Applied Linguistics最新文献_第2页

A revised model of feedback-seeking behavior in SLA: toward improved conceptualization and measurement 二语习得中反馈寻求行为的修正模型：面向改进的概念化和测量

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-07 DOI: 10.1093/applin/amag055

Mostafa Papi,Hyejin An,Kevin Hirschi

{"title":"A revised model of feedback-seeking behavior in SLA: toward improved conceptualization and measurement","authors":"Mostafa Papi,Hyejin An,Kevin Hirschi","doi":"10.1093/applin/amag055","DOIUrl":"https://doi.org/10.1093/applin/amag055","url":null,"abstract":"Abstract This study proposed and tested a revised model of feedback-seeking behavior in second language acquisition. The revised model included feedback elicitation, monitoring, and use. In two studies, data were collected from 207 learners enrolled in Spanish classes at a large public university in Florida and 294 learners of English at a multi-branch private language institute in Iran. Exploratory factor analyses generally combined CF Monitoring and CF Use, whereas confirmatory factor analyses favored the hypothesized three-factor model, with stronger support in Study 2. The scales demonstrated acceptable convergent validity and internal consistency, although the distinction between Monitoring and Use was limited in Study 1 and improved in Study 2. Hierarchical multiple regression analyses further showed that the overall FSB index significantly predicted self-assessed L2 proficiency in both contexts, although the unique contributions of the individual components varied across samples. Overall, the findings supported the tripartite model of FSB, defined as learners’ proactive efforts to elicit, monitor, and use CF to enhance their L2 production. Theoretical and practical implications are discussed, and future research directions are outlined.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"35 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899443","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

Prosodic encoding and the development of durable lexical representations in L2 English: a randomised controlled longitudinal study 韵律编码与二语持久词汇表征的发展：一项随机对照纵向研究

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-07 DOI: 10.1093/applin/amag062

Safi Eldeen Alzi’abi

{"title":"Prosodic encoding and the development of durable lexical representations in L2 English: a randomised controlled longitudinal study","authors":"Safi Eldeen Alzi’abi","doi":"10.1093/applin/amag062","DOIUrl":"https://doi.org/10.1093/applin/amag062","url":null,"abstract":"Abstract Robust L2 lexical representations require not only semantic and orthographic knowledge but also precise phonological specification, yet the role of lexical stress remains underexplored. Intermediate Arab EFL learners (n = 132) were cluster-randomized to either a Prosodic Encoding Group, receiving a multi-cue encoding package with explicit stress-perception and stress-production activities, or an Active Control Group, receiving meaning-focused vocabulary instruction without systematic stress emphasis. Participants learned forty mid- to low-frequency academic words over six weeks. Outcome measures included immediate and delayed retention tests, timed lexical decision tasks, controlled written and oral production tasks, stress perception assessments and acoustic production analysis. Linear mixed-effects models and multilevel mediation analyses were employed. The Prosodic Encoding Group demonstrated superior delayed retention with medium-to-large effects (ds ≈ 0.8–1.1), faster lexical retrieval and higher productive accuracy. Stress perception gains were statistically associated with delayed retention, consistent with a role for suprasegmental specification in lexical durability. These findings support integrating prosodically oriented, multi-cue training within L2 vocabulary instruction, while acknowledging that stress specification’s unique contribution was not isolated from other prosodic and multimodal supports.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"62 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899448","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 Experience of Expatriate English Language Teaching 外籍人士英语教学的经验

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-07-30 DOI: 10.1093/applin/amag060

Simon Dunton

引用次数: 0

The role of teacher gaze in speaking turns during interactive book reading: a multiple case mobile-eye-tracking study 互动阅读中教师凝视在言语转向中的作用：一项多案例移动眼动追踪研究

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-07-16 DOI: 10.1093/applin/amag051

Thibaut Duthois, Susanna Isotalo, Ymke Taillieu, Ruben Vanderlinde, Piet Van Avermaet, Maribel Montero-Perez

{"title":"The role of teacher gaze in speaking turns during interactive book reading: a multiple case mobile-eye-tracking study","authors":"Thibaut Duthois, Susanna Isotalo, Ymke Taillieu, Ruben Vanderlinde, Piet Van Avermaet, Maribel Montero-Perez","doi":"10.1093/applin/amag051","DOIUrl":"https://doi.org/10.1093/applin/amag051","url":null,"abstract":"Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines variation in children’s involvement during book reading activities and analyses how teachers shape these conversational dynamics. Using epistemic network analysis alongside multimodal quantitative and qualitative conversation analyses, this study provides a fine-grained account of multimodal turn-taking. The findings reveal unequal distribution of teacher attention, resulting in unequal opportunities for children to participate. Results revealed a relationship between teachers’ fixations (i.e. sustained moments of visual attention) and both teachers’ and children’s speaking turns, underscoring the central importance of gaze in conversational dynamics in classrooms. Conversation analysis further shows that children’s participation is largely teacher-driven, with most child turns being initiated by the teacher. Overall, the results indicate interactional inequalities in ECE.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148459368","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 Country in the voice: resonance, language, and belonging after displacement 声音中的国家：共鸣、语言、流离失所后的归属

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-07-07 DOI: 10.1093/applin/amag049

Damien Lafont

{"title":"The Country in the voice: resonance, language, and belonging after displacement","authors":"Damien Lafont","doi":"10.1093/applin/amag049","DOIUrl":"https://doi.org/10.1093/applin/amag049","url":null,"abstract":"Research in applied linguistics shows that first languages differ from later-learned languages in prosodic, physiological, and emotional processing, shaping affective expression and interpersonal regulation. Yet these findings are rarely connected to questions of belonging and displacement. This article brings research in phonetics, bilingualism, and affective neuroscience into dialogue with Indigenous relational ontology to examine voice and mother tongue as embodied carriers of belonging. The article argues that language functions not only as a system of meaning but also as a regulatory signal shaped through early relational experience. First languages are spoken with distinct patterns of intonation, rhythm, and vocal effort, reflecting deeper embodiment and affective attunement. When displacement or assimilation marginalizes the mother tongue, the resulting disruption is not only cultural or symbolic, but physiological and relational. Drawing on the Indigenous concept of Kanyini, the article conceptualizes voice as a portable form of relational grounding and discusses implications for applied linguistics in contexts of migration, education, trauma, and multilingual family life.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148400972","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

Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning 揭示在线英语学习中自我调节策略、成就情绪和二语磨砺的复杂系统

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-03-20 DOI: 10.1093/applin/amag017

Lin Sophie Teng, Guofang Zeng

{"title":"Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning","authors":"Lin Sophie Teng, Guofang Zeng","doi":"10.1093/applin/amag017","DOIUrl":"https://doi.org/10.1093/applin/amag017","url":null,"abstract":"This study advances our understanding of the complex interplay of self-regulated learning (SRL) strategies, achievement emotions, and second language (L2) grit in online English learning from a complex systems perspective. A cohort of 263 Chinese non-English majors completed self-report questionnaires once they finished a 16-week online English course. Using psychological network analysis (PNA), a novel method for exploring psycho-emotional traits within a unified network, this study mapped the interrelationships among cognitive (SRL strategies), affective (achievement emotions), and personality (L2 grit) factors across different proficiency levels. The PNA results confirmed complex interrelationships among these individual factors and revealed SRL strategies emerging as the most central variables interacting with achievement emotions (hope, hopelessness, enjoyment, and boredom) and L2 grit. Furthermore, network comparison tests identified significant differences between the high and low proficiency groups in three interrelationships: motivational regulation strategies-hopelessness, cognitive strategies-L2 grit, and enjoyment-L2 grit. These findings extend SRL theory by unveiling the interconnectedness of strategies, emotions, and personality in online environments and issue a call for humanistic, learner-centered L2 education.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"270 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147489491","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

Considering extramural English in class: Exploring teachers’ activity ideas in secondary school classrooms in four countries 考虑课堂上的课外英语：四个国家中学教师课堂活动理念的探索

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-26 DOI: 10.1093/applin/amaf078

Alexandra Schurz, Pia Sundqvist

{"title":"Considering extramural English in class: Exploring teachers’ activity ideas in secondary school classrooms in four countries","authors":"Alexandra Schurz, Pia Sundqvist","doi":"10.1093/applin/amaf078","DOIUrl":"https://doi.org/10.1093/applin/amaf078","url":null,"abstract":"Extramural English (EE), referring to English-mediated leisure activities, has become a core part of English learning in many contexts. This prompts the need to explore how informal learning can best interact with English language teaching (ELT). To investigate possible ways of linking EE and ELT, we asked secondary school teachers in Austria, Finland, France, and Sweden in a survey to illustrate an activity they would do with students making extensive use of EE. We recruited teachers through convenience sampling and received responses from 239 teachers. Swedish teachers most frequently illustrated activities, followed by Austrian, Finnish, and French teachers. Austrian and French teachers mostly referred to activities based on authentic (i.e. non-pedagogic) material. Contrarily, Finnish and Swedish teachers more often illustrated activities raising learners’ awareness of register differences. The findings point to possible contextual variation in how EE is considered in instruction, potentially influenced by political and sociocultural factors, such as learners’ average EE use and dominant instructional priorities. The findings can inform stakeholders seeking to support teachers in effectively connecting classroom instruction with learners’ EE.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"16 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599238","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

What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty 是什么让听力理解变得困难？：一种基于特征的机器学习方法来理解项目难度

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-24 DOI: 10.1093/applin/amaf079

Huiying Cai, Xun Yan, Ping-Lin Chuang, Yulin Pan, Mingyue Huo

{"title":"What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty","authors":"Huiying Cai, Xun Yan, Ping-Lin Chuang, Yulin Pan, Mingyue Huo","doi":"10.1093/applin/amaf079","DOIUrl":"https://doi.org/10.1093/applin/amaf079","url":null,"abstract":"Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study explores a feature-based machine learning (ML) approach to predicting difficulty of multiple-choice listening items on a local language proficiency test. We extracted construct-relevant textual and acoustic features from item segments across five dimensions: lexical complexity, syntactic complexity, fluency, pronunciation, and similarities among item segments. Incorporating these features, we compared traditional and mixed-effects ML models for predictive accuracy and interpretability. The best-performing model—a mixed-effects Ridge model with twenty-three features—achieved high accuracy (R2 = 0.860) and showed meaningful feature-difficulty relationships. This study presents methodological innovations for item difficulty modeling and offers practical implications for human- and machine-mediated item development. It also demonstrates potential of incorporating computational linguistics and ML in enhancing L2 listening assessment.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"84 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145583217","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 development and trends of complex dynamic systems theory in applied linguistics: A bibliometric analysis from 1997 to 2023 应用语言学复杂动态系统理论的发展与趋势：1997 - 2023年文献计量学分析

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-20 DOI: 10.1093/applin/amaf076

Jihua Dong, Ye Liu, Louisa Buckingham

{"title":"The development and trends of complex dynamic systems theory in applied linguistics: A bibliometric analysis from 1997 to 2023","authors":"Jihua Dong, Ye Liu, Louisa Buckingham","doi":"10.1093/applin/amaf076","DOIUrl":"https://doi.org/10.1093/applin/amaf076","url":null,"abstract":"This study investigates the evolutionary trajectory of complex dynamic systems theory (CDST) in applied linguistics from a bibliometric perspective. Drawing on a dataset comprising 290 citing papers sourced from the Web of Science Core Collection and Scopus (1997–2023), Citespace was employed to examine the major themes, seminal works, developmental phases, citation trajectories, academic venues, and transformative publications. Underpinned by Shneider’s (2009) evolutionary model, eight major clusters were identified, which map onto three developmental stages based on the timeline visualization of co-citation, namely the conceptualizing stage (1992-around 2005), the maturing stage (around 2005-around 2015), and the expansion stage (around 2015-now). The analysis indicates that CDST studies have a tendency to employ innovative research methodologies to address both well-researched topics and emerging challenges in applied linguistics across a variety of contexts. This study demonstrates the interdisciplinary nature of CDST in applied linguistics by incorporating topics and methods from psychology, education, and social sciences. The findings also provide theoretical, methodological, and practical insights that can inform future research endeavors in applied linguistics and CDST.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145553555","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

Acoustic analysis and perception ratings of first and second language speakers’ Italian lexical stress 第一和第二语言使用者意大利语词汇重音的声学分析和感知评分

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-13 DOI: 10.1093/applin/amaf075

Seth Wiener, Adam A Bramlett, Bianca Brown, Jocelyn Dueck

{"title":"Acoustic analysis and perception ratings of first and second language speakers’ Italian lexical stress","authors":"Seth Wiener, Adam A Bramlett, Bianca Brown, Jocelyn Dueck","doi":"10.1093/applin/amaf075","DOIUrl":"https://doi.org/10.1093/applin/amaf075","url":null,"abstract":"This study examines the acquisition of Italian lexical stress by adult L2 learners. L1 Italian speakers and beginner L2 Italian speakers were recorded reading aloud trisyllabic Italian words, e.g. COdice with antepenultimate syllable stress (“code”), moMENto with penultimate syllable stress (“moment”). We analyzed four acoustic-phonetic cues: duration, fundamental frequency (pitch is the perceptual correlate), amplitude, and spectral tilt (a measure of energy change over frequencies). We corroborated previous findings: L1 speakers used all four cues to differentiate between antepenultimate (strong-weak-weak) and penultimate (weak-strong-weak) stressed words. We found evidence of L2 speakers producing inconsistent patterns for all four cues. We then played these L1 and L2 recordings for L1 Italian speakers (N = 50) and asked them to rate the utterances using a visual analog scale (VAS). As expected, the L1 speech was rated higher (more fluent stress) than the L2 speech (less fluent stress). We modeled how the acoustic cues predicted VAS responses. Our findings highlight the roles of duration and pitch for L2 learners. We conclude with implications for learners and teachers of Italian.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"155 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498241","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