analysis. The methodology involves the extraction and processing of data from the database Web of Science followed by semantic similarity assessments and classifications of abstracts using advanced natural language processing techniques to map the thematic clusters within the field as well as co-authorship analysis. Key findings reveal significant multidisciplinarity in CSLX characterised by the integration of computational methods into sociolinguistic inquiries. The study identifies central topics and collaborative patterns, highlighting the influence of the computational profile over the sociolinguistic one. Conclusively, CSLX is positioned as an emerging field, with its development influenced by technological advancements and the increasing complexity of social interactions in computer-mediated communication.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1298-1313"},"PeriodicalIF":1.7,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782343","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":"Teaching Writing in the Chinese Primary and Secondary School Contexts: An Analysis of the Discourses of Writing in L2 Curriculum Documents","authors":"Shulin Yu,&nbsp;Simin Liu","doi":"10.1111/ijal.12699","DOIUrl":"https://doi.org/10.1111/ijal.12699","url":null,"abstract":"<p>Despite the significance of second language (L2) writing curricula in guiding effective and successful teaching practices, limited studies have explored the underlying pedagogical philosophies and values in writing curricula in L2 school contexts. Utilizing the writing discourse framework, the current study assessed and analyzed L2 writing curriculum documents in primary and secondary schools in the Chinese Mainland, Hong Kong, and Macau. The findings revealed prevalent skills and social practices discourses, insufficient process and genre discourses, and minimum creativity and sociopolitical discourses in L2 writing curricula. Such findings, together with the observed curricular consistency and distinct curricular features across different regions, provide insights into curricular teaching philosophies and the development of L2 writing curricula and teaching approaches in L2 school contexts.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1285-1297"},"PeriodicalIF":1.7,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782696","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":"Posture, Competitiveness, and Motivation of Korean Language Learners: A Mixed-Methods Study","authors":"Xian Li,&nbsp;Jiying Han","doi":"10.1111/ijal.12700","DOIUrl":"https://doi.org/10.1111/ijal.12700","url":null,"abstract":"<div>\u0000 \u0000 <p>Taking Dörnyei's (2005) L2 motivational self system as the theoretical framework, this study investigates the relationships between Korean language learners’ attitudes toward the L2 community, competitiveness, and motivation. Using a mixed-methods design, data were collected from an anonymous online questionnaire survey with 967 Korean major students at Chinese universities and post-survey interviews with 17 participants from the survey. The results suggested that the extent to which learners relate themselves to the Korean-speaking community played a crucial role in the development of their ideal L2 selves. An intercultural friendship orientation, an intergroup approach-avoidance tendency, and an interest in Korea-related affairs contributed to an enjoyable learning experience. The increased interest in Korea-related affairs and competitiveness enhanced learners’ ought-to L2 selves, while a greater interest in Korea-related vocations and activities reduced their concern about the expectations of others. These findings provide insights into the motivation to learn the Korean language and thus have pedagogical implications for enhancing learners’ motivation to learn languages other than English in higher education institutions.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1274-1284"},"PeriodicalIF":1.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782869","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 Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives","authors":"Bedrettin Yazan","doi":"10.1111/ijal.12697","DOIUrl":"https://doi.org/10.1111/ijal.12697","url":null,"abstract":"<div>\u0000 \u0000 <p>In this study, I employ critical autoethnographic narrative (CAN) as a teacher-learning activity that pedagogizes identity in teacher education. I specifically rely on a white US-born teacher candidate's (Robert's) data, which included the following: four installments of CAN writing, four recorded individual feedback meetings, one discussion board post, visual mapping of CAN, recorded rubric co-construction, and recorded final CAN presentation. I utilized narrative inquiry procedures to analyze Robert's data to examine how his emotions entangled with his intersectional identities and surrounding ideologies as he constructed his English as a second language teacher in his CAN writing. I present my findings around four major themes with illustrative excerpts from Robert: (1) emotions entangled with intersectional identities, (2) emotional responses to dominant ideologies, (3) emotional engagement in acts of agency, and (4) identity tensions as loci of emotional entanglement. I discuss those findings in relation to the use of CAN in teacher education, the emotional dimensions of teachers’ intersectional identities, and identity tensions in understanding the relationship between identity, agency, and ideologies. I also share the implications of my findings for teacher educators who consider using CAN or incorporating identity, emotions, and agency in their practices.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1007-1018"},"PeriodicalIF":1.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782871","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":"Accentism: Experiences of Thais as English LX Users in Workplaces","authors":"Veronico N. Tarrayo,&nbsp;Poowadol Srimalee,&nbsp;Sirikorn Bamroongkit","doi":"10.1111/ijal.12698","DOIUrl":"https://doi.org/10.1111/ijal.12698","url":null,"abstract":"<div>\u0000 \u0000 <p>Accent discrimination, or accentism, has been studied in various contexts, with a few focusing on hierarchical workplace environments. However, its impact in Thailand remains underexplored. Through nonprobability purposive–convenience sampling, this study investigates accentism in Thai workplaces through online semi-structured interviews with six Thai employees. Using a thematic-analysis approach, it examines their perceptions of their English accent, the extent and nature of accent discrimination they face, and its effects on them. The findings reveal that Thai employees experience both overt and covert accentism, affecting their self-esteem and professional opportunities. Participants reported cases of mockery, diminished confidence, and social exclusion directly linked to their “nonnative” English accents, emphasizing a prevalent workplace bias that associates professional competence with (“native”) accent conformity. This bias is not solely linguistic but deeply intertwined with social identity and power dynamics within professional settings. Implications from the findings emphasize the need for Thai workplaces to adopt more inclusive practices that recognize and value linguistic diversity.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1262-1273"},"PeriodicalIF":1.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782870","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":"Report by Grégory Miras as AILA ReN coordinator","authors":"Grégory Miras","doi":"10.1111/ijal.12695","DOIUrl":"https://doi.org/10.1111/ijal.12695","url":null,"abstract":"","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"523-525"},"PeriodicalIF":1.5,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388983","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":"Do Formal Stance Strategies Reveal Disciplinary Variation in Professional Scientific Writing?","authors":"Elizaveta A. Smirnova,&nbsp;Javier Pérez-Guerra","doi":"10.1111/ijal.12694","DOIUrl":"https://doi.org/10.1111/ijal.12694","url":null,"abstract":"<p>Stance in academic discourse has been extensively studied, with numerous investigations indicating that its expression varies across disciplines, depending on the authors’ intention to either enhance or diminish their voice or presence (e.g., <i>It <span>seems</span> <span>fairly</span> certain</i> vs. <i>This is based on</i> <i><span>the belief that…</span></i>). This paper hypothesises that stance can be viewed as a strictly structural or formal linguistic mechanism in academic discourse, which can optimally determine disciplinary variation. The novelty of this study lies in the hypothesis that formal features of stance alone can identify academic disciplines, without relying on the meaning conveyed by the features. To demonstrate this, this paper focuses on the linguistic expression of stance in hard- and soft-science articles. The corpus of soft and hard scientific writing consists of research articles published in leading peer-reviewed journals in eight disciplines (chemistry, physics, engineering, mathematics, business studies, history, linguistics and political science) and comprises approximately 1.6 million words. The assessment of the realisation of stance in the aforementioned scientific disciplines is carried out by quantifying a range of grammatical (e.g., modal verb groups and embedded complement clauses) and lexical (boosters, hedges, and self-mention expressions) features suggested in the literature. The frequencies of the features are statistically modelled by means of, firstly, a multivariate regression analysis that determines the set of features whose contribution to the hard- versus soft-science variation is significant and, secondly, a clustering technique that groups similar disciplines based on exclusively the frequencies of the significant stance features. Clustering very successfully reveals a neat classification of the eight disciplines under investigation into two major clusters corresponding to the initial categorisation of the writings into the hard- and soft-science types. This suggests that the meaning conveyed by the stance features is dispensable for the purpose of disciplinary categorisation.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1242-1261"},"PeriodicalIF":1.7,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782765","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":"Making Arguments at Lower Proficiencies: Move–Bundle Connection in Korean University Students’ English Argumentative Writing","authors":"Detong Xia,&nbsp;Matt Kessler","doi":"10.1111/ijal.12693","DOIUrl":"https://doi.org/10.1111/ijal.12693","url":null,"abstract":"<div>\u0000 \u0000 <p>Recent research has suggested that the use of formulaic language such as lexical bundles may be important for helping second language (L2) English students construct arguments and achieve higher proficiency scores in testing situations. However, more research is needed that investigates such issues with learners of lower-level proficiencies. This study investigates the use of lexical bundles across the argumentative writing of beginning- and intermediate-level L2 English learners (<i>N</i> = 780). Using the Yonsei English Language Corpus, this study examines the frequency, structural features, and functional characteristics of three-word lexical bundles and their role in achieving six rhetorical moves, including position, claim, counterclaim, rebuttal, evidence, and conclusion. The findings reveal that intermediate learners used more lexical bundles in two moves (i.e., claims and evidence). There were also differences both in the bundle structures used by beginners and intermediate learners, and in the functions realized through those bundles. How lexical bundles are used across lower levels of L2 proficiency, and the implications of these findings for L2 writing instruction, are discussed.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1219-1241"},"PeriodicalIF":1.7,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782504","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":"Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts","authors":"Sender Dovchin,&nbsp;Min Wang,&nbsp;Carly Steele","doi":"10.1111/ijal.12690","DOIUrl":"https://doi.org/10.1111/ijal.12690","url":null,"abstract":"<div>\u0000 \u0000 <p>In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entanglements of emotions to explore the multiple ways translanguaging is connected to, and part of, one's language education. Emotion is enmeshed within local modes of translanguaging, and it is bound up with changing modes of translingual resources embedded within translanguaging. It is entrenched in the everyday translanguaging practices of language teachers and learners in the classroom. From this perspective, unpacking translingual entanglements of emotions through translanguaging is essential, and we achieve this through an examination of recent literature that explicitly and implicitly addresses language teacher and learner emotion in relation to translanguaging.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"987-995"},"PeriodicalIF":1.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782892","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}