Applied Linguistics最新文献_第2页

The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use 第二语言西班牙语水平与书面词汇和词汇语法使用特征之间的关系

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-30 DOI: 10.1093/applin/amae032

Carla H Consolini, Kristopher Kyle

{"title":"The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use","authors":"Carla H Consolini, Kristopher Kyle","doi":"10.1093/applin/amae032","DOIUrl":"https://doi.org/10.1093/applin/amae032","url":null,"abstract":"Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s are rare. In this study, we extend the use of multivariate approaches to L2 Spanish writing. Our learner data included a subset of the CEDEL2 corpus (Lozano 2021), comprised of proficiency scores and 644 descriptive essays written in L2 Spanish by L1 English writers. Correlational analyses were conducted between proficiency scores and indices of lexical diversity (e.g. MTLD), mean word and bigram frequencies, and bigram strength of association (MI, delta). A final regression analysis accounted for 48.3 per cent of the variance in proficiency scores. Following previous L2 English writing research (e.g. Kyle et al. 2018; Monteiro et al. 2020), more proficient L2 Spanish writers tended to use a wider variety of lexical items, more strongly associated word combinations, and lexical items that are less frequent in corpora.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140819980","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

Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults 通过成人语言教育中的非殖民化 "瘸腿文学 "实现知识互惠

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-23 DOI: 10.1093/applin/amae029

Christina Hedman, Liz Adams Lyngbäck, Enni Paul, Jenny Rosén

{"title":"Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults","authors":"Christina Hedman, Liz Adams Lyngbäck, Enni Paul, Jenny Rosén","doi":"10.1093/applin/amae029","DOIUrl":"https://doi.org/10.1093/applin/amae029","url":null,"abstract":"This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140642935","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

Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance 引入/测试受 SFL 启发的以交流/内容/功能为重点的新方法，以评估 L2 叙事任务的表现

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-21 DOI: 10.1093/applin/amae030

Jie Qin, Dilin Liu

{"title":"Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance","authors":"Jie Qin, Dilin Liu","doi":"10.1093/applin/amae030","DOIUrl":"https://doi.org/10.1093/applin/amae030","url":null,"abstract":"In response to calls for an assessment tool that provides a separate performance dimension from the linguistic quality-oriented measures of complexity, accuracy, and fluency (CAF) and guided by systemic functional linguistic (SFL) theories, this study introduces a set of fine-grained objective measures of communication/content/function (CCF)-related performance in second language (L2) narratives and empirically tests the validity of these measures using vigorous research procedures and statistical tests. The test results show that these CCF measures assessed their intended SFL functional dimensions, in contrast to the key CAF measures that evaluated mainly linguistic dimensions of narrative performance. More specifically, these CCF measures offered an objective evaluation of the communication/content quality of narrative task performance as evaluated by the subjective functional adequacy scales, while the key CAF measures provided an objective assessment of the linguistic quality of task performance as measured by the largely subjective International English Language Testing System (IELTS) scales. The study also discusses the implications of the results for making the assessment of L2 task performance more accurate and comprehensive.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622830","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 Effects of Dehumanizing and Humorous Language in Social Protests on Behavioral Expressions of Support 社会抗议中的非人化语言和幽默语言对支持行为表达的影响

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-20 DOI: 10.1093/applin/amae028

Malgorzata Karpinska-Krakowiak, Michal Pierzgalski

引用次数: 0

The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War 战争的 "存在结构"：解释战争法中的 "战争 "一词

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-17 DOI: 10.1093/applin/amae027

Annabelle Lukin, Alexandra García Marrugo

引用次数: 0

Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions 汉语语法的第二语言学习难度：对教师看法的 Rasch 分析

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-10 DOI: 10.1093/applin/amae024

Jia Lin, Yuan Lu

引用次数: 0

The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children 聋人和听人家长的识字信念及其与聋人和听人学前儿童的互动

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-08 DOI: 10.1093/applin/amae026

Ali Hamad Albalhareth

引用次数: 0

Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place 人工智能时代出版物写作的多样性和标准--两难境地

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-06 DOI: 10.1093/applin/amae025

Maria Kuteeva, Marta Andersson

{"title":"Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place","authors":"Maria Kuteeva, Marta Andersson","doi":"10.1093/applin/amae025","DOIUrl":"https://doi.org/10.1093/applin/amae025","url":null,"abstract":"Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534118","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

Narrative Skills in Mandarin–English Dual Language Immersion Learners 普通话和英语双语沉浸式学习者的叙事技能

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-04-01 DOI: 10.1093/applin/amae013

Amy Pace, Chan Lü, Laura X Guo, Jieyu Zhou

引用次数: 0

Voice and Voicing Strategies Across Native and Second Language Writing: Extending the Interactional Metadiscourse Framework 母语和第二语言写作中的语音和发声策略：扩展互动元话语框架

IF 3.6 1区文学

Applied Linguistics Pub Date : 2024-03-25 DOI: 10.1093/applin/amae021

Cecilia Guanfang Zhao, Jincheng Wu

{"title":"Voice and Voicing Strategies Across Native and Second Language Writing: Extending the Interactional Metadiscourse Framework","authors":"Cecilia Guanfang Zhao, Jincheng Wu","doi":"10.1093/applin/amae021","DOIUrl":"https://doi.org/10.1093/applin/amae021","url":null,"abstract":"\u0000 Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voice similarly or differently in their L1 and L2 writing. The present study therefore examined voice strength and voicing strategies in L1-Chinese and L2-English essays composed by the same group of Chinese EFL writers. Paired samples t-test showed, surprisingly, that writers’ L2-English voice was significantly stronger than their L1-Chinese voice, whereas subsequent text analysis of L1 and L2 writing samples further revealed differing linguistic, rhetorical, and discoursal resources employed by writers for voice construction when writing in two different language systems. Such findings extend Hyland’s (2008) interactional metadiscourse framework on voice construction and offer important implications for L2 writing instruction and assessment.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382491","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