Adriana Soto-Corominas, Helena Roquet, Marta Segura
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.
{"title":"The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school","authors":"Adriana Soto-Corominas, Helena Roquet, Marta Segura","doi":"10.1093/applin/amad031","DOIUrl":"https://doi.org/10.1093/applin/amad031","url":null,"abstract":"\u0000 Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394350","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}
S. Decock, Sarah Van Hoof, Ellen Soens, Hanne Verhaegen
This paper examines the effect of the recently introduced Dutch non-binary 3rd person pronouns hen and die on tesssxt comprehensibility and text appreciation in the context of newspaper reporting on non-binary persons. Moreover, it presents a first measurement of Flemish people’s familiarity with and attitudes towards this pronominal reform in Dutch in its early stage. In a survey experiment we compared the use of non-binary hen and die (both combined with hen as object and hun as possessive form) with established referential strategies. We also examined the potential mediating role of perceived awkwardness of the referential strategy used and tested the moderating effect of cueing, i.e. making readers aware of the fact that the person reported on identifies as non-binary and prefers non-binary pronouns. The results show that perceived awkwardness explains the lower comprehensibility and appreciation scores of non-binary hen and that cueing improves those scores. Overall, our findings suggest that especially the non-binary pronoun die has the potential to be successfully implemented.
{"title":"The comprehensibility and appreciation of non-binary pronouns in newspaper reporting. The case of hen and die in Dutch","authors":"S. Decock, Sarah Van Hoof, Ellen Soens, Hanne Verhaegen","doi":"10.1093/applin/amad028","DOIUrl":"https://doi.org/10.1093/applin/amad028","url":null,"abstract":"\u0000 This paper examines the effect of the recently introduced Dutch non-binary 3rd person pronouns hen and die on tesssxt comprehensibility and text appreciation in the context of newspaper reporting on non-binary persons. Moreover, it presents a first measurement of Flemish people’s familiarity with and attitudes towards this pronominal reform in Dutch in its early stage. In a survey experiment we compared the use of non-binary hen and die (both combined with hen as object and hun as possessive form) with established referential strategies. We also examined the potential mediating role of perceived awkwardness of the referential strategy used and tested the moderating effect of cueing, i.e. making readers aware of the fact that the person reported on identifies as non-binary and prefers non-binary pronouns. The results show that perceived awkwardness explains the lower comprehensibility and appreciation scores of non-binary hen and that cueing improves those scores. Overall, our findings suggest that especially the non-binary pronoun die has the potential to be successfully implemented.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547599","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 present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and citations. In the sample, there were 183 unique languages and 174 unique pairings, corresponding to 3 per cent of the world’s 7,000 languages and less than 0.001 per cent of 24.5 million possible language combinations. English was overwhelmingly the most common language, followed by Spanish and Mandarin Chinese. North America and Western Europe were both the main producers of knowledge and the main sites for research on multilingualism in the sample. Crucially, the regions with the highest levels of linguistic diversity and societal multilingualism (typically the Global South) were only marginally represented. The findings also show that studies on English and northern Anglophone settings were likely to elicit more citations than studies on other languages and settings, and that less studied languages were included more frequently in article titles.
{"title":"Linguistic and geographic diversity in research on second language acquisition and multilingualism: An analysis of selected journals","authors":"Emanuel Bylund, Zainab Khafif, Robyn Berghoff","doi":"10.1093/applin/amad022","DOIUrl":"https://doi.org/10.1093/applin/amad022","url":null,"abstract":"\u0000 The present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and citations. In the sample, there were 183 unique languages and 174 unique pairings, corresponding to 3 per cent of the world’s 7,000 languages and less than 0.001 per cent of 24.5 million possible language combinations. English was overwhelmingly the most common language, followed by Spanish and Mandarin Chinese. North America and Western Europe were both the main producers of knowledge and the main sites for research on multilingualism in the sample. Crucially, the regions with the highest levels of linguistic diversity and societal multilingualism (typically the Global South) were only marginally represented. The findings also show that studies on English and northern Anglophone settings were likely to elicit more citations than studies on other languages and settings, and that less studied languages were included more frequently in article titles.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42516662","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":"The Routledge Handbook of Materials Development for Language Teaching","authors":"Yonghua (Yoka) Wang, L. Zhang","doi":"10.1093/applin/amad024","DOIUrl":"https://doi.org/10.1093/applin/amad024","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44715645","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, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of critical reflection, the researcher considers her own experience with applying the evaluation design to an academic literacy course; the weaknesses and limitations that emerged from this implementation are considered. Secondly, academic literacy specialists responsible for a wide variety of interventions in South Africa were consulted by means of a questionnaire containing both quantitative and qualitative questions. The purpose of this questionnaire was to determine to which extent the evaluation design could be applied to a variety of academic literacy interventions in various contexts. Recommendations regarding the refinement of the evaluation design are made, and a revised evaluation design is put forward.
{"title":"Measuring the impact of academic literacy interventions: Refining an evaluation design through self-reflection and feedback","authors":"I. Fouché","doi":"10.1093/applin/amad025","DOIUrl":"https://doi.org/10.1093/applin/amad025","url":null,"abstract":"\u0000 This article, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of critical reflection, the researcher considers her own experience with applying the evaluation design to an academic literacy course; the weaknesses and limitations that emerged from this implementation are considered. Secondly, academic literacy specialists responsible for a wide variety of interventions in South Africa were consulted by means of a questionnaire containing both quantitative and qualitative questions. The purpose of this questionnaire was to determine to which extent the evaluation design could be applied to a variety of academic literacy interventions in various contexts. Recommendations regarding the refinement of the evaluation design are made, and a revised evaluation design is put forward.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203814","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":"Appliable Linguistics and Social Semiotics: Developing Theory from PracticeExploring British Sign Language via Systemic Functional Linguistics: A Metafunctional Approach","authors":"Chunxu Shi","doi":"10.1093/applin/amad023","DOIUrl":"https://doi.org/10.1093/applin/amad023","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374275","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":"Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity","authors":"M. Yousefi","doi":"10.1093/applin/amad020","DOIUrl":"https://doi.org/10.1093/applin/amad020","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48588247","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}
Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and right arrows, learners can jump to a target word’s previous or subsequent occurrences in digital books to synthesize clues across contexts. Participants read stories with target words modified by reflash-only, gloss-only, gloss + reflash, or unmodified. Learning outcomes were measured via Vocabulary Knowledge Scale and a researcher-developed interview to probe word-context association. We modeled the learning trajectories of words across five weeks among three adolescent L2 English learners (113 word-learner pairings) using Bayesian multilevel models. We found that reflash-only words made more gains than words in other conditions on both outcomes, controlling for key covariates such as types of existing knowledge. Our analysis also revealed that context synthesis may be particularly useful for learning specific types of words like homonyms, which has significant pedagogical implications.
{"title":"Context Synthesis Accelerates Vocabulary Learning Through Reading: The Implication of Distributional Semantic Theory on Second Language Vocabulary Research","authors":"Bowen Wang-Kildegaard, Feng Ji","doi":"10.1093/applin/amad014","DOIUrl":"https://doi.org/10.1093/applin/amad014","url":null,"abstract":"\u0000 Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and right arrows, learners can jump to a target word’s previous or subsequent occurrences in digital books to synthesize clues across contexts. Participants read stories with target words modified by reflash-only, gloss-only, gloss + reflash, or unmodified. Learning outcomes were measured via Vocabulary Knowledge Scale and a researcher-developed interview to probe word-context association. We modeled the learning trajectories of words across five weeks among three adolescent L2 English learners (113 word-learner pairings) using Bayesian multilevel models. We found that reflash-only words made more gains than words in other conditions on both outcomes, controlling for key covariates such as types of existing knowledge. Our analysis also revealed that context synthesis may be particularly useful for learning specific types of words like homonyms, which has significant pedagogical implications.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47094862","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: The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective","authors":"","doi":"10.1093/applin/amad026","DOIUrl":"https://doi.org/10.1093/applin/amad026","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49438604","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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