Applied Linguistics最新文献_第2页

Firebreak, circuit break, or water break? The impact of metaphor on people’s perception and attitudes towards lockdown measures 防火断路、电路断路还是水断路？隐喻对人们对封锁措施的看法和态度的影响

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 词汇知识和写作中的词汇使用：二语英语和二语法语的横断面比较

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 参与语言游戏：韩国小学英语教师的课堂实践

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 重塑语言专业知识：社交媒体中的TESOL翻译

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

‘No in English I don’t do that’: exploring Gambian migrants’ linguistic cooperation in Italy 用英语说'不，我不会那样做'：探讨冈比亚移民在意大利的语言合作

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-01-15 DOI: 10.1093/applin/amae091

Marco Santello

引用次数: 0

To disclose or not to disclose: Exploring the risk of being transparent about GenAI use in second language writing 披露或不披露：探索在第二语言写作中对GenAI使用透明的风险

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-01-08 DOI: 10.1093/applin/amae092

Xiao Tan, Chaoran Wang, Wei Xu

{"title":"To disclose or not to disclose: Exploring the risk of being transparent about GenAI use in second language writing","authors":"Xiao Tan, Chaoran Wang, Wei Xu","doi":"10.1093/applin/amae092","DOIUrl":"https://doi.org/10.1093/applin/amae092","url":null,"abstract":"With the increasingly popular use of generative artificial intelligence (GenAI) tools in writing, a common policy regarding GenAI use requires students to self-disclose such use in writing. However, many students, especially second language (L2) writers, are concerned that disclosing GenAI use might negatively impact how teachers evaluate their work. This study, therefore, intends to investigate the potential impact of GenAI disclosure on L2 writing assessment. This study employs a mixed-method design to measure the statistical differences between grades received under different disclosure conditions and explore potential reasons for discrepancies. The quantitative analysis shows that teachers tend to score the essays lower when they are informed that GenAI tools are involved in the writing process. The interview data suggest that teachers might make assumptions about the student author’s writing ability and GenAI’s influence on writing, with some participants acknowledging their bias against GenAI use in writing. The study lends empirical evidence to the concern about GenAI disclosure and provides suggestions for improving mutual trust between teachers and students and rethinking L2 writing assessment in the age of GenAI.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936603","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

Decolonizing language learning in digital environments through the voices of plurilingual learners in the Global South 通过全球南方多语学习者的声音，实现数字环境下语言学习的非殖民化

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-12-31 DOI: 10.1093/applin/amae090

Angelica Galante, Enrica Piccardo, Faith Marcel, Lana F Zeaiter, John Wayne N dela Cruz, Aisha Barise

{"title":"Decolonizing language learning in digital environments through the voices of plurilingual learners in the Global South","authors":"Angelica Galante, Enrica Piccardo, Faith Marcel, Lana F Zeaiter, John Wayne N dela Cruz, Aisha Barise","doi":"10.1093/applin/amae090","DOIUrl":"https://doi.org/10.1093/applin/amae090","url":null,"abstract":"Digital pedagogies of empowerment are needed to shift discourses on marginalization, facilitate additional language learning, and sustain multilingualism. Grounded in plurilingualism and decoloniality as theoretical frameworks, this transformative mixed methods study explored the affordances of PluriDigit, a plurilingual, decolonial, and digital approach to language learning. This study was conducted with thirty six language learners enrolled in online language courses in a multilingual program in São Paulo, Brazil. We explored whether learners’ plurilingual and pluricultural identities and competence would change over time and the potential emergent contributions of PluriDigit to learner empowerment. Results from inductive and deductive analyses of three types of data indicate a shift in learners’ mindset from monolingual to plurilingual and pluricultural identity and a significant increase in plurilingual and pluricultural competence scores over time. Moreover, results show that PluriDigit offered a critical lens to plurilingualism, facilitating decolonial learning, agency, and relationality, as well as the development of voice in the target language. We argue that PluriDigit is one possibility of digital decolonial pedagogy that can empower language learners in the Global South and beyond.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142908481","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

‘We can fix this. Let’s get you out of trouble, son’: an analysis of the transitivity and appraisal patterns in the Netflix TV show When They See Us “我们可以解决这个问题。让我们帮你摆脱困境吧，孩子”：对Netflix电视剧《当他们看到我们》中及物性和评价模式的分析

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-12-10 DOI: 10.1093/applin/amae081

Leanne Bartley, Piergiorgio Trevisan

{"title":"‘We can fix this. Let’s get you out of trouble, son’: an analysis of the transitivity and appraisal patterns in the Netflix TV show When They See Us","authors":"Leanne Bartley, Piergiorgio Trevisan","doi":"10.1093/applin/amae081","DOIUrl":"https://doi.org/10.1093/applin/amae081","url":null,"abstract":"The fascination with crime, as evident from its extensive coverage in novels and on television, remains a topic of interest for the general public. This fascination often elicits responses rooted in deeply held values and can significantly impact individuals. Consequently, people’s attitudes toward interrogations, trials, and punishments may be strongly influenced by the discourse surrounding crime as portrayed in fictional texts. The primary objective of this article is to contribute to the body of research that has delved into the influential role of ideology in shaping narratives centred on crime stories. Specifically, through a linguistic analysis of transitivity and appraisal patterns in the first episode of the TV series When They See Us, this study addresses two fundamental research questions: 1) What does a transitivity analysis of process and participant types reveal about the construction of ‘a criminal character’ and how may this contribute to a presupposition of guilt? 2) What can an Appraisal analysis tell us about the evaluative portrayal of ‘a criminal character’ and how may this contribute to a presupposition of guilt? The aim is to provide insights into how the discursive representation of specific social groups, exemplified here by black Hispanic teenagers, simultaneously reflects and influences public perceptions, particularly when the discourse emanates from authoritative figures.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805323","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

Overcoming COVID-19 vaccine hesitancy: An investigation of the Foreign Language Effect 克服对 COVID-19 疫苗的犹豫不决：外语效应调查

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-12-10 DOI: 10.1093/applin/amae083

Monika S Schmid, Karen Roehr-Brackin

引用次数: 0