This study explores the experience of linguistic cooperation of migrants, focussing on their varying degrees of reliance on others for communication. It adopts an approach that draws theoretically on innovations in the understanding of competence beyond the cognitive-structuralist paradigm and more broadly on the importance of cooperation in the social sphere. Based on the lived experience of Gambian migrants in a shelter as it emerges interactionally between the researcher and three participants, the data show that asking for help can be problematic, and reliance on others changes over time and depending on the tasks and languages involved. Furthermore, when migrants lean on others it is not necessarily long-standing social networks that complement one’s competence but also fleeting encounters, and online tools for individual language learning can be useful when cooperation is not there. Competence beyond individual skills needs to be further researched, so that gradation in cooperation, the use of material affordances and different stances towards reliance on others, as well as where they stem from, are more fully accounted for.
{"title":"‘No in English I don’t do that’: exploring Gambian migrants’ linguistic cooperation in Italy","authors":"Marco Santello","doi":"10.1093/applin/amae091","DOIUrl":"https://doi.org/10.1093/applin/amae091","url":null,"abstract":"This study explores the experience of linguistic cooperation of migrants, focussing on their varying degrees of reliance on others for communication. It adopts an approach that draws theoretically on innovations in the understanding of competence beyond the cognitive-structuralist paradigm and more broadly on the importance of cooperation in the social sphere. Based on the lived experience of Gambian migrants in a shelter as it emerges interactionally between the researcher and three participants, the data show that asking for help can be problematic, and reliance on others changes over time and depending on the tasks and languages involved. Furthermore, when migrants lean on others it is not necessarily long-standing social networks that complement one’s competence but also fleeting encounters, and online tools for individual language learning can be useful when cooperation is not there. Competence beyond individual skills needs to be further researched, so that gradation in cooperation, the use of material affordances and different stances towards reliance on others, as well as where they stem from, are more fully accounted for.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142986707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increasingly popular use of generative artificial intelligence (GenAI) tools in writing, a common policy regarding GenAI use requires students to self-disclose such use in writing. However, many students, especially second language (L2) writers, are concerned that disclosing GenAI use might negatively impact how teachers evaluate their work. This study, therefore, intends to investigate the potential impact of GenAI disclosure on L2 writing assessment. This study employs a mixed-method design to measure the statistical differences between grades received under different disclosure conditions and explore potential reasons for discrepancies. The quantitative analysis shows that teachers tend to score the essays lower when they are informed that GenAI tools are involved in the writing process. The interview data suggest that teachers might make assumptions about the student author’s writing ability and GenAI’s influence on writing, with some participants acknowledging their bias against GenAI use in writing. The study lends empirical evidence to the concern about GenAI disclosure and provides suggestions for improving mutual trust between teachers and students and rethinking L2 writing assessment in the age of GenAI.
{"title":"To disclose or not to disclose: Exploring the risk of being transparent about GenAI use in second language writing","authors":"Xiao Tan, Chaoran Wang, Wei Xu","doi":"10.1093/applin/amae092","DOIUrl":"https://doi.org/10.1093/applin/amae092","url":null,"abstract":"With the increasingly popular use of generative artificial intelligence (GenAI) tools in writing, a common policy regarding GenAI use requires students to self-disclose such use in writing. However, many students, especially second language (L2) writers, are concerned that disclosing GenAI use might negatively impact how teachers evaluate their work. This study, therefore, intends to investigate the potential impact of GenAI disclosure on L2 writing assessment. This study employs a mixed-method design to measure the statistical differences between grades received under different disclosure conditions and explore potential reasons for discrepancies. The quantitative analysis shows that teachers tend to score the essays lower when they are informed that GenAI tools are involved in the writing process. The interview data suggest that teachers might make assumptions about the student author’s writing ability and GenAI’s influence on writing, with some participants acknowledging their bias against GenAI use in writing. The study lends empirical evidence to the concern about GenAI disclosure and provides suggestions for improving mutual trust between teachers and students and rethinking L2 writing assessment in the age of GenAI.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angelica Galante, Enrica Piccardo, Faith Marcel, Lana F Zeaiter, John Wayne N dela Cruz, Aisha Barise
Digital pedagogies of empowerment are needed to shift discourses on marginalization, facilitate additional language learning, and sustain multilingualism. Grounded in plurilingualism and decoloniality as theoretical frameworks, this transformative mixed methods study explored the affordances of PluriDigit, a plurilingual, decolonial, and digital approach to language learning. This study was conducted with thirty six language learners enrolled in online language courses in a multilingual program in São Paulo, Brazil. We explored whether learners’ plurilingual and pluricultural identities and competence would change over time and the potential emergent contributions of PluriDigit to learner empowerment. Results from inductive and deductive analyses of three types of data indicate a shift in learners’ mindset from monolingual to plurilingual and pluricultural identity and a significant increase in plurilingual and pluricultural competence scores over time. Moreover, results show that PluriDigit offered a critical lens to plurilingualism, facilitating decolonial learning, agency, and relationality, as well as the development of voice in the target language. We argue that PluriDigit is one possibility of digital decolonial pedagogy that can empower language learners in the Global South and beyond.
{"title":"Decolonizing language learning in digital environments through the voices of plurilingual learners in the Global South","authors":"Angelica Galante, Enrica Piccardo, Faith Marcel, Lana F Zeaiter, John Wayne N dela Cruz, Aisha Barise","doi":"10.1093/applin/amae090","DOIUrl":"https://doi.org/10.1093/applin/amae090","url":null,"abstract":"Digital pedagogies of empowerment are needed to shift discourses on marginalization, facilitate additional language learning, and sustain multilingualism. Grounded in plurilingualism and decoloniality as theoretical frameworks, this transformative mixed methods study explored the affordances of PluriDigit, a plurilingual, decolonial, and digital approach to language learning. This study was conducted with thirty six language learners enrolled in online language courses in a multilingual program in São Paulo, Brazil. We explored whether learners’ plurilingual and pluricultural identities and competence would change over time and the potential emergent contributions of PluriDigit to learner empowerment. Results from inductive and deductive analyses of three types of data indicate a shift in learners’ mindset from monolingual to plurilingual and pluricultural identity and a significant increase in plurilingual and pluricultural competence scores over time. Moreover, results show that PluriDigit offered a critical lens to plurilingualism, facilitating decolonial learning, agency, and relationality, as well as the development of voice in the target language. We argue that PluriDigit is one possibility of digital decolonial pedagogy that can empower language learners in the Global South and beyond.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142908481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fascination with crime, as evident from its extensive coverage in novels and on television, remains a topic of interest for the general public. This fascination often elicits responses rooted in deeply held values and can significantly impact individuals. Consequently, people’s attitudes toward interrogations, trials, and punishments may be strongly influenced by the discourse surrounding crime as portrayed in fictional texts. The primary objective of this article is to contribute to the body of research that has delved into the influential role of ideology in shaping narratives centred on crime stories. Specifically, through a linguistic analysis of transitivity and appraisal patterns in the first episode of the TV series When They See Us, this study addresses two fundamental research questions: 1) What does a transitivity analysis of process and participant types reveal about the construction of ‘a criminal character’ and how may this contribute to a presupposition of guilt? 2) What can an Appraisal analysis tell us about the evaluative portrayal of ‘a criminal character’ and how may this contribute to a presupposition of guilt? The aim is to provide insights into how the discursive representation of specific social groups, exemplified here by black Hispanic teenagers, simultaneously reflects and influences public perceptions, particularly when the discourse emanates from authoritative figures.
{"title":"‘We can fix this. Let’s get you out of trouble, son’: an analysis of the transitivity and appraisal patterns in the Netflix TV show When They See Us","authors":"Leanne Bartley, Piergiorgio Trevisan","doi":"10.1093/applin/amae081","DOIUrl":"https://doi.org/10.1093/applin/amae081","url":null,"abstract":"The fascination with crime, as evident from its extensive coverage in novels and on television, remains a topic of interest for the general public. This fascination often elicits responses rooted in deeply held values and can significantly impact individuals. Consequently, people’s attitudes toward interrogations, trials, and punishments may be strongly influenced by the discourse surrounding crime as portrayed in fictional texts. The primary objective of this article is to contribute to the body of research that has delved into the influential role of ideology in shaping narratives centred on crime stories. Specifically, through a linguistic analysis of transitivity and appraisal patterns in the first episode of the TV series When They See Us, this study addresses two fundamental research questions: 1) What does a transitivity analysis of process and participant types reveal about the construction of ‘a criminal character’ and how may this contribute to a presupposition of guilt? 2) What can an Appraisal analysis tell us about the evaluative portrayal of ‘a criminal character’ and how may this contribute to a presupposition of guilt? The aim is to provide insights into how the discursive representation of specific social groups, exemplified here by black Hispanic teenagers, simultaneously reflects and influences public perceptions, particularly when the discourse emanates from authoritative figures.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vaccine hesitancy remains one of the greatest challenges for global health. Previous research has shown that the recruitment of rational processes is increased in hypothetical decision-making scenarios when the underpinning information is presented in a foreign language. We investigate whether vaccine campaigns could benefit from this Foreign Language Effect (FLE) in order to overcome vaccine hesitancy. We conceptually replicated a recent study on COVID-19 vaccine campaigns (Freeman et al. 2021) to assess whether information can more successfully reduce vaccine hesitancy when presented in a foreign language as well as how other factors, such as language proficiency, impact the FLE. Based on a survey of 436 participants, we conclude that there may be the potential to lower vaccine hesitancy among individuals with English as a foreign language by presenting information in English, rather than in their native language. Conversely, participants who are native speakers of English and negatively predisposed against the COVID-19 vaccine react more negatively to information they read in a foreign language compared to their native language.
疫苗犹豫仍然是全球卫生面临的最大挑战之一。先前的研究表明，在假设的决策场景中，当基础信息以外语呈现时，理性过程的招募会增加。我们调查疫苗运动是否可以从这种外语效应（FLE）中受益，以克服疫苗犹豫。我们从概念上复制了最近一项关于COVID-19疫苗运动的研究（Freeman et al. 2021），以评估以外语提供信息是否能更成功地减少疫苗犹豫，以及语言熟练程度等其他因素如何影响FLE。根据对436名参与者的调查，我们得出结论，用英语而不是用母语提供信息，可能会降低以英语为外语的个人对疫苗的犹豫。相反，与母语相比，以英语为母语并对COVID-19疫苗有负面倾向的参与者对用外语阅读的信息的反应更为消极。
{"title":"Overcoming COVID-19 vaccine hesitancy: An investigation of the Foreign Language Effect","authors":"Monika S Schmid, Karen Roehr-Brackin","doi":"10.1093/applin/amae083","DOIUrl":"https://doi.org/10.1093/applin/amae083","url":null,"abstract":"Vaccine hesitancy remains one of the greatest challenges for global health. Previous research has shown that the recruitment of rational processes is increased in hypothetical decision-making scenarios when the underpinning information is presented in a foreign language. We investigate whether vaccine campaigns could benefit from this Foreign Language Effect (FLE) in order to overcome vaccine hesitancy. We conceptually replicated a recent study on COVID-19 vaccine campaigns (Freeman et al. 2021) to assess whether information can more successfully reduce vaccine hesitancy when presented in a foreign language as well as how other factors, such as language proficiency, impact the FLE. Based on a survey of 436 participants, we conclude that there may be the potential to lower vaccine hesitancy among individuals with English as a foreign language by presenting information in English, rather than in their native language. Conversely, participants who are native speakers of English and negatively predisposed against the COVID-19 vaccine react more negatively to information they read in a foreign language compared to their native language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the size of meaning-recall vocabulary knowledge and its variations across word-frequency and second language (L2) proficiency levels. Despite the extensive research history in determining lexical coverage and thresholds for effective L2 use, much of the evidence is based on measures of meaning-recognition vocabulary knowledge. Using a latent-trait approach, we calculated the probability that learners could recall the meaning of each word in a vocabulary size test. Differences in vocabulary size between recognition and recall formats were analyzed across word-frequency bands and L2 proficiency levels. Results indicate that most learners struggle to recall the meanings of word families beyond the second-most frequent band. Moreover, the gap between meaning-recall and meaning-recognition vocabulary sizes was substantial and expanded as word-frequency and L2 proficiency levels decreased. These findings contribute to defining realistic L2 vocabulary teaching goals and selecting appropriate teaching methods. Construct-irrelevant measurements lead to a misunderstanding of L2 lexical proficiency, emphasizing the importance of test format selection according to the developmental stages of learners’ vocabulary knowledge.
{"title":"How many L2 word meanings can learners recall? A latent trait approach to vocabulary size estimation","authors":"Akira Hamada, Yuko Hoshino, Masumi Kojima, Kazumi Aizawa, Tatsuo Iso, Yuichiro Kobayashi","doi":"10.1093/applin/amae087","DOIUrl":"https://doi.org/10.1093/applin/amae087","url":null,"abstract":"This study investigated the size of meaning-recall vocabulary knowledge and its variations across word-frequency and second language (L2) proficiency levels. Despite the extensive research history in determining lexical coverage and thresholds for effective L2 use, much of the evidence is based on measures of meaning-recognition vocabulary knowledge. Using a latent-trait approach, we calculated the probability that learners could recall the meaning of each word in a vocabulary size test. Differences in vocabulary size between recognition and recall formats were analyzed across word-frequency bands and L2 proficiency levels. Results indicate that most learners struggle to recall the meanings of word families beyond the second-most frequent band. Moreover, the gap between meaning-recall and meaning-recognition vocabulary sizes was substantial and expanded as word-frequency and L2 proficiency levels decreased. These findings contribute to defining realistic L2 vocabulary teaching goals and selecting appropriate teaching methods. Construct-irrelevant measurements lead to a misunderstanding of L2 lexical proficiency, emphasizing the importance of test format selection according to the developmental stages of learners’ vocabulary knowledge.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142902270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Philip Durrant, Erdem Akbaş, Elif Barbaros, Arwa Aldawood
Linking adverbials is a crucial element in successful academic writing that is particularly challenging for both first and second-language learners to master. Drawing on a corpus of writing by mainstream students in UK schools, the current article explores the under-researched issues of how these forms develop across levels of study in an Anglophone context and how their use and development vary across text genres and academic disciplines. We demonstrate that, excluding a small number of high-frequency pathbreaking items (such as and, but and so), linking adverbials are markedly more frequent in children’s non-literary than literary writing and that the former, but not the latter, shows an increase in use of linkers as children mature. Linkers are equally prevalent across academic disciplines. However, the specific linkers used are strongly dependent on both text genre and academic discipline, reflecting functional differences between these. The analysis further demonstrates how students move from using characteristically spoken-style linkers towards more written-style linkers as they progress through school.
{"title":"Linking adverbials in children’s writing: Exploring variation across year groups, genres, and disciplines","authors":"Philip Durrant, Erdem Akbaş, Elif Barbaros, Arwa Aldawood","doi":"10.1093/applin/amae084","DOIUrl":"https://doi.org/10.1093/applin/amae084","url":null,"abstract":"Linking adverbials is a crucial element in successful academic writing that is particularly challenging for both first and second-language learners to master. Drawing on a corpus of writing by mainstream students in UK schools, the current article explores the under-researched issues of how these forms develop across levels of study in an Anglophone context and how their use and development vary across text genres and academic disciplines. We demonstrate that, excluding a small number of high-frequency pathbreaking items (such as and, but and so), linking adverbials are markedly more frequent in children’s non-literary than literary writing and that the former, but not the latter, shows an increase in use of linkers as children mature. Linkers are equally prevalent across academic disciplines. However, the specific linkers used are strongly dependent on both text genre and academic discipline, reflecting functional differences between these. The analysis further demonstrates how students move from using characteristically spoken-style linkers towards more written-style linkers as they progress through school.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"65 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the use by examinees of claims of epistemic primacy, in the form of noun-copula clause constructions, as devices through which to perform the social action of disagreeing during group-based, task-oriented second language oral assessment tasks. Using a conversation analytic approach to examine sequences in which these disagreeing turns occur, we report on this turn format’s ability to secure an affiliative response from fellow examinees and thereby maintain a collaborative flow. In doing so, we uncover one way of disagreeing which is particularly germane to the collaborative demands of these assessment tasks. The relevance of these findings for the development of learner and assessor training and assessment materials are considered.
{"title":"Securing affiliation and managing disagreement: Epistemic primacy claims in group-based L2 oral assessments","authors":"Michael Stephenson, Spencer Hazel","doi":"10.1093/applin/amae077","DOIUrl":"https://doi.org/10.1093/applin/amae077","url":null,"abstract":"This study explores the use by examinees of claims of epistemic primacy, in the form of noun-copula clause constructions, as devices through which to perform the social action of disagreeing during group-based, task-oriented second language oral assessment tasks. Using a conversation analytic approach to examine sequences in which these disagreeing turns occur, we report on this turn format’s ability to secure an affiliative response from fellow examinees and thereby maintain a collaborative flow. In doing so, we uncover one way of disagreeing which is particularly germane to the collaborative demands of these assessment tasks. The relevance of these findings for the development of learner and assessor training and assessment materials are considered.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142694172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research funded by the US National Institutes of Health (NIH) exerts considerable influence over the trajectory of biomedical science and healthcare policy and practice. Here, we extend previous research by assessing the relationship between the expression of epistemic stance (i.e. confidence in propositions) in successful NIH funding applications and the subsequent research publications. Analysis of 140 stance features (modal verbs, hedges, and boosters) in all PubMed abstracts describing NIH-funded research during the period 1985–2020 identified trends that broadly mirrored those previously reported for abstracts of the associated funding applications. We argue that trends, in part, indicate that investigators adopted a stance that became less cautious and less tentative (e.g. consistent declines for appear, seem, and probably), and increasingly confident, assertive, and empirical (e.g. consistent increases for highlight, likely, and typically). Discussing our results in relation to changes in the biomedical research system, including growth in promotional writing strategies, we suggest that increasing salesmanship in the NIH research system is in part a downstream effect of funding mechanisms. We also infer methodological and pedagogic implications for analysis of metadiscourse.
{"title":"Comparative analysis of epistemic stance in abstracts of published biomedical research and associated National Institutes of Health funding applications (1985–2020)","authors":"Neil Millar, Bojan Batalo","doi":"10.1093/applin/amae072","DOIUrl":"https://doi.org/10.1093/applin/amae072","url":null,"abstract":"Research funded by the US National Institutes of Health (NIH) exerts considerable influence over the trajectory of biomedical science and healthcare policy and practice. Here, we extend previous research by assessing the relationship between the expression of epistemic stance (i.e. confidence in propositions) in successful NIH funding applications and the subsequent research publications. Analysis of 140 stance features (modal verbs, hedges, and boosters) in all PubMed abstracts describing NIH-funded research during the period 1985–2020 identified trends that broadly mirrored those previously reported for abstracts of the associated funding applications. We argue that trends, in part, indicate that investigators adopted a stance that became less cautious and less tentative (e.g. consistent declines for appear, seem, and probably), and increasingly confident, assertive, and empirical (e.g. consistent increases for highlight, likely, and typically). Discussing our results in relation to changes in the biomedical research system, including growth in promotional writing strategies, we suggest that increasing salesmanship in the NIH research system is in part a downstream effect of funding mechanisms. We also infer methodological and pedagogic implications for analysis of metadiscourse.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"34 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142678225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the face of transnational mobility and migration, globally networked communities and super-diverse social environments, traditional research practices of speaker categorization such as the distinction between native and non-native speakers, first, second, and third language users and mono-, bi-, and pluri-/multilinguals, which rest on the assumption of categorical differences between types of speakers and the general stability of speaker categories as biographical fact, are increasingly called into question. Critical voices point out that in real life, differences between language users turn out to be fuzzy, gradient, and continuous, and that conventional speaker categorizations are conceptualized from a monolingual perspective, providing grounds for discriminatory practices. Based on a longitudinal study design, the paper aims to offer an alternative quantitative approach for researchers who are dissatisfied with common practices of speaker categorization and wish to shift perspective to a more comprehensive way of studying language development within communities. The analysis draws on the results of c-tests for German, Italian, and English that were specifically designed for the study and administered to the same students (n = 170) in their first and final year at lower secondary school.
面对跨国流动和迁移、全球网络化社区和超级多样化的社会环境，传统的说话者分类研究实践，如母语使用者和非母语使用者、第一语言使用者、第二语言使用者和第三语言使用者以及单语者、双语者和多语者/多语者之间的区别，越来越受到质疑。批评的声音指出，在现实生活中，语言使用者之间的差异是模糊的、渐变的和连续的，传统的说话者分类是从单语的角度进行概念化的，为歧视性做法提供了依据。本文以纵向研究设计为基础，旨在为那些对说话者分类的常见做法不满、希望转换视角以更全面的方式研究社区内语言发展的研究人员提供另一种定量方法。本文分析了德语、意大利语和英语的 c 测试结果，这些测试是专门为本研究设计的，并对初中一年级和毕业班的同一批学生（n = 170）进行了测试。
{"title":"Changing perspective from being to becoming—An alternative approach to language development and speaker categorization based on longitudinal data","authors":"Maria Stopfner","doi":"10.1093/applin/amae078","DOIUrl":"https://doi.org/10.1093/applin/amae078","url":null,"abstract":"In the face of transnational mobility and migration, globally networked communities and super-diverse social environments, traditional research practices of speaker categorization such as the distinction between native and non-native speakers, first, second, and third language users and mono-, bi-, and pluri-/multilinguals, which rest on the assumption of categorical differences between types of speakers and the general stability of speaker categories as biographical fact, are increasingly called into question. Critical voices point out that in real life, differences between language users turn out to be fuzzy, gradient, and continuous, and that conventional speaker categorizations are conceptualized from a monolingual perspective, providing grounds for discriminatory practices. Based on a longitudinal study design, the paper aims to offer an alternative quantitative approach for researchers who are dissatisfied with common practices of speaker categorization and wish to shift perspective to a more comprehensive way of studying language development within communities. The analysis draws on the results of c-tests for German, Italian, and English that were specifically designed for the study and administered to the same students (n = 170) in their first and final year at lower secondary school.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142610735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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