Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.
{"title":"Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place","authors":"Maria Kuteeva, Marta Andersson","doi":"10.1093/applin/amae025","DOIUrl":"https://doi.org/10.1093/applin/amae025","url":null,"abstract":"Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534118","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 investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.
{"title":"Narrative Skills in Mandarin–English Dual Language Immersion Learners","authors":"Amy Pace, Chan Lü, Laura X Guo, Jieyu Zhou","doi":"10.1093/applin/amae013","DOIUrl":"https://doi.org/10.1093/applin/amae013","url":null,"abstract":"This article investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and grade level. We also examined within-language associations and cross-language transfer in narrative skills. Children in higher grades incorporated more macrostructure and microstructure elements in their narratives than children in lower grades. Within each language, microstructure skills were correlated with macrostructure skills. Evidence for development of shared skills across languages and language-specific patterns of narrative skills were also identified. Results contribute to the growing body of evidence for facilitative transfer in immersion contexts and highlight the importance of measuring outcomes in both the societal and the partner language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533256","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}
Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voice similarly or differently in their L1 and L2 writing. The present study therefore examined voice strength and voicing strategies in L1-Chinese and L2-English essays composed by the same group of Chinese EFL writers. Paired samples t-test showed, surprisingly, that writers’ L2-English voice was significantly stronger than their L1-Chinese voice, whereas subsequent text analysis of L1 and L2 writing samples further revealed differing linguistic, rhetorical, and discoursal resources employed by writers for voice construction when writing in two different language systems. Such findings extend Hyland’s (2008) interactional metadiscourse framework on voice construction and offer important implications for L2 writing instruction and assessment.
{"title":"Voice and Voicing Strategies Across Native and Second Language Writing: Extending the Interactional Metadiscourse Framework","authors":"Cecilia Guanfang Zhao, Jincheng Wu","doi":"10.1093/applin/amae021","DOIUrl":"https://doi.org/10.1093/applin/amae021","url":null,"abstract":"\u0000 Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voice similarly or differently in their L1 and L2 writing. The present study therefore examined voice strength and voicing strategies in L1-Chinese and L2-English essays composed by the same group of Chinese EFL writers. Paired samples t-test showed, surprisingly, that writers’ L2-English voice was significantly stronger than their L1-Chinese voice, whereas subsequent text analysis of L1 and L2 writing samples further revealed differing linguistic, rhetorical, and discoursal resources employed by writers for voice construction when writing in two different language systems. Such findings extend Hyland’s (2008) interactional metadiscourse framework on voice construction and offer important implications for L2 writing instruction and assessment.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382491","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}
Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient to proximity (scholarly communities) and positioning (reputational work). The quantitative analysis of the dataset supported by semi-structured interviews with a group of academics shows that while core moves provide basic identity information, optional moves are used strategically for positioning. A comparison by career stage reveals that mid-career academics utilize more positioning than early-career and established academics. The positioning moves in the second half of the decade draw more on academic achievements, multimodality, and digital presence. The study contributes to an enhanced understanding of how a small and originally inconspicuous genre becomes a space for academic branding and evaluates this development against the increasingly competitive and precarious conditions of the neoliberal HE sector.
{"title":"Standing ‘in’ and ‘out’ from the Crowd in a Small Genre: Proximity and Positioning in Applied Linguists’ Email Signatures","authors":"Erhan Aslan, Sylvia Jaworska","doi":"10.1093/applin/amae019","DOIUrl":"https://doi.org/10.1093/applin/amae019","url":null,"abstract":"Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient to proximity (scholarly communities) and positioning (reputational work). The quantitative analysis of the dataset supported by semi-structured interviews with a group of academics shows that while core moves provide basic identity information, optional moves are used strategically for positioning. A comparison by career stage reveals that mid-career academics utilize more positioning than early-career and established academics. The positioning moves in the second half of the decade draw more on academic achievements, multimodality, and digital presence. The study contributes to an enhanced understanding of how a small and originally inconspicuous genre becomes a space for academic branding and evaluates this development against the increasingly competitive and precarious conditions of the neoliberal HE sector.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114714","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}
L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging. This study tested the utility of the bi-factor exploratory structural equation modelling framework (B-ESEM)—an overarching psychometric framework that can address the two critical concerns associated with the operationalization and measurement of L2 learner engagement. Data were collected from 413 Vietnamese EFL students. Through two stages of rigorous and strategic data analysis, the results suggested that participants’ responses to the L2 learner engagement scale could be best represented by a B-ESEM model that simultaneously assessed the global L2 engagement factor along with the specific components of behavioural, cognitive, affective, and social engagement while, at the same time, controlling for the cross-loadings of items onto non-target factors. Results of the study were discussed from both psychometric and substantive perspectives and implications were provided to capitalize on the utility of the B-ESEM approach in the assessment of L2 learner engagement.
{"title":"Towards Clarification of the Second Language Learner Engagement Construct: Taking Stock of its Conceptual Overlap and Hierarchical Structure","authors":"Hoi Vo","doi":"10.1093/applin/amae012","DOIUrl":"https://doi.org/10.1093/applin/amae012","url":null,"abstract":"L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging. This study tested the utility of the bi-factor exploratory structural equation modelling framework (B-ESEM)—an overarching psychometric framework that can address the two critical concerns associated with the operationalization and measurement of L2 learner engagement. Data were collected from 413 Vietnamese EFL students. Through two stages of rigorous and strategic data analysis, the results suggested that participants’ responses to the L2 learner engagement scale could be best represented by a B-ESEM model that simultaneously assessed the global L2 engagement factor along with the specific components of behavioural, cognitive, affective, and social engagement while, at the same time, controlling for the cross-loadings of items onto non-target factors. Results of the study were discussed from both psychometric and substantive perspectives and implications were provided to capitalize on the utility of the B-ESEM approach in the assessment of L2 learner engagement.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015582","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":"Liquid Crystals: A Phenomenological Approach to Complexity of University Students' Identity Formation Through Translanguaging Perspective","authors":"Yaeko Hori, Yumi Sugihara, Li Wei","doi":"10.1093/applin/amae005","DOIUrl":"https://doi.org/10.1093/applin/amae005","url":null,"abstract":"","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958411","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 paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural knowledge and spatial relating, to establish common ground and an interpretative framework for engaging in ensuing offline encounters. Drawing on an interactional analysis of data from a large linguistic ethnographic project, we focus on how a group of Polish immigrants who live in different parts of London bring their offline contexts and socially or culturally motivated expectations into their interactions to facilitate alignment in interactional frames in the context of limited familiarity with each other. Overall, our analysis points to the role of group messaging in creating a digital prospection space in which a joint frame of reference can be interactively constructed in anticipation of an offline encounter.
{"title":"Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space","authors":"Agnieszka Lyons, Caroline Tagg","doi":"10.1093/applin/amae008","DOIUrl":"https://doi.org/10.1093/applin/amae008","url":null,"abstract":"This paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural knowledge and spatial relating, to establish common ground and an interpretative framework for engaging in ensuing offline encounters. Drawing on an interactional analysis of data from a large linguistic ethnographic project, we focus on how a group of Polish immigrants who live in different parts of London bring their offline contexts and socially or culturally motivated expectations into their interactions to facilitate alignment in interactional frames in the context of limited familiarity with each other. Overall, our analysis points to the role of group messaging in creating a digital prospection space in which a joint frame of reference can be interactively constructed in anticipation of an offline encounter.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901862","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 use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context, which is, like in most countries in the world, a context that responds to the dynamics of the Internationalisation of Higher Education. As we will see in the following empirical study and its results, the use of English-written materials in university Medicine courses in Colombia has an impact on the presence of Terminological Anglicisms in both written texts and oral discourse in Spanish. And this, not surprisingly, does not promote the creation of new native Spanish vocabulary, on the contrary, it is detrimental to the specialized communicative suitability of the local language.
{"title":"English in Specialized Communication and its Impact on Spanish Medical Lexicon","authors":"Jorge M Porras-Garzón","doi":"10.1093/applin/amae007","DOIUrl":"https://doi.org/10.1093/applin/amae007","url":null,"abstract":"The use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context, which is, like in most countries in the world, a context that responds to the dynamics of the Internationalisation of Higher Education. As we will see in the following empirical study and its results, the use of English-written materials in university Medicine courses in Colombia has an impact on the presence of Terminological Anglicisms in both written texts and oral discourse in Spanish. And this, not surprisingly, does not promote the creation of new native Spanish vocabulary, on the contrary, it is detrimental to the specialized communicative suitability of the local language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750367","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 cases where two study abroad students—Rita and Jack—problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners’ sociolinguistic competence in a study abroad context involving their knowledge of native speaker norms and the contextual appropriateness of target language variation. An analysis of ethnographic data suggests that Rita and Jack interpreted the appropriate use of sociolinguistic variation from the local variety of Andean Spanish by drawing on prevalent racialized language ideologies in the host community that link non-standard variants to an indigenous identity imagined as incompetent in Spanish. These findings validate a need for alternative analytic frameworks that conceptualize second language learners’ development of sociolinguistic competence in terms of language ideologies rather than objective sets of normative native speaker practices. This study advances calls to develop L2 learners’ critical language awareness through curricular innovation and critical pedagogies in study abroad programs.
{"title":"Inappropriate Identities: Racialized Language Ideologies and Sociolinguistic Competence in a Study Abroad Context","authors":"Devin Grammon","doi":"10.1093/applin/amae003","DOIUrl":"https://doi.org/10.1093/applin/amae003","url":null,"abstract":"This article examines cases where two study abroad students—Rita and Jack—problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners’ sociolinguistic competence in a study abroad context involving their knowledge of native speaker norms and the contextual appropriateness of target language variation. An analysis of ethnographic data suggests that Rita and Jack interpreted the appropriate use of sociolinguistic variation from the local variety of Andean Spanish by drawing on prevalent racialized language ideologies in the host community that link non-standard variants to an indigenous identity imagined as incompetent in Spanish. These findings validate a need for alternative analytic frameworks that conceptualize second language learners’ development of sociolinguistic competence in terms of language ideologies rather than objective sets of normative native speaker practices. This study advances calls to develop L2 learners’ critical language awareness through curricular innovation and critical pedagogies in study abroad programs.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750346","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}
Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner’s recurring, increasingly frequent, and diverse use of the multiword expression det er sant (it/that is true) (DES) in L2 Norwegian interactions over a time span of four months. While the use of DES did not undergo syntactic changes, the analysis revealed that the functions of the expression diversified as DES became more frequent in use. Initially functioning primarily as a means of expressing agreement, DES was increasingly used to preface disagreement and indicate the closing of self-initiated repair sequences. This functional diversification was accompanied by increasing morphophonological reduction indicating an ongoing process of routinization. We argue that these changes, also when non-linear and not complying with the target norm, allowed the learner to participate more actively in managing the flow of talk. The study provides insight into how interaction shapes L2 development and the role of education in providing access to situations that foster increased membership in the speech community.
本文借鉴了最近在研究第二语言发展过程中将基于用法的语言学（UBL）和会话分析（CA）结合起来的学术成果，报告了一项微观分析，追踪了一名成年学习者在四个月的时间跨度内，在挪威语第二语言的互动中反复、日益频繁和多样化地使用多词表达det er sant（它/那是真的）（DES）的情况。虽然DES的使用没有发生句法上的变化，但分析表明，随着DES使用频率的增加，其功能也变得多样化。DES 最初主要用于表达同意，后来越来越多地用于表示不同意的前奏和表示自我修复序列的结束。这种功能上的多样化伴随着形态上的日益减少，表明了一个持续的常规化过程。我们认为，这些变化，即使是在非线性和不符合目标规范的情况下，也能让学习者更积极地参与管理谈话流程。这项研究深入探讨了互动如何影响 L2 的发展，以及教育在提供机会、促进增加语言社区成员方面所起的作用。
{"title":"Managing the Flow of Talk: A Longitudinal Case Study of the Multiword Expression det er sant in L2 Norwegian Interactions","authors":"Paulina Horbowicz, Marte Nordanger","doi":"10.1093/applin/amae006","DOIUrl":"https://doi.org/10.1093/applin/amae006","url":null,"abstract":"Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner’s recurring, increasingly frequent, and diverse use of the multiword expression det er sant (it/that is true) (DES) in L2 Norwegian interactions over a time span of four months. While the use of DES did not undergo syntactic changes, the analysis revealed that the functions of the expression diversified as DES became more frequent in use. Initially functioning primarily as a means of expressing agreement, DES was increasingly used to preface disagreement and indicate the closing of self-initiated repair sequences. This functional diversification was accompanied by increasing morphophonological reduction indicating an ongoing process of routinization. We argue that these changes, also when non-linear and not complying with the target norm, allowed the learner to participate more actively in managing the flow of talk. The study provides insight into how interaction shapes L2 development and the role of education in providing access to situations that foster increased membership in the speech community.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771153","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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