Abstract Increased attention to urban diversity as a site of study has fostered the recent development of linguistic landscape studies. To date, however, much of the research in this area has concerned the use and spread of English to the exclusion of other global languages. In a case study situated in Box Hill, a large suburb of Melbourne, we adopted a layered approach to investigate the role of Chinese language in Australia. Our data set consisted of hundreds of photographs of street signage in one square block area of the shopping district. Results of our analyses show that signage portrays a variety of code preferences and semiotic choices that in turn reveal insights into the identities, ideologies, and strategies that help to structure the urban environment. As demonstrated in our study, such complexity requires a renewed and situated understanding of key principles of linguistic landscape research (Ben-Rafael & Ben-Rafael, 2015).
{"title":"A layered investigation of Chinese in the linguistic landscape","authors":"Xiaofang Yao, Paul Gruba","doi":"10.1075/aral.18049.yao","DOIUrl":"https://doi.org/10.1075/aral.18049.yao","url":null,"abstract":"Abstract Increased attention to urban diversity as a site of study has fostered the recent development of linguistic landscape studies. To date, however, much of the research in this area has concerned the use and spread of English to the exclusion of other global languages. In a case study situated in Box Hill, a large suburb of Melbourne, we adopted a layered approach to investigate the role of Chinese language in Australia. Our data set consisted of hundreds of photographs of street signage in one square block area of the shopping district. Results of our analyses show that signage portrays a variety of code preferences and semiotic choices that in turn reveal insights into the identities, ideologies, and strategies that help to structure the urban environment. As demonstrated in our study, such complexity requires a renewed and situated understanding of key principles of linguistic landscape research (Ben-Rafael & Ben-Rafael, 2015).","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"302-336"},"PeriodicalIF":1.2,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback.
{"title":"How do learners engage with oral corrective feedback on lexical stress errors?","authors":"Hooman Saeli, M. Dalman, Payam Rahmati","doi":"10.1075/aral.19010.sae","DOIUrl":"https://doi.org/10.1075/aral.19010.sae","url":null,"abstract":"Abstract This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"247-276"},"PeriodicalIF":1.2,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48094914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The increasing internationalization of education has brought diversification to university student populations. The demographic changes pose great challenges to interview practice as interviews are increasingly occurring in cross-cultural contexts and often involve participants from diverse cultural backgrounds. Recent research has demonstrated that the cultural identity of the interviewer, in particular, the insider or outsider positioning relative to the participants, can impinge upon the quantity and quality of the collected interview data and research outcomes. In this paper, we go beyond this conception of interviewer as either a cultural insider or outsider to examine how multiple identities and positionings are enacted by interviewer and interviewees in order to achieve intersubjectivity, or common ground, in cross-cultural research interviews. The paper contributes to understanding the complexity of cross-cultural interviews, in particular, the impact of positioning processes on the establishment of intersubjectivity and data construction.
{"title":"“Actually, in my culture…” Identity, positioning, and intersubjectivity in cross-cultural interviews","authors":"Olivia Groves, Honglin Chen, I. Verenikina","doi":"10.1075/aral.19040.gro","DOIUrl":"https://doi.org/10.1075/aral.19040.gro","url":null,"abstract":"Abstract The increasing internationalization of education has brought diversification to university student populations. The demographic changes pose great challenges to interview practice as interviews are increasingly occurring in cross-cultural contexts and often involve participants from diverse cultural backgrounds. Recent research has demonstrated that the cultural identity of the interviewer, in particular, the insider or outsider positioning relative to the participants, can impinge upon the quantity and quality of the collected interview data and research outcomes. In this paper, we go beyond this conception of interviewer as either a cultural insider or outsider to examine how multiple identities and positionings are enacted by interviewer and interviewees in order to achieve intersubjectivity, or common ground, in cross-cultural research interviews. The paper contributes to understanding the complexity of cross-cultural interviews, in particular, the impact of positioning processes on the establishment of intersubjectivity and data construction.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-21"},"PeriodicalIF":1.2,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44652787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One way to investigate learner writing is by analyzing the most frequently recurring sequences of words, that is, lexical bundles. This paper presents results for lexical bundles analyses of a Malaysian corpus (MCSAW) against its reference language variety, LOCNESS (Louvain Corpus of Native English Essays). Key 4-word lexical bundles are firstly investigated in terms of their frequencies as well as distribution in both corpora. Following this, key lexical bundles are further categorized and analyzed according to their functions, including qualitative analysis of the most recurrent bundles by examination of concordance lines. Results show that learners use simple types of lexical bundles repeatedly compared to their native speaker counterparts. Evidence of tautology can also be found in learner writing. The findings highlight that using lexical bundles appropriately is important to achieve native-like fluency, while the absence of more varied lexical bundles in learners’ discourse may result in unidiomatic-sounding writing style.
研究学习者写作的一种方法是分析最频繁出现的单词序列，即词汇束。本文介绍了马来西亚语料库（MCAW）与参考语言LOCNESS（Louvain corpus of Native English Essays）的词束分析结果。首先从两个语料库中的4个关键词词束的频率和分布两个方面进行了研究。接下来，根据关键词束的功能对其进行进一步的分类和分析，包括通过检查一致性线对最常见的词束进行定性分析。结果表明，与母语为英语的学习者相比，学习者重复使用简单类型的词汇束。同义反复的证据也可以在学习者的写作中找到。研究结果强调，恰当地使用词束对于实现母语般的流利性很重要，而在学习者的话语中缺乏更多变化的词束可能会导致发音单一的写作风格。
{"title":"Repetitive bundles in Malaysian learner writing","authors":"Siti Aeisha Joharry","doi":"10.1075/aral.19028.joh","DOIUrl":"https://doi.org/10.1075/aral.19028.joh","url":null,"abstract":"\u0000 One way to investigate learner writing is by analyzing the most frequently recurring sequences of words, that is,\u0000 lexical bundles. This paper presents results for lexical bundles analyses of a Malaysian corpus (MCSAW) against its reference\u0000 language variety, LOCNESS (Louvain Corpus of Native English Essays). Key 4-word lexical bundles are firstly investigated in terms\u0000 of their frequencies as well as distribution in both corpora. Following this, key lexical bundles are further categorized and\u0000 analyzed according to their functions, including qualitative analysis of the most recurrent bundles by examination of concordance\u0000 lines. Results show that learners use simple types of lexical bundles repeatedly compared to their native speaker counterparts.\u0000 Evidence of tautology can also be found in learner writing. The findings highlight that using lexical bundles appropriately is\u0000 important to achieve native-like fluency, while the absence of more varied lexical bundles in learners’ discourse may result in\u0000 unidiomatic-sounding writing style.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-27"},"PeriodicalIF":1.2,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results of a study that aimed to investigate fluctuations in the levels of boredom in the virtual world of Second Life (SL) and factors accounting for such changes as reported by a single student of English philology. The participant took part in 15 sessions over the period of one summer semester. The learner was free to explore the virtual world in question, and she self-directed her own learning there. Using data collected by means of a set of research instruments (i.e., a background questionnaire, the Learning Style Survey, a session log, and a semi-structured interview), the study found that the student’s experience of boredom was subject to some changes both in single sessions and from one visit to another. These fluctuations in boredom levels were affected by such factors as meeting the same interlocutors, scarcity of conversation topics, monotonous conversations, group chats or visits that the student perceived as not being beneficial for her language development.
{"title":"Variation in experiencing boredom during self-directed learning in a virtual world","authors":"Mariusz Kruk","doi":"10.1075/aral.19050.kru","DOIUrl":"https://doi.org/10.1075/aral.19050.kru","url":null,"abstract":"\u0000 The paper presents the results of a study that aimed to investigate fluctuations in the levels of boredom in the\u0000 virtual world of Second Life (SL) and factors accounting for such changes as reported by a single student of\u0000 English philology. The participant took part in 15 sessions over the period of one summer semester. The learner was free to\u0000 explore the virtual world in question, and she self-directed her own learning there. Using data collected by means of a set of\u0000 research instruments (i.e., a background questionnaire, the Learning Style Survey, a session log, and a semi-structured interview),\u0000 the study found that the student’s experience of boredom was subject to some changes both in single sessions and from one visit to\u0000 another. These fluctuations in boredom levels were affected by such factors as meeting the same interlocutors, scarcity of\u0000 conversation topics, monotonous conversations, group chats or visits that the student perceived as not being beneficial for her\u0000 language development.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-20"},"PeriodicalIF":1.2,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42150937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories.
{"title":"Identities and beliefs across time and space","authors":"C. Sung","doi":"10.1075/aral.19004.sun","DOIUrl":"https://doi.org/10.1075/aral.19004.sun","url":null,"abstract":"\u0000 This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second\u0000 language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and\u0000 space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by\u0000 specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation\u0000 sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and\u0000 classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic\u0000 manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner.\u0000 The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief\u0000 in L2 learning trajectories.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-24"},"PeriodicalIF":1.2,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42073731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Transplanting non-Western religions to Western nations results in first-generation migrant attempts to transmit faith in vastly different contexts. Especially as adolescents, second-generation migrants tackle mediating their personal religious beliefs in a society with diverse religions and ideologies as well as negotiating membership of their ethnoreligious community. This paper draws from an ethnography in a Tamil Hindu temple in Australia. I present Sri Lankan teenage migrants’ discourse from their faith classroom to elucidate processes of belief positioning. In working out their emergent, and provisional, faith identities, the students deploy mainly Tamil and English linguistic features in their belief narratives. Flexible languaging complements their “syncretic acts” – the practice of drawing on diverse ideologies and experiences (outside the boundaries of a particular religion) to form personalized beliefs. Translanguaging thus facilitates the expression of circumspect, nuanced, and non-traditional interpretations of their heritage religion. Understanding such processes of belief positioning can help societies and institutions to work towards migrant youth inclusion.
{"title":"“I’m kind of agnostic”","authors":"Nirukshi Perera","doi":"10.1075/aral.19083.per","DOIUrl":"https://doi.org/10.1075/aral.19083.per","url":null,"abstract":"Abstract Transplanting non-Western religions to Western nations results in first-generation migrant attempts to transmit faith in vastly different contexts. Especially as adolescents, second-generation migrants tackle mediating their personal religious beliefs in a society with diverse religions and ideologies as well as negotiating membership of their ethnoreligious community. This paper draws from an ethnography in a Tamil Hindu temple in Australia. I present Sri Lankan teenage migrants’ discourse from their faith classroom to elucidate processes of belief positioning. In working out their emergent, and provisional, faith identities, the students deploy mainly Tamil and English linguistic features in their belief narratives. Flexible languaging complements their “syncretic acts” – the practice of drawing on diverse ideologies and experiences (outside the boundaries of a particular religion) to form personalized beliefs. Translanguaging thus facilitates the expression of circumspect, nuanced, and non-traditional interpretations of their heritage religion. Understanding such processes of belief positioning can help societies and institutions to work towards migrant youth inclusion.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":"1-19"},"PeriodicalIF":1.2,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49151036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"H. Reinders, D. Nunan, & B. Zou (Eds.), Innovation in language learning and teaching: The case of\u0000 China","authors":"Y. Xiao, Y. M. Ma, Wenting Chen","doi":"10.1075/aral.20008.xia","DOIUrl":"https://doi.org/10.1075/aral.20008.xia","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Since the introduction of Indonesian in the 1950s, the nature and extent of programs for studying the language in Australian schools has varied significantly. A decade on from the national report on the state of Indonesian language education in Australian schools that indicated a substantial decline in provision ( Kohler & Mahnken, 2010 ), it is timely to take stock and consider how Indonesian is faring and why. This paper reports on a mixed methods study exploring the state and nature of Indonesian language provision in government schools in Australia. The findings indicate that while some decline continues overall, patterns of provision vary, particularly at different levels of schooling. The findings highlight the need for a nuanced understanding of the confluence of factors impacting on Indonesian (including contending ideologies), none of which adequately capture the intrinsic value and distinctiveness of studying Indonesian in the Australian context.
{"title":"Indonesian language education in Australia","authors":"M. Kohler","doi":"10.1075/aral.19065.koh","DOIUrl":"https://doi.org/10.1075/aral.19065.koh","url":null,"abstract":"Abstract Since the introduction of Indonesian in the 1950s, the nature and extent of programs for studying the language in Australian schools has varied significantly. A decade on from the national report on the state of Indonesian language education in Australian schools that indicated a substantial decline in provision ( Kohler & Mahnken, 2010 ), it is timely to take stock and consider how Indonesian is faring and why. This paper reports on a mixed methods study exploring the state and nature of Indonesian language provision in government schools in Australia. The findings indicate that while some decline continues overall, patterns of provision vary, particularly at different levels of schooling. The findings highlight the need for a nuanced understanding of the confluence of factors impacting on Indonesian (including contending ideologies), none of which adequately capture the intrinsic value and distinctiveness of studying Indonesian in the Australian context.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-19"},"PeriodicalIF":1.2,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47081832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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