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‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time 我说我很年轻，你知道我可以计划一些好事情，你知道吗？穿越时空了解语言和移民
IF 3.6 1区 文学
Applied Linguistics Pub Date : 2024-05-07 DOI: 10.1093/applin/amae031
Marco Santello
{"title":"‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time","authors":"Marco Santello","doi":"10.1093/applin/amae031","DOIUrl":"https://doi.org/10.1093/applin/amae031","url":null,"abstract":"Applied linguistics has started to consider the importance of time for the understanding of meaning-making, for example in the conceptualization of chronotopes, or in stressing the relevance of speed and entrepreneurial views of the self for migrants. This study takes a step ahead by starting from the concept of memory as mobile, following Michel de Certeau (1990), and looking at the different ways in which the experience of time plays a role in living and recounting migration. Focusing on the journey of a young African from Italy to Germany and then reluctantly back to Italy, this article points to the relevance of time as projected (marked by [un]awareness of possible developments), personal (based on relationality), and influenced by concrete circumstances (events and processes). The findings also unveil tensions between planning and the unforeseen for tactics concerning language, highlighting the role of future projections.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895973","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 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":"107 1","pages":""},"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":"43 1","pages":""},"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":"50 1","pages":""},"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
{"title":"The Effects of Dehumanizing and Humorous Language in Social Protests on Behavioral Expressions of Support","authors":"Malgorzata Karpinska-Krakowiak, Michal Pierzgalski","doi":"10.1093/applin/amae028","DOIUrl":"https://doi.org/10.1093/applin/amae028","url":null,"abstract":"Little is still known about how the language used in social protests affects people’s behavioral expressions of support. This study aims to bridge this gap and investigates the impact of dehumanizing and humorous language employed by protesters in their slogans on the decisions of other individuals to join or openly support such protests. Two experiments were conducted, revealing that exposure to dehumanizing language did not significantly alter the likelihood of supporting protests compared to non-dehumanizing language. However, when combined with humor, dehumanizing language had a positive effect on behavioral expressions of support. In the second experiment we replicated this effect and revealed the mechanism behind it: humor diminished the perceived violence associated with a message containing dehumanizing language, thus increasing the likelihood of individuals acting upon and supporting the social protest. These findings shed light on the factors influencing the varying levels of support observed across different social movements.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"48 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622834","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 ‘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
{"title":"The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War","authors":"Annabelle Lukin, Alexandra García Marrugo","doi":"10.1093/applin/amae027","DOIUrl":"https://doi.org/10.1093/applin/amae027","url":null,"abstract":"Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including both the effects of the dominant pattern and its lexicogrammatical ‘opportunity cost’. The paper argues that the patterning of war in the laws of war shows a naturalizing of war in which the category is taken for granted, despite its context being the construction of law. In addition, the patterning reveals a paradoxical aversion to putting war at the centre of the laws of war. We argue this ‘decentring’ of war in the laws of war is a token of Malešević’s ‘ontological dissonance’ at the heart of modernity, a profound inability to reconcile our abhorrence of violence with the killing that is tolerated and defended as the ‘legitimate’ price of war.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"67 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608142","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
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
{"title":"Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions","authors":"Jia Lin, Yuan Lu","doi":"10.1093/applin/amae024","DOIUrl":"https://doi.org/10.1093/applin/amae024","url":null,"abstract":"This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545555","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 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
{"title":"The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children","authors":"Ali Hamad Albalhareth","doi":"10.1093/applin/amae026","DOIUrl":"https://doi.org/10.1093/applin/amae026","url":null,"abstract":"This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children’s language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140539037","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
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":"55 1","pages":""},"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
{"title":"Narrative Skills in Mandarin–English Dual Language Immersion Learners","authors":"Amy Pace, Chan Lü, Laura X Guo, Jieyu Zhou","doi":"10.1093/applin/amae013","DOIUrl":"https://doi.org/10.1093/applin/amae013","url":null,"abstract":"This article investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"128 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533256","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
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