In an age of persistent existential crises, governments and wider society are demanding from academia tangible contributions toward tackling the “big” contemporary issues, including climate change, demographic collapse, social instability, and the risks of escalating global conflict. Since all such problems involve a linguistic dimension, applied linguists are increasingly repurposing their research skills to achieve impact in such domains, far beyond the traditional scope of their core discipline. This paper discusses doing so within the distinctive framework of the Zurich approach to transdisciplinarity. Core features of the Zurich approach are sketched, and a case is made for applied linguists working alongside scientists, engineers, lawyers, and others in transdisciplinary teams focused on wicked problems.
{"title":"The big global issues: Applied linguists and transdisciplinarity beyond SLA","authors":"Jonathon Ryan","doi":"10.1111/ijal.12623","DOIUrl":"https://doi.org/10.1111/ijal.12623","url":null,"abstract":"In an age of persistent existential crises, governments and wider society are demanding from academia tangible contributions toward tackling the “big” contemporary issues, including climate change, demographic collapse, social instability, and the risks of escalating global conflict. Since all such problems involve a linguistic dimension, applied linguists are increasingly repurposing their research skills to achieve impact in such domains, far beyond the traditional scope of their core discipline. This paper discusses doing so within the distinctive framework of the Zurich approach to transdisciplinarity. Core features of the Zurich approach are sketched, and a case is made for applied linguists working alongside scientists, engineers, lawyers, and others in transdisciplinary teams focused on wicked problems.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the wake of globalisation and the widespread dominance of English, Southeast Asian countries have experienced significant shifts in their foreign language policies, prioritising English instruction over other languages. While numerous studies have explored teacher agency in response to educational change, understanding the motivations behind their actions warrants further attention. Amidst this evolving educational landscape in culturally nuanced contexts like Southeast Asia, unpacking the influence of Asian sociocultural values on how teachers exert agency during this transition could provide in‐depth insights into teacher agency and their decision making. Employing a sociocultural approach and drawing on Bourdieu's theory of practice, this paper examines the sociocultural factors shaping the agency of 20 teachers in a Vietnamese university as they respond to a profound educational change—the transition from teaching modern foreign languages (e.g., French, Chinese, and Russian) to teaching English. Through teacher interviews with 20 transitioned teachers, supplemented by insights from interviews with two faculty and university leaders, the findings reveal the embodiment of Bourdieu's concepts of Habitus and Capital in Vietnamese adaptability, flexibility, family roles, responsibilities, and teachers’ sense of collectivity as influential factors on teacher agency. Additionally, the hierarchical nature of change implementation, as reflected in leaders’ orientations, organisational constraints, and administrative styles, viewed through the lens of Field and social networks, contributes to the intricate dynamics of the transition process. Understanding these findings is crucial for comprehending the factors that constrain and facilitate teachers’ responses to change within the complex interplay of individual dispositions, societal structures, and power distribution within the educational sphere.
{"title":"Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context","authors":"Hao Tran, Minglin Li","doi":"10.1111/ijal.12619","DOIUrl":"https://doi.org/10.1111/ijal.12619","url":null,"abstract":"In the wake of globalisation and the widespread dominance of English, Southeast Asian countries have experienced significant shifts in their foreign language policies, prioritising English instruction over other languages. While numerous studies have explored teacher agency in response to educational change, understanding the motivations behind their actions warrants further attention. Amidst this evolving educational landscape in culturally nuanced contexts like Southeast Asia, unpacking the influence of Asian sociocultural values on how teachers exert agency during this transition could provide in‐depth insights into teacher agency and their decision making. Employing a sociocultural approach and drawing on Bourdieu's theory of practice, this paper examines the sociocultural factors shaping the agency of 20 teachers in a Vietnamese university as they respond to a profound educational change—the transition from teaching modern foreign languages (e.g., French, Chinese, and Russian) to teaching English. Through teacher interviews with 20 transitioned teachers, supplemented by insights from interviews with two faculty and university leaders, the findings reveal the embodiment of Bourdieu's concepts of Habitus and Capital in Vietnamese adaptability, flexibility, family roles, responsibilities, and teachers’ sense of collectivity as influential factors on teacher agency. Additionally, the hierarchical nature of change implementation, as reflected in leaders’ orientations, organisational constraints, and administrative styles, viewed through the lens of Field and social networks, contributes to the intricate dynamics of the transition process. Understanding these findings is crucial for comprehending the factors that constrain and facilitate teachers’ responses to change within the complex interplay of individual dispositions, societal structures, and power distribution within the educational sphere.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study discusses the relationship among various factors in English communication, including social presence, international posture (IP), willingness to communicate (WTC), second language learning motivation, and English proficiency. The hypothesis was that IP (having things to communicate to the world) would affect social presence, but WTC would augment its effect on social presence. To confirm this as well as the positioning of social presence in English learning, structural equation modeling was performed on the survey responses of 325 undergraduate students in Japan. The first model revealed that the path from IP to social presence was not significant but the indirect effect of WTC on social presence was. Since the model did not show a good fit, it was improved by eliminating the insignificant path and assuming covariance among the error variables. As a result, the final model showed a good fit. Within the same model, the path from IP to English proficiency via WTC and motivation and the path from IP to social presence via WTC were found to be moderately influential. In other words, the model explains that as IP increases, social presence via WTC and English proficiency via WTC and motivation also increase.
本研究讨论了英语交流中各种因素之间的关系，包括社会存在、国际姿态（IP）、交流意愿（WTC）、第二语言学习动机和英语水平。研究假设 IP（有事情要与世界交流）会影响社交存在感，但 WTC 会增强其对社交存在感的影响。为了证实这一点以及社会存在在英语学习中的定位，我们对日本 325 名本科生的调查问卷进行了结构方程建模。第一个模型显示，从 IP 到社会存在的路径并不显著，但 WTC 对社会存在的间接影响是显著的。由于该模型的拟合效果不佳，因此通过剔除不显著的路径并假设误差变量之间存在协方差，对模型进行了改进。因此，最终模型显示出良好的拟合效果。在同一模型中，通过永利国际娱乐和动机从 IP 到英语水平的路径，以及通过永利国际娱乐从 IP 到社会存在的路径被认为具有中等程度的影响。换句话说，该模型解释了随着 IP 的增加，通过永利国际娱乐的社会存在以及通过永利国际娱乐和动机的英语水平也会增加。
{"title":"Social presence and other individual differences in asynchronous English communication","authors":"Fumiya Shinozaki","doi":"10.1111/ijal.12614","DOIUrl":"https://doi.org/10.1111/ijal.12614","url":null,"abstract":"This study discusses the relationship among various factors in English communication, including social presence, international posture (IP), willingness to communicate (WTC), second language learning motivation, and English proficiency. The hypothesis was that IP (having things to communicate to the world) would affect social presence, but WTC would augment its effect on social presence. To confirm this as well as the positioning of social presence in English learning, structural equation modeling was performed on the survey responses of 325 undergraduate students in Japan. The first model revealed that the path from IP to social presence was not significant but the indirect effect of WTC on social presence was. Since the model did not show a good fit, it was improved by eliminating the insignificant path and assuming covariance among the error variables. As a result, the final model showed a good fit. Within the same model, the path from IP to English proficiency via WTC and motivation and the path from IP to social presence via WTC were found to be moderately influential. In other words, the model explains that as IP increases, social presence via WTC and English proficiency via WTC and motivation also increase.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"18 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mostafa Ranjbar, Mohammad Hassanzadeh, Amin Roghanian
Second/foreign language (L2) learners often go through a gamut of conflicting experiences embedded within their emotional system, which can be managed through emotion regulation (ER). Motivated by complex dynamic systems theory (CDST), this qualitative study aimed to explore the signature dynamics of positive and negative emotions among six Iranian adolescent English language learners. Additionally, the study investigated how learners manage their emotions in the L2 classroom. Using the CDST as its main theoretical framework and retrodictive qualitative modeling as its main methodology, the current investigation revealed that the learners’ emotional systems were mediated by internal and external contexts, as well as dynamicity. It was further discovered that ER strategies were driven by multiple simultaneous factors influencing emotional systems and the adaptability of those systems to new situations. In the end, we discuss how policymakers, teachers, and researchers can adopt the findings to provide some well‐needed support for classroom‐based L2 learners.
{"title":"Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study","authors":"Mostafa Ranjbar, Mohammad Hassanzadeh, Amin Roghanian","doi":"10.1111/ijal.12606","DOIUrl":"https://doi.org/10.1111/ijal.12606","url":null,"abstract":"Second/foreign language (L2) learners often go through a gamut of conflicting experiences embedded within their emotional system, which can be managed through emotion regulation (ER). Motivated by complex dynamic systems theory (CDST), this qualitative study aimed to explore the signature dynamics of positive and negative emotions among six Iranian adolescent English language learners. Additionally, the study investigated how learners manage their emotions in the L2 classroom. Using the CDST as its main theoretical framework and retrodictive qualitative modeling as its main methodology, the current investigation revealed that the learners’ emotional systems were mediated by internal and external contexts, as well as dynamicity. It was further discovered that ER strategies were driven by multiple simultaneous factors influencing emotional systems and the adaptability of those systems to new situations. In the end, we discuss how policymakers, teachers, and researchers can adopt the findings to provide some well‐needed support for classroom‐based L2 learners.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"284 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abdullah Alamer, Suhad Sonbul, Dina Abdel Salam El‐Dakhs
Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. Particularly, we conceive of the nine constructs of VLSs as emergent variables (composite) rather than latent variables (common factor). In contrast to latent variables, emergent variables are constructs that are formed by their items. To test this proposition, we make use of the confirmatory composite analysis (CCA), which is akin to confirmatory factor analysis (CFA), that was developed for assessing emergent variables. To evaluate the CCA model of VLSs, 216 Saudi university students of English completed an online questionnaire. The results indicated that CCA better fitted our data while CFA appeared to provide a less than acceptable fit. Moreover, we examined the criterion‐related validity of the VLSs through the composite model and showed that two constructs, inferencing and self‐initiation positively related to self‐perception of English proficiency. Overall, the findings seem to suggest that the VLSs are better seen as made of emergent variables, with the items defining the constructs. The findings hold methodological and empirical implications for the L2 research.
词汇学习策略（VLS）是研究人员了解学习者在第二语言（L2）学习中取得成功的关键变量之一。目前有不同的调查问卷来考察第二语言学习者对词汇学习策略的使用情况，但大多数问卷在收集足够的统计证据时都存在问题。本研究试图从不同的统计角度复制 VLS 问卷的建构效度。特别是，我们将 VLS 的九个构式视为涌现变量（复合变量）而非潜变量（共同因素）。与潜变量相比，涌现变量是由其项目形成的构念。为了验证这一命题，我们使用了确证综合分析（CCA），它类似于确证因子分析（CFA），是为评估涌现变量而开发的。为了评估 VLS 的 CCA 模型，216 名学习英语的沙特大学生填写了一份在线问卷。结果表明，CCA 更好地拟合了我们的数据，而 CFA 的拟合效果似乎不尽如人意。此外，我们还通过复合模型检验了 VLS 的标准相关效度，结果表明推断和自我激励这两个构念与英语能力的自我认知正相关。总之，研究结果似乎表明，VLS 最好被视为由新兴变量组成，由项目来定义建构。这些发现对语言学习研究具有方法论和实证方面的意义。
{"title":"Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field","authors":"Abdullah Alamer, Suhad Sonbul, Dina Abdel Salam El‐Dakhs","doi":"10.1111/ijal.12609","DOIUrl":"https://doi.org/10.1111/ijal.12609","url":null,"abstract":"Vocabulary learning strategies (VLSs) are one of the key variables that allow researchers to understand learners’ success in second language (L2) learning. Different questionnaires are available to examine L2 learners' use of VLSs, but most of them suffered from problems while gathering sufficient statistical evidence. The present study sought to replicate the construct validity of the VLS questionnaire from a different statistical perspective. Particularly, we conceive of the nine constructs of VLSs as <jats:italic>emergent variables</jats:italic> (composite) rather than <jats:italic>latent variables</jats:italic> (common factor). In contrast to latent variables, emergent variables are constructs that are formed by their items. To test this proposition, we make use of the confirmatory composite analysis (CCA), which is akin to confirmatory factor analysis (CFA), that was developed for assessing emergent variables. To evaluate the CCA model of VLSs, 216 Saudi university students of English completed an online questionnaire. The results indicated that CCA better fitted our data while CFA appeared to provide a less than acceptable fit. Moreover, we examined the criterion‐related validity of the VLSs through the composite model and showed that two constructs, <jats:italic>inferencing</jats:italic> and <jats:italic>self‐initiation</jats:italic> positively related to self‐perception of English proficiency. Overall, the findings seem to suggest that the VLSs are better seen as made of emergent variables, with the items defining the constructs. The findings hold methodological and empirical implications for the L2 research.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"25 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper addresses linguistic and epistemic justice by exploring multilingual practices in tertiary contexts in an English‐dominant linguistic ecology. The paper argues that the university linguistic space (linguascene) governs language choices toward English monolingualism, and this has implications for epistemic justice in multilingual universities. While the top‐down policy of institutional monolingualism serves as the backdrop to the research, the paper is focused on individual voices and student perspectives. The study collected semi‐structured interviews from 14 tertiary students studying in Australia to interrogate their dispositions of the affordances that university spaces provide for multilingual practices. The findings of this study expose monolingual ideologies where English is seen as the legitimate norm and students do not engage with other languages through translanguaging practices. The study also reveals that students’ language norms are driven by ideologies of linguistic entrepreneurship directed at the priority of English. Students expressed doubts about the practicality of embracing multilingualism, therefore, perpetuating existing monolingual practices. The paper points to ideological barriers in the development of multilingual practices and calls for developing critical language awareness in students and academics to ensure that they become more aware of the benefits and the epistemic justice aspects of multilingual practices during their academic studies.
{"title":"Towards epistemic and linguistic justice in universities: Exploring the Australian university linguascene from student perspectives","authors":"Anikó Hatoss, Eliot Allport","doi":"10.1111/ijal.12611","DOIUrl":"https://doi.org/10.1111/ijal.12611","url":null,"abstract":"This paper addresses linguistic and epistemic justice by exploring multilingual practices in tertiary contexts in an English‐dominant linguistic ecology. The paper argues that the university linguistic space (linguascene) governs language choices toward English monolingualism, and this has implications for epistemic justice in multilingual universities. While the top‐down policy of institutional monolingualism serves as the backdrop to the research, the paper is focused on individual voices and student perspectives. The study collected semi‐structured interviews from 14 tertiary students studying in Australia to interrogate their dispositions of the affordances that university spaces provide for multilingual practices. The findings of this study expose monolingual ideologies where English is seen as the legitimate norm and students do not engage with other languages through translanguaging practices. The study also reveals that students’ language norms are driven by ideologies of linguistic entrepreneurship directed at the priority of English. Students expressed doubts about the practicality of embracing multilingualism, therefore, perpetuating existing monolingual practices. The paper points to ideological barriers in the development of multilingual practices and calls for developing critical language awareness in students and academics to ensure that they become more aware of the benefits and the epistemic justice aspects of multilingual practices during their academic studies.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.
{"title":"Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context","authors":"Akira Iwata, Kohei Kanayama, Kiwamu Kasahara","doi":"10.1111/ijal.12610","DOIUrl":"https://doi.org/10.1111/ijal.12610","url":null,"abstract":"This study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat
The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.
{"title":"Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning","authors":"Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat","doi":"10.1111/ijal.12607","DOIUrl":"https://doi.org/10.1111/ijal.12607","url":null,"abstract":"The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"286 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article studies the use of lexical hedges and boosters in English‐medium Master's theses by L2 (Czech) graduates in English language and literature programmes. Drawing on the metadiscourse framework and adopting a corpus‐based approach, the study analyses the frequency, realisations, and function of hedges and boosters in a corpus of 48 Master's theses in linguistics, literature, and education. The results are also compared to a reference corpus representing L1 English published academic discourse in the same disciplines. The analysis shows that the Master's theses of Czech students use fewer hedges and slightly more boosters than L1 expert writers and thus display a somewhat less cautious stance. The results also indicate that Czech graduates show a strong preference for content‐oriented hedges and emphatics as boosters. This suggests that the rhetorical choices of Czech graduates bear features of learner discourse and may be affected by the merging of L1 and L2 academic conventions and the power relations between the student‐writer and the examiners inherent to the Master's thesis. Based on these findings, the article draws some implications for L2 writing pedagogy.
{"title":"Hedges and boosters in L2 (Czech) Master's theses and published research articles: A contrastive analysis","authors":"Olga Dontcheva‐Navratilova","doi":"10.1111/ijal.12602","DOIUrl":"https://doi.org/10.1111/ijal.12602","url":null,"abstract":"This article studies the use of lexical hedges and boosters in English‐medium Master's theses by L2 (Czech) graduates in English language and literature programmes. Drawing on the metadiscourse framework and adopting a corpus‐based approach, the study analyses the frequency, realisations, and function of hedges and boosters in a corpus of 48 Master's theses in linguistics, literature, and education. The results are also compared to a reference corpus representing L1 English published academic discourse in the same disciplines. The analysis shows that the Master's theses of Czech students use fewer hedges and slightly more boosters than L1 expert writers and thus display a somewhat less cautious stance. The results also indicate that Czech graduates show a strong preference for content‐oriented hedges and emphatics as boosters. This suggests that the rhetorical choices of Czech graduates bear features of learner discourse and may be affected by the merging of L1 and L2 academic conventions and the power relations between the student‐writer and the examiners inherent to the Master's thesis. Based on these findings, the article draws some implications for L2 writing pedagogy.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.
{"title":"Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts","authors":"Jiying Han, Haoyu Zhuang, Hongbiao Yin, Yan Cai","doi":"10.1111/ijal.12604","DOIUrl":"https://doi.org/10.1111/ijal.12604","url":null,"abstract":"This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：