This study aims to exemplify how language teaching can benefit from learner corpus research (LCR). To this end, this study determines how L1 and L2 English speakers with diverse L1 backgrounds differ with respect to adjective amplification, based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study confirms trends reported in previous research, in that L1 speakers amplify adjectives more frequently than L2 English speakers. In addition, the analysis shows that L1 and L2 English speakers differ substantially with respect to the collocational profiles of specific amplifier types and with respect to awareness of genre-specific constraints on amplifier use, and that even advanced L2 speakers tend to be unaware of stylistic constraints on adjective amplification because they model their academic output based on patterns generalized from informal conversation. These findings are useful for language teaching in that the data can be used to target L1-specific difficulties experienced by L2 English speakers.
{"title":"How Learner Corpus Research can inform language learning and teaching","authors":"M. Schweinberger","doi":"10.1075/aral.00032.sch","DOIUrl":"https://doi.org/10.1075/aral.00032.sch","url":null,"abstract":"This study aims to exemplify how language teaching can benefit from learner corpus research (LCR). To this end, this study determines how L1 and L2 English speakers with diverse L1 backgrounds differ with respect to adjective amplification, based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study confirms trends reported in previous research, in that L1 speakers amplify adjectives more frequently than L2 English speakers. In addition, the analysis shows that L1 and L2 English speakers differ substantially with respect to the collocational profiles of specific amplifier types and with respect to awareness of genre-specific constraints on amplifier use, and that even advanced L2 speakers tend to be unaware of stylistic constraints on adjective amplification because they model their academic output based on patterns generalized from informal conversation. These findings are useful for language teaching in that the data can be used to target L1-specific difficulties experienced by L2 English speakers.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"195-217"},"PeriodicalIF":1.2,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42139722","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 National Assessment Program – Literacy and Numeracy (NAPLAN) has been a key tenet of Australian education policy since its launch over a decade ago. Print media coverage of NAPLAN and myschool.edu.au,1 which displays and compares NAPLAN results across Australia, has played a role in both reporting and shaping this aspect of education policy. This paper uses a corpus-assisted approach to map print media representations of NAPLAN over the first decade of the Program, from 2008 to 2018. Building on previous work on NAPLAN and the print media (Mockler, 2013, 2016), it draws on a corpus of almost 6,000 articles from the Australian national and capital city daily newspapers published between 2008 and 2018. It charts the discursive shifts that have taken place over this period as NAPLAN has transitioned in the public space from a diagnostic tool seen to be useful to educators, to a comparative tool seen to be useful to parents and the general public, and more recently to a contested tool seen to have narrow or limited utility.
{"title":"Ten years of print media coverage of NAPLAN","authors":"Nicole Mockler","doi":"10.1075/aral.19047.moc","DOIUrl":"https://doi.org/10.1075/aral.19047.moc","url":null,"abstract":"\u0000 The National Assessment Program – Literacy and Numeracy (NAPLAN) has been a key tenet of Australian education\u0000 policy since its launch over a decade ago. Print media coverage of NAPLAN and myschool.edu.au,1 which displays and compares NAPLAN results across Australia, has\u0000 played a role in both reporting and shaping this aspect of education policy. This paper uses a corpus-assisted approach to map\u0000 print media representations of NAPLAN over the first decade of the Program, from 2008 to 2018. Building on previous work on NAPLAN\u0000 and the print media (Mockler, 2013, 2016),\u0000 it draws on a corpus of almost 6,000 articles from the Australian national and capital city daily newspapers published between 2008\u0000 and 2018. It charts the discursive shifts that have taken place over this period as NAPLAN has transitioned in the public space\u0000 from a diagnostic tool seen to be useful to educators, to a comparative tool seen to be useful to parents and the general public,\u0000 and more recently to a contested tool seen to have narrow or limited utility.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"117-144"},"PeriodicalIF":1.2,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46964195","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":"Laurence Anthony, Introducing English for specific purposes","authors":"Hien Hoang","doi":"10.1075/aral.00033.hoa","DOIUrl":"https://doi.org/10.1075/aral.00033.hoa","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"219-223"},"PeriodicalIF":1.2,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684627","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":"Corpus linguistics and education in Australia","authors":"M. Bednarek, P. Crosthwaite, Alexandra I. García","doi":"10.1075/aral.43.2","DOIUrl":"https://doi.org/10.1075/aral.43.2","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029861","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 describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) (Johns, 1991), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction. Learners’ usage of the SPOC platform and their quantitative and qualitative perceptions of the course are described for the reader. The paper also outlines certain conceptual and methodological challenges involved in taking DDL instruction online.
{"title":"Taking DDL online","authors":"P. Crosthwaite","doi":"10.1075/aral.00031.cro","DOIUrl":"https://doi.org/10.1075/aral.00031.cro","url":null,"abstract":"This paper describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) (Johns, 1991), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction. Learners’ usage of the SPOC platform and their quantitative and qualitative perceptions of the course are described for the reader. The paper also outlines certain conceptual and methodological challenges involved in taking DDL instruction online.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"169-195"},"PeriodicalIF":1.2,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49616146","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}
Conspiracy theories are often disqualified as inadequate and deliberate forms of misinformation. In this analysis, we engage with a specific case, the conspiracy theory developed on an online New Right forum called Q about the so-called “MAGA Kid incident” with focus on its circulation and uptake on Facebook. Drawing on ethnomethodological principles, the analysis shows how ergoic argumentation is systematically being deployed as a means of debunking rational-factual discourses about such incidents. While rationality itself is being rejected, conspiracy theorists deploy “reasonable” knowledge tactics. The paper shows how conspiracy theorists skillfully mobilize social media affordances, particularly Internet memes, to promote conspiracism as a form of inclusive political activism as well as a legitimate and “critical” mode of reasoning.
{"title":"Ergoic framing in New Right online groups","authors":"Ondřej Procházka, J. Blommaert","doi":"10.1075/aral.19033.pro","DOIUrl":"https://doi.org/10.1075/aral.19033.pro","url":null,"abstract":"\u0000 Conspiracy theories are often disqualified as inadequate and deliberate forms of misinformation. In this analysis,\u0000 we engage with a specific case, the conspiracy theory developed on an online New Right forum called Q about the so-called “MAGA\u0000 Kid incident” with focus on its circulation and uptake on Facebook. Drawing on ethnomethodological principles, the analysis shows\u0000 how ergoic argumentation is systematically being deployed as a means of debunking rational-factual discourses about such\u0000 incidents. While rationality itself is being rejected, conspiracy theorists deploy “reasonable” knowledge tactics. The paper shows\u0000 how conspiracy theorists skillfully mobilize social media affordances, particularly Internet memes, to promote conspiracism as a\u0000 form of inclusive political activism as well as a legitimate and “critical” mode of reasoning.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43180694","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 International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naive and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.
{"title":"The discursive (mis)representation of English language proficiency","authors":"Agnes Bodis","doi":"10.1075/aral.19039.bod","DOIUrl":"https://doi.org/10.1075/aral.19039.bod","url":null,"abstract":"Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naive and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":"1-28"},"PeriodicalIF":1.2,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47254251","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 study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.
{"title":"The interplay of avatar identities, self-efficacy, and language practices","authors":"J. Chen","doi":"10.1075/aral.19032.che","DOIUrl":"https://doi.org/10.1075/aral.19032.che","url":null,"abstract":"\u0000 This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in\u0000 Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices.\u0000 Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while\u0000 interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner\u0000 reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked\u0000 identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar\u0000 affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their\u0000 language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D\u0000 virtual environments.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202745","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 draws on Legitimation Code Theory (LCT), particularly semantic gravity waving, as a strategy for academic literacies practitioners to conceptualise how knowledge in their field might be organised and presented. Students can be guided to notice meanings related to context-dependency at the discourse and lexico-grammatical levels through the presentation of semantic gravity waving profiles. For this study, semantic gravity waving profiles have been found useful for explaining the rationale of a genre pedagogy approach, the structure of an Introduction-Method-Results-Discussion (IMRD) genre, and teaching both lexical coherence for a theoretical framework section, and accurate use of determiners with non-count abstract nouns such as “research”. Therefore, semantic gravity profiling seems to provide explanatory power as a pedagogical tool in the classroom. Findings from a mixed method survey with sixty students as well as extracts from student texts before and after semantic gravity waving profile pedagogical interventions are provided.
{"title":"Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy","authors":"M. Brooke","doi":"10.1075/aral.19012.bro","DOIUrl":"https://doi.org/10.1075/aral.19012.bro","url":null,"abstract":"Abstract This study draws on Legitimation Code Theory (LCT), particularly semantic gravity waving, as a strategy for academic literacies practitioners to conceptualise how knowledge in their field might be organised and presented. Students can be guided to notice meanings related to context-dependency at the discourse and lexico-grammatical levels through the presentation of semantic gravity waving profiles. For this study, semantic gravity waving profiles have been found useful for explaining the rationale of a genre pedagogy approach, the structure of an Introduction-Method-Results-Discussion (IMRD) genre, and teaching both lexical coherence for a theoretical framework section, and accurate use of determiners with non-count abstract nouns such as “research”. Therefore, semantic gravity profiling seems to provide explanatory power as a pedagogical tool in the classroom. Findings from a mixed method survey with sixty students as well as extracts from student texts before and after semantic gravity waving profile pedagogical interventions are provided.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"43 1","pages":"228-246"},"PeriodicalIF":1.2,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45538523","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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