Research Methods in Applied Linguistics最新文献

英文中文

A scoping review of oral task repetition: Evolving concepts for speaking skills development 口语任务重复的范围回顾：口语技能发展的演变概念

Research Methods in Applied Linguistics

Pub Date : 2025-12-20 DOI: 10.1016/j.rmal.2025.100292

Keiko Hanzawa , Yuichi Suzuki , Akifumi Yanagisawa , Junya Fukuta

Over the past three decades, oral task repetition has been extensively investigated in second language acquisition (SLA) research. While this growing body of research is characterized by diverse conceptual and methodological foci, few reviews have systematically examined the relationship between them. Using a scoping review methodology—which aims to explore the breadth, depth, and nature of prior research—this paper synthesizes 74 empirical studies and maps the field’s conceptual landscape by analyzing the research questions (what aspects of task repetition have been studied and how researchers have operationalized their interests in oral task repetition) and related methodological features (how it has been studied). The analysis revealed four primary research domains: (1) task repetition effects, (2) additional interventions, (3) mediating/moderating variables, and (4) learner/teacher perceptions. Importantly, while many earlier works tended to frame task repetition as a “planning” tool for immediate performance gains on the same task, recent studies increasingly regard it as a form of “practice” for long-term speaking skills development, which can be transferred to new tasks. We argue that clarifying one’s position and aligning research methods with these perspectives can facilitate more refined research designs in future task repetition research.

在过去的三十年里，口语任务重复在二语习得研究中得到了广泛的研究。虽然这一不断增长的研究体系以不同的概念和方法为特点，但很少有评论系统地审查了它们之间的关系。使用范围审查方法-旨在探索先前研究的广度，深度和性质-本文综合了74项实证研究，并通过分析研究问题（研究任务重复的哪些方面以及研究人员如何操作他们对口头任务重复的兴趣）和相关的方法特征（它是如何被研究的）来绘制该领域的概念景观。分析揭示了四个主要研究领域：(1)任务重复效应，(2)额外干预，(3)中介/调节变量，以及(4)学习者/教师感知。重要的是，虽然许多早期的研究倾向于将任务重复作为在同一任务中立即获得表现的“计划”工具，但最近的研究越来越多地将其视为长期口语技能发展的一种“练习”形式，可以转移到新的任务中。我们认为，明确自己的立场并将研究方法与这些观点结合起来，可以促进未来任务重复研究中更精细的研究设计。

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引用次数: 0

Negative entrenchment and statistical preemption in L2 acquisition: A scoping review with methodological directions 第二语言习得中的消极防御和统计上的先发制人：一个具有方法学方向的范围审查

Research Methods in Applied Linguistics

Pub Date : 2025-12-18 DOI: 10.1016/j.rmal.2025.100291

Junya Fukuta , Masato Terai

Recent years have seen a growing number of empirical studies that examine negative entrenchment and statistical preemption as mechanisms of frequency-based learning in second language (L2) acquisition. As the body of research expands, there is a need to take stock of how these mechanisms have been studied and what kinds of evidence have accumulated. This scoping review analyses 24 empirical studies published between 1993 and 2024, focusing on the range of target structures, language backgrounds, task types, and reported outcomes. While both negative entrenchment and statistical preemption have received empirical support, null results were also frequently reported. Crucially, these null results are not confined to specific methodological choices or task types. This review, therefore, examines the conditions under which such mixed findings emerge and shows that they arise at the intersection of L1 influence and broader universal constraints. Building on this analysis, the paper proposes several methodological directions, including simulation-informed Bayesian modelling as an integrative approach and experimental paradigms carefully designed to isolate mechanisms as a disentangling approach. It also highlights the need for greater transparency in sample-size determination, preregistration practices, and other measures that enhance the reliability of future research.

近年来，越来越多的实证研究将消极巩固和统计抢占作为第二语言习得中基于频率的学习机制。随着研究范围的扩大，有必要评估这些机制是如何被研究的，以及积累了什么样的证据。本文分析了1993年至2024年间发表的24项实证研究，重点关注目标结构、语言背景、任务类型和报告结果的范围。虽然消极防御和统计上的先发制人都得到了经验的支持，但也经常报告无效结果。至关重要的是，这些无效结果并不局限于特定的方法选择或任务类型。因此，本综述考察了出现这种混合结果的条件，并表明它们出现在L1影响和更广泛的普遍约束的交叉点上。在此分析的基础上，本文提出了几个方法学方向，包括以模拟为基础的贝叶斯建模作为一种综合方法，以及精心设计的实验范式，以分离机制作为一种解纠缠方法。它还强调需要在样本量确定、预注册实践和其他提高未来研究可靠性的措施方面提高透明度。

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引用次数: 0

Who participates in research, and why? A response to K. M. Kim & E. Chen’s “Toward research inclusivity in applied linguistics: A reflection and methodological guideline for inclusive online experimentation” 谁参与研究，为什么？对Kim K. M. & Chen E.“应用语言学研究的包容性：对包容性网络实验的反思与方法论指导”的回应

Research Methods in Applied Linguistics

Pub Date : 2025-12-16 DOI: 10.1016/j.rmal.2025.100289

Ashley R. Moore

As Kim and Chen have shown, online outreach and experimentation have been somewhat effective strategies for reaching out to and recruiting populations not typically found on university campuses and other research hubs. In this response, I hope to expand and complexify the conversation by considering the following questions: Who participates in research, and why? In the first section, I draw on Bourdieu (Bourdieu & Wacquant, 1992; Grenfell, 2014) and argue that research is a kind of social practice emerging from the dialectic alignment between individual habitus and the social field of research. I posit that, unless certain aspects of the field of research change, some people remain unlikely to participate in research. In the second section, I discuss the critical and ethical ramifications of using social media networks and crowdsourcing platforms like Amazon Mechanical Turk and Prolific to recruit research participants. I argue that, by shifting the practice of research participation from the field of research to the fields of social media and gigified capitalism, new logics are introduced that threaten concepts that are vital to the ethical generation of valid data through research, including participant wellbeing and voluntary consent.

正如Kim和Chen所展示的那样，在线推广和实验已经成为接触和招募在大学校园和其他研究中心通常找不到的人群的有效策略。在这个回答中，我希望通过考虑以下问题来扩展和复杂对话：谁参与研究，为什么？在第一部分中，我引用了布迪厄（Bourdieu & Wacquant, 1992; Grenfell, 2014）的观点，认为研究是一种社会实践，它产生于个人习惯与社会研究领域之间的辩证一致。我认为，除非研究领域的某些方面发生变化，否则有些人仍然不太可能参与研究。在第二部分中，我讨论了使用社交媒体网络和众包平台（如Amazon Mechanical Turk和多产）招募研究参与者的关键和道德后果。我认为，通过将研究参与的实践从研究领域转移到社交媒体和gigalized资本主义领域，引入了新的逻辑，这些逻辑威胁到对通过研究产生有效数据的道德至关重要的概念，包括参与者的福祉和自愿同意。

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引用次数: 0

A systemic functional linguistic coding scheme for context dependency and complexity in academic writing 学术写作中语境依赖性和复杂性的系统功能语言编码方案

Research Methods in Applied Linguistics

Pub Date : 2025-12-15 DOI: 10.1016/j.rmal.2025.100284

Leah Tompkins , Anne McCabe

In writing academic texts, secondary school students are expected to move between more abstract and complex concepts, on the one hand, and more context-dependent and simple ones, on the other. As they progress through years of schooling, they should gain greater control of these shifts. This ability can be particularly challenging to master in contexts where students learn subjects in a language other than their first. This cross-sectional study of biology writing in Content and Language Integrated Learning (CLIL) classrooms uses Systemic Functional Linguistics (SFL) to create a scheme for coding language resources related to context dependency and complexity. Within SFL, the meanings that create abstraction, or context dependency, are referred to as presence, and the meanings that create complexity, or condensation of meaning, are referred to as mass. These linguistic complexes have been proposed fairly recently and have not yet been operationalized for empirical research. Within the student texts, we focus specifically on responses to a question that elicits explore, a key Cognitive Discourse Function for hypothesizing. Our analysis shows that, as students progress through secondary school, their writing displays evidence of weaker presence (greater abstraction) and stronger mass (greater condensation of meaning), with year 10 students demonstrating greater control over the linguistic resources for hypothesizing in biology. These findings align with the typical developmental trajectory of secondary school students, suggesting that the coding scheme is valid. The findings also suggest a need for CLIL pedagogy that explicitly develops students’ control of presence and mass in disciplinary discourse.

在撰写学术文章时，中学生被要求一方面在更抽象和复杂的概念之间转换，另一方面在更依赖上下文和简单的概念之间转换。随着他们在学校的成长，他们应该能更好地控制这些变化。在学生学习非母语科目的情况下，掌握这种能力尤其具有挑战性。这项关于内容和语言综合学习（CLIL）课堂中的生物学写作的横断面研究使用系统功能语言学（SFL）来创建一个与上下文依赖性和复杂性相关的语言资源编码方案。在SFL中，产生抽象或上下文依赖性的意义被称为存在，而产生复杂性或意义凝聚的意义被称为质量。这些语言复合体是最近才提出的，尚未用于实证研究。在学生文本中，我们特别关注对引发探索的问题的反应，这是假设的关键认知话语功能。我们的分析表明，随着学生在中学阶段的进步，他们的写作表现出更弱的存在（更抽象）和更强的质量（更浓缩的意义），10年级的学生在生物学假设中表现出对语言资源的更大控制。这些发现与中学生的典型发展轨迹一致，表明编码方案是有效的。研究结果还表明，有必要采用CLIL教学法，明确培养学生在学科话语中对存在和群体的控制。

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引用次数: 0

Computational modeling of semantic synchrony using transformer architectures in the context of online second language instruction dialogues 在线第二语言教学对话中使用转换器架构的语义同步计算建模

Research Methods in Applied Linguistics

Pub Date : 2025-12-11 DOI: 10.1016/j.rmal.2025.100290

Pauline Aguinalde , Jinnie Shin , Sara A. Smith , Maria S. Carlo

Linguistic synchrony refers to the alignment of linguistic features between conversational partners and is considered a critical factor in language learning environments, as it directly impacts the quality of learning interactions. This is especially relevant in online tutoring settings, where adaptive alignment between students’ and instructors’ language use can enhance comprehension and engagement. Recent studies have introduced transformer-based models to improve the efficiency and accuracy of measuring semantic synchrony in such contexts. While these models have advanced synchrony measurement, their consistency and effectiveness in educational settings remain underexplored. Hence, this study investigated the reliability of synchrony measures derived from four transformer-based models–BERT, MBERT, SBERT, and XLMR–using 125 one-on-one online L2 tutoring sessions. We analyzed synchrony at both global (session-level) and local (utterance-level) scales and examined their correlations with student learning outcomes. Results indicated that models with similar pre-training architectures tended to produce more consistent synchrony measures, while multilingual models introduced greater variability, particularly in bilingual contexts involving code-switching. With respect to student outcomes, MBERT, trained on a multilingual corpus using the BERT architecture, exhibited the strongest and most consistent correlations with comprehension outcomes. Our findings also revealed that synchrony scores derived from different models show varying degrees of association with student outcomes, underscoring differences in their effectiveness and predictive validity for capturing meaningful patterns in tutoring interactions.

语言同步性是指会话对象之间语言特征的一致性，它被认为是语言学习环境中的一个关键因素，因为它直接影响学习互动的质量。这在在线辅导环境中尤其重要，学生和教师的语言使用之间的适应性一致可以增强理解和参与。最近的研究引入了基于变压器的模型来提高在这种情况下测量语义同步性的效率和准确性。虽然这些模型具有先进的同步测量，但其在教育环境中的一致性和有效性仍未得到充分探讨。因此，本研究使用125个一对一的在线L2辅导课程，调查了从四种基于变压器的模型（bert、MBERT、SBERT和xlmr）中得出的同步测量的可靠性。我们在全局（会话级）和局部（话语级）尺度上分析了同步性，并检验了它们与学生学习成果的相关性。结果表明，具有相似预训练架构的模型倾向于产生更一致的同步度量，而多语言模型引入了更大的可变性，特别是在涉及代码转换的双语环境中。在学生成绩方面，使用BERT架构在多语言语料库上训练的MBERT与理解结果表现出最强和最一致的相关性。我们的研究结果还显示，来自不同模型的同步分数与学生成绩的关联程度不同，强调了它们在获取辅导互动中有意义模式的有效性和预测有效性方面的差异。

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引用次数: 0

Aligning input and assessment: Pictorial measures in audiovisual vocabulary research 输入与评价的一致性：视听词汇研究中的图示方法

Research Methods in Applied Linguistics

Pub Date : 2025-12-03 DOI: 10.1016/j.rmal.2025.100288

Kadir Kaderoğlu

A common methodological issue in audiovisual vocabulary research is input-test incongruence. This is particularly evident in studies comparing captioned and non-captioned viewing, where the reliance on written vocabulary tests essentially biases results in favor of captioned groups. Grounded in the complementary frameworks of Transfer-Appropriate Processing and Dual Coding Theory, this brief report argues that the reliance on unimodal (written or aural) tests overlooks the visual channel, a defining element of the audiovisual input. Consequently, a portion of vocabulary knowledge encoded via imagery risks going unmeasured, threatening construct validity. A methodological case is made for integrating pictorial measures to achieve greater authenticity and alignment with the multimodal learning condition. The report concludes by outlining a proposed study to empirically test whether pictorial assessments can capture unique learning gains, thereby providing a more valid and complete account of vocabulary learning from audiovisual input.

视听词汇研究中一个常见的方法论问题是输入检验不一致。这在比较字幕组和非字幕组的研究中尤为明显，对书面词汇测试的依赖本质上偏向于字幕组。基于适当转移处理和双重编码理论的互补框架，本简短报告认为，依赖单模（书面或听觉）测试忽略了视觉通道，这是视听输入的一个决定性因素。因此，通过意象编码的部分词汇知识有无法测量的风险，威胁到构念效度。本文提出了一个方法案例，用于整合图像度量，以实现更大的真实性，并与多模态学习条件保持一致。报告最后概述了一项拟议的研究，以实证检验图像评估是否能捕捉到独特的学习收益，从而为从视听输入中学习词汇提供更有效和完整的说明。

引用次数: 0

Corrigendum to “Timelines: Visualizing time in narrative research” [Research Method in Applied Linguistics Vol.4/2, 2025.100215] “时间线：叙事研究中的可视化时间”的勘误表[应用语言学研究方法Vol.4/2, 2025.100215]

Research Methods in Applied Linguistics

Pub Date : 2025-12-01 DOI: 10.1016/j.rmal.2025.100222

Eric K. Ku

引用次数: 0

Research methods in L2 pragmatics research: Introduction to the special issue 二语用学研究中的研究方法：专题导论

Research Methods in Applied Linguistics

Pub Date : 2025-12-01 DOI: 10.1016/j.rmal.2025.100241

Kathleen Bardovi-Harlig

This introduction to the special RMAL issue on research methods in L2 pragmatics begins by considering a classic recommendation for data collection for L2 pragmatics research, and then reviews three ways to evaluate types of tasks and the characteristics of the language samples that the tasks elicit. The first section discusses the features of interactivity, consequentiality, and comparability. The second section considers interactivity alone, a key element of Crystal’s (1997) definition of pragmatics. The third section discusses the importance of matching the modality of the task and the resultant language to the type of language that the research seeks to investigate. The seven papers in this special issue are then introduced and discussed in light of their data collection, analyses, modality, frameworks, and the previous studies and data sets upon which they draw.

这篇关于第二语言语用学研究方法的RMAL特刊的介绍，首先考虑了二语用学研究数据收集的经典建议，然后回顾了三种评估任务类型和任务所引出的语言样本特征的方法。第一部分讨论交互性、结果性和可比性的特征。第二部分仅考虑交互性，这是Crystal（1997）定义语用学的关键要素。第三部分讨论了将任务的情态和结果语言与研究寻求调查的语言类型相匹配的重要性。本特刊中的七篇论文随后介绍并讨论了它们的数据收集、分析、模式、框架以及它们所借鉴的以前的研究和数据集。

引用次数: 0

Diversity, equity and inclusion in language research: Addressing English-centricity 语言研究中的多样性、公平性和包容性：解决英语中心问题

Research Methods in Applied Linguistics

Pub Date : 2025-11-26 DOI: 10.1016/j.rmal.2025.100286

Marc Brysbaert

This article investigates the pervasive and often subtle dominance of English in academic scholarship. Drawing on existing literature and illustrative case studies, the analysis demonstrates and examines the deep-rooted prevalence of this phenomenon, particularly its compulsory nature for language researchers operating outside English-speaking contexts. The article concludes by proposing actionable solutions designed to foster greater inclusion of participants from diverse linguistic backgrounds.

本文调查了英语在学术研究中普遍而又微妙的主导地位。根据现有文献和说明性案例研究，分析表明并考察了这一现象的根深蒂固的普遍性，特别是它对语言研究人员在英语以外的环境中工作的强制性。文章最后提出了可行的解决方案，旨在促进来自不同语言背景的参与者的更大包容性。

引用次数: 0

Can you trust your participants? How not to get scammed when recruiting online 你能信任你的参与者吗？如何在网上招聘时不被骗

Research Methods in Applied Linguistics

Pub Date : 2025-11-20 DOI: 10.1016/j.rmal.2025.100285

Ekaterina Sudina , Ruirui Jia , Eunsoo Kang , Luke Plonsky , Katherine Yaw

Kim and Chen’s (2025) compelling framework of value, trust, and agency advocates for more inclusive online data collection practices in applied linguistics. In our response to Kim and Chen’s (2025) commentary, we seek to build on the proposed list of suggestions for enhancing a sense of trust. To do so, we reflect on four case studies that come from our own work and share lessons learned from our own online data collection experiences. Ultimately, we aim to expand the framework of research inclusivity by demonstrating that trust between researchers and participants is inherently reciprocal.

Kim和Chen（2025）关于价值、信任和代理的引人注目的框架主张在应用语言学中开展更具包容性的在线数据收集实践。在我们对Kim和Chen的（2025）评论的回应中，我们寻求建立在建议清单的基础上，以增强信任感。为此，我们反思了来自我们自己工作的四个案例研究，并分享了我们从自己的在线数据收集经验中吸取的教训。最终，我们的目标是通过证明研究人员和参与者之间的信任本质上是互惠的，从而扩大研究包容性的框架。

引用次数: 0

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