APPLIED LINGUISTICS

Volume 43, Issue 4-6, 2022

APPLIED LINGUISTICS（SSCI一区，2021年IF：4.155）2022年第4-6期共刊文38篇。其中，第4期共发文13篇，其中研究性论文8篇，书评5篇。研究论文涉及研究人员对研究的影响、外语学习的认知益处、法律文本的转写过程、续写、音韵、社会阶层与二语学习等。第5期共发文13篇，其中研究性论文8篇，书评5篇。研究论文涉及双语儿童情绪词发展、语音感知与判断、元话语、外语课堂焦虑量表等。第6期共发文12篇，其中研究性论文7篇，论坛文章2篇，书评3篇。论文涉及语言转化、二语口语技能发展、双语儿童的母语能力、话语分析等。欢迎转发扩散！（2022年已更完）

往期推荐：

刊讯｜SSCI 期刊《应用语言学》2022年第3期

刊讯｜SSCI 期刊《应用语言学》2022年第2期

刊讯｜SSCI 期刊《应用语言学》2022年第1期

目录

Issue 4

ARTICLES

■ ‘Who Is My Research for?’: Researcher Perceptions of the Research–Practice Relationship, by Masatoshi Sato, Shawn Loewen, Dmitrii Pastushenkov, Pages 625–652.

■ Cognitive Benefits of Learning Additional Languages in Old Adulthood? Insights from an Intensive Longitudinal Intervention Study, by Maria Kliesch, Simone E Pfenninger, Martijn Wieling, Elisabeth Stark, Martin Meyer, Pages 653–676.

■ For the Record: Questioning Transcription Processes in Legal Contexts, by Emma Richardson, Kate Haworth, Felicity Deamer, Pages 677–697.

■ Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle Yo in Spontaneous Peer Conversation, by Saori Hoshi, Pages 698–724.

■ Effects of the Continuation Task and the RCC Task on Japanese as a Foreign Language Vocabulary Learning, by Xiaoyan Zhang, Lina Du, Xinyu Zhu, Pages 725–745.

■ How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India, by Jeanine Treffers-Daller, Lina Mukhopadhyay, Anusha Balasubramanian, Vasim Tamboli, Ianthi Tsimpli, Pages 746–775.

■ Embodied Prosodic Training Helps Improve Accentedness and Suprasegmental Accuracy, by Florence Baills, Charlotte Alazard-Guiu, Pilar Prieto, Pages 776–804.

■ New Methods for Tracking Development of Sociophonetic Competence: Exploring a Preference Task for Spanish /d/ Deletion, by Megan Solon, Matthew Kanwit, Pages 805–825.

REVIEWS

■ Xiaofei Lu and Berlin Chen (eds): COMPUTATIONAL AND CORPUS APPROACHES TO CHINESE LANGUAGE LEARNING, by Xuesong Gao, Jason Fan, Pages 826–829.

■ Anna Uhl Chamot and Vee Harris (eds): Learning Strategy Instruction in the Language Classroom: Issues and Implications, by Nathan Thomas, Pages 829–832.

■ Teresa Fanego and Paula Rodríguez-Puente (eds): CORPUS-BASED RESEARCH ON VARIATION IN ENGLISH LEGAL DISCOURSE, by Haoda Feng, Pages 833–835.

■ Anna Siyanova-Chanturia and Ana Pellicer-Sánchez (eds): UNDERSTANDING FORMULAIC LANGUAGE: A SECOND LANGUAGE ACQUISITION PERSPECTIVE, by Stephen F Cutler, Pages 836–839.

■ Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova (eds): Theorizing and Analyzing Language Teacher Agency Patrick C. L. Ng and Esther F. Boucher-Yip (eds): Teacher Agency and Policy Response in English Language Teaching, by Jian Tao, Pages 839–843.

Issue 5

ARTICLES

■ Emotion Word Development in Bilingual Children Living in Majority and Minority Contexts, by Sunyoung Ahn, Charles B Chang, Pages 845–866.

■ The Impact of Race on Speech Perception and Accentedness Judgements in Racially Diverse and Non-diverse Groups, by Ethan Kutlu, Mehrgol Tiv, Stefanie Wulff, Debra Titone, Pages 867–890.

■Unravelling the Idiosyncrasy and Commonality in L2 Developmental Processes: a Time-Series Clustering Methodology, by Hongying Peng, Wander Lowie, Sake Jager, Pages 891–911.

■ Variation in Metadiscourse across Speech and Writing: A Multidimensional Study, by Man Zhang, Pages 912–933.

■ Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden, by Alexandra Schurz, Pia Sundqvist, Pages 934–957.

■ What Makes an Ideal Partner? African Libraries and Neoliberal Discourses in International Development, by Renee Lynch, Jason C Young, Chris Jowaisas, Stanley Boakye-Achampong, Joel Sam, Pages 958–977.

■ Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession, by Elisa Gironzetti, Javier Muñoz-Basols, Pages 978–1005.

■ Validating the Short-form Foreign Language Classroom Anxiety Scale, by Elouise Botes, Lindie van der Westhuizen, Jean-Marc Dewaele, Peter MacIntyre, Samuel Greiff, Pages 1006–1033.

REVIEWS

■ Scott Kiesling: LANGUAGE, GENDER, AND SEXUALITY (ROUTLEDGE GUIDES TO LINGUISTICS. Routledge, 2019, by Julia D Spiegelman, Pages 1034–1037.

■Jonathon Reinhardt: GAMEFUL SECOND AND FOREIGN LANGUAGE TEACHING AND LEARNING: THEORY, RESEARCH, AND PRACTICE, by Kelly Bayas, Pages 1037–1040.

■  Gries Th. Stefan: TEN LECTURES ON CORPUS LINGUISTICS WITH R: APPLICATIONS FOR USAGE-BASED AND PSYCHOLINGUISTIC RESEARCH, by Yulia Khoruzhaya, Pages 1040–1043.

■ Phil Hiver and Ali H. AI-Hoorie: RESEARCH METHODS FOR COMPLEXITY THEORY IN APPLIED LINGUISTICS, by Banban Li, Wei Ren, by Pages 1044–1047.

■ Yasemin Tezgiden-Cakcak: MOVING BEYOND TECHNICISM IN ENGLISH-LANGUAGE TEACHER EDUCATION: A CASE STUDY FROM TURKEY, by Ian Moodie, Pages 1047–1050.

Issue 6

ARTICLES

■ Translanguaging in a Context of Colonized Education: The Case of EFL Classrooms for Arabic Speakers in Israel, by Muzna Awayed-Bishara, Hadar Netz, Tommaso Milani, Pages 1051–1072.

■Language and Culture as Sources of Inequality in US Police Interrogations, by Luna Filipović, Pages 1073–1093.

■ Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling, by Goedele Vandommele, Koen Van Gorp, Kris Van den Branden, Sven De Maeyer, Pages 1094–1115.

■ Evaluating Bilingual Children’s Native Language Abilities in Côte d’Ivoire: Introducing the Ivorian Children’s Language Assessment Toolkit for Attié, Abidji, and Baoulé, by Kaja Jasińska, Yapo Hermann Akpe, Blahoua Axel Debaye Seri, Benjamin Zinszer, Rodrigue Yoffo Agui-Kouadio, Kelsey Mulford, Erin Curran, Mary-Claire Ball, Fabrice Tanoh, Pages 1116–1142.

■ Task Planning and Oral L2 Production: A Research Synthesis and Meta-analysis, by Mark D Johnson, Mahmoud Abdi Tabari, Pages 1143–1164.

■ ‘Ρε, έσ̆ει καλαμαράες που εν μιλούν έτσι καλά ούτε στα ελληνικά’: Negotiating Masculinities and Intersubjectivities in English Language Learning, by Dimitris Evripidou, Pages 1165–1183.

■ Unpacking Translanguaging Practices in Multilingual Business Communication in China: A Qualitative Phenomenological Approach, by Bin Ai, Mingjunbao Hao, Xiaomei Qiao, Pages 1184–1206.

FORUM

■Self-Regulated Learning and Knowledge Blindness: Bringing Language into View, by Neil Evan Jon Anthony Bowen, Nathan Thomas, Pages 1207–1216.

■ Toward an Integrated Understanding of Language Use in Health Communication: Discourse-analytic and Message Design Approaches, by Mian Jia, Pages 1217–1221.

REVIEWS

■ Alison Mackey: Interaction, Feedback and Task Research in Second Language Learning: Methods and Design, by Jacob Rieker, Pages 1222–1231.

■ Lindsay Miller and Junjie Gavin Wu: Language Learning with Technology: Perspectives from Asia, by Zi Yang, Pages 1225–1228.

■ Susan M. Gass, Patti Spinner, and Jennifer Behney: Salience in Second Language Acquisition, by Mireia Toda-Cosi, Pages 1228–1231.

摘要

‘Who Is My Research for?’: Researcher Perceptions of the Research–Practice Relationship

Masatoshi Sato, Department of English, Universidad Andres Bello, Santiago, Chile

Shawn Loewen, Second Language Studies, Michigan State University, East Lansing, Michigan, USA

Dmitrii Pastushenkov, Second Language Studies, Michigan State University, Michigan, USA

Abstract This study investigated second language (L2) researchers’ perceptions of the research–practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers’ approaches to the issue so that collaborative researcher-practitioner relationships may be fostered. Hence, the current survey study explored: (a) L2 researchers’ identities; (b) their perceptions of the research–practice relationship; and (c) predictors of their perceptions. Participants were 217 researchers from 25 countries with 31 different first-language backgrounds. The results showed that L2 researchers’ identities often crossed multiple boundaries, as L2 learners, teachers, as well as researchers. A factor analysis showed that researchers held distinct beliefs for their own research (individual self) and for researchers in general (collective self). The regression models revealed that L2 teaching experience, pre-service teacher training experience, and institutional rewards positively predicted researchers’ perceptions of L2 practice. We argue that it is largely researchers’ responsibility to facilitate the research–practice dialogue.

Cognitive Benefits of Learning Additional Languages in Old Adulthood? Insights from an Intensive Longitudinal Intervention Study

Maria Kliesch, Zurich Center for Linguistics, University of Zurich, Zurich, Switzerland

Simone E Pfenninger, Department of English and American Studies, University of Salzburg, Salzburg, Austria

Martijn Wieling, Center for Language and Cognition Groningen, Faculty of Arts, University of Groningen, Groningen, The Netherlands

Elisabeth Stark, Zurich Center for Linguistics, University of Zurich, Zurich, Switzerland

Martin Meyer, Department of Comparative Language Science, University of Zurich, Zurich, Switzerland

Abstract Second language (L2) learning has been promoted as a promising intervention to stave off age-related cognitive decline. While previous studies based on mean trends showed inconclusive results, this study is the first to investigate nonlinear cognitive trajectories across a 30-week training period. German-speaking older participants (aged 64–75 years) enrolled for a Spanish course, strategy game training (active control) or movie screenings (passive control). We assessed cognitive performance in working memory, alertness, divided attention, and verbal fluency on a weekly basis. Trajectories were modeled using Generalized Additive Mixed Models to account for temporally limited transfer effects and intra-individual variation in cognitive performance. Our results provide no evidence of cognitive improvement differing between the Spanish and either of the control groups during any phase of the training period. We did, however, observe an effect of baseline cognition, such that individuals with low cognitive baselines increased their performance more in the L2 group than comparable individuals in the control groups. We discuss these findings against the backdrop of the cognitive training literature and Complex Dynamic Systems Theory.

For the Record: Questioning Transcription Processes in Legal Contexts

Emma Richardson, Aston Institute for Forensic Linguistics, Aston University, UK

Kate Haworth, Aston Institute for Forensic Linguistics, Aston University, UK

Felicity Deamer, Aston Institute for Forensic Linguistics, Aston University, UK

Abstract Written records of spoken interaction are typically assumed to be adequate for the purpose they serve, often receiving minimal scrutiny from the institutions which consume them. In this article, we scrutinize the current practices of capturing spoken interaction in legal contexts in England and Wales, and highlight some of the often serious legal consequences that result. We ask five questions of record keeping in legal settings: (i) Is the record produced an accurate representation of the spoken interaction?; (ii) Do lay and PPs have ownership? Answered by giving careful thought to the rights they may or may not have to their data; (iii) Who has agency, who’s ‘voice’ is represented in the recorded account?; (iv) Then, we ask how usable the record is; and (v) How resource efficient it is to produce and use. By asking these questions, we make visible the underlying assumptions about transcription adequacy—in doing so, we acknowledge and enable reflection on the process of capturing spoken interaction. We envisage this model to be applicable to a range of institutional settings.

Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle Yo in Spontaneous Peer Conversation

Saori Hoshi, Department of Asian Studies, University of British Columbia, Canada

Abstract The present study examines the development of L2 interactional competence (Hall et al. 2011) focusing on JFL learners’ use of a Japanese interactional particle yo in spontaneous conversation with native speaker peers. More specifically, this study aims to investigate the instructional effectiveness for the learners’ ability to use the particle yo as an epistemic marker for joint stance taking (Morita 2015, 2018) in interaction. The study implements pragmatics-focused instruction, incorporating awareness-raising and conversational activities, in a third-semester Japanese class for one semester. Qualitative analysis focused on the learners’ ability to deploy yo in activity-relevant participation including an assessment activity (Goodwin and Goodwin 1992) and evidence for their use of yo that extends beyond the instructional content. The findings revealed that the instructed learners increasingly became able to use yo in various stance-indexing activities such as assessment, news telling, highlighting epistemic gap between participants toward the ongoing topic. Learners’ emerging interactional competence reflects their ability to use yo as an interactional resource for co-constructing stance and intersubjectivity as they engage in conversation with NS peers.

Effects of the Continuation Task and the RCC Task on Japanese as a Foreign Language Vocabulary Learning

Xiaoyan Zhang, School of Foreign Studies, Xi’an Jiaotong Univeristy; School of Foreign Studies, Xi’an University of Finance and Economics, Xi’an, China

Lina Du, School of Foreign Studies, Xi’an University of Finance and Economics, Xi’an, China

Xinyu Zhu, School of Foreign Studies, Xi’an University of Finance and Economics, Xi’an, China

Abstract This study examined the effects of the continuation task and the reading plus continued cloze (RCC) task on Japanese as a foreign language (JFL) vocabulary learning with a view to shedding fresh light on the relationship among depth of processing, interaction, alignment, and learning effects. Three classes of beginning-level JFL learners were randomly assigned to a continuation group, a RCC group, and a control group. A meaning recall test and an oral form recall test were used to gauge vocabulary learning gains. It was found that (i) both tasks led to significant immediate and long-term gains on both the oral form test and the meaning test and (ii) the continuation task showed superiority over the RCC task in promoting JFL vocabulary learning. Implications of these results for JFL vocabulary teaching are discussed.

How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India

Jeanine Treffers-Daller, Department of English Language and Applied Linguistics, University of Reading, Berkshire RG6 6AH, UK

Lina Mukhopadhyay, Department of Training and Development, EFL University, Hyderabad, Telangana, India

Anusha Balasubramanian, Theoretical and Applied Linguistics, University of Cambridge, Cambridge, UK

Vasim Tamboli, MIT Art Design and Technology University, Loni Kalbhor, Maharashtra, India

Ianthi Tsimpli, Theoretical and Applied Linguistics, University of Cambridge, Cambridge, UK

Abstract The aim of the study was to find out to what extent low socio-economic status (SES) children enrolled in government-run primary schools in Hyderabad are ready to receive instruction through the medium of English (English medium instruction [EMI]). To this end we investigated children’s oral vocabulary skills, the lexical complexity of their textbooks, as well as the amount of English input they receive in class. A subsample of 90 children from primary school Grades 4 and 5 who opted to carry out a story retelling task in English rather than in Telugu took part in the study. Results reveal that the children’s oral vocabulary levels are far below the levels required to read the textbook materials. The lexical diversity of the children’s stories as analysed with the Index of Guiraud was also a significant predictor of their reading comprehension scores. We conclude that children from low-SES enrolled in government schools are not ready for EMI, and call for further investigation into the levels of English vocabulary knowledge that are needed for EMI.

Embodied Prosodic Training Helps Improve Accentedness and Suprasegmental Accuracy

Florence Baills, Department of Translation and Language Sciences, Universitat Pompeu Fabra, Spain

Charlotte Alazard-Guiu, Département d’Etudes du Français Langue Etrangère, Université Toulouse II, France

Pilar Prieto, Department of Translation and Language Sciences, Universitat Pompeu Fabra, Spain; Institució Catalana de Recerca i Estudis Avançats, Passeig de Lluís Companys 23, Spain

Abstract With increasing evidence in favour of embodied learning techniques, more research is needed to explore eventual applications in the field of second language acquisition, for example, the effect of embodied training on phonological learning. This study investigated how pronunciation was affected by visuospatial hand gestures depicting speech rhythm and intonation during the oral repetition of logatomes (i.e. a series of identical nonsense CV syllables that maintain prosodic structure intact). Seventy-five Catalan learners of French participated in three training sessions with short dialogues, in one of three conditions: speech-only, non-embodied logatome, and embodied logatome. Before and after the training period, participants carried out an identical pre- and posttest which consisted of reading four dialogues aloud. Their oral output was evaluated in terms of fluency, comprehensibility, accentedness, and suprasegmental and segmental features by three native French speakers. While all three groups significantly improved in all measures after training, the embodied logatome group improved significantly more in terms of accentedness and suprasegmental features compared with the speech-only group, while the non-embodied logatome group did not.

New Methods for Tracking Development of Sociophonetic Competence: Exploring a Preference Task for Spanish /d/ Deletion

Megan Solon, Department of Spanish and Portuguese, Indiana University, Bloomington, IN 47405, USA

Matthew Kanwit, Department of Linguistics, University of Pittsburgh, Pittsburgh, USA

Abstract Beyond language use, an important component of communicative competence is the ability to attend to sociolinguistic variation in the input, which requires knowledge regarding when to expect a particular form over another variant according to linguistic or extralinguistic factors. This study explores the acquisition of sociophonetic competence, employing a novel contextualized preference task with an aural component to examine second language (L2) learners’ knowledge of variable Spanish /d/ deletion—a sociolinguistic phenomenon constrained by linguistic, social, and contextual factors—regardless of whether learners produce the deleted variant in their speech. Fifty learners completed a background questionnaire, an elicited imitation task, and the contextualized preference task. Learners’ preference for a deleted variant tended to increase as proficiency level increased, as did sensitivity to variables previously shown to constrain native speaker patterns of variation, including speaker gender, surrounding phonetic context, and grammatical category of the lexical item containing /d/. Overall, findings suggest that this contextualized preference task provides an additional tool for accessing evidence of learners’ developing sociophonetic awareness, tapping an important skill as learners build communicative competence.

Emotion Word Development in Bilingual Children Living in Majority and Minority Contexts

Sunyoung Ahn, University of Manitoba, Department of Linguistics, 534 Fletcher Argue, Winnipeg, Manitoba R3T 5V5, Canada

Charles B Chang, Boston University, 621 Commonwealth Avenue, Department of Linguistics, Boston, MA 02215, USA

Abstract The lexicon of emotion words is fundamental to interpersonal communication. To examine how emotion word acquisition interacts with societal context, the present study investigated emotion word development in three groups of child Korean users aged 4–13 years: those who use Korean primarily outside the home as a majority language (MajKCs) or inside the home as a minority language (MinKCs), and those who use Korean both inside and outside the home (KCs). These groups, along with a group of L1 Korean adults, rated the emotional valence of 61 Korean emotion words varying in frequency, valence, and age of acquisition. Results showed KCs, MajKCs, and MinKCs all converging toward adult-like valence ratings by ages 11–13 years; unlike KCs and MajKCs, however, MinKCs did not show age-graded development and continued to diverge from adults in emotion word knowledge by these later ages. These findings support the view that societal context plays a major role in emotion word development, offering one reason for the intergenerational communication difficulties reported by immigrant families.

The Impact of Race on Speech Perception and Accentedness Judgements in Racially Diverse and Non-diverse Groups

Ethan Kutlu, Department of Linguistics, University of Iowa, Iowa, IA, USA; Department of Psychological and Brain Sciences, University of Iowa, Iowa, IA, USA; DeLTA Center, University of Iowa, Iowa, IA, USA

Mehrgol Tiv, Department of Psychology, McGill University, Montreal, Canada

Stefanie Wulff, Department of Linguistics, University of Florida, Gainsville, FL, USA; Department of Language and Culture, UiT The Arctic University of Norway, Tromso, Norway

Debra Titone, Department of Psychology, McGill University, Montreal, Canada

Abstract Standard varieties are often perceived as morally superior compared with nonstandard varieties (Hill 2008). Consequently, these differences lead to ideologies that racialize nonstandard varieties (Rosa 2016), and increase the negative stereotypes towards nonstandard varieties (Giles and Watson 2013). One outlet of such stereotypes can be observed with speech intelligibility and accentedness judgements. This study examines whether seeing a White or a South Asian face impacts listeners’ perception of American, British, and Indian English and to what extent listeners’ social network diversity plays a role in predicting their perception of speech. Results indicated that intelligibility scores decreased and accentedness judgements increased for all varieties when speech was paired with South Asian faces. However, listeners with less racially diverse social networks had the highest accentedness judgements. Understanding how to account for the emergence and behavioral implications of different English varieties is a pressing question, and these results shed light on how English varieties are perceived. The implications will be discussed in light of language teaching, linguistic practices, and language research.

Unravelling the Idiosyncrasy and Commonality in L2 Developmental Processes: a Time-Series Clustering Methodology

Hongying Peng, Center for Linguistics and Applied Linguistic, Guangdong University of Foreign Studies, China

Wander Lowie, Department of Applied Linguistic, University of Groningen, The Netherlands

Sake Jager, Department of Applied Linguistic, University of Groningen, Groningen, The Netherlands

Abstract Learners’ self-initiated language learning with mobile technology occurring outside the classroom is often contextualized, heterogeneous, and idiosyncratic. In this study, we propose a time-series clustering methodology for researching informal mobile language learners’ learning and development of another language, with a view to unravelling the essential uniquenesses and commonalities in learners’ developmental processes. Intensive longitudinal writing samples from nine English learners in China were collected and analysed with the methodology proposed, which first depicted individual-level developmental trajectories of writing complexity that were often idiographic or individual-specific, and then distilled salient developmental patterns that transcended the individual heterogeneity. These typically occurring patterns across individuals demonstrated a more predictable and interpretable manifestation of informal language learners’ developmental processes. Methodological and pedagogical implications of adopting the time-series clustering methodology are discussed.

Variation in Metadiscourse across Speech and Writing: A Multidimensional Study

Man Zhang, School of Foreign Languages, Central China Normal University, Wuhan, China; Faculty of Language, Literature and Humanities, Humboldt University of Berlin, Berlin, Germany.

Abstract Until now, there has been very little unified analysis of metadiscourse across speech and writing. Drawing on a reflexive metadiscourse model, this article conducts a multidimensional analysis of metadiscourse across 10 spoken and written registers in a corpus of 626 texts. Two metadiscourse dimensions, participants’ interaction and discourse presentation, are identified. The more interactive registers are more prominently marked by participants’ interaction, and the more informational registers by discourse presentation. Along metadiscourse dimensions, the 10 registers are lumped into 6 clusters: ‘discussion broadcasts and public conversations’, ‘scripted speeches and unscripted speeches’, ‘general prose and nondiscussion broadcasts’, ‘press and fiction’, ‘casual conversations’, and ‘academic prose’. Metadiscourse markers of both dimensions are frequently used in registers of the first two clusters which are highly interactive and informational, while they rarely occur in registers of the next two clusters which have low interactive or informational focuses. Metadiscourse markers of participants’ interaction are pervasive in the highly interactive register (casual conversations), and those of discourse presentation in the highly informational register (academic prose).

Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden

Alexandra Schurz, University of Vienna, Vienna, Austria

Pia Sundqvist, University of Oslo, Oslo, Norway

Abstract Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective. Upper secondary English teachers (N = 534) from Austria, France (‘dubbing countries’), Finland, and Sweden (‘subtitling countries’) answered a web-based survey on their students’ EE practices and the estimated impact on teaching and learning. Results showed that overall EE use appears lower in the dubbing countries, especially France (p < 0.001). The teachers’ estimated effect of EE on different areas of learning overall was also the weakest in France (p ≤ .01). Further, teachers in subtitling countries agreed more strongly with statements about adapting instruction to what is (not) learned extramurally (p < 0.001). As EE use is growing, individual learner needs within a class, such as emerging gaps in learner motivation and/or language knowledge and skills, will increasingly have to be catered to in ELT.

What Makes an Ideal Partner? African Libraries and Neoliberal Discourses in International Development

Renee Lynch, Department of English, University of Washington, Seattle, WA, USA

Jason C Young, Technology and Social Change Group (TASCHA), University of Washington, Seattle, WA, USA

Chris Jowaisas, Technology and Social Change Group (TASCHA), University of Washington, Seattle, WA, USA

Stanley Boakye-Achampong, African Library and Information Associations and Institutions (AfLIA), Accra, Ghana

Joel Sam, African Library and Information Associations and Institutions (AfLIA), Accra, Ghana

Abstract This study investigates ‘partnership’ as a key discursive tool for extending neoliberalism in the field of international development. As a case study, it examines the language-in-use among development organizations when discussing public libraries as potential partners in Africa. Critical discourse analysis of 20 interviews with development practitioners via Fairclough’s three-part framework and keyword analysis illuminates how libraries are discursively constructed as partners. Findings reveal discourses centered around competition, visibility, and growth which uphold market logic and responsibilize potential partners, reproducing colonial power imbalances between Global North and South. As other institutions such as universities and NGOs grapple with similar dynamics, we must be attendant to the power asymmetries that are obscured by discourses of partnership in order to navigate the tension between increasing access to funding and advancing economic justice. We suggest measures for organizations to resist neoliberalism through self-conscious effort and investment toward more equitable partnerships.

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

Elisa Gironzetti, Department of Spanish and Portuguese/SLLC, University of Maryland, MD, USA

Javier Muñoz-Basols, Faculty of Medieval and Modern Languages, University of Oxford, Oxford, UK

Abstract Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of free-text responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

Validating the Short-form Foreign Language Classroom Anxiety Scale

Elouise Botes, Department of Developmental and Educational Psychology, University of Vienna, Austria

Lindie van der Westhuizen, Cognitive and Behavioural Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg

Jean-Marc Dewaele, Applied Linguistics, Birkbeck University of London, London, UK

Peter MacIntyre, Psychology, Cape Breton University, Sydney, Canada

Samuel Greiff, Cognitive and Behavioural Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg

Abstract Foreign language classroom anxiety (FLCA) is a popular construct in applied linguistics research, traditionally measured with the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). However, recent studies have started utilizing the eight-item Short-Form FLCAS (S-FLCAS). There is therefore a need, which this study addressed in five sequential steps, to validate the S-FLCAS in order to ensure the validity and reliability of the scale. A sample of n = 370 foreign language learners was utilized in the validation efforts, which included exploratory and confirmatory factor analyses, the establishment of convergent and discriminant validity, and invariance testing. The S-FLCAS was found to have a unidimensional structure with the eight items loading on a single latent variable. Evidence was provided of the internal consistency and the convergent and discriminate validity of the S-FLCAS. In addition, the measure was found to be fully invariant across age, gender, educational levels, and L1 groups. It is, therefore, with some considerable confidence that we can recommend the future use of the S-FLCAS in peer-reviewed research.

Translanguaging in a Context of Colonized Education: The Case of EFL Classrooms for Arabic Speakers in Israel

Muzna Awayed-Bishara, School of Education, Tel Aviv University, Tel Aviv, Israel

Hadar Netz, School of Education, Tel Aviv University, Tel Aviv, Israel

Tommaso Milani, University of Gothenburg, Gothenburg, Västra Götaland, Sweden

Abstract Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects of translanguaging in a conflict-ridden context, where both the teachers and the learners are minoritized and English is learned as a foreign language. Drawing upon Butler’s (1997) concept of implicit censorship and Stroud’s (2018) linguistic citizenship, we propose colonized education as a framework for understanding the tensions between translanguaging, as a decolonial pedagogy, and English language learning. Our findings suggest that while translanguaging may indeed have a liberatory force, it could also, at the same time, take an emotional-pedagogic toll that may hinder language learning rather than support it. In contrast, critical discussions of issues that are politically and emotionally laden may be highly effective, even when conducted in the target language.

Language and Culture as Sources of Inequality in US Police Interrogations

Luna Filipović, School of Politics, Philosophy, Language and Communication Studies, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, UK

Abstract The aim of the study was to check whether minorities such as LEP/ZEP (limited/zero English proficiency) speakers can expect the same access to justice as competent English speakers in a majority language (US English) justice system. The main hypothesis is that, due to linguistic and cultural factors, the instances of miscommunication in the interrogation of LEP/ZEP suspects and witnesses will be more numerous than in the interrogation of the majority language (English) speakers. The data consist of authentic police interrogations by US law enforcement. All instances of miscommunication were classified based on the linguistic profiles of the interrogations: monolingual English, monolingual Spanish, and bilingual Spanish/English. The analyses were both quantitative and qualitative. Miscommunication occurs more frequently if interrogations are conducted bilingually (via interpreters) and cultural differences are exploited as part of pressure to confess. The main sources of miscommunication identified are (i) the questioning method, (ii) the lack of professional interpreting, and (iii) culture-specific communication patterns. We offer concrete suggestions for ensuring equality before the law for linguistic and cultural minorities.

Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling

Goedele Vandommele, Centre of Language and Education, University of Leuven, Leuven, Belgium

Koen Van Gorp, Centre of Language and Education, University of Leuven, Leuven, Belgium; Department of Linguistics, Languages, and Cultures, Michigan State University, Michigan, USA

Kris Van den Branden, Centre of Language and Education, University of Leuven, Leuven, Belgium

Sven De Maeyer, Department of Training and Education Sciences, University of Antwerp, Antwerp, Belgium

Abstract This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal conversation, rather than a formal test. To measure students’ development of Dutch speaking skills, syntactic complexity, lexical diversity, accuracy, fluency, and communicative effectiveness were assessed. Multilevel analyses revealed differential effects for both interventions. The task-based intervention inside school led to significant positive development of communicative effectiveness and syntactic complexity measured by length and subordination, but also to more breakdowns in fluency. The outside-school project intervention, however, did not result in any significant speaking development. The findings demonstrate the learning potential of a task-based inside-school intervention for developing various aspects of informal speaking skills, except for fluency. From a methodological perspective, this study illustrates the complexity of test and measure selection when assessing L2 speaking development.

Evaluating Bilingual Children’s Native Language Abilities in Côte d’Ivoire: Introducing the Ivorian Children’s Language Assessment Toolkit for Attié, Abidji, and Baoulé

Kaja Jasińska, University of Toronto, Toronto, Canada; Haskins Laboratories, New Haven, CT, USA

Yapo Hermann Akpe, Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire; Réseau Ouest et Centre Africain de Recherche en Education, Abidjan, Côte d’Ivoire

Blahoua Axel Debaye Seri, Centre de Recherche et d’Action pour la Paix, Abidjan, Côte d’Ivoire

Benjamin Zinszer, University of Delaware, Newark, DE, USA; Swarthmore College, Swarthmore, PA, USA

Rodrigue Yoffo Agui-Kouadio, Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire

Kelsey Mulford, University of Delaware, Newark, DE, USA

Erin Curran, University of Delaware, Newark, DE, USA

Mary-Claire Ball, University of Toronto, Toronto, Canada

Fabrice Tanoh, Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire; Université Peleforo Gon Coulibaly, Abidjan, Côte d’Ivoire

Abstract Few standardized language assessments are adapted to different cultural and linguistic contexts to assess children’s first language (L1) abilities. We introduce the Ivorian Children’s Language Assessment Toolkit for measuring phonological awareness, vocabulary, oral comprehension, and tone awareness in the Abidji, Attié, and Baoulé languages of Côte d’Ivoire. Six hundred and three primary-school children (age 4–14) completed language assessments in their L1 and French. The toolkit provided a reliable and comprehensive assessment of children’s language abilities. We observed age- and grade-related increases in all subtest scores. Still, children scored higher in their L1 compared to French, highlighting the need for language assessments in a bilingual’s two languages to achieve an accurate measure of children’s language abilities. The ability to benchmark children’s scores relative to age- and grade-norms are discussed in the context of language of instruction education policies as well as the potential use of age- and grade-norms in identifying children with language impairment and/or children who are at risk for reading difficulties due to poor language skills.

Task Planning and Oral L2 Production: A Research Synthesis and Meta-analysis

Mark D Johnson, Department of English, East Carolina University, Greenville, NC, USA

Mahmoud Abdi Tabari, Department of English, University of Nevada, Reno, NV, USA

Abstract Increased second language acquisition (SLA) research interest in the effect of planning on subsequent L2 oral production has typically examined the effect of planning on the syntactic complexity, accuracy, lexical complexity, and/or fluency (CALF) of L2 production. However, the results of research in this domain are inconclusive. This study, a research synthesis and meta-analysis of SLA research on the effects of planning on the CALF of L2 oral production, attempts to facilitate a direct comparison of such research, first by examining the role of planning in theoretical models of (i) speech production, (ii) task complexity, and (iii) task readiness; second by summarizing the features of SLA research on planning; and finally by comparing the results of quantitative research on the effect of planning on subsequent L2 production. The results of the research synthesis portion of the study suggest a number of consistencies in SLA research on planning to date, whereas the results of the meta-analysis portion of the study suggest clear effects of planning on L2 oral production and have clear pedagogical implications for L2 instruction.

‘Ρε, έσ̆ει καλαμαράες που εν μιλούν έτσι καλά ούτε στα ελληνικά’: Negotiating Masculinities and Intersubjectivities in English Language Learning

Dimitris Evripidou, Frederick University, Mariou Agathaggelou 18, Limassol 3080, Cyprus

Abstract Post-structuralist theories of language and gender have become increasingly attractive to language learning researchers. However, masculinity, as part of a socially and culturally constructed system, in relation to English language learning has rarely been investigated. The current study examines how male English language learners negotiate their masculine subject positions in an English language classroom in Cyprus and how they negotiate masculine intersubjectivities with the researcher apropos of English. Semi-structured interviews, enriched with descriptions of attitudes, feelings, and incidents, were carried out with five male adolescent Greek Cypriot English language learners. Through Frame Analysis, the findings evince how these language learners challenge their usual linguistic and masculine habitus and how they achieve interesubjectivities through the symbolic powers of English, Cypriot Greek, and Standard Greek.

Unpacking Translanguaging Practices in Multilingual Business Communication in China: A Qualitative Phenomenological Approach

Bin Ai, School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, China

Mingjunbao Hao, School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, China

Xiaomei Qiao, School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, China

Abstract This qualitative phenomenological study examines a cohort of multilingual employees’ translanguaging practices in business communication at seven multinational corporations in China. It is found that these employees integrate various linguistic features of named languages stored in their linguistic repertoires; they spontaneously prioritize the linguistic features of different named languages in different contexts to achieve effective communication. They value sense-making more than grammatical correctness in communication practices, so they deploy multiple semiotic resources in translanguaging practices. This paper suggests that multilingual employees’ translanguaging literacy should be valued as their linguistic/human capital since it provides them with communication resources in a globalized business context. This paper advances understandings of translanguaging and enriches research practice, broadening the research scope of transnational business communication by expanding translanguaging practices from the bilingual education field to a multilingual, transnational workplace context.

Self-Regulated Learning and Knowledge Blindness: Bringing Language into View

Neil Evan Jon Anthony Bowen, Department of English and Linguistics, Thammasat University, Pathumthani, Thailand

Nathan Thomas, Centre for Applied Linguistics, UCL Institute of Education, London, UK

Abstract In the field of educational psychology, self-regulation is part of a well-established research paradigm that has been extensively applied to learning contexts. However, despite proposals highlighting its benefits, some researchers claim that its cross-pollination into applied linguistics has been slow. In their recent Applied Linguistics’ Forum article, Teng and Zhang (2022) discuss some of the reasons why this may be the case. They also further repeated calls for the importance of self-regulated learning in second/foreign language learning and teaching. In this response article, we wish to add to their proposal by focusing on the role that language plays in language learning. Specifically, to maximize the benefits of second/foreign language learning and teaching centered on regulatory training (whether it is self-, co-, or otherwise derived), then alongside the how (learning process), we need to more fully consider the what (aspect of language being learned), and how the two are, in essence, mutually constitutive and reciprocally conditioned. This entails broadening our perspective on self-regulated learning to encompass the multi-functional nature of language use.

Toward an Integrated Understanding of Language Use in Health Communication: Discourse-analytic and Message Design Approaches

Mian Jia, Department of Communication Studies, The University of Texas at Austin, Austin, TX, USA

Abstract Applied linguists and Communication scholars have mainly adopted different yet complementary approaches to research on language and health communication. Using discourse-analytic (DA) approaches such as conversation analysis and corpus analysis, applied linguists tend to focus on describing and explicating health messaging techniques in naturally occurring interactions. In contrast, communication scholars favour message design (MD) approaches that compare the effects of different message features on participants’ perceptions, attitudes, and behavioural intentions. Drawing on examples from interpersonal medical consultation and public health campaign, I demonstrate that an integration of these two paradigms is beneficial for creating a holistic understanding of research on language and health communication. Specifically, the DA paradigm offers rich descriptions of social actions in terms of their organizational structures and linguistic realizations, whereas the MD paradigm quantitatively assess the impact of particular messaging strategies. The challenges and opportunities of this integration are also discussed.

期刊简介

Applied Linguistics publishes research into language with relevance to real-world issues. The journal is keen to help make connections between scholarly discourses, theories, and research methods from a broad range of linguistic and other relevant areas of study. The journal welcomes contributions which critically reflect on current, cutting edge theory and practice in applied linguistics.

应用语言学出版与现实世界问题相关的语言研究。该杂志热衷于从广泛的语言学及其相关领域的研究视角来帮助建立学术话语、理论和研究方法之间的联系。本杂志欢迎那些批判性地反映当前应用语言学前沿理论和实践的文章。

The journal’s Forum section is intended to stimulate debate between authors and the wider community of applied linguists and to afford a quicker turnaround time for short pieces. Forum pieces are typically a commentary on research issues or professional practices or responses to a published article. Forum pieces are required to exhibit originality, timeliness and a contribution to, or stimulation of, a current debate. The journal also contains a Reviews section.

本杂志的论坛板块旨在激发作者和更广泛的应用语言学家社团之间的争鸣，并为短篇文章提供更快的周转时间。论坛文章通常是对研究问题或专业实践的评论或对已发表文章的回应。论坛作品需要展示原创性、及时性以及对当前辩论的贡献或刺激。该杂志还包含书评板块。

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