Applied Linguistics最新文献

Funds of identity: a critical multilingual perspective through the experiences of two Syrian refugee-background adults 身份的基础：通过两个叙利亚难民背景的成年人的经历，一个关键的多语言视角

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-13 DOI: 10.1093/applin/amag064

Fares J Karam,Eleni Oikonomidoy,Amanda K Kibler

{"title":"Funds of identity: a critical multilingual perspective through the experiences of two Syrian refugee-background adults","authors":"Fares J Karam,Eleni Oikonomidoy,Amanda K Kibler","doi":"10.1093/applin/amag064","DOIUrl":"https://doi.org/10.1093/applin/amag064","url":null,"abstract":"Abstract This article introduces critical multilingual funds of identity (CMFoI) as a theoretical lens with the potential to help stakeholders who support refugee-background multilingual learners of English (RMLE) better understand their resettlement and language-learning experiences. Toward this goal, we present a theoretical conceptualization of the CMFoI framework, tracing its roots to the funds of identity theory and drawing upon critical theories in applied linguistics as theoretical foundations. To illustrate how this framework can be applied, we utilized data from our ethnographic work with two multilingual Syrian refugee-background adults to examine the complexities of learning English in the resettlement context of the USA. With few exceptions, research that examines the language-learning experiences of adult RMLE has paid little attention to criticality and the identities of RMLE themselves. This study addresses this gap by introducing an asset-based theoretical framework and contributing to an increasingly growing body of literature that challenges deficit-oriented and dehumanizing representations of RMLE in educational practice and research.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"12 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Beyond text: unveiling the emotional landscape in academic writing 超越文本：揭示学术写作中的情感景观

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-12 DOI: 10.1093/applin/amag092

Songyun Chen,Xiuling Xu

引用次数: 0

Foreign language boredom and learner enthusiasm: a dynamic structural equation modeling approach 外语无聊感与学习者热情：动态结构方程建模方法

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-09 DOI: 10.1093/applin/amag096

Majid Elahi Shirvan,Tahereh Taherian,Mirosław Pawlak,Jean-Marc Dewaele,Mariusz Kruk

{"title":"Foreign language boredom and learner enthusiasm: a dynamic structural equation modeling approach","authors":"Majid Elahi Shirvan,Tahereh Taherian,Mirosław Pawlak,Jean-Marc Dewaele,Mariusz Kruk","doi":"10.1093/applin/amag096","DOIUrl":"https://doi.org/10.1093/applin/amag096","url":null,"abstract":"Abstract This study examines the distinct yet co-evolving nature of foreign language (FL) boredom and FL learner enthusiasm, two pivotal emotions that influence learners’ engagement and motivation in different ways. Data were collected at 10-minute intervals from 83 Persian learners of English as a foreign language (EFL) during six one-hour class sessions using the experience sampling method (ESM). The ESM data were analyzed using dynamic structural equation modeling (DSEM). At the within-person level, the results revealed that both emotions exhibited significant autoregressive effects, with boredom displaying a stronger tendency to persist over time than enthusiasm. This suggests that FL boredom and FL learner enthusiasm follow divergent adaptive processing trajectories, indicating that they are not merely emotional opposites. At the between-person level, learners with higher average levels of learner enthusiasm tended to report lower average levels of boredom. Learners also differed in the strength of the temporal coupling between the two emotions, indicating substantial individual variation in how boredom and learner enthusiasm influenced one another over time. These findings suggest that boredom and learner enthusiasm interact within a highly dynamic emotional system. The study contributes to a deeper understanding of emotional dynamics in FL learning, clarifying learner enthusiasm as a distinct classroom emotion and emphasizing the importance of managing classroom emotions and offering insights for more effective instructional strategies.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149151706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Decoding the marketing playbook of AI-powered language-learning platforms in Meta’s Ad Library 破解Meta广告库中人工智能语言学习平台的营销剧本

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-08 DOI: 10.1093/applin/amag098

Ali Fuad Selvi,Özgehan Uştuk

{"title":"Decoding the marketing playbook of AI-powered language-learning platforms in Meta’s Ad Library","authors":"Ali Fuad Selvi,Özgehan Uştuk","doi":"10.1093/applin/amag098","DOIUrl":"https://doi.org/10.1093/applin/amag098","url":null,"abstract":"Abstract Despite growing critical scholarship on AI in language education, the promotional discourse of AI-powered platforms remains un(der)examined. This study investigates how AI-powered language-learning platforms position themselves and their ‘products’ through digital advertising. Drawing on 385 advertisements targeting social media users in Turkey over six months and retrieved from Meta's Ad Library, we employ iterative deductive and open qualitative content coding informed by positioning theory and critical multimodal discourse analysis to examine how textual, visual, auditory, and interface design resources co-construct particular versions of language learners, language learning, human instruction/instructors, and AI-powered pedagogy. Three interlocking positioning strategies emerge: (1) constructing the linguistically deficient learner, (2) presenting AI as superior to human teaching/teachers, and (3) legitimizing algorithmic authority through futurism, pseudoscience, and social proof. These strategies constitute a coherent techno-ideological promotional repertoire through which platforms commodify linguistic insecurity, reinscribe native-speakerist norms, and naturalize the algorithmic gaze as a legitimate form of pedagogical authority in the platformized ELT ecosystem. The study shows how neoliberal and colonial discourses are repackaged within the commercial discourse of AI-powered language learning.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"21 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149151704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Acquiring productive collocation knowledge via retrieval activities: the effects of teaching method and incongruence type 通过检索活动获取生产性搭配知识：教学方法和不一致类型的影响

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-07 DOI: 10.1093/applin/amag077

Ronit Breslaw,Batia Laufer

{"title":"Acquiring productive collocation knowledge via retrieval activities: the effects of teaching method and incongruence type","authors":"Ronit Breslaw,Batia Laufer","doi":"10.1093/applin/amag077","DOIUrl":"https://doi.org/10.1093/applin/amag077","url":null,"abstract":"Abstract The study investigated how the acquisition of productive knowledge of incongruent collocations achieved through output retrieval tasks is affected by two factors: (1) teaching method [non-contrastive (NCON): L2-only vs. contrastive (CON): L1–L2 contrastive analysis] and (2) collocation incongruence type (lexical vs. syntactic). Lexically incongruent collocations (LEXcs) are defined as collocations with a similar structure in L1 but a different collocate, e.g. “follow instructions” (“obey instructions” in Hebrew). Syntactically incongruent collocations (SYNcs) have different phrase structures in L1 and L2 and are translated by a syntactic paraphrase in L1, e.g. “ridiculously expensive” (expensive in a ridiculous way in Hebrew). Seventy-five Israeli undergraduate EFL learners at a B1–B2 CEFR proficiency level learned sixty collocations under four conditions: LEXcs/NCON, LEXcs/CON, SYNcs/NCON, and SYNcs/CON. Productive knowledge was measured through immediate and delayed form recall posttests. Results showed significant effects for both variables, with LEXcs and contrastive teaching yielding better outcomes. The findings are discussed in relation to L1–L2 awareness raising, the competition model, selective attention, pushed output hypothesis, involvement load hypothesis, and technique feature analysis.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"32 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 role of psychosocial factors on language use among adult Welsh learners 心理社会因素对成年威尔士语学习者语言使用的影响

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-01 DOI: 10.1093/applin/amag095

Jonathan Morris,Charlotte Brookfield,Maria Jose Rodriguez Pinzon,Barbara Holt

引用次数: 0

The Thesis Writing Journeys Of Bachelor’s and Master’s Students: A Transnational European Perspective 本科和硕士学生的论文写作之旅：一个跨国的欧洲视角

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-01 DOI: 10.1093/applin/amag090

Jian Zhang

引用次数: 0

Learning English outside of school: Young English language learners’grammar knowledge and writing skills 校外英语学习：年轻英语学习者的语法知识和写作技巧

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-10-01 DOI: 10.1093/applin/amag093

Elke Peters,Elien Prophète,Eva Puimège,Pia Sundqvist

{"title":"Learning English outside of school: Young English language learners’grammar knowledge and writing skills","authors":"Elke Peters,Elien Prophète,Eva Puimège,Pia Sundqvist","doi":"10.1093/applin/amag093","DOIUrl":"https://doi.org/10.1093/applin/amag093","url":null,"abstract":"Abstract This study aims to explore the relationship between young English language learners’ (YELLs) extramural English (EE), grammar knowledge, and writing proficiency in English before the start of formal English instruction. Data were collected from 458 YELLs (aged 11–12) in Flanders, i.e. the Dutch-speaking part of Belgium, by means of a grammaticality judgement test and writing test, a learner questionnaire and a parental questionnaire. The results showed that some participants achieved high scores on the grammaticality judgement and writing test before their first English lesson, but the findings also revealed large individual differences. The participants reported having substantial amounts of EE. Four EE activities emerged as a positive predictor for grammar: Watching TV without subtitles, YouTube, Social media use, and speaking and writing, while Watching television without subtitles, YouTube and Social media also predicted learners’ writing scores. The findings show the potential of EE as an important source of input for the informal development of grammar and writing proficiency in English as a foreign/second language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"24 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Posthuman translanguaging and the reconfiguration of authorship in AI-mediated EFL academic writing 人工智能介导的英语学术写作中的后人类译语与作者身份重构

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-30 DOI: 10.1093/applin/amag091

Mohamad Almashour,Hesham Aldamen,Marwan Jarrah

{"title":"Posthuman translanguaging and the reconfiguration of authorship in AI-mediated EFL academic writing","authors":"Mohamad Almashour,Hesham Aldamen,Marwan Jarrah","doi":"10.1093/applin/amag091","DOIUrl":"https://doi.org/10.1093/applin/amag091","url":null,"abstract":"Abstract This article examines how authorship is reconfigured when multilingual English-as-a-foreign-language writers compose academic texts with generative artificial intelligence. Drawing on posthuman translanguaging, it treats authorship as an assemblage distributed across human, algorithmic, affective, and institutional relations. Data were generated from 111 ChatGPT-mediated drafting sequences, 25 stimulated-recall interviews, 150 reflective journal entries, and 19 hours of classroom observation at the University of Jordan. Analysis identified four recurrent authorship assemblages: human–machine translanguaging practice, algorithmic normativity and voice reconfiguration, affective-ethical negotiation of agency, and institutional survival authorship. ChatGPT did not replace writers; it operated as a discursive participant whose rhetorical orientations students re-voiced, accommodated, or deferred to while negotiating assessment regimes, linguistic hierarchies, and identity commitments. The article argues for a posthuman account of authorship in applied linguistics, while showing that AI-mediated agency can preserve institutional viability and still narrow multilingual voice.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Bringing the backstage frontstage: how police emergency call-handlers integrate written incident logs into spoken interaction 将后台带到前台：警察紧急呼叫处理人员如何将书面事件日志整合到口头交互中

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-30 DOI: 10.1093/applin/amag052

Sarah Atkins,Joanne Traynor

{"title":"Bringing the backstage frontstage: how police emergency call-handlers integrate written incident logs into spoken interaction","authors":"Sarah Atkins,Joanne Traynor","doi":"10.1093/applin/amag052","DOIUrl":"https://doi.org/10.1093/applin/amag052","url":null,"abstract":"Abstract Emergency call-handling requires managing two simultaneously unfolding activity streams: the caller-facing spoken interaction and the backstage work of populating and responding to the written computer-aided dispatch (CAD) log. Using a dual-modal dataset of forty-eight time-aligned call audio and incident logs from UK police emergency calls, this study analyses how written, multi-authored CAD activity becomes interactionally consequential in real time. Two recurrent practices are identified. Interfacing sequences are turns where call-handlers surface their concurrent documentation work, managing the tension between maintaining conversational progressivity and performing urgent institutional tasks. Ventriloquized sequences occur when call-handlers animate prompts authored by supervisors, dispatchers, or the CAD system itself. While these practices can enable smooth coordination between talk and text, they may also falter when backstage demands collide with moments of interactional volatility. The analysis advances research on multi-activity in institutional interaction by demonstrating that written CAD entries function as sequentially consequential actions within the unfolding call. Practically, the findings have implications for call-handler training, particularly in designing interfacing turns in caller-intelligible terms and integrating institutional prompts into the unfolding talk.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"243 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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