Pub Date : 2024-02-09DOI: 10.1515/applirev-2023-0136
Zhengdong Gan, Xianrong Wang
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.
{"title":"Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students","authors":"Zhengdong Gan, Xianrong Wang","doi":"10.1515/applirev-2023-0136","DOIUrl":"https://doi.org/10.1515/applirev-2023-0136","url":null,"abstract":"\u0000 Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1515/applirev-2023-0106
M. Teng
The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.
{"title":"Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge","authors":"M. Teng","doi":"10.1515/applirev-2023-0106","DOIUrl":"https://doi.org/10.1515/applirev-2023-0106","url":null,"abstract":"\u0000 The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1515/applirev-2023-0106
M. Teng
The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.
{"title":"Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge","authors":"M. Teng","doi":"10.1515/applirev-2023-0106","DOIUrl":"https://doi.org/10.1515/applirev-2023-0106","url":null,"abstract":"\u0000 The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1515/applirev-2024-0019
Lixin Liu, Xiaoye You
Postcolonial critiques of contrastive rhetoric (CR) have called our attention to epistemological theft and appropriation in the field of second language (L2) writing. Published in Anglophone venues in the Global North, these critiques reveal that early contrastive rhetoricians dispossessed non-Western people from their ownership over certain knowledges, methodologies, and practices by normalizing their language, fixing their culture, and speaking for them. These critiques have contributed to a decolonial reckoning in L2 writing. To understand how the reckoning has impacted L2 writing in the Global South, this paper examines CR scholarship published in Chinese-language venues. The study reveals that while Chinese scholars are not unfamiliar with the decolonial reckoning, they have continued to embrace the traditional CR framework. By doing so, they took part in the epistemological theft and appropriation by reenacting the appropriation of students’ writings and narratives and interpreting them in ways that fit Western knowledges and perspectives. Their acts of epistemological theft and appropriation include racializing Chinese students as inferior to White native speakers, portraying Chinese language and culture as static and inferior, and celebrating CR as a means to solving students’ problems in English writing. Chinese scholars’ acts were motivated by their national identity being defined in opposition to the West and the complicity of capitalism and nationalist discourse in China, a reality that poses challenges in decolonizing L2 writing.
{"title":"The bidirectionality of epistemological theft and appropriation: contrastive rhetoric in China","authors":"Lixin Liu, Xiaoye You","doi":"10.1515/applirev-2024-0019","DOIUrl":"https://doi.org/10.1515/applirev-2024-0019","url":null,"abstract":"\u0000 Postcolonial critiques of contrastive rhetoric (CR) have called our attention to epistemological theft and appropriation in the field of second language (L2) writing. Published in Anglophone venues in the Global North, these critiques reveal that early contrastive rhetoricians dispossessed non-Western people from their ownership over certain knowledges, methodologies, and practices by normalizing their language, fixing their culture, and speaking for them. These critiques have contributed to a decolonial reckoning in L2 writing. To understand how the reckoning has impacted L2 writing in the Global South, this paper examines CR scholarship published in Chinese-language venues. The study reveals that while Chinese scholars are not unfamiliar with the decolonial reckoning, they have continued to embrace the traditional CR framework. By doing so, they took part in the epistemological theft and appropriation by reenacting the appropriation of students’ writings and narratives and interpreting them in ways that fit Western knowledges and perspectives. Their acts of epistemological theft and appropriation include racializing Chinese students as inferior to White native speakers, portraying Chinese language and culture as static and inferior, and celebrating CR as a means to solving students’ problems in English writing. Chinese scholars’ acts were motivated by their national identity being defined in opposition to the West and the complicity of capitalism and nationalist discourse in China, a reality that poses challenges in decolonizing L2 writing.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1515/applirev-2023-0266
Neville Chi Hang Li, Carmen Lee, Rodney H. Jones
The naming of the novel coronavirus was notably one of the most politically sensitive aspects of the pandemic. After former US President Donald Trump began using the term “Chinese Virus” in March 2020, partisans with different tribal affiliations in various countries and regions rushed to formulate arguments for and against using geographically marked and racially charged labels when referring to the virus. Informed by the principles of critical discourse analysis, this article analyses the naming of the virus in the US and Hong Kong, where similar practices of naming served the interests of very different political tribes and ideological agendas. It focuses on different aspects of meaning, i.e. analytic and synthetic, and the argumentation strategies various interpretive communities used to legitimize particular naming practices. It argues that it is not just certain practices of naming, but also certain practices of reasoning about names that comes to index different tribal loyalties.
{"title":"Ways of seeing and discourse strategies of naming the novel coronavirus in the US and Hong Kong","authors":"Neville Chi Hang Li, Carmen Lee, Rodney H. Jones","doi":"10.1515/applirev-2023-0266","DOIUrl":"https://doi.org/10.1515/applirev-2023-0266","url":null,"abstract":"\u0000 The naming of the novel coronavirus was notably one of the most politically sensitive aspects of the pandemic. After former US President Donald Trump began using the term “Chinese Virus” in March 2020, partisans with different tribal affiliations in various countries and regions rushed to formulate arguments for and against using geographically marked and racially charged labels when referring to the virus. Informed by the principles of critical discourse analysis, this article analyses the naming of the virus in the US and Hong Kong, where similar practices of naming served the interests of very different political tribes and ideological agendas. It focuses on different aspects of meaning, i.e. analytic and synthetic, and the argumentation strategies various interpretive communities used to legitimize particular naming practices. It argues that it is not just certain practices of naming, but also certain practices of reasoning about names that comes to index different tribal loyalties.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1515/applirev-2023-0265
Rodney H. Jones
{"title":"Tribal epistemologies and the discursive construction of COVID-19 knowledge","authors":"Rodney H. Jones","doi":"10.1515/applirev-2023-0265","DOIUrl":"https://doi.org/10.1515/applirev-2023-0265","url":null,"abstract":"","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1515/applirev-2023-0254
Rodney H. Jones, S. Jaworska, Zhu Hua
Abstract This paper explores the relationship between epistemologies, tribalism and affect in the experiences of Chinese international students studying in the UK during the COVID-19 pandemic. Drawing on data from student diaries, interviews, and focus groups, it explores how boundaries between in-groups and out-groups were erected and dismantled through processes of socio-temporal scaling, whereby social actors configured affective geographies by linking local spatial relationships to higher level (national and international) scales. The analysis reveals how negative emotions like fear of infection led to practices of spatial distancing and the drawing of cultural boundaries between groups, while feelings of worry about family members in China shaped communication patterns and information flows across geographic spaces. At times, however, positive emotions like affection and sympathy helped participants transcend boundaries, leading them to readjust their emotional mappings of the world and reevaluate their beliefs about COVID. The study highlights the central role affect and emotional labor play both in the formulation of epistemologies around health and in the drawing of boundaries between groups.
{"title":"Affective geographies and tribal epistemologies: studying abroad during COVID-19","authors":"Rodney H. Jones, S. Jaworska, Zhu Hua","doi":"10.1515/applirev-2023-0254","DOIUrl":"https://doi.org/10.1515/applirev-2023-0254","url":null,"abstract":"Abstract This paper explores the relationship between epistemologies, tribalism and affect in the experiences of Chinese international students studying in the UK during the COVID-19 pandemic. Drawing on data from student diaries, interviews, and focus groups, it explores how boundaries between in-groups and out-groups were erected and dismantled through processes of socio-temporal scaling, whereby social actors configured affective geographies by linking local spatial relationships to higher level (national and international) scales. The analysis reveals how negative emotions like fear of infection led to practices of spatial distancing and the drawing of cultural boundaries between groups, while feelings of worry about family members in China shaped communication patterns and information flows across geographic spaces. At times, however, positive emotions like affection and sympathy helped participants transcend boundaries, leading them to readjust their emotional mappings of the world and reevaluate their beliefs about COVID. The study highlights the central role affect and emotional labor play both in the formulation of epistemologies around health and in the drawing of boundaries between groups.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.1515/applirev-2023-0262
Wing Yee Jenifer Ho
While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality and global citizenship embedded within the “tribal thinking” of mask-wearers and non-mask-wearers. This paper explores to what extent two bilingual YouTube influencers participated in either accentuating or softening of boundaries of the two “tribes” by embedding facemasks in their videos. Based on multimodal transcriptions of the two videos (Wang, Yilei, Dezheng Feng & Wing Y. J. Ho. 2021. Identity, lifestyle, and face-mask branding: A social semiotic multimodal discourse analysis. Multimodality & Society 1(2). 216–237), three moments were identified where facemasks were employed by the social actors to perform everyday activities, such as grocery shopping and family brunch. I then examine the interactional stances (Dubois, John W. 2007. The stance triangle. In Robert Englebretson (ed.), Stancetaking in discourse: Subjectivity, evaluation, interaction, 139–182. Amsterdam: John Benjamins) taken by the actors towards facemasks through language and other semiotic resources. By exploring their multimodal stance-taking, it is argued that the two YouTubers’ intercultural trajectories, their performances of authenticity, and their established influence on social media provided them unique means for participating in tribalizing discourses around facemasks by making perceived differences between different groups materials for cultural consumption. The paper concludes by discussing the opportunities and challenges of vernacular health communication through social media influencers.
虽然口罩抵御 COVID-19 的效果现在已基本没有争议，但在全球大流行之初，佩戴口罩者往往成为有时带有种族色彩的攻击目标。戴口罩（或不戴口罩）已不仅仅是一个科学问题，而是演变成了一个更为复杂的社会身份、道德和全球公民意识问题，蕴含在戴口罩者和不戴口罩者的 "部落思维 "之中。本文探讨了 YouTube 上的两位双语影响者通过在其视频中嵌入面具，在多大程度上参与强调或弱化了两个 "部落 "的界限。基于对两段视频的多模态转录（王轶磊、冯德政 & Wing Y. J. Ho.J. Ho.2021.身份、生活方式与口罩品牌：社会符号学多模态话语分析。Multimodality & Society 1(2).216-237），确定了社会行动者使用口罩进行日常活动（如买菜和家庭早午餐）的三个时刻。然后，我研究了互动立场（Dubois, John W. 2007.立场三角。见 Robert Englebretson（编），《话语中的立场》：主观性、评价、互动》，139-182 页。阿姆斯特丹：约翰-本杰明（John Benjamins）通过语言和其他符号资源对面罩采取的立场。通过探究他们的多模态立场，本文认为，这两位 YouTubers 的跨文化轨迹、他们的真实性表演以及他们在社交媒体上的既定影响力，为他们提供了独特的手段，使他们能够通过将不同群体之间的感知差异作为文化消费的素材，从而参与到围绕面具的部落化话语中。本文最后讨论了通过社交媒体影响者进行方言健康传播的机遇和挑战。
{"title":"“By the way I want to give you some masks”: exploring multimodal stance-taking in YouTube videos","authors":"Wing Yee Jenifer Ho","doi":"10.1515/applirev-2023-0262","DOIUrl":"https://doi.org/10.1515/applirev-2023-0262","url":null,"abstract":"While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality and global citizenship embedded within the “tribal thinking” of mask-wearers and non-mask-wearers. This paper explores to what extent two bilingual YouTube influencers participated in either accentuating or softening of boundaries of the two “tribes” by embedding facemasks in their videos. Based on multimodal transcriptions of the two videos (Wang, Yilei, Dezheng Feng & Wing Y. J. Ho. 2021. Identity, lifestyle, and face-mask branding: A social semiotic multimodal discourse analysis. <jats:italic>Multimodality & Society</jats:italic> 1(2). 216–237), three moments were identified where facemasks were employed by the social actors to perform everyday activities, such as grocery shopping and family brunch. I then examine the interactional stances (Dubois, John W. 2007. The stance triangle. In Robert Englebretson (ed.), <jats:italic>Stancetaking in discourse: Subjectivity, evaluation, interaction</jats:italic>, 139–182. Amsterdam: John Benjamins) taken by the actors towards facemasks through language and other semiotic resources. By exploring their multimodal stance-taking, it is argued that the two YouTubers’ intercultural trajectories, their performances of authenticity, and their established influence on social media provided them unique means for participating in tribalizing discourses around facemasks by making perceived differences between different groups materials for cultural consumption. The paper concludes by discussing the opportunities and challenges of vernacular health communication through social media influencers.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1515/applirev-2023-0181
Kevin W. H. Tai
This article aims to build on prior research on translanguaging to document how linguistically and culturally diverse students in a primary ESL classroom mobilise a wide range of multilingual and multimodal resources to demonstrate their conceptual understanding of second language (L2) vocabulary knowledge during classroom interactions. The classroom interactional data will be analysed using Multimodal Conversation Analysis. The analyses of the classroom interactional data will be triangulated with the teacher’s video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis in order to analyse the teacher’s reflections on students’ use of translanguaging to externalise their thought processes. The findings demonstrate that students’ use of translanguaging resources allows for an externalisation of thinking processes which offers visible output for inspection by the teacher. The findings challenge the conventional perspective of L2 acquisition, which commonly involves comparing the learning outcomes of experimental and control groups to evaluate their L2 progress and development. I argue that students’ translanguaging practices can be used as interactional resources for them to visualise their conceptual understanding in progress, which offers valuable diagnostic information for the teacher to assess students’ current knowledge states in the learning process. The findings of this study can provide a comprehensive picture of the process of L2 vocabulary learning as an embodied activity, indicating the need for researchers to conduct fine-grained analysis of students’ translanguaging practices when documenting evidence of students’ L2 learning.
{"title":"Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students","authors":"Kevin W. H. Tai","doi":"10.1515/applirev-2023-0181","DOIUrl":"https://doi.org/10.1515/applirev-2023-0181","url":null,"abstract":"This article aims to build on prior research on translanguaging to document how linguistically and culturally diverse students in a primary ESL classroom mobilise a wide range of multilingual and multimodal resources to demonstrate their conceptual understanding of second language (L2) vocabulary knowledge during classroom interactions. The classroom interactional data will be analysed using Multimodal Conversation Analysis. The analyses of the classroom interactional data will be triangulated with the teacher’s video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis in order to analyse the teacher’s reflections on students’ use of translanguaging to externalise their thought processes. The findings demonstrate that students’ use of translanguaging resources allows for an externalisation of thinking processes which offers visible output for inspection by the teacher. The findings challenge the conventional perspective of L2 acquisition, which commonly involves comparing the learning outcomes of experimental and control groups to evaluate their L2 progress and development. I argue that students’ translanguaging practices can be used as interactional resources for them to visualise their conceptual understanding in progress, which offers valuable diagnostic information for the teacher to assess students’ current knowledge states in the learning process. The findings of this study can provide a comprehensive picture of the process of L2 vocabulary learning as an embodied activity, indicating the need for researchers to conduct fine-grained analysis of students’ translanguaging practices when documenting evidence of students’ L2 learning.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1515/applirev-2022-0152
Chanyoung Lee, Gyu-Ho Shin, Boo Kyung Jung
Abstract The ‘good-enough’ processing account argues that, given the parallel activation of two parsing routes—algorithmic and heuristic parsing, the processor prefers heuristics over algorithms when unfolding incoming input. Literature on L2 ‘good-enough’ processing conjoins with this argument, also claiming that various factors may modulate how the L2 processor adjusts its way to heuristic or algorithmic parsing. The present study investigates how L2 learners with contrastive L1 backgrounds (Czech; English) achieve ‘good-enough’ comprehension in Korean, a popular L2 target but understudied for this topic. We focus on morphological causative and suffixal passive constructions, which differ in terms of the alignment between thematic roles and case-marking and the interpretive computation that verbal morphology invites. Participants joined acceptability judgement and self-paced reading tasks, with manipulation of word order (verb-final vs. verb-initial). Results from these tasks suggest two aspects of L2 comprehension. First, L1 and L2 comprehension do not qualitatively differ regarding ‘good-enough’ processing: the L2 processor utilises both parsing routes to reduce the burden of work at hand at the earliest opportunity. Second, the divergence of L1 and L2 processing behaviours during comprehension may originate from various factors surrounding L2 learners (e.g., L2 usage, L1–L2 interface, task types), anchoring the noisy representations of L2 knowledge.
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