Applied Linguistics最新文献_第3页

Examining the role of interindividual and intraindividual variability in syntactic complexity development across repeated independent and integrated writing tasks 在重复的独立和综合写作任务中，研究个体间和个体内部的变化在句法复杂性发展中的作用

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-16 DOI: 10.1093/applin/amag080

Mahmoud Abdi Tabari,Zhiyun Huang

{"title":"Examining the role of interindividual and intraindividual variability in syntactic complexity development across repeated independent and integrated writing tasks","authors":"Mahmoud Abdi Tabari,Zhiyun Huang","doi":"10.1093/applin/amag080","DOIUrl":"https://doi.org/10.1093/applin/amag080","url":null,"abstract":"Abstract This study examined the effects of task repetition on L2 writing in independent and integrated tasks at inter- and intraindividual levels, focusing on syntactic complexity as a multidimensional construct. Forty-one undergraduates completed repeated writing tasks over nine weeks, and their essays were analyzed using fine-grained clausal and phrasal indices. Linear mixed-effects models assessed inter- and intraindividual variability over time, capturing both between-learner differences and within-learner change. For the intraindividual analyses, person-specific growth slopes and residual-based variability estimates were used to examine variability–development associations. Results showed substantial interindividual variability in syntactic complexity across both tasks, along with meaningful intraindividual variability across performances. Task type exerted a strong effect: integrated tasks elicited lower clausal complexity but denser noun phrase elaboration than independent tasks. Longitudinal development was domain-specific: clausal complexity remained largely stable, whereas selected phrasal indices, particularly adjectival and noun–noun modification, showed clearer positive change. Task-related modulation of developmental patterns was limited, with only isolated phrasal constructions showing task-specific patterns. After correction for multiple comparisons, no reliable variability–growth association was found for the clausal indices, whereas task-dependent associations emerged for adjectival and determiner modification in the phrasal domain.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124364","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

Tackling linguistic discrimination in higher education: a student-staff collaborative approach 解决高等教育中的语言歧视：学生与教职员合作的方法

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-16 DOI: 10.1093/applin/amag078

Christian Ilbury,Grace Mai Clark,Shanley Breese

{"title":"Tackling linguistic discrimination in higher education: a student-staff collaborative approach","authors":"Christian Ilbury,Grace Mai Clark,Shanley Breese","doi":"10.1093/applin/amag078","DOIUrl":"https://doi.org/10.1093/applin/amag078","url":null,"abstract":"Abstract The field has long been committed to critically exploring the role of language in systemic inequality and social injustice. More recently, a growing body of research has explored these issues not just as ‘real-world’ problems but also as issues in Higher Education (HE). This article adds to this work by introducing a staff–student collaborative model which is designed to tackle linguistic discrimination in HE. The approach, which we have implemented at the University of Edinburgh, engages student societies that campaign for the rights of working-class and state-educated students as language activists. We provide an overview of our strategy focussing on three main activities: (1) student-led campaigns that combine lived experiences with academic research, (2) two large-scale events that bring together researchers, students, and stakeholders, and (3) continuing professional development courses that provide explicit training in identifying and tackling linguistic discrimination in the classroom. Through this discussion, we demonstrate that a collaborative enterprise between staff and students committed to addressing structural and social inequality can be a transformational force in addressing linguistic discrimination in HE.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124365","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

Conversation by design: repair and interactional competence in L2 talk with an AI speaking application 会话设计：修复与人工智能口语应用程序的第二语言会话的互动能力

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-15 DOI: 10.1093/applin/amag081

Jiyoung Lee,Yujong Park

{"title":"Conversation by design: repair and interactional competence in L2 talk with an AI speaking application","authors":"Jiyoung Lee,Yujong Park","doi":"10.1093/applin/amag081","DOIUrl":"https://doi.org/10.1093/applin/amag081","url":null,"abstract":"Abstract AI-powered speaking applications invite second language learners into extended spoken exchanges marketed as conversational practice. Drawing on conversation analysis, this study asks what kind of interactional environment such applications provide for learners bringing human interactional competence to a machine partner. Analysis of eighty-four screen-recorded sessions between six Korean EFL learners and the application Speak documents three patterns. Where a learner’s response displays a misunderstanding of the prior question, no third-position repair occurs; the response is ratified and built upon. Where automatic speech recognition registers a turn as different words than the learner produced, learners repair with variable success or let the divergence pass. In an extended case, repeated repair fails, and the learner states explicitly that shared understanding cannot be reached. The application’s turn design allocates no sequential position for repair-relevant work, displacing that labor onto the learner. We argue that what these applications afford is therefore closer to monologic production than to conversational practice, and claims made for such tools in language curricula should be calibrated accordingly.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"467 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124326","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

Researcher positionality statements in applied linguistics 应用语言学中的研究者位置陈述

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-15 DOI: 10.1093/applin/amag075

Amber N Warren,Bedrettin Yazan

{"title":"Researcher positionality statements in applied linguistics","authors":"Amber N Warren,Bedrettin Yazan","doi":"10.1093/applin/amag075","DOIUrl":"https://doi.org/10.1093/applin/amag075","url":null,"abstract":"Abstract This study investigates how reflexive positionality is enacted in researcher positionality statements (RPSs) across twenty-two applied linguistics (AL) and language education journals (all SSCI Q1), focusing on how researchers articulate their positionality in relation to other dimensions of reflexivity, including disciplinary knowledge, relationships with research participants, methodological choices, and textual representation. Guided by methodological scholarship on self-reflexivity, we analyze 387 empirical articles to examine how reflexivity is rhetorically constructed and interrelated in RPSs, describing overall trends and patterns of reflexive positioning. Based on these patterns, we present our findings as a continuum of reflexive enactment, illustrating variation in the depth, relationality, and dynamism with which positionality is taken up in published research. We discuss that approaching researcher positionality through the lens of enactment shifts attention away from whether reflexivity is present and toward how reflexive work is made visible within AL research. Therefore, RPSs are not simply sites of disclosure, but rhetorical and relational spaces in which scholars negotiate disciplinary norms, ethical commitments, and understandings of knowledge production.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124372","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

Evaluating large language models with tests of Spanish as a foreign language: pass or fail? 用西班牙语作为外语测试评估大型语言模型：通过还是不通过？

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-10 DOI: 10.1093/applin/amag048

Marina Mayor-Rocher,Nina Melero,Elena Merino-Gómez,María Grandury,Javier Conde,Pedro Reviriego

引用次数: 0

Social representations of English materialized in the use of anglicisms in Brazilian Portuguese 英语的社会表征体现在巴西葡萄牙语的英语化使用中

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-08 DOI: 10.1093/applin/amag072

Luciana Amorim Possas

{"title":"Social representations of English materialized in the use of anglicisms in Brazilian Portuguese","authors":"Luciana Amorim Possas","doi":"10.1093/applin/amag072","DOIUrl":"https://doi.org/10.1093/applin/amag072","url":null,"abstract":"Abstract This article investigates the social representations of English materialized in the use of anglicisms in Brazilian Portuguese, drawing on research with fifty-five teacher education students enrolled in a Portuguese–English programme at Universidade Federal Fluminense, a public federal university in south-eastern Brazil. While previous studies have examined anglicisms primarily as lexical borrowings or indicators of globalization, less attention has been paid to their role as discursive practices through which social representations are constructed and negotiated. A mixed-methods design combined a structured questionnaire and semistructured interviews, analysed through the lenses of sociolinguistics, glottopolitics, and translanguaging. The results suggested that English representations did not differ substantially between beginners and seniors, indicating that they were largely shaped outside formal academic contexts. The findings point to three interrelated axes of representation—access to knowledge, social and professional advancement, and the construction of cultural identities—which emerge from participants’ reported practices. Simultaneously, the data highlight the tensions between English as a resource and a potential mechanism of exclusion, reflecting broader inequalities in access to language learning.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"79 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934060","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

Digital linguistic imperialism: can we decolonize English when the AI writing tools are colonial? 数字语言帝国主义：当人工智能写作工具成为殖民地时，我们能使英语去殖民化吗？

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-09-03 DOI: 10.1093/applin/amag073

Rasoul Mohammad Hosseinpur

{"title":"Digital linguistic imperialism: can we decolonize English when the AI writing tools are colonial?","authors":"Rasoul Mohammad Hosseinpur","doi":"10.1093/applin/amag073","DOIUrl":"https://doi.org/10.1093/applin/amag073","url":null,"abstract":"Abstract The integration of artificial intelligence (AI) tools into language learning presents a paradox: while promising democratization, they often reinforce linguistic hegemony. Through a methodological innovation, this study employed a 12-week critical post-human ethnography in an Iranian English as a Foreign Language (EFL) context, combining algorithmic audits of Grammarly, QuillBot, and ChatGPT with classroom observations of 23 MA EFL advanced university students (including screen recordings, interviews, and think-aloud protocols) and a counter-infrastructure co-design workshop. Drawing primarily on frameworks of infrastructural violence and agential realism, with data colonialism and a contextualized understanding of raciolinguistic ideology serving as contextual lenses, results indicate AI tools function as colonial infrastructures that systematically pathologize non-Inner Circle linguistic features, eliciting responses ranging from linguistic shame to defiance. Crucially, co-designing a localized micro-model validated translingual identities and enabled infrastructural sovereignty. The study contributes a novel methodological framework for auditing digital linguistic imperialism and proposes a decolonial post-human pedagogy centered on infrastructural co-governance.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899442","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

From theory to practice: the impact of ELF communication strategy instruction in an EMI context 从理论到实践：EMI环境下ELF沟通策略教学的影响

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-31 DOI: 10.1093/applin/amag070

Marcella Caprario

{"title":"From theory to practice: the impact of ELF communication strategy instruction in an EMI context","authors":"Marcella Caprario","doi":"10.1093/applin/amag070","DOIUrl":"https://doi.org/10.1093/applin/amag070","url":null,"abstract":"Abstract Communication strategies (CS) that enhance mutual understanding and relationship management are crucial to successful ELF communication. Although prior research recommends including CS in ELF-informed pedagogy, few empirical studies have investigated the effects of such instruction, resulting in a lack of evidence-based guidance for practitioners who wish to include ELF CS to meet their learners’ real-world communicative needs. This study developed and investigated the effectiveness of instructional materials and assessment instruments for teaching six communication strategies that have been reported in ELF descriptive literature. A sequential, quasi-experimental, mixed-methods design was implemented at a university in Kuala Lumpur, Malaysia, where ELF is used for academic purposes (ELFA). Participants’ receptive and productive skills were assessed, and self-reported transfer of learning to authentic communication as well as potential reasons for learning outcomes were also explored. The results suggest that ELF CS are viable pedagogical targets in global ELFA contexts. The findings provide guidance for instructors and curriculum developers who aim to provide ELF-informed instruction, as well as highlighting important directions for future research in this area.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"51 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899436","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}

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The Language Teacher Education Casebook 语文教师教育案例手册

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-26 DOI: 10.1093/applin/amag059

Meifang Zhuo

引用次数: 0

‘Identify, Undo, Heal, Resist, Fight’: a continuum of organizational discourse moves in countering antiBlack racism “识别，撤销，治愈，抵抗，战斗”：反对反黑人种族主义的组织话语运动的连续体

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-26 DOI: 10.1093/applin/amag067

Tasha Austin,Madjiguene Fall,Juliane Bilotta,Anel V Rivera Guerrero

{"title":"‘Identify, Undo, Heal, Resist, Fight’: a continuum of organizational discourse moves in countering antiBlack racism","authors":"Tasha Austin,Madjiguene Fall,Juliane Bilotta,Anel V Rivera Guerrero","doi":"10.1093/applin/amag067","DOIUrl":"https://doi.org/10.1093/applin/amag067","url":null,"abstract":"Abstract Research has widely recognized antiBlackness as a particular form of white supremacy, denouncing its normalization of systemic harm across multiple domains of life for Black communities. Particularly, white supremacy standardizes the racialization of Black students and professionals through racialized speech, practices, and spaces, even within progressive schools, universities, and educational organizations. This study illuminates how in spaces that ostensibly reject antiBlackness, white supremacy persists both discursively and institutionally, offering a critical insight into the semiotic and rhetorical maneuvers that characterize narratives of countering antiBlack racism (CABR). Our investigation focused on conversations between stakeholders of a state-affiliated organization whose mission centers around multilingual advocacy to uncover standardized protocols and actors that perpetuate racialized ideologies. Drawing from critical discourse analysis, we examined the organization’s CABR committee podcast episodes, which featured a committee member as host and organizational board members as guests. Findings revealed a novel and nuanced continuum of discursive moves that encompass general dispositions toward CABR, ‘Emerging into CABR,’ ‘Grappling with CABR,’ and ‘Enacting CABR,’ that underscore significant implications for applied and sociolinguistics theory, research, and practice.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899440","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