{"title":"Individual Differences in Second Language Learning: A Book Review","authors":"Fei Li, Siyu Dai","doi":"10.1093/applin/amad019","DOIUrl":"https://doi.org/10.1093/applin/amad019","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47972962","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}
{"title":"Public Applied Linguistics in Action: A Conversation Between Emile YX? Jansen and Quentin Williams on Hip Hop Culture & Activism, Afrikaaps, Indigeneity, and Decolonial Futures","authors":"E. Jansen, Q. Williams","doi":"10.1093/applin/amad015","DOIUrl":"https://doi.org/10.1093/applin/amad015","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49005215","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}
{"title":"Critical Literacy Approach to English as a Foreign Language: From Theory to Practice","authors":"Lei Cai, Cheng-Wen Huang, Hua Tan","doi":"10.1093/applin/amad018","DOIUrl":"https://doi.org/10.1093/applin/amad018","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565207","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 case study investigates a migrant adult’s identity work in playful talk occurring spontaneously in a classroom for Literacy Education and Second Language Learning for Adults (LESLLA). Based on 12 hours of video-recorded interactions among four learners and their teacher, I identified five playful episodes. This paper focuses on two episodes instigated by a woman who told stories of her outside lives. Discourse analysis was performed through the lens of chronotope (timespace) to examine how she navigated multiple chronotopes, including the front-region classroom chronotope, to negotiate identities and how playful language was related to her chronotopic identity work. Playfulness began in the periphery of the classroom chronotope; then the playful language in it led to the playful formulation of outside-life chronotopes where her agentive identity was constructed. Her full semiotic behaviours blurred the boundaries between the classroom chronotope and the outside chronotope so that the other participants could witness her agency. The study concludes that the classroom chronotope itself showed signs of change in a forward-looking direction.
{"title":"A Migrant’s Chronotopic Identities in Playful Talk in a Classroom","authors":"","doi":"10.1093/applin/amad013","DOIUrl":"https://doi.org/10.1093/applin/amad013","url":null,"abstract":"\u0000 This case study investigates a migrant adult’s identity work in playful talk occurring spontaneously in a classroom for Literacy Education and Second Language Learning for Adults (LESLLA). Based on 12 hours of video-recorded interactions among four learners and their teacher, I identified five playful episodes. This paper focuses on two episodes instigated by a woman who told stories of her outside lives. Discourse analysis was performed through the lens of chronotope (timespace) to examine how she navigated multiple chronotopes, including the front-region classroom chronotope, to negotiate identities and how playful language was related to her chronotopic identity work. Playfulness began in the periphery of the classroom chronotope; then the playful language in it led to the playful formulation of outside-life chronotopes where her agentive identity was constructed. Her full semiotic behaviours blurred the boundaries between the classroom chronotope and the outside chronotope so that the other participants could witness her agency. The study concludes that the classroom chronotope itself showed signs of change in a forward-looking direction.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47736104","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}
An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils’ LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers’ need for cognition and their willingness to engage in grammar.
{"title":"Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar","authors":"","doi":"10.1093/applin/amad011","DOIUrl":"https://doi.org/10.1093/applin/amad011","url":null,"abstract":"\u0000 An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils’ LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers’ need for cognition and their willingness to engage in grammar.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42083796","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}
Lindsay Nickels, Trisha L Marshall, E. Edgerton, Patrick W. Brady, Philip A Hagedorn, J. J. Lee
Diagnostic uncertainty is prevalent throughout medicine and significantly impacts patient care, especially when it goes unrecognized. However, we lack a reliable clinical means of identifying uncertainty. This study evaluates the narrative discourse within clinical notes in the Electronic Health Record as a means of identifying diagnostic uncertainty. Recognizing that discourse producers use language ‘semi-automatically’ (Partington et al. 2013), we hypothesized that clinicians include distinct indications of uncertainty in their written assessments, which could be elucidated by linguistic analysis. Using a cohort of patients prospectively identified as having an uncertain diagnosis (UD), we conducted a detailed corpus-assisted discourse analysis. The analysis revealed a set of linguistic indicators constitutive of diagnostic uncertainty including terms of modality, register-specific terms, and linguistically identifiable clinical behaviours. This dictionary of UD indicators was thoroughly tested, and its performance was compared with a matched-control dataset. Based on the findings, we built a machine learning classification algorithm with the ability to predict UD patient cohorts with 87.0% accuracy, effectively demonstrating the feasibility of using clinical discourse to classify patients and directly impact the clinical environment.
{"title":"Defining diagnostic uncertainty as a discourse type: A transdisciplinary approach to analysing clinical narratives of Electronic Health Records","authors":"Lindsay Nickels, Trisha L Marshall, E. Edgerton, Patrick W. Brady, Philip A Hagedorn, J. J. Lee","doi":"10.1093/applin/amad012","DOIUrl":"https://doi.org/10.1093/applin/amad012","url":null,"abstract":"\u0000 Diagnostic uncertainty is prevalent throughout medicine and significantly impacts patient care, especially when it goes unrecognized. However, we lack a reliable clinical means of identifying uncertainty. This study evaluates the narrative discourse within clinical notes in the Electronic Health Record as a means of identifying diagnostic uncertainty. Recognizing that discourse producers use language ‘semi-automatically’ (Partington et al. 2013), we hypothesized that clinicians include distinct indications of uncertainty in their written assessments, which could be elucidated by linguistic analysis. Using a cohort of patients prospectively identified as having an uncertain diagnosis (UD), we conducted a detailed corpus-assisted discourse analysis. The analysis revealed a set of linguistic indicators constitutive of diagnostic uncertainty including terms of modality, register-specific terms, and linguistically identifiable clinical behaviours. This dictionary of UD indicators was thoroughly tested, and its performance was compared with a matched-control dataset. Based on the findings, we built a machine learning classification algorithm with the ability to predict UD patient cohorts with 87.0% accuracy, effectively demonstrating the feasibility of using clinical discourse to classify patients and directly impact the clinical environment.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45008782","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}
{"title":"Correction to: A Decolonial Crip Linguistics","authors":"","doi":"10.1093/applin/amad001","DOIUrl":"https://doi.org/10.1093/applin/amad001","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41773438","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}
Employing the concept of practice-based research (Sato and Loewen 2022), this study argues for the creation of applied linguistics communities of practice (CoPs) as a capacitating space for researchers and practitioners, mutual exchange, and meaningful collaboration. This is needed given the existing gap between research and practice, which is particularly alarming in the field of applied linguistics. The study draws on eight in-depth, semi-structured interviews conducted with practice-oriented researchers from multiple country contexts zooming in on their identity negotiation between practitioner and researcher as well as their perceptions of and lived experiences with the research-practice relationship. The analysis showed that the relationship is indeed perceived as problematic even by very committed, practice-oriented researchers and that conditions to conduct meaningful, ethically responsible, and sustainable practice-based research need to be improved. The study proposes a practice-based research cycle to be used as template for joint projects, in which both practitioners and researchers are involved in and responsible for all stages from conception to implementation while capitalizing on the CoP members’ different strengths and mutual learning experiences.
{"title":"Applied linguistics communities of practice: Improving the research-practice relationship","authors":"","doi":"10.1093/applin/amad010","DOIUrl":"https://doi.org/10.1093/applin/amad010","url":null,"abstract":"Employing the concept of practice-based research (Sato and Loewen 2022), this study argues for the creation of applied linguistics communities of practice (CoPs) as a capacitating space for researchers and practitioners, mutual exchange, and meaningful collaboration. This is needed given the existing gap between research and practice, which is particularly alarming in the field of applied linguistics. The study draws on eight in-depth, semi-structured interviews conducted with practice-oriented researchers from multiple country contexts zooming in on their identity negotiation between practitioner and researcher as well as their perceptions of and lived experiences with the research-practice relationship. The analysis showed that the relationship is indeed perceived as problematic even by very committed, practice-oriented researchers and that conditions to conduct meaningful, ethically responsible, and sustainable practice-based research need to be improved. The study proposes a practice-based research cycle to be used as template for joint projects, in which both practitioners and researchers are involved in and responsible for all stages from conception to implementation while capitalizing on the CoP members’ different strengths and mutual learning experiences.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49244808","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}
Abstract This article examines the discourses around climate change in the UK press from 2003 to 2019. Our main goal is to investigate how the media discourse developed during a period of significant world events, whilst also exploring the change in the UK public’s perception of the problem. We combine the novel technique of Usage Fluctuation Analysis (UFA, McEnery et al. 2019) with corpus-assisted discourse analysis to track the fluctuation in the usage of the phrases climate change and global warming over this 17-year period. Thus, in addition to offering a methodological contribution by applying UFA to a relatively small specialized diachronic corpus, this article offers new insights on how the discourse evolved. Results indicate that the tabloids and broadsheets offer a surprisingly similar image of climate change discourse, both showing two major discoursal shifts. From an overall prevalence of articles advocating for the climate change cause, the discourse incorporated voices of climate sceptics from 2008 onwards, moving on to increased coverage and awareness of the problem in recent years when the public started to engage in it more heavily.
本文考察了2003年至2019年英国新闻界关于气候变化的论述。我们的主要目标是调查媒体话语在重大世界事件期间是如何发展的，同时也探讨了英国公众对这个问题的看法的变化。我们将使用波动分析的新技术(UFA, McEnery et al. 2019)与语料库辅助话语分析相结合，跟踪了这17年间气候变化和全球变暖这两个短语的使用波动。因此，除了通过将UFA应用于相对较小的专业历时语料库提供方法论贡献外，本文还提供了关于话语如何演变的新见解。结果表明，小报和大报提供了令人惊讶的相似的气候变化话语图像，都显示了两个主要的话语转变。从2008年开始，倡导气候变化事业的文章普遍流行，话语中加入了气候怀疑论者的声音，近年来，随着公众开始更多地参与其中，这一问题的覆盖面和意识有所增加。
{"title":"Climate change in the UK press: Examining discourse fluctuation over time","authors":"Mathew Gillings, Carmen Dayrell","doi":"10.1093/applin/amad007","DOIUrl":"https://doi.org/10.1093/applin/amad007","url":null,"abstract":"Abstract This article examines the discourses around climate change in the UK press from 2003 to 2019. Our main goal is to investigate how the media discourse developed during a period of significant world events, whilst also exploring the change in the UK public’s perception of the problem. We combine the novel technique of Usage Fluctuation Analysis (UFA, McEnery et al. 2019) with corpus-assisted discourse analysis to track the fluctuation in the usage of the phrases climate change and global warming over this 17-year period. Thus, in addition to offering a methodological contribution by applying UFA to a relatively small specialized diachronic corpus, this article offers new insights on how the discourse evolved. Results indicate that the tabloids and broadsheets offer a surprisingly similar image of climate change discourse, both showing two major discoursal shifts. From an overall prevalence of articles advocating for the climate change cause, the discourse incorporated voices of climate sceptics from 2008 onwards, moving on to increased coverage and awareness of the problem in recent years when the public started to engage in it more heavily.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136174593","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}
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：