International Journal of Applied Linguistics最新文献

“Neijuan” (translated as involution) has sparked increased interest in the development of foreign language teacher identity. However, research exploring neijuan's potential role in fostering identity development during early career stages has been insufficient. Furthermore, these relationships need to be empirically investigated in foreign language contexts despite the possible influence of teacher well-being and agency on teacher identity. This research utilized a mixed-methods approach, comprising questionnaire surveys that yielded 249 effective responses and follow-up interviews with five teachers from China's “double first-class” universities. Results showed that teacher well-being directly influenced teacher identity, and teacher well-being indirectly affected teacher identity via the mediation of agency. These results have implications for universities and teachers to develop a healthier and more sustainable work ecosystem.

Individuals with autism spectrum disorder (ASD) often face challenges in pragmatic language use, particularly in foreign language learning contexts, yet the specific factors influencing pragmatic competence in these environments remain underexplored. This qualitative single case study investigates the pragmatic competencies of a 15-year-old language learner with ASD in Türkiye, focusing on both L1 (Turkish) and L2 (English) communication. Conducted over a six-month period, data were collected through multiple ethnographic methods, including semi-structured interviews, audio-recorded observations, parental reports, a teacher rating scale, open-ended hypothetical scenarios, an ILP test, and the Pragmatics Rating Scale. Thematic analysis was employed following Braun and Clarke's (2006) six-phase approach, ensuring systematic coding, theme development, and interpretive depth appropriate for autism-related discourse data. The findings indicate persistent challenges in comprehending abstract concepts, conversational implicature, and social role recognition. However, the participant employed several adaptive strategies, including politeness strategies, off-record communication, and explicit verbal markers. Quantitative assessments further supported these observations, highlighting areas of strength in propositional content and areas for growth in interactional and nonverbal communication. These results have significant implications for improving the pragmatic development of ASD learners in L2 contexts, especially for language learners requiring special education. The discussion underscores the importance of fostering socially enriched environments that promote the development of pragmatic awareness and interlanguage competence in both verbal and written modalities. It also emphasizes the need for specialized teacher training and professional development in instructional pragmatics tailored to learners with ASD.

Despite artificial intelligence (AI) emerging as a key driver of innovation and transformation in language education, how to enhance language teachers’ AI literacy and understand their emotional experiences in AI-mediated teaching remains largely unexplored. Drawing upon Appraisal Theory, this study seeks to uncover the interplay between language teachers’ AI literacy and their emotional responses. Data were collected from 148 English as a foreign language (EFL) teachers at universities and colleges in China through an online questionnaire. Partial least squares structural equation modeling (PLS-SEM) was employed to examine the effects of four dimensions of AI literacy, including Knowing and Understanding AI (KUAI), Applying AI (AAI), Evaluating AI Applications (EAIA), and AI Ethics (AIE), on three types of emotions: enjoyment, anger, and anxiety. The results revealed significant positive correlations between the four dimensions of AI literacy and the three types of AI-induced emotions. Furthermore, AAI and EAIA were found to positively predict teachers’ enjoyment, while EAIA also positively predicted teachers’ anger. However, KUAI and AIE did not predict any of the AI-induced emotional outcomes, and none of the four dimensions of AI literacy were found to predict anxiety. This study highlights the necessity of targeted interventions, paving the way for more comprehensive teacher training programs and policy initiatives that equip educators with both technical knowledge and emotional resilience in AI-mediated teaching environments, thereby supporting their effective and ethical adoption of AI.

This article investigates text complexity in Chinese-language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non-core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students’ linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.