International Journal of Applied Linguistics最新文献

This article explores the multidisciplinary field of computational sociolinguistics (CSLX). A social network analysis through a bibliometric approach is employed to investigate the landscape of scholarly publications through a series of keyword queries related to ‘Computational Sociolinguistics’. The study analyses publications contributing to this research area, focusing on semantic content analysis. The methodology involves the extraction and processing of data from the database Web of Science followed by semantic similarity assessments and classifications of abstracts using advanced natural language processing techniques to map the thematic clusters within the field as well as co-authorship analysis. Key findings reveal significant multidisciplinarity in CSLX characterised by the integration of computational methods into sociolinguistic inquiries. The study identifies central topics and collaborative patterns, highlighting the influence of the computational profile over the sociolinguistic one. Conclusively, CSLX is positioned as an emerging field, with its development influenced by technological advancements and the increasing complexity of social interactions in computer-mediated communication.

Taking Dörnyei's (2005) L2 motivational self system as the theoretical framework, this study investigates the relationships between Korean language learners’ attitudes toward the L2 community, competitiveness, and motivation. Using a mixed-methods design, data were collected from an anonymous online questionnaire survey with 967 Korean major students at Chinese universities and post-survey interviews with 17 participants from the survey. The results suggested that the extent to which learners relate themselves to the Korean-speaking community played a crucial role in the development of their ideal L2 selves. An intercultural friendship orientation, an intergroup approach-avoidance tendency, and an interest in Korea-related affairs contributed to an enjoyable learning experience. The increased interest in Korea-related affairs and competitiveness enhanced learners’ ought-to L2 selves, while a greater interest in Korea-related vocations and activities reduced their concern about the expectations of others. These findings provide insights into the motivation to learn the Korean language and thus have pedagogical implications for enhancing learners’ motivation to learn languages other than English in higher education institutions.

In this study, I employ critical autoethnographic narrative (CAN) as a teacher-learning activity that pedagogizes identity in teacher education. I specifically rely on a white US-born teacher candidate's (Robert's) data, which included the following: four installments of CAN writing, four recorded individual feedback meetings, one discussion board post, visual mapping of CAN, recorded rubric co-construction, and recorded final CAN presentation. I utilized narrative inquiry procedures to analyze Robert's data to examine how his emotions entangled with his intersectional identities and surrounding ideologies as he constructed his English as a second language teacher in his CAN writing. I present my findings around four major themes with illustrative excerpts from Robert: (1) emotions entangled with intersectional identities, (2) emotional responses to dominant ideologies, (3) emotional engagement in acts of agency, and (4) identity tensions as loci of emotional entanglement. I discuss those findings in relation to the use of CAN in teacher education, the emotional dimensions of teachers’ intersectional identities, and identity tensions in understanding the relationship between identity, agency, and ideologies. I also share the implications of my findings for teacher educators who consider using CAN or incorporating identity, emotions, and agency in their practices.

Accent discrimination, or accentism, has been studied in various contexts, with a few focusing on hierarchical workplace environments. However, its impact in Thailand remains underexplored. Through nonprobability purposive–convenience sampling, this study investigates accentism in Thai workplaces through online semi-structured interviews with six Thai employees. Using a thematic-analysis approach, it examines their perceptions of their English accent, the extent and nature of accent discrimination they face, and its effects on them. The findings reveal that Thai employees experience both overt and covert accentism, affecting their self-esteem and professional opportunities. Participants reported cases of mockery, diminished confidence, and social exclusion directly linked to their “nonnative” English accents, emphasizing a prevalent workplace bias that associates professional competence with (“native”) accent conformity. This bias is not solely linguistic but deeply intertwined with social identity and power dynamics within professional settings. Implications from the findings emphasize the need for Thai workplaces to adopt more inclusive practices that recognize and value linguistic diversity.

Recent research has suggested that the use of formulaic language such as lexical bundles may be important for helping second language (L2) English students construct arguments and achieve higher proficiency scores in testing situations. However, more research is needed that investigates such issues with learners of lower-level proficiencies. This study investigates the use of lexical bundles across the argumentative writing of beginning- and intermediate-level L2 English learners (N = 780). Using the Yonsei English Language Corpus, this study examines the frequency, structural features, and functional characteristics of three-word lexical bundles and their role in achieving six rhetorical moves, including position, claim, counterclaim, rebuttal, evidence, and conclusion. The findings reveal that intermediate learners used more lexical bundles in two moves (i.e., claims and evidence). There were also differences both in the bundle structures used by beginners and intermediate learners, and in the functions realized through those bundles. How lexical bundles are used across lower levels of L2 proficiency, and the implications of these findings for L2 writing instruction, are discussed.

In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entanglements of emotions to explore the multiple ways translanguaging is connected to, and part of, one's language education. Emotion is enmeshed within local modes of translanguaging, and it is bound up with changing modes of translingual resources embedded within translanguaging. It is entrenched in the everyday translanguaging practices of language teachers and learners in the classroom. From this perspective, unpacking translingual entanglements of emotions through translanguaging is essential, and we achieve this through an examination of recent literature that explicitly and implicitly addresses language teacher and learner emotion in relation to translanguaging.