LANGUAGE TEACHING

Volume 56, Issue 3, July 2023

Language Teaching （SSCI一区，2022 IF：3.6，排名：16/194）2023年第3期共发文11篇，其中研究性论文6篇。研究论文涉及社会语言学研究、二语习得研究、二语教学研究等方面。主题包括二语学习策略、生态系统理论与二语研究、生成式二语习得研究、剽窃与学术英语、工作记忆与二语习得等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊 《语言教学》 2023年第1-2期

刊讯｜SSCI 期刊 《语言教学》 2022年第1-4期

目录

ARTICLES

■ Publishing in predatory language and linguistics journals: Authors’ experiences and motivations, by Hassan Nejadghanbar, Guangwei Hu, Maryam Jahangiri Babadi, Pages 297–312.

■ Tangible insights on the strategizing of language learners and users, by Andrew D. Cohen, Peter Yongqi Gu, Martha Nyikos, Luke Plonsky, Vee Harris, Pamela Gunning, Isobel Kai-Hui Wang, Mirosław Pawlak, Zoe Gavriilidou, Lydia Mitits, Julie M. Sykes, Xuesong (Andy) Gao, Pages 313–332.

■ Ecological systems theory and second language research, by Sin Wang Chong, Talia Isaacs, Jim McKinley, Pages 333–348.

■Should linguistics be applied and, if so, how? by Lydia White, Pages 349–361.

■Plagiarism and English for academic purposes: A research agenda, by Diane Pecorari, Pages 362–376.

■The interaction of working memory capacity and engagement with recasts on different L2 outcome measures: A replication of Révész (2012), by Javad Alipour, Maryam Mohebi, Ali Roohani, Pages 377–392.

■Webinar on the subject of English and applied linguistics, by Henry Widdowson, Seyed Yasin Yazdi-Amirkhiz, Pages 393–401.

■Complex dynamic systems theory: A webinar with Diane Larsen-Freeman, by Diane Larsen-Freeman, Pages 402–419.

■Norbert Schmitt's essential bookshelf: Formulaic language, by Norbert Schmitt, Pages 420–431.

■Open scholarship in applied linguistics: What, why, and how, by Meng Liu, Sin Wang Chong, Emma Marsden, Kevin McManus, Kara Morgan-Short, Ali H. Al-Hoorie, Luke Plonsky, Cylcia Bolibaugh, Phil Hiver, Paula Winke, Amanda Huensch, Bronson Hui, Pages 432–437.

■ The ethics and practice of L+ classroom research: Symposium on practitioner research at Rikkyo University, Japan (online) on 5 March 2022, by Richard J. Sampson, Ema Ushioda, Richard S. Pinner, Sal Consoli, Pages 438–441.

摘要

Publishing in predatory language and linguistics journals: Authors’ experiences and motivations

Hassan Nejadghanbar, The Hong Kong Polytechnic University, Hong Kong SAR

Guangwei Hu, The Hong Kong Polytechnic University, Hong Kong SAR

Maryam Jahangiri Babadi, Independent researcher, Iran

Abstract This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents (n = 21) also contributed qualitative data through semi-structured interviews or email responses to open-ended questions. Analyses of the survey data found that the authors were mainly from Asia, mostly had a doctorate, chose the PPJs chiefly for fast publication and/or meeting degree or job requirements, were predominantly of the opinion that the PPJs were reputable, and commonly reported positive impacts of publishing in the PPJs on their studies or academic careers. A thematic analysis of the qualitative data revealed five main themes: unawareness, unrelenting publication pressures, low information literacy, social identity threat, and failure to publish in top-tier journals.

Tangible insights on the strategizing of language learners and users

Andrew D. Cohen, Professor Emeritus, University of Minnesota, Minneapolis, USA

Peter Yongqi Gu, Victoria University of Wellington, Wellington, New Zealand

Martha Nyikos, Indiana University, Bloomington, USA

Luke Plonsky, Northern Arizona University, Flagstaff, USA

Vee Harris, Goldsmiths, University of London, London, UK

Pamela Gunning, Concordia University, Montreal, Canada

Isobel Kai-Hui Wang, University of Edinburgh, Edinburgh, UK

Mirosław Pawlak, Adam Mickiewicz University, Kalisz and University of Applied Sciences, Konin, Poland

Zoe Gavriilidou, Democritus University of Thrace, Komotini, Greece 

Lydia Mitits, Democritus University of Thrace, Komotini, Greece

Julie M. Sykes, University of Oregon, Eugene, USA

Xuesong (Andy) Gao, University of New South Wales, Sydney, Australia

Abstract This article presents reflections from 12 experts on LANGUAGE LEARNERS STRATEGY (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as to describe ongoing and future research efforts intended to enhance the strategy domain. The LLS areas dealt with include theory building, the dynamics of delivering STRATEGY INSTRUCTION (SI), meta-analyses of SI, learner diversity, SI for young language learners, SI for fine-tuning the comprehension and production of academic-level, grammar strategies at the macro and micro levels, lessons learned from many years of LLS research in Greece, the past and future roles of technology aimed at enhancing language learning, and applications of LLS in content instruction. This review is intended to provide the field with an updated statement as to where we have been, where we are now, and where we need to go. Ideally, it will provide ideas for future studies.

Ecological systems theory and second language research

Sin Wang Chong, Moray House School of Education and Sport, University of Edinburgh, UK and UCL Centre for Applied Linguistics, University College London, UK

Talia Isaacs, UCL Centre for Applied Linguistics, University College London, UK

Jim McKinley, UCL Centre for Applied Linguistics, University College London, UK

Extract “Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learner's motives (human needs directed towards an object) are highly malleable, subject to the influence of such contextual variables as institutional rules, community, tools and artefacts available (see Leont'ev, 1978, 1981 who popularised Activity Theory from Sergei Rubenstein's founding and also Engeström's more current work in 1999). Complexity Theory, which has been widely adopted in both physical and social sciences, originates from physics (Martin et al., 2019). Complexity Theory was later introduced into L2 research by Diane Larsen-Freeman who posits that language learning is not only a process but a volatile and emerging system that is shaped by components of the system (e.g., learners, teachers, schools) engaging in constant and vibrant interactions (Larsen-Freeman, 2014). Sociocultural Theory highlights the sociocultural contexts where learning takes place (Lantolf, 2000; Vygotsky, 1978). Informed by a social constructivist view of learning, key concepts such as scaffolding (e.g., teachers’ support for learners) are put forward. In particular, Vygotsky argues that communication plays an indispensable role in language learning. Extrapolating Vygotsky's work to L2 research, Swain (2006) claims that languaging, dialogues among learners to discuss issues in L2 learning, is an important process of learning a L2.

Should linguistics be applied and, if so, how?

Lydia White, McGill University, Montreal, Canada

Abstract Research on second language (L2) acquisition in the generative tradition (GenSLA) addresses the nature of interlanguage competence, examining the roles of Universal Grammar, the mother tongue and the input in shaping the acquisition, representation and use of second languages. This field is sometimes dismissed by applied linguists as irrelevant because it does not provide direct applications for language teaching. However, the assumption that theories MUST have applications involves a fundamental misconception: linguistic theories explore the nature of grammar; GenSLA theories explore the nature of language learning. No such theory entails that language must be taught in a particular way. Nevertheless, potential applications can be identified: examples are presented that describe aspects of language that do not need to be taught, properties that might benefit from instruction, and cases where textbooks provide inadequate information. I argue that linguistic theory and GenSLA theory have more to offer in terms of considering what aspects of language might or might not be taught rather than how languages should be taught.

Plagiarism and English for academic purposes: A research agenda

Diane Pecorari, City University of Hong Kong, Hong Kong

Abstract Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum. Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.

The interaction of working memory capacity and engagement with recasts on different L2 outcome measures: A replication of Révész (2012)

Javad Alipour, Shahrekord University, Shahrekord, Iran

Maryam Mohebi, Shahrekord University, Shahrekord, Iran

Ali Roohani, Shahrekord University, Shahrekord, Iran

Abstract We report on a conceptual replication of Révész (2012) in order to investigate the idea whether learners provided with recasts do engage in different kinds of behavioral engagement as a function of their working memory and if/how this engagement comes to bear on performance on different measures. Engagement with recasts was measured through a coding method categorizing responses to the recasts running the gamut from: (1) no opportunity, (2) opportunity, but did not repeat, (3) repeated the recasted form, (4) negotiated the response, to (5) used the recasted form later in the discourse. Consistent with Révész (2012), though with lower effect sizes, the results showed that recasts were most conducive to gains on an oral task and less so on a written description task, but non-effective on a grammaticality judgment task. Furthermore, it was revealed that learners with a high phonological short-term memory were more prone to recast-induced engagement on an oral production task, whereas those enjoying a higher reading span were considerably less so. We propose that learner engagement be deemed more important in future interaction research.

Key words oral feedback, working memory, different outcome measures, recast, engagement with recasts

Webinar on the subject of English and applied linguistics

Henry Widdowson, University of Vienna, Vienna, Austria

Seyed Yasin Yazdi-Amirkhiz, Tehran University of Medical Sciences, Tehran, Iran

Extract In my presentation I argue, not for the first time, the need to rethink orthodox ideas about the relationship between applied linguistics and English language teaching that have been promoted in the past and still prevail. I will do this by taking up issues in questions that I invited colleagues to send me in advance; issues that I have discussed elsewhere, most recently in Widdowson (2019, 2020). Therefore, in many ways, this talk is a reformulation of views I have expressed in the past, but which, I would claim, have a direct relevance to the present.

Complex dynamic systems theory: A webinar with Diane Larsen-Freeman

Diane Larsen-Freeman, University of Michigan, Ann Arbor, USA

Extract The following is an edited transcript of a webinar that took place on 11 June 2022 between Diane Larsen-Freeman and seven colleagues (in alphabetical order: Anne Burns, Hossein Farhady, Mathias Schulze, Scott Thornbury, Benjamin White, Henry Widdowson, and Yasin Yazdi-Amirkhiz), who generously took the time to formulate and submit questions in advance of the webinar and to participate in the event. The focus of the webinar was on Complex Dynamic Systems Theory (CDST). Coincidentally, the webinar took place on the 25th anniversary of Larsen-Freeman's first publication on the same theme (Larsen-Freeman, 1997).

Norbert Schmitt's essential bookshelf: Formulaic language

Norbert Schmitt, University of Nottingham, Nottingham, UK

Extract In this series, Language Teaching invites a well-established scholar to make a personal choice of 12 works that he or she regards as essential reading for those interested in an historical and contemporary overview of the key work in the area chosen for study.

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