Applied Linguistics最新文献_第4页

Investigating EFL learners’ knowledge of the grammatical functions of high-frequency verbs 调查英语学习者对高频动词语法功能的认识

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-20 DOI: 10.1093/applin/amag066

Remi Murao,Stuart Webb,Hiroshi Shirono,Tsunehisa Isaji,Shunsuke Tanemura,Tomomi Ishida,Lisa Yoshikawa,Junko Ishikawa,Akiko Honda,Ryuki Matsuura,Tadashi Noro

{"title":"Investigating EFL learners’ knowledge of the grammatical functions of high-frequency verbs","authors":"Remi Murao,Stuart Webb,Hiroshi Shirono,Tsunehisa Isaji,Shunsuke Tanemura,Tomomi Ishida,Lisa Yoshikawa,Junko Ishikawa,Akiko Honda,Ryuki Matsuura,Tadashi Noro","doi":"10.1093/applin/amag066","DOIUrl":"https://doi.org/10.1093/applin/amag066","url":null,"abstract":"Abstract This study investigated Japanese English as a Foreign Language learners’ knowledge of the grammatical functions of vocabulary, focusing on high-frequency verbs from the first three 1,000-word frequency levels. A total of 212 Japanese university students completed a grammaticality judgment task consisting of 42 high-frequency verbs used both correctly and incorrectly with respect to their grammatical functions. Participants rated each sentence on a six-point scale. The results indicated that learners’ overall knowledge of verbs’ grammatical functions was limited, with learners’ judgment ratings aligning with item grammaticality in only 58.9 per cent of cases. Importantly, no significant differences in grammaticality ratings were observed across verb frequency levels, suggesting that learners lacked reliable knowledge of grammatical functions even for verbs in the first 1,000-word frequency band. In contrast, proficiency played a significant role, with higher-proficiency learners demonstrating more appropriate sensitivity to grammaticality, particularly for more frequent verbs. These findings suggest that the grammatical functions of verbs may be less strongly influenced by word frequency than other dimensions of vocabulary knowledge. The study highlights the need for explicit instruction targeting the grammatical aspects of vocabulary knowledge.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899437","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

Lexico-syntactic complexity and accuracy in heritage language learners at different proficiency levels: a cross-sectional study 不同熟练程度的传统语言学习者词汇句法复杂性和准确性的横断面研究

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-18 DOI: 10.1093/applin/amag069

Daniela Castillo,Alberta Gatti,Syelle Graves,Ernesto Guerra,William Oliver

{"title":"Lexico-syntactic complexity and accuracy in heritage language learners at different proficiency levels: a cross-sectional study","authors":"Daniela Castillo,Alberta Gatti,Syelle Graves,Ernesto Guerra,William Oliver","doi":"10.1093/applin/amag069","DOIUrl":"https://doi.org/10.1093/applin/amag069","url":null,"abstract":"Abstract Research on second language (L2) learning using complexity measures has identified key developmental parameters with practical implications for language instruction and related fields. These parameters, however, might not necessarily apply to heritage language learners whose linguistic profile is different from that of L2 learners. This study addresses that gap by analyzing several complexity measures in Spanish heritage language samples. These measures include accuracy, and lexical and syntactic complexity in written texts produced by Spanish heritage language learners enrolled in college-level heritage language courses in the United States. The samples represent writers at four different ACTFL-based functional proficiency levels: Intermediate Mid, Intermediate High, Advanced Low, and Advanced Mid. The results showed a linear increment in accuracy as proficiency increases. Additionally, the study found changes in lexical and syntactic domains at the transition between Intermediate sublevels, whereas Advanced learners demonstrated greater sensitivity to changes in lexical measures. Taken together, the findings indicate that accuracy and text length are the strongest correlates of ACTFL-based functional proficiency sub-level in this group of HLLs.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"37 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899462","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

Identifying communicative needs and real-world tasks for EFL agriculture students: a task-based needs analysis 识别英语农业学生的交际需求和现实世界任务：基于任务的需求分析

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-14 DOI: 10.1093/applin/amag063

Carolina Arias-Contreras

{"title":"Identifying communicative needs and real-world tasks for EFL agriculture students: a task-based needs analysis","authors":"Carolina Arias-Contreras","doi":"10.1093/applin/amag063","DOIUrl":"https://doi.org/10.1093/applin/amag063","url":null,"abstract":"Abstract Task-based language teaching (TBLT) aims to prepare learners for real-world tasks, which can be identified through task-based needs analysis (TBNA). TBNA is especially relevant in specialized study programmes with clear language demands, such as agriculture-related programmes for English learners. However, the real-world tasks these learners must perform remain underexplored, as existing studies often rely on linguistic or text-based analyses, underscoring the need for further TBNA research. This study uses a TBNA to explore the communicative needs and target tasks of English as foreign language agriculture students in Chile. It focuses on tasks requiring English in technicians’ jobs and examines perspectives from key professionals. The study employed qualitative data collection, including twenty-three interviews and document analysis. Participants included ten technicians, two managers, and eleven teachers. Findings revealed two main communicative needs and twenty-three target tasks students are likely to perform in the L2 in the target situation, revealing gaps in their English education. The study demonstrates the value of TBNA for triangulated task identification and offers insights for curriculum developers and teachers selecting tasks in TBLT. It also advances TBNA research and presents a framework transferable to similar contexts.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899439","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 want white native speakers from the UK’: native speakerism in ELT course books for young learners “我们想要来自英国的白人母语人士”：在年轻学习者的英语教材中加入母语人士主义

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-13 DOI: 10.1093/applin/amag065

Marek Kiczkowiak

{"title":"‘We want white native speakers from the UK’: native speakerism in ELT course books for young learners","authors":"Marek Kiczkowiak","doi":"10.1093/applin/amag065","DOIUrl":"https://doi.org/10.1093/applin/amag065","url":null,"abstract":"Abstract Despite the importance of course books (CBs) in English Language Teaching (ELT) and numerous studies showing discriminatory native speakerist hiring policies in ELT, only two studies exist on how native speakerism can affect the hiring of course book authors (CBAs), and none on CBs for young learners. This study is thus the first to investigate the representation of ‘native speakers’, ‘non-native speakers’, white people, and people of colour (POC) as CBAs in internationally published CBs for young learners by six global publishers. Using native speakerism as the main theoretical framework, the study showed that 90 per cent of the CBAs were ‘native speakers’ and 96 per cent were white, and 67 per cent from the UK. Moreover, 74 per cent of the CBs were exclusively authored by ‘native speakers’ and 86 per cent by white authors, with a clear preference for CBAs from the UK (67 per cent). Potential explanations for this lack of diversity include homophilous hiring, colour-blindness, and market pressure. The study highlights the need for systemic changes in hiring policies to promote diversity and inclusion, such as open calls for authors, concrete diversity goals, and double-blind application processes.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"144 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899441","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

Imagining and anticipating institutional linguistic justice in schools 想象和预测学校的制度性语言公正

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-13 DOI: 10.1093/applin/amag068

Ian Cushing

引用次数: 0

Measuring speaker intent and awareness in language-discordant communication: the communication accommodation behavior scale 语言不和谐交际中说话人意图和意识的测量：交际适应行为量表

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-08-11 DOI: 10.1093/applin/amag042

Rose P Baker-Iyore,Ekaterina Sudina,Dai’Sha Dowson,Susan C Bobb,Kathrin Rothermich

{"title":"Measuring speaker intent and awareness in language-discordant communication: the communication accommodation behavior scale","authors":"Rose P Baker-Iyore,Ekaterina Sudina,Dai’Sha Dowson,Susan C Bobb,Kathrin Rothermich","doi":"10.1093/applin/amag042","DOIUrl":"https://doi.org/10.1093/applin/amag042","url":null,"abstract":"Abstract When people share a language but differ in proficiency, higher proficiency speakers often adjust their speech for lower proficiency listeners. They might speak slower, simplify sentence structures, or use exaggerated articulation to support understanding and manage social dynamics. Speech accommodation across proficiencies (LX accommodation) can improve comprehension when it meets the needs of the lower proficiency speaker. However, it is not yet clear how a speaker’s accommodation behavior relates to their attitudes about accommodation, or how empathy, anxiety, and language experience influence accommodation attitudes. We developed the Communication Accommodation Behavior Scale (CABS) to assess two dimensions of this relationship: positive, prosocial intent (i.e. “Facilitative Accommodation”) and negative feelings, including avoidance (i.e. “Resistant Accommodation”). A representative sample of English-speaking (L1) participants (n = 525) completed the eight-item CABS, surveys of empathy and anxiety, and a demographic and language experience questionnaire. A factor analysis revealed a two-factor CABS structure, supporting its utility for research purposes. Age, experience abroad, and interpersonal empathy influenced CABS scores, revealing complex individual differences in accommodation strategies linked to experience and stable personality traits.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899444","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 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