Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge as a measure of L2 cognitive fluency predicting L2 utterance fluency (UF) in spontaneous speech. A total of 210 university students took a multiple-choice vocabulary test and the LJT to assess the declarative and automatized aspects of phonological vocabulary knowledge, respectively. UF was measured as articulation rate and mid/end-clause silent pause ratio, elicited through picture narrative and personal opinion tasks, each presenting differential lexical demands. Memory-based cognitive aptitude was also considered. Mixed-effects regression analyses revealed that automatized vocabulary knowledge, rather than the declarative counterpart, underlies fluent speech performance free of undue pauses. Task effects were identified, indicating that automatized vocabulary knowledge is sensitive to the lexical demands of speech tasks.
{"title":"Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production","authors":"Kotaro Takizawa, Kazuya Saito, Yui Suzukida, Satsuki Kurokawa, Takumi Uchihara","doi":"10.1093/applin/amaf042","DOIUrl":"https://doi.org/10.1093/applin/amaf042","url":null,"abstract":"Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge as a measure of L2 cognitive fluency predicting L2 utterance fluency (UF) in spontaneous speech. A total of 210 university students took a multiple-choice vocabulary test and the LJT to assess the declarative and automatized aspects of phonological vocabulary knowledge, respectively. UF was measured as articulation rate and mid/end-clause silent pause ratio, elicited through picture narrative and personal opinion tasks, each presenting differential lexical demands. Memory-based cognitive aptitude was also considered. Mixed-effects regression analyses revealed that automatized vocabulary knowledge, rather than the declarative counterpart, underlies fluent speech performance free of undue pauses. Task effects were identified, indicating that automatized vocabulary knowledge is sensitive to the lexical demands of speech tasks.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"72 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144577890","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}
Mostafa Papi, Yiran Zhang, Yang Zhou, Claudia J Kim, Mahshid Mahbodi, Mijin Eom, Chen Jiang
This study examined the effects of learners’ regulatory focus, task type, and the match/mismatch between the two on task engagement. Eighty-five learners of English as a second language at a US-American university completed a regulatory focus questionnaire, an English proficiency self-assessment, one task with a promotion focus (requiring creativity and imagination), one task with a prevention focus (requiring attention to detail and accuracy), and finally a post-task engagement questionnaire. Results showed that (1) the promotion task resulted in significantly higher levels of task enjoyment, whereas the prevention task led to higher cognitive engagement; (2) learners’ prevention focus positively predicted task anxiety in both tasks and negatively predicted task enjoyment in the promotion task, whereas the promotion focus positively predicted task enjoyment in the promotion task; and finally, (3) prevention-focused learners experienced greater enjoyment in the prevention task (matching) than in the promotion (mismatching) task, whereas promotion-focused learners experienced more enjoyment in the promotion (matching) task than in the prevention task (mismatching) supporting regulatory fit predictions. The results highlight the importance of regulatory focus and fit in task engagement.
{"title":"Regulatory focus and fit effects on task engagement: An experimental study","authors":"Mostafa Papi, Yiran Zhang, Yang Zhou, Claudia J Kim, Mahshid Mahbodi, Mijin Eom, Chen Jiang","doi":"10.1093/applin/amaf035","DOIUrl":"https://doi.org/10.1093/applin/amaf035","url":null,"abstract":"This study examined the effects of learners’ regulatory focus, task type, and the match/mismatch between the two on task engagement. Eighty-five learners of English as a second language at a US-American university completed a regulatory focus questionnaire, an English proficiency self-assessment, one task with a promotion focus (requiring creativity and imagination), one task with a prevention focus (requiring attention to detail and accuracy), and finally a post-task engagement questionnaire. Results showed that (1) the promotion task resulted in significantly higher levels of task enjoyment, whereas the prevention task led to higher cognitive engagement; (2) learners’ prevention focus positively predicted task anxiety in both tasks and negatively predicted task enjoyment in the promotion task, whereas the promotion focus positively predicted task enjoyment in the promotion task; and finally, (3) prevention-focused learners experienced greater enjoyment in the prevention task (matching) than in the promotion (mismatching) task, whereas promotion-focused learners experienced more enjoyment in the promotion (matching) task than in the prevention task (mismatching) supporting regulatory fit predictions. The results highlight the importance of regulatory focus and fit in task engagement.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534092","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}
Thi Ngoc Yen Dang, Marijana Macis, Mireya Aguilera-Munizaga
Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.12253) Academic Spoken Word List (ASWL). Results showed that half of these words were Spanish–English cognates, more than 49 per cent were non-cognates, and less than 1 per cent were false cognates. Cognates and false cognates covered 10.53 per cent and 0.002 per cent of the academic spoken corpus, respectively. The ASWL cognates were more transparent in spelling than pronunciation. There was a close relationship between orthographic and phonological transparency. Words that have high frequency in English but low frequency in Spanish, words that have high frequency in Spanish regardless of their frequency in English, and words that have low frequency in both languages accounted for 61.85 per cent, 35.29 per cent, and 2.85 per cent of the ASWL cognates, respectively. The study offers further insights into the value of recognizing cognates and each kind of cognate for academic vocabulary acquisition and provides useful implications for vocabulary assessment and pedagogy.
{"title":"Spanish–English cognates and false cognates in academic spoken vocabulary: Lexical coverage, orthographic, and phonological transparency, and frequency","authors":"Thi Ngoc Yen Dang, Marijana Macis, Mireya Aguilera-Munizaga","doi":"10.1093/applin/amaf041","DOIUrl":"https://doi.org/10.1093/applin/amaf041","url":null,"abstract":"Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.12253) Academic Spoken Word List (ASWL). Results showed that half of these words were Spanish–English cognates, more than 49 per cent were non-cognates, and less than 1 per cent were false cognates. Cognates and false cognates covered 10.53 per cent and 0.002 per cent of the academic spoken corpus, respectively. The ASWL cognates were more transparent in spelling than pronunciation. There was a close relationship between orthographic and phonological transparency. Words that have high frequency in English but low frequency in Spanish, words that have high frequency in Spanish regardless of their frequency in English, and words that have low frequency in both languages accounted for 61.85 per cent, 35.29 per cent, and 2.85 per cent of the ASWL cognates, respectively. The study offers further insights into the value of recognizing cognates and each kind of cognate for academic vocabulary acquisition and provides useful implications for vocabulary assessment and pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513186","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}
Informed by the conceptual framework of teacher feedback literacy and drawing upon multiple sources of data, including teacher feedback samples, semi-structured interviews, and stimulated recalls, this case study examined how L2 writing teachers praise students in written feedback and their feedback literacy in giving praise in a Chinese English-as-a-foreign-language (EFL) university context. The findings revealed that although praise was commonly used, suggestion and criticism still accounted for a larger percentage of all feedback given. The teachers favored independent praise and performance-oriented praise (i.e. text quality) over concomitant praise, effort-oriented, and ability-oriented praise, and praise was found to facilitate teacher-student dialogic feedback and encourage student autonomy and reciprocity in engaging with teacher feedback. The study identified two profiles of praise-giving practice: “active praise givers,” who communicated with student writers by providing feedback, and “sparse praise givers,” who focused more on working on student texts. Based on the findings, an L2 writing teacher feedback literacy framework in written praise was proposed to delineate the required knowledge, goals, values, and skills for giving written praise to improve student writing.
{"title":"“It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy","authors":"Shulin Yu, Peisha Wu, Chenggang Liang","doi":"10.1093/applin/amaf033","DOIUrl":"https://doi.org/10.1093/applin/amaf033","url":null,"abstract":"Informed by the conceptual framework of teacher feedback literacy and drawing upon multiple sources of data, including teacher feedback samples, semi-structured interviews, and stimulated recalls, this case study examined how L2 writing teachers praise students in written feedback and their feedback literacy in giving praise in a Chinese English-as-a-foreign-language (EFL) university context. The findings revealed that although praise was commonly used, suggestion and criticism still accounted for a larger percentage of all feedback given. The teachers favored independent praise and performance-oriented praise (i.e. text quality) over concomitant praise, effort-oriented, and ability-oriented praise, and praise was found to facilitate teacher-student dialogic feedback and encourage student autonomy and reciprocity in engaging with teacher feedback. The study identified two profiles of praise-giving practice: “active praise givers,” who communicated with student writers by providing feedback, and “sparse praise givers,” who focused more on working on student texts. Based on the findings, an L2 writing teacher feedback literacy framework in written praise was proposed to delineate the required knowledge, goals, values, and skills for giving written praise to improve student writing.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513231","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 ‘sociolinguistics of Islam’ refers to the exploration of how language and society intersect within contexts where the Islamic faith is the defining worldview shaping language, literacy, and other processes of semiosis. This article proposes a heuristic that extends sociolinguistic scholarship by advancing a research agenda focussed on Islamic sociolinguistic ecologies. We demonstrate how Islam’s rather stable textual historicity is in constant dialogue with local language ecologies, resulting in a plethora of contemporary and localized variations in spoken and written discourses and auditory cultures. A sociolinguistics of Islam not only traverses various subfields of applied linguistics, but necessitates the incorporation of theology, multilingualism, and historicity into its analytic inquiry. We argue that this framework confers us with greater theoretical and methodological purchase on how various languages adapt—or resist—the influence of Islam in autochthonous discourses, particularly in contexts where Muslim populations expand, leading to diverse forms of religious vernacularisation. This article sets the foundations for inquiry into how Islam influences language policy, learning, religious expression, and sociolinguistic phenomena within Muslim communities worldwide.
{"title":"Exploring a Sociolinguistics of Islam","authors":"Ibrar Bhatt, Othman Z Barnawi, Rizwan Ahmad","doi":"10.1093/applin/amaf043","DOIUrl":"https://doi.org/10.1093/applin/amaf043","url":null,"abstract":"The ‘sociolinguistics of Islam’ refers to the exploration of how language and society intersect within contexts where the Islamic faith is the defining worldview shaping language, literacy, and other processes of semiosis. This article proposes a heuristic that extends sociolinguistic scholarship by advancing a research agenda focussed on Islamic sociolinguistic ecologies. We demonstrate how Islam’s rather stable textual historicity is in constant dialogue with local language ecologies, resulting in a plethora of contemporary and localized variations in spoken and written discourses and auditory cultures. A sociolinguistics of Islam not only traverses various subfields of applied linguistics, but necessitates the incorporation of theology, multilingualism, and historicity into its analytic inquiry. We argue that this framework confers us with greater theoretical and methodological purchase on how various languages adapt—or resist—the influence of Islam in autochthonous discourses, particularly in contexts where Muslim populations expand, leading to diverse forms of religious vernacularisation. This article sets the foundations for inquiry into how Islam influences language policy, learning, religious expression, and sociolinguistic phenomena within Muslim communities worldwide.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"18 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513297","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}
Informed by the platformization and (micro)celebrification of language teachers as social media influencers, this study examines the underexplored nexus of influencer culture, language ideology, and entrepreneurial self-branding in ELT. It analyzes the self-positioning of 48 Instagram edu-influencers creating English language content for Turkish-speaking audiences. Using the Discourse Historical Approach within Critical Discourse Analysis, the study explores their self-positioning and dissemination of language ideologies through metadata (handles, bio statements, and profile pictures) and video content (the 10 most-viewed reels, n = 480). Findings reveal that edu-influencers position themselves as dynamic entrepreneurial intermediaries—relatable learners, authentic users, and expert teachers—bridging learners with commodified native speakerist ideals. They contribute to Instagram's success as a platform while leveraging platform-specific affordances and multimodal content to promote their professional brands, blending linguistic, economic, and social dimensions into performative acts that reinforce linguistic hierarchies. Contributing to discussions on platform logic and teacher identities, this study positions edu-influencers as key actors in ‘the platformized ELT ecosystem’, raising critical questions about embodying, performing, reifying, and disseminating language ideologies.
{"title":"Teachers as influencers and personal brands on Instagram: double-tapping language ideologies in the attention economy","authors":"Ali Fuad Selvi","doi":"10.1093/applin/amaf039","DOIUrl":"https://doi.org/10.1093/applin/amaf039","url":null,"abstract":"Informed by the platformization and (micro)celebrification of language teachers as social media influencers, this study examines the underexplored nexus of influencer culture, language ideology, and entrepreneurial self-branding in ELT. It analyzes the self-positioning of 48 Instagram edu-influencers creating English language content for Turkish-speaking audiences. Using the Discourse Historical Approach within Critical Discourse Analysis, the study explores their self-positioning and dissemination of language ideologies through metadata (handles, bio statements, and profile pictures) and video content (the 10 most-viewed reels, n = 480). Findings reveal that edu-influencers position themselves as dynamic entrepreneurial intermediaries—relatable learners, authentic users, and expert teachers—bridging learners with commodified native speakerist ideals. They contribute to Instagram's success as a platform while leveraging platform-specific affordances and multimodal content to promote their professional brands, blending linguistic, economic, and social dimensions into performative acts that reinforce linguistic hierarchies. Contributing to discussions on platform logic and teacher identities, this study positions edu-influencers as key actors in ‘the platformized ELT ecosystem’, raising critical questions about embodying, performing, reifying, and disseminating language ideologies.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144304817","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}
Informed by self-determination theory, this study tested experiment-based models incorporating teacher emotional support (TES) and students’ basic psychological needs (BPNs) satisfaction, frustration, emotions of anxiety and enjoyment, emotional disengagement, and emotional engagement as learning outcomes over three time points. An experimental group (n = 63) received a 10-week quasi-experimental intervention that targeted the three dimensions of TES: positive climate, teacher sensitivity, and regard for students’ perspectives. Questionnaires and classroom observation data was processed using ANOVA, ANCOVA, and PLS-SEM analyses. The findings revealed significant positive changes in students’ BPNs, emotions, and emotional engagement, peaking toward the end of the experiment. The PLS-SEM analysis indicated that the experimentally driven models showed acceptable goodness of fit to the data, explaining 91 and 94% of the variance in learners’ emotional engagement at T2 and T3, respectively. While TES did not account for a significant direct effect on the outcome variable for any of the phases, this effect was largely mediated by learners’ BPNs satisfaction and enjoyment. These findings provide empirical evidence of the advantages of TES approach for L2 learners.
{"title":"Testing experimental-based models on the influence of teacher emotional support on students’ basic psychological needs, emotions, and emotional engagement","authors":"Fakieh Alrabai, Wala Algazzaz","doi":"10.1093/applin/amaf036","DOIUrl":"https://doi.org/10.1093/applin/amaf036","url":null,"abstract":"Informed by self-determination theory, this study tested experiment-based models incorporating teacher emotional support (TES) and students’ basic psychological needs (BPNs) satisfaction, frustration, emotions of anxiety and enjoyment, emotional disengagement, and emotional engagement as learning outcomes over three time points. An experimental group (n = 63) received a 10-week quasi-experimental intervention that targeted the three dimensions of TES: positive climate, teacher sensitivity, and regard for students’ perspectives. Questionnaires and classroom observation data was processed using ANOVA, ANCOVA, and PLS-SEM analyses. The findings revealed significant positive changes in students’ BPNs, emotions, and emotional engagement, peaking toward the end of the experiment. The PLS-SEM analysis indicated that the experimentally driven models showed acceptable goodness of fit to the data, explaining 91 and 94% of the variance in learners’ emotional engagement at T2 and T3, respectively. While TES did not account for a significant direct effect on the outcome variable for any of the phases, this effect was largely mediated by learners’ BPNs satisfaction and enjoyment. These findings provide empirical evidence of the advantages of TES approach for L2 learners.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"230 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144296111","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}
Reflexivity, a unique feature of human language, is a key indicator evaluating the performance of ChatGPT in text generation. Comparing reflexivity in human-written and ChatGPT-generated texts could reveal how well ChatGPT could capture the fundamental features of human language. Using a self-built corpus and adopting a bottom-up approach and statistical methods, this study compares the reflexive language, metadiscourse, in human-written and ChatGPT-generated English research article abstracts. Results show that in both types of abstracts, metadiscourse fulfills three broad and eight specific discourse functions: Referring to text participants (Referring to writer, Referring to text), Describing text actions (Introducing, Arguing, Finding, Presenting), Describing text circumstances (Phoric marking, Code glossing). However, metadiscourse markers are much more prevalent in ChatGPT-generated abstracts. In addition, human-written abstracts employ metadiscourse markers mainly for writer-oriented introducing, while ChatGPT-generated abstracts for text-oriented introducing. Possible reasons for the similarities and differences are related to ChatGPT’s working mechanism, the training dataset, and writing rules learnt by ChatGPT. This research contributes to the development of large language models and artificial intelligence output detectors, writing instruction and practice, and metadiscourse research.
{"title":"Reflexivity in human-written and ChatGPT-generated English research article abstracts: A comparison of metadiscourse","authors":"Man Zhang, Jiawei Zhang","doi":"10.1093/applin/amaf032","DOIUrl":"https://doi.org/10.1093/applin/amaf032","url":null,"abstract":"Reflexivity, a unique feature of human language, is a key indicator evaluating the performance of ChatGPT in text generation. Comparing reflexivity in human-written and ChatGPT-generated texts could reveal how well ChatGPT could capture the fundamental features of human language. Using a self-built corpus and adopting a bottom-up approach and statistical methods, this study compares the reflexive language, metadiscourse, in human-written and ChatGPT-generated English research article abstracts. Results show that in both types of abstracts, metadiscourse fulfills three broad and eight specific discourse functions: Referring to text participants (Referring to writer, Referring to text), Describing text actions (Introducing, Arguing, Finding, Presenting), Describing text circumstances (Phoric marking, Code glossing). However, metadiscourse markers are much more prevalent in ChatGPT-generated abstracts. In addition, human-written abstracts employ metadiscourse markers mainly for writer-oriented introducing, while ChatGPT-generated abstracts for text-oriented introducing. Possible reasons for the similarities and differences are related to ChatGPT’s working mechanism, the training dataset, and writing rules learnt by ChatGPT. This research contributes to the development of large language models and artificial intelligence output detectors, writing instruction and practice, and metadiscourse research.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"70 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144228457","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}
Inmaculada López-Solà, Leo Wanner, Carmen López-Ferrero
Graded readers (GRs) are a popular language-learning resource, as they provide contextualized input adapted to any level. Still, their creation process is non-systematic and their quantity is limited. This article investigates, firstly, the progression of linguistic complexity in a series of Spanish GRs of consecutive levels, and secondly, whether literary works (LWs) targeted at specific age groups of L1 speakers exhibit a similar gradation, thus representing suitable complementary material. For this purpose, we (1) fitted two random forests on 40 complexity features computed by processing 50 GRs, 50 LWs, and 8,585 graded lexical items; (2) performed intergroup comparisons with a reference corpus through permutation tests on the four features most informative to the random forests; and (3) further explored vocabulary using distributional techniques. Our findings indicate that complexity does not progress uniformly across levels or linguistic dimensions for both GRs and LWs. Moreover, LWs only differ substantially from GRs in their lowest level. This demonstrates the importance of considering quantitative measures such as the ones presented in this study to develop balanced language teaching materials.
{"title":"Deconstructing the Library of Babel: Analysis of linguistic complexity in Spanish graded readers and literary works","authors":"Inmaculada López-Solà, Leo Wanner, Carmen López-Ferrero","doi":"10.1093/applin/amaf017","DOIUrl":"https://doi.org/10.1093/applin/amaf017","url":null,"abstract":"Graded readers (GRs) are a popular language-learning resource, as they provide contextualized input adapted to any level. Still, their creation process is non-systematic and their quantity is limited. This article investigates, firstly, the progression of linguistic complexity in a series of Spanish GRs of consecutive levels, and secondly, whether literary works (LWs) targeted at specific age groups of L1 speakers exhibit a similar gradation, thus representing suitable complementary material. For this purpose, we (1) fitted two random forests on 40 complexity features computed by processing 50 GRs, 50 LWs, and 8,585 graded lexical items; (2) performed intergroup comparisons with a reference corpus through permutation tests on the four features most informative to the random forests; and (3) further explored vocabulary using distributional techniques. Our findings indicate that complexity does not progress uniformly across levels or linguistic dimensions for both GRs and LWs. Moreover, LWs only differ substantially from GRs in their lowest level. This demonstrates the importance of considering quantitative measures such as the ones presented in this study to develop balanced language teaching materials.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143940126","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}
Peter Wingrove, Beatrice Zuaro, Dogan Yuksel, Marion Nao, Anna Kristina Hultgren
Notwithstanding the wide consensus that English-medium instruction (EMI) in European higher education has grown explosively since the turn of the century (Wächter, B., and Maiworm, F. 2014. English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens), there has been little research which addresses issues related to operationalizing EMI, nor has a pan-European update on EMI figures been given since 2013. This study fills these gaps by (1) applying a measurement validity process (Adcock and Collier 2001) to operationalizing and measuring EMI and (2) applying the resultant framework to up-to-date figures on the state-of-play of EMI in European higher education in the academic year 2023/2024. A total of 24,043 ETPs were identified in 2023/24, compared to 8,089 in 2013, showing approximately three-fold growth over the decade. Geographically, our modern data shows that EMI is practiced more widely in 2023/2024, no longer as concentrated in Northern Europe. EMI is mostly practiced at the master’s level; and the most popular disciplines are ‘business and management’, ‘engineering and technology’ and ‘computer science and IT’. We discuss the theoretical and methodological implications for future research operationalizing and measuring EMI growth.
尽管人们普遍认为，自世纪之交以来，欧洲高等教育中的英语教学（EMI）呈爆炸式增长（Wächter， B., and Maiworm， F. 2014）。2014年欧洲高等教育英语授课课程现状波恩：Lemmens)，很少有研究解决与EMI操作相关的问题，也没有泛欧自2013年以来提供的EMI数据更新。本研究通过以下方式填补了这些空白：(1)将测量有效性过程（Adcock and Collier 2001）应用于操作和测量EMI；(2)将所得到的框架应用于2023/2024学年欧洲高等教育EMI现状的最新数据。2023/24年度共发现24,043个etp，而2013年为8,089个，十年来增长了约三倍。从地理上看，我们的现代数据显示，在2023/2024年，EMI的应用范围更广，不再集中在北欧。EMI主要在硕士阶段进行；最受欢迎的学科是“商业与管理”、“工程与技术”和“计算机科学与信息技术”。我们讨论了对未来研究、操作和测量电磁干扰增长的理论和方法意义。
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