Applied Linguistics最新文献

AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-21 DOI: 10.1093/applin/amaf016

Kok-Sing Tang

{"title":"AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence","authors":"Kok-Sing Tang","doi":"10.1093/applin/amaf016","DOIUrl":"https://doi.org/10.1093/applin/amaf016","url":null,"abstract":"This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853391","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

Mobilizing assistance through troubles-complaints in L2 settings

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-21 DOI: 10.1093/applin/amaf019

Bandar Alshammari, Michael Haugh

引用次数: 0

The linguicized subject: everyday linguicism and the ‘English-only’ discourse against migrants in Australia

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-21 DOI: 10.1093/applin/amaf021

Trang Thi Thuy Nguyen, John Hajek

{"title":"The linguicized subject: everyday linguicism and the ‘English-only’ discourse against migrants in Australia","authors":"Trang Thi Thuy Nguyen, John Hajek","doi":"10.1093/applin/amaf021","DOIUrl":"https://doi.org/10.1093/applin/amaf021","url":null,"abstract":"In this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity as a thinking tool to interpret incidents of linguicism encountered by our participants. While discussing interview-based findings, we explore how the participants were discursively shaped as linguicized subjects in different linguicist situations in various contexts, and how they negotiated such an imposed ‘abnormal’ and ‘Other’ subject position, subordinated to the power of English and English speakers. The linguicism experienced by the participants alerts us to Australia’s monolingualist structure which has linguicized minority people’s subjectivity at different levels of their social participation. Remedies for such English-only linguicism should involve ‘saying enough’ to linguistic oppression and inequality as well as connecting individual agency, collective actions, and social dialogue to facilitate a social transformation where new possibilities of Australia’s multilingual subjectivity are enabled.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857718","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

“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-16 DOI: 10.1093/applin/amaf018

Lillie Padilla, Rosti Vana

引用次数: 0

The role of script in Kyrgyz identity: Examining attitudes toward Kyrgyz script, Cyrillic, and Latinization

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-04 DOI: 10.1093/applin/amaf013

Loren Sofia Rubio, Adam Charles Roberts, Yoolim Kim

引用次数: 0

Firebreak, circuit break, or water break? The impact of metaphor on people’s perception and attitudes towards lockdown measures

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-04-01 DOI: 10.1093/applin/amaf012

Paula Pérez-Sobrino, Iraide Ibarretxe-Antuñano

{"title":"Firebreak, circuit break, or water break? The impact of metaphor on people’s perception and attitudes towards lockdown measures","authors":"Paula Pérez-Sobrino, Iraide Ibarretxe-Antuñano","doi":"10.1093/applin/amaf012","DOIUrl":"https://doi.org/10.1093/applin/amaf012","url":null,"abstract":"Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical frames used during the media coverage of the COVID-19 pandemic: fight, fire, machine, and water. A total of 203 Spanish participants were randomly shown one of the five experimental conditions and were asked to (1) rate their perception of control over the health emergency and (2) recommend policy measures to stop the spread of the pandemic. To assess the extent to which participants had noticed the metaphorical frames, a third question was added where they had to indicate the words that had been most decisive in their answers. Results indicate that the fight frame increases the perception of control over the situation, but mostly for men and older participants; they were also more likely to prefer restrictive measures, whereas women and younger participants favoured a balance between restrictive and preventive policies. Finally, fire keywords were the most likely to be remembered by everyone, unlike the keywords from other frames. These findings shed light on the role of age and gender in moderating the effect of metaphorical framing.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"102 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775499","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

Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-03-06 DOI: 10.1093/applin/amaf009

Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters

{"title":"Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French","authors":"Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters","doi":"10.1093/applin/amaf009","DOIUrl":"https://doi.org/10.1093/applin/amaf009","url":null,"abstract":"This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570385","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

Engaging with language play: practices of Korean English teachers in elementary classrooms

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-03-04 DOI: 10.1093/applin/amaf004

Sol Kim, So-Yeon Ahn

{"title":"Engaging with language play: practices of Korean English teachers in elementary classrooms","authors":"Sol Kim, So-Yeon Ahn","doi":"10.1093/applin/amaf004","DOIUrl":"https://doi.org/10.1093/applin/amaf004","url":null,"abstract":"This study investigates the use of language play by Korean teachers of English as a foreign language in elementary classrooms. While previous research has extensively explored language play by learners, this paper shifts focus to teachers’ engagement with language play, including their own usage and responses to students’ language play. Utilizing the “Engagement with Language” (EWL) framework, the study meticulously analyzes classroom discourse across seven elementary schools in South Korea. We examined 83 forty-minute lessons and conducted semi-structured interviews with seven Korean English teachers to categorize their use of language play into four distinct types: initiation, acceptance, non-responsiveness, and refusal. Findings indicate that teachers’ approaches to language play impact students’ language learning and engagement within the EWL framework. The study highlights important pedagogical implications, suggesting that teachers’ conscious use of language play can enhance language acquisition and classroom interaction. Furthermore, these insights offer a new perspective for teacher training programs, emphasizing the strategic integration of language play into pedagogical practices to foster more dynamic and effective language learning environments.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546464","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

A neglected area: Elementary school EFL education and teacher self-efficacy 一个被忽视的领域：小学英语教育与教师自我效能感

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-02-25 DOI: 10.1093/applin/amaf008

Peter Ferguson, Paul Leeming

{"title":"A neglected area: Elementary school EFL education and teacher self-efficacy","authors":"Peter Ferguson, Paul Leeming","doi":"10.1093/applin/amaf008","DOIUrl":"https://doi.org/10.1093/applin/amaf008","url":null,"abstract":"Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528378","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

Refashioning linguistic expertise: Translanguaging TESOL in social media

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-02-22 DOI: 10.1093/applin/amaf007

Tong King Lee, Li Wei

{"title":"Refashioning linguistic expertise: Translanguaging TESOL in social media","authors":"Tong King Lee, Li Wei","doi":"10.1093/applin/amaf007","DOIUrl":"https://doi.org/10.1093/applin/amaf007","url":null,"abstract":"This article examines the performative reconfiguration of linguistic expertise and the mode of TESOL at the intersection of language teaching, networked technology, and the culture of ludification. Applying van Dijck and Alinejad’s (2020 ‘Social media and trust in scientific expertise: Debating the COVID-19 pandemic in The Netherlands’, Social Media + Society, 6/4) distinction of institutional versus networked models of communication, it addresses the shifting ecology of foreign language education in an age of digital platforms in which linguistic expertise is no longer the exclusive preserve of institutional establishments, but rather can be claimed or self-professed by individuals operating on the basis of multiplex networks. A case example of networked TESOL in social media is presented to explore how the affordances of the networked model give rise to a radically different teacher-student dynamic than in the standard classroom, speaking to the idea of translanguaging pedagogy. The article discusses the implications of networked TESOL for theory and practice in applied linguistics in the post-multilingual era, proposing the idea of ludic literacy, where the instructor-influencer’s persona tends toward the performative and the sardonic, and where resources are flexibly orchestrated across the boundaries of languages, modes, and media.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473425","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