Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters
This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.
{"title":"Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French","authors":"Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters","doi":"10.1093/applin/amaf009","DOIUrl":"https://doi.org/10.1093/applin/amaf009","url":null,"abstract":"This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570385","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 investigates the use of language play by Korean teachers of English as a foreign language in elementary classrooms. While previous research has extensively explored language play by learners, this paper shifts focus to teachers’ engagement with language play, including their own usage and responses to students’ language play. Utilizing the “Engagement with Language” (EWL) framework, the study meticulously analyzes classroom discourse across seven elementary schools in South Korea. We examined 83 forty-minute lessons and conducted semi-structured interviews with seven Korean English teachers to categorize their use of language play into four distinct types: initiation, acceptance, non-responsiveness, and refusal. Findings indicate that teachers’ approaches to language play impact students’ language learning and engagement within the EWL framework. The study highlights important pedagogical implications, suggesting that teachers’ conscious use of language play can enhance language acquisition and classroom interaction. Furthermore, these insights offer a new perspective for teacher training programs, emphasizing the strategic integration of language play into pedagogical practices to foster more dynamic and effective language learning environments.
{"title":"Engaging with language play: practices of Korean English teachers in elementary classrooms","authors":"Sol Kim, So-Yeon Ahn","doi":"10.1093/applin/amaf004","DOIUrl":"https://doi.org/10.1093/applin/amaf004","url":null,"abstract":"This study investigates the use of language play by Korean teachers of English as a foreign language in elementary classrooms. While previous research has extensively explored language play by learners, this paper shifts focus to teachers’ engagement with language play, including their own usage and responses to students’ language play. Utilizing the “Engagement with Language” (EWL) framework, the study meticulously analyzes classroom discourse across seven elementary schools in South Korea. We examined 83 forty-minute lessons and conducted semi-structured interviews with seven Korean English teachers to categorize their use of language play into four distinct types: initiation, acceptance, non-responsiveness, and refusal. Findings indicate that teachers’ approaches to language play impact students’ language learning and engagement within the EWL framework. The study highlights important pedagogical implications, suggesting that teachers’ conscious use of language play can enhance language acquisition and classroom interaction. Furthermore, these insights offer a new perspective for teacher training programs, emphasizing the strategic integration of language play into pedagogical practices to foster more dynamic and effective language learning environments.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546464","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}
Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.
{"title":"A neglected area: Elementary school EFL education and teacher self-efficacy","authors":"Peter Ferguson, Paul Leeming","doi":"10.1093/applin/amaf008","DOIUrl":"https://doi.org/10.1093/applin/amaf008","url":null,"abstract":"Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528378","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 article examines the performative reconfiguration of linguistic expertise and the mode of TESOL at the intersection of language teaching, networked technology, and the culture of ludification. Applying van Dijck and Alinejad’s (2020 ‘Social media and trust in scientific expertise: Debating the COVID-19 pandemic in The Netherlands’, Social Media + Society, 6/4) distinction of institutional versus networked models of communication, it addresses the shifting ecology of foreign language education in an age of digital platforms in which linguistic expertise is no longer the exclusive preserve of institutional establishments, but rather can be claimed or self-professed by individuals operating on the basis of multiplex networks. A case example of networked TESOL in social media is presented to explore how the affordances of the networked model give rise to a radically different teacher-student dynamic than in the standard classroom, speaking to the idea of translanguaging pedagogy. The article discusses the implications of networked TESOL for theory and practice in applied linguistics in the post-multilingual era, proposing the idea of ludic literacy, where the instructor-influencer’s persona tends toward the performative and the sardonic, and where resources are flexibly orchestrated across the boundaries of languages, modes, and media.
本文探讨了在语言教学、网络技术和语言文化的交汇点上，语言专业知识和 TESOL 模式的表演性重构。本文应用 van Dijck 和 Alinejad（2020 年）的 "社交媒体与科学专业知识的信任：Debating the COVID-19 pandemic in The Netherlands"，Social Media + Society，6/4）对机构传播模式和网络传播模式的区分，探讨了在数字平台时代外语教育生态的转变，在这个时代，语言专业知识不再是机构机构的专属，而是可以由在多重网络基础上运作的个人声称或自我标榜。文章以社交媒体中的网络化 TESOL 为例，探讨了网络化模式如何带来与标准课堂截然不同的师生动态，并阐述了翻译语言教学法的理念。文章讨论了网络化 TESOL 对后多语时代应用语言学理论和实践的影响，提出了 "语言扫盲"（ludic literacy）的概念，即教师-影响者的角色倾向于表演性和讽刺性，资源在语言、模式和媒体的界限之间灵活协调。
{"title":"Refashioning linguistic expertise: Translanguaging TESOL in social media","authors":"Tong King Lee, Li Wei","doi":"10.1093/applin/amaf007","DOIUrl":"https://doi.org/10.1093/applin/amaf007","url":null,"abstract":"This article examines the performative reconfiguration of linguistic expertise and the mode of TESOL at the intersection of language teaching, networked technology, and the culture of ludification. Applying van Dijck and Alinejad’s (2020 ‘Social media and trust in scientific expertise: Debating the COVID-19 pandemic in The Netherlands’, Social Media + Society, 6/4) distinction of institutional versus networked models of communication, it addresses the shifting ecology of foreign language education in an age of digital platforms in which linguistic expertise is no longer the exclusive preserve of institutional establishments, but rather can be claimed or self-professed by individuals operating on the basis of multiplex networks. A case example of networked TESOL in social media is presented to explore how the affordances of the networked model give rise to a radically different teacher-student dynamic than in the standard classroom, speaking to the idea of translanguaging pedagogy. The article discusses the implications of networked TESOL for theory and practice in applied linguistics in the post-multilingual era, proposing the idea of ludic literacy, where the instructor-influencer’s persona tends toward the performative and the sardonic, and where resources are flexibly orchestrated across the boundaries of languages, modes, and media.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473425","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 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}
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