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Contiguous and non-contiguous instructed actions: Teaching-by-doing in cohort-organized whole-group and small-group classroom interactions 连续和非连续的指示行动:在群组组织的整体小组和小组课堂互动中,边做边教
IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-04-01 Epub Date: 2026-02-13 DOI: 10.1016/j.linged.2026.101513
Ali Reza Majlesi
This study investigates how instructional practices are temporally and multimodally organized in classroom interaction. While prior ethnomethodological conversation analytic (EMCA) research has examined how instructions are produced through talk, embodied demonstration, and material resources, less attention has been paid to how instruction shifts between distal, non-contiguous framing and immediate, contiguous procedural enactments. The data consist of 10 hours of video-recorded interaction from two settings: Swedish for Immigrants (SFI) language classrooms and STEM (mathematics/physics) courses in upper secondary education. Using EMCA, the data show how teachers and students collaboratively move between framing instructions and proceduring them through embodied, material, and spatially organized action. Instructional work unfolds along a continuum between non-contiguous instruction, where rules and principles are introduced in advance, and contiguous instruction, where instruction and enactment are laminated into the same interactional sequence. The findings demonstrate that instructional clarity is not achieved through instruction-giving alone, but through practices such as parsing, staging, and embodied directives, whereby teachers guide instruction-following through teaching-by-doing. By comparing whole-group and small-group interaction across language and STEM classrooms, the study clarifies how temporal sequencing and multimodality jointly produce instructional order and contributes to EMCA research on instruction in educational settings.
本研究探讨教学实践是如何在课堂互动中以时间和多模式组织的。虽然先前的民族方法学会话分析(EMCA)研究考察了指令是如何通过谈话、具体化演示和物质资源产生的,但很少关注指令是如何在远端、非连续框架和直接、连续程序性行为之间转换的。这些数据包括来自两种环境的10小时视频互动:移民瑞典语(SFI)语言教室和高中教育中的STEM(数学/物理)课程。使用EMCA,数据显示了教师和学生如何通过具体的、材料的和空间组织的行动在框架指令和程序指令之间协作移动。教学工作沿着非连续教学和连续教学之间的连续体展开,在非连续教学中,规则和原则是预先引入的,而在连续教学中,教学和制定被分层成相同的相互作用序列。研究结果表明,教学清晰度不是通过单独的教学来实现的,而是通过分析、分期和具体化指令等实践来实现的,教师通过实践教学来引导教学遵循。通过比较语言教室和STEM教室的整体小组和小组互动,该研究阐明了时间排序和多模态如何共同产生教学秩序,并有助于教育环境中教学的EMCA研究。
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引用次数: 0
Rhetorical shifts in the AI age: A Metadiscourse analysis of applied linguistics master’s theses in the Chinese EFL context 人工智能时代的修辞转换:应用语言学硕士论文的元语篇分析
IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-04-01 Epub Date: 2026-02-03 DOI: 10.1016/j.linged.2026.101508
Hong Lei
This study investigates the evolution of rhetorical practices in applied linguistics (AL) master’s theses within the Chinese English as a foreign language (EFL) context following the widespread emergence of generative artificial intelligence (AI). The research employs a tripartite comparative analysis of pre- and post-GPT theses alongside an AI-generated corpus to examine the impact of algorithmic mediation on academic metadiscourse. Findings reveal a complex stylistic convergence; students’ academic writing in the post-GPT era increasingly adopts standardized organizational patterns, evidenced by a significant increase in interactive metadiscourse (e.g., transition and frame markers). Concurrently, while interpersonal stance shifts toward more direct, assertive claims, there is a significant increase in self-mention. This surge in explicit authorial presence suggests that students are actively negotiating their rhetorical agency and asserting intellectual ownership against the depersonalized nature of AI-generated discourse. These findings highlight how AI reconfigures academic argumentation through a framework of distributed agency. The study underscores an urgent global necessity to shift L2 writing pedagogy from functional skills toward critical digital literacies to safeguard students’ capacity for nuanced argumentation and authentic authorial voice.
本研究探讨了随着生成式人工智能(AI)的广泛出现,应用语言学(AL)硕士论文中的修辞实践在中国英语作为外语(EFL)语境下的演变。该研究采用了gpt前后论文的三方比较分析,以及人工智能生成的语料库,以检查算法中介对学术元话语的影响。研究结果揭示了复杂的风格趋同;后gpt时代学生的学术写作越来越多地采用标准化的组织模式,交互性元话语(如过渡和框架标记)显著增加。同时,当人际关系的立场转向更直接、更自信的主张时,自我提及的数量显著增加。这种明确的作者存在的激增表明,学生们正在积极地谈判他们的修辞代理,并主张知识所有权,反对人工智能生成话语的非个性化本质。这些发现突出了人工智能如何通过分布式代理的框架重新配置学术论证。该研究强调了全球迫切需要将第二语言写作教学从功能性技能转向批判性数字素养,以保障学生进行细致入微的论证和真实的作者声音的能力。
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引用次数: 0
Wagner of the neurosciences? Charcot's theater and his circle's influence on the performing arts. 神经科学的瓦格纳?沙可的戏剧和他的圈子对表演艺术的影响。
IF 0.5 3区 哲学 Q3 HISTORY & PHILOSOPHY OF SCIENCE Pub Date : 2026-04-01 Epub Date: 2025-11-18 DOI: 10.1080/0964704X.2025.2581564
Jonathan W Marshall

In this article, I gloss and bring together two narratives from the cultural history of neuropsychology. First, I explore the theatrical aspects of the practice of the founder of French neurology, Jean-Martin Charcot (1825-1893), characterizing his lecture style and diagnostic practice as a dramaturgical or choreological method. Charcot and his peers depicted the neuropathological body as a sensorial assemblage whose expressions and inputs could be charted across the dimensions of time and space, each body acting within an often determinative mise en scène, as in a theater. This echoed Richard Wagner's influential concept of a musico-dramatic Gesamtkunstwerk, or a totalizing combination of diverse actions, sensory inputs, sounds, and responses. I then trace reverberations from Charcot's practice within the theater of his own time and beyond, isolating the main trends. Charcot's lectures, and particularly his famous work on hysteroepilepsy and hypnosis, meant that although he and his peers championed neoclassical performances, their influence was most pronounced upon grotesque cabaretic mime and dance; the semihypnotized performance style of expressionism; the balance of automatism versus conscious reflection promoted by Konstantin Stanislavski; and, above all, the fraught depiction of modern nervous character types and women by Émile Zola and Henrik Ibsen.

在这篇文章中,我从神经心理学的文化史中梳理并汇集了两种叙述。首先,我探索了法国神经学创始人让-马丁·夏科(1825-1893)实践的戏剧方面,将他的演讲风格和诊断实践描述为戏剧或舞蹈方法。Charcot和他的同行们把神经病理的身体描绘成一个感官的集合,它的表达和输入可以跨越时间和空间的维度,每个身体都在一个通常是决定性的场景中活动,就像在剧院里一样。这呼应了理查德·瓦格纳(Richard Wagner)颇具影响力的音乐戏剧“Gesamtkunstwerk”概念,即各种动作、感官输入、声音和反应的综合组合。然后,我从沙科在他自己的时代和以后的戏剧实践中追踪回响,分离出主要趋势。沙可的演讲,尤其是他关于癔病和催眠的著名作品,意味着尽管他和他的同龄人支持新古典主义表演,但他们的影响最明显的是怪诞的卡巴瑞特默剧和舞蹈;表现主义的半催眠表演风格斯坦尼斯拉夫斯基倡导的自动性与自觉反思的平衡;最重要的是,Émile左拉和亨里克·易卜生对现代神经质性格类型和女性的描写令人担忧。
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引用次数: 0
'Made in the Galleries of His Most Serene Highness, Florence'. Conflicts in instrument invention at the Medici court: the pendulum clock, and the Accademia del Cimento. 佛罗伦萨至尊殿下画廊制造"。美第奇宫廷乐器发明的冲突:摆钟和手工艺学院。
IF 0.5 3区 哲学 Q2 HISTORY & PHILOSOPHY OF SCIENCE Pub Date : 2026-04-01 Epub Date: 2024-11-20 DOI: 10.1080/00033790.2024.2426814
Cristiano Zanetti

This essay proposes that the only publication of the Accademia del Cimento, referred to as Saggi, had as one of its main goals the celebration of the House of Medici's paternity of cutting-edge experiments and instruments during the reign of Grand Duke Ferdinando II. These included Ferdinando II's thermometers and hygrometers, Torricelli's experiment and barometer, and Galileo's pendulum as a clock-regulator. It seems that this agenda went unnoticed, not at the time of its initial circulation, but rather in modern historiography. Christiaan Huygens's challenged invention of the pendulum clock provides a case study to explore the agenda of this publication and the problem of defining an invention in seventeenth-century Europe. This paper presents for the first time the document that attests to when the first specimen of Huygens's clock arrived in Florence, disproving the previously believed date of September 1657. The paper argues that over the last two centuries, this error has made the Medici narratives of this dispute appear inconsistent and marginalized them. In light of this new find, they must be reconsidered.

本文认为,手工艺学院唯一的出版物,即《Saggi》11 ,是手工艺学院在托斯卡纳主教莱奥波尔多(Leopoldo di Toscana)的保护下,由学院院长撰写的自然科学论文(佛罗伦萨:Per Giuseppe Cocchini,1667 年)。该书的主要目的之一是纪念美第奇家族在费尔迪南多二世大公统治时期对尖端实验和仪器的贡献。其中包括费尔迪南多二世的温度计和湿度计、托里切利的实验和气压计,以及伽利略作为时钟调节器的钟摆。这个议程似乎并没有被注意到,不是在其最初流传的时候,而是在现代历史学中。克里斯蒂安-惠更斯受到质疑的摆钟发明提供了一个案例研究,以探讨该出版物的议程以及在十七世纪的欧洲界定一项发明的问题。本文首次提出了一份文件,证明惠更斯钟表的第一个样品何时抵达佛罗伦萨,推翻了之前认为的1657年9月这一日期。论文认为,在过去的两个世纪中,这一错误使得美第奇家族对这一争议的叙述显得前后矛盾,并使其边缘化。鉴于这一新发现,必须重新考虑这些说法。
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引用次数: 0
The 'tale' of a termometro cinquantigrado kept at the Whipple Museum, Cambridge. 剑桥惠普尔博物馆保存的五量子流的“故事”。
IF 0.5 3区 哲学 Q2 HISTORY & PHILOSOPHY OF SCIENCE Pub Date : 2026-04-01 Epub Date: 2025-03-27 DOI: 10.1080/00033790.2025.2483304
Elisabetta Rossi

The 50-degree thermometer currently exhibited at the Whipple Museum of the History of Science in Cambridge (Wh.1116), was originally crafted by skilled Italian glassmakers for the Florentine Accademia del Cimento's activities in the 1650s. Used for early meteorological observations, it remained forgotten for over a century and a half, until Vincenzo Antinori's 1829 rediscovery. Donated by Henry Babbage to the University of Cambridge in 1872, the instrument reflects the wide-ranging approach of James Clerk Maxwell, the first director of the Cavendish Laboratory, who sought to build a collection integrating historical artifacts with experimental apparatus. This paper contextualizes the journey of the artifact, exploring its cultural value across centuries and portraying it as a tangible link between past and present scientific practices.

目前在剑桥惠普尔科学史博物馆展出的50度温度计(whh .1116)最初是由熟练的意大利玻璃工匠为17世纪50年代佛罗伦萨学院的活动制作的。它被用于早期的气象观测,被遗忘了一个半世纪,直到1829年文森佐·安蒂诺里重新发现。这台仪器由亨利·巴贝奇于1872年捐赠给剑桥大学,反映了詹姆斯·克拉克·麦克斯韦的广泛方法,他是卡文迪许实验室的第一任主任,他试图建立一个将历史文物与实验仪器相结合的收藏。本文将文物的旅程置于背景中,探索其跨越几个世纪的文化价值,并将其描绘为过去和现在科学实践之间的有形联系。
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引用次数: 0
Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels 在外语学习中连结心态与情绪:一项跨熟练程度整合情境期望值与控制值理论的研究
IF 5.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-04-01 Epub Date: 2026-01-17 DOI: 10.1016/j.system.2026.103975
Dawei Wei , Luk Van Mensel , Chunyan Xu
Grounded in situated expectancy-value theory (SEVT) and control-value theory (CVT), this three-wave time-ordered study investigates how motivational constructs – self-efficacy, utility, interest, and cost – mediate the effects of mindsets on achievement emotions in English as a Foreign Language (FL) learning, with a specific focus on proficiency level as a moderating factor. Data were collected from 778 university students at three time points over one semester, with mindsets assessed at T1, motivation at T2, and emotions (enjoyment, anxiety, and boredom) at T3. Structural equation modelling revealed that a growth mindset was associated with lower anxiety and boredom and higher enjoyment through distinct control- and value-related appraisals. In contrast, a fixed mindset intensified anxiety and boredom via perceived cost. Notably, proficiency level moderated these pathways: the protective effect of a growth mindset on anxiety and boredom – via reduced perceived cost – was observed only among higher-proficiency learners. These findings advance the integration of SEVT and CVT in FL research and underscore the importance of differentiating motivational-emotional interventions by proficiency level.
本研究以情境期望价值理论(SEVT)和控制价值理论(CVT)为基础,探讨动机建构(自我效能、效用、兴趣和成本)如何调节心态对英语作为外语学习成就情绪的影响,并特别关注熟练程度作为调节因素。研究人员在一个学期的三个时间点收集了778名大学生的数据,在T1阶段评估心态,在T2阶段评估动机,在T3阶段评估情绪(享受、焦虑和无聊)。结构方程模型显示,通过不同的控制和价值相关的评估,成长型心态与较低的焦虑和无聊以及较高的享受有关。相反,固定心态通过感知成本加剧了焦虑和无聊。值得注意的是,熟练程度调节了这些途径:成长心态对焦虑和无聊的保护作用-通过降低感知成本-仅在熟练程度较高的学习者中观察到。这些发现促进了在外语研究中SEVT和CVT的整合,并强调了按熟练程度区分动机-情绪干预的重要性。
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引用次数: 0
A BERT-based method to develop discipline-specific academic vocabulary lists in large corpora 基于bert的大型语料库中学科专用学术词汇表的开发方法
IF 2.7 1区 文学 Q1 LINGUISTICS Pub Date : 2026-04-01 Epub Date: 2025-11-20 DOI: 10.1016/j.esp.2025.11.002
Tongxi Gong , Lei Liu
Accurately identifying discipline-specific vocabulary—particularly common words with specialized meanings—remains a critical challenge in vocabulary list development. This study introduces a novel approach to integrating BERT-based semantic annotation with statistically rigorous thresholds to address three limitations of prior methods: (1) the disconnect between overall word frequency and specialized meanings, (2) reliance on arbitrary statistical cutoffs, and (3) the need for manual disambiguation. We demonstrate this approach by constructing the Medical Sense List (MSL), a sense-level inventory of 961 medical terms validated against corpora and dictionaries. The MSL shows a 78.5 % overlap with established medical dictionaries, achieves a higher mean coverage per sense (12.25 ‰) than existing medical vocabulary lists, and utilizes BERT with 94 % disambiguation accuracy. Crucially, our method establishes objective thresholds through combinatorially symmetric cross-validation (CSCV), significantly reducing reliance on human judgment. This transparently outlined approach can be readily adapted to other disciplines or languages.
准确识别特定学科的词汇,特别是具有特殊含义的常用词,仍然是词汇表开发中的一个关键挑战。本研究引入了一种新颖的方法,将基于bert的语义注释与统计严格的阈值相结合,以解决先前方法的三个局限性:(1)总体词频与专门化含义之间的脱节,(2)依赖任意统计截止点,(3)需要手动消歧。我们通过构建医学意义列表(MSL)来演示这种方法,这是一个针对语料库和字典验证的961个医学术语的意义级清单。MSL显示与现有医学词典有78.5%的重叠,每个意义的平均覆盖率(12.25‰)高于现有医学词汇表,并且使用BERT消除歧义的准确率为94%。至关重要的是,我们的方法通过组合对称交叉验证(CSCV)建立客观阈值,显著降低了对人类判断的依赖。这种透明概述的方法可以很容易地适用于其他学科或语言。
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引用次数: 0
Historical geography in contemporary China: Key opportunities and characteristics 当代中国历史地理学:关键机遇与特征
IF 1.1 2区 历史学 Q2 GEOGRAPHY Pub Date : 2026-04-01 Epub Date: 2026-01-02 DOI: 10.1016/j.jhg.2025.12.001
Tang Xiaofeng
This ‘Historical Geography at Large’ paper discusses two noteworthy features in the development of historical geography in China over the past half-century. The first is the close connection between historical-geographical research and the practice of national construction during the first decade or so following 1949, often referred to as the period of ‘New Construction’. The second concerns the Reform and Opening-up era since the 1980s, during which, alongside rapid modernization, a societal trend of returning to tradition has emerged. Against this backdrop, various public lectures and popular science works by historical geographers have been warmly received by the general public. As such, the paper outlines the impact of historical geography beyond academia in China, as well as the impact upon the discipline of the broader political and physical environment.
这篇“大历史地理学”论文讨论了过去半个世纪以来中国历史地理学发展的两个值得注意的特点。首先是历史地理学研究与1949年后的第一个十年(通常被称为“新建设”时期)国家建设实践之间的密切联系。第二个是20世纪80年代以来的改革开放时期,在快速现代化的同时,社会出现了回归传统的趋势。在这样的背景下,历史地理学家的各种公开讲座和科普作品受到了公众的热烈欢迎。因此,本文概述了历史地理学在中国学术界以外的影响,以及对更广泛的政治和自然环境学科的影响。
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引用次数: 0
A typology of metalinguistic feedback 元语言反馈的一种类型
IF 5.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-04-01 Epub Date: 2025-12-20 DOI: 10.1016/j.system.2025.103956
Mari Wærner Wesenberg
Metalinguistic feedback has attracted considerable attention from researchers investigating the effectiveness of different feedback types, but experimental studies have yielded inconclusive results. One possible but little discussed reason is that, while mainly treated as a uniform category, metalinguistic information provided in such studies has been operationalized inconsistently. Authentic metalinguistic feedback provided by teachers has also proved to vary considerably in nature, demonstrating a need for a more fine-grained analytical framework. The article presents a suggestion for a typology of metalinguistic feedback, based on naturalistic data from teachers of L2 English and L3 Spanish. The typology considers the informativeness of feedback and how it is formulated, and it consists of two dimensions: the tools and the metalanguage teachers employ when providing metalinguistic information. The hope is that it can be of use both in future research on this specific feedback type and as a “toolbox” for practitioners.
元语言反馈引起了研究不同反馈类型有效性的研究者的极大关注,但实验研究没有得出决定性的结果。一个可能但很少被讨论的原因是,虽然这些研究中提供的元语言信息主要被视为一个统一的类别,但它们的操作方式并不一致。教师提供的真实元语言反馈也被证明在性质上差异很大,这表明需要一个更细粒度的分析框架。本文基于二语和三语教师的自然主义数据,提出了元语言反馈的类型学建议。该类型学考虑反馈的信息性及其表述方式,它包括两个维度:教师在提供元语言信息时使用的工具和元语言。希望它可以在未来对这种特定反馈类型的研究中使用,并作为从业者的“工具箱”。
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引用次数: 0
Constructing the nation through textbook discourse: Social representations of China in middle school civics education 教科书话语中的国家建构:中学公民教育中的中国社会表征
IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-04-01 Epub Date: 2026-01-22 DOI: 10.1016/j.linged.2026.101506
Yue Zhang
This study examines how Chinese middle-school Morality and Law textbooks construct and communicate representations of the nation within contemporary civics education. Drawing on Social Representations Theory, it employs a two-tiered analytical framework combining content analysis with discourse-pragmatic interpretation. The analysis shows how abstract national images are anchored in cultural narratives and objectified through familiar symbols, historical figures, and forms of figuration. Emotional meanings are subtly embedded within these semiotic resources, fostering cohesive patterns of civic attachment while shaping the interpretive possibilities available to learners. Developmental shifts across grade levels reveal a progression from interpersonal ethics to institutional and global framings. Comparative observations indicate that this representational coherence differs from more heterogeneous civic discourses in other contexts. By examining language as a mediating resource in learners’ moral and emotional socialization, the study contributes to research on educational discourse and meaning-making, illustrating how textbook narratives organize shared meanings and shape civic sensibilities in school contexts.
本研究探讨中国中学《道德与法律》教材如何在当代公民教育中建构和传播国家的表征。它借鉴社会表征理论,采用内容分析与语篇语用解释相结合的双层分析框架。分析显示了抽象的国家形象如何在文化叙事中被锚定,并通过熟悉的符号、历史人物和形象形式被客观化。情感意义巧妙地嵌入在这些符号资源中,在塑造学习者可用的解释可能性的同时,培养公民依恋的凝聚力模式。跨年级的发展转变揭示了从人际伦理到制度和全球框架的进展。比较观察表明,这种代表性的连贯性不同于其他语境中更为异质的公民话语。通过研究语言作为学习者道德和情感社会化的中介资源,本研究有助于研究教育话语和意义构建,说明教科书叙事如何在学校背景下组织共享意义和塑造公民情感。
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引用次数: 0
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