Cesar Teló, Rosane Silveira, Ana Flávia Boeing Marcelino, Mary G O’Brien
Evidence from Canada suggests that accent bias can be moderated by speakers’ demonstrated job-relevant performance and the prestige level of their occupation (Teló et al. 2022). In this study, we replicated Teló et al.’s (2022) work in Brazil. First language (L1) Brazilian Portuguese-speaking listeners rated audio recordings of L1 Brazilian Portuguese and L1 Spanish speakers along continua capturing one professional (competence), one experiential (treatment preference), and one linguistic (comprehensibility) dimension. Our findings challenge the notion of consistent bias, as listeners did not uniformly perceive L1 Brazilian Portuguese speakers as more competent and comprehensible than L1 Spanish speakers, and, in fact, generally preferred treatment provided by L1 Spanish speakers. Complex interactions provided a nuanced account of listeners’ evaluations, revealing, among other patterns, that demonstrated performance level and job prestige affected the evaluated dimensions differently depending on the speaker’s L1. This replication further expands the initial study by examining the role of four listener variables as predictors of speaker ratings. Greater listener familiarity with the context depicted in the script was associated with the assignment of higher ratings overall.
{"title":"Accent Bias in Professional Evaluations: A Conceptual Replication Study in Brazil","authors":"Cesar Teló, Rosane Silveira, Ana Flávia Boeing Marcelino, Mary G O’Brien","doi":"10.1093/applin/amae042","DOIUrl":"https://doi.org/10.1093/applin/amae042","url":null,"abstract":"Evidence from Canada suggests that accent bias can be moderated by speakers’ demonstrated job-relevant performance and the prestige level of their occupation (Teló et al. 2022). In this study, we replicated Teló et al.’s (2022) work in Brazil. First language (L1) Brazilian Portuguese-speaking listeners rated audio recordings of L1 Brazilian Portuguese and L1 Spanish speakers along continua capturing one professional (competence), one experiential (treatment preference), and one linguistic (comprehensibility) dimension. Our findings challenge the notion of consistent bias, as listeners did not uniformly perceive L1 Brazilian Portuguese speakers as more competent and comprehensible than L1 Spanish speakers, and, in fact, generally preferred treatment provided by L1 Spanish speakers. Complex interactions provided a nuanced account of listeners’ evaluations, revealing, among other patterns, that demonstrated performance level and job prestige affected the evaluated dimensions differently depending on the speaker’s L1. This replication further expands the initial study by examining the role of four listener variables as predictors of speaker ratings. Greater listener familiarity with the context depicted in the script was associated with the assignment of higher ratings overall.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141597340","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}
In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should be paused until validity issues are ironed out. However, validity at the measurement level is dependent on validity at the construct level. Replication attempts can fail when models are poorly theorized. To resolve problems at the measurement level, problems at the construct level need to be addressed.
{"title":"Jingle–Jangle Fallacies in L2 Motivational Self System Research: A Response to Al-Hoorie et al. (2024)","authors":"Alastair Henry, Meng Liu","doi":"10.1093/applin/amae041","DOIUrl":"https://doi.org/10.1093/applin/amae041","url":null,"abstract":"In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should be paused until validity issues are ironed out. However, validity at the measurement level is dependent on validity at the construct level. Replication attempts can fail when models are poorly theorized. To resolve problems at the measurement level, problems at the construct level need to be addressed.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"2015 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141462207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With chatbots becoming more and more prevalent in commercial and service contexts, they need to be designed to provide equitable access to services for all user groups. This paper argues that insights into users’ pragmatic strategies and rapport expectations can inform the audience design of chatbots and ensure that all users can equally benefit from the services they facilitate. The argument is underpinned by the analysis of simulated user interactions with a chatbot facilitating health appointment bookings, users’ introspective comments on their interactions, and users’ qualitative survey comments. The study shows that users’ pragmatic strategies show considerable variation. It also shows the negative impact of user experiences when the chatbot’s language and interaction patterns do not align with users’ rapport expectations. In closing, the paper uses these findings to define audience design for chatbots and discuss how audience design can be realized and supported by research.
{"title":"Making the Case for Audience Design in Conversational AI: Users’ Pragmatic Strategies and Rapport Expectations in Interaction with a Task-Oriented Chatbot","authors":"Doris Dippold","doi":"10.1093/applin/amae033","DOIUrl":"https://doi.org/10.1093/applin/amae033","url":null,"abstract":"With chatbots becoming more and more prevalent in commercial and service contexts, they need to be designed to provide equitable access to services for all user groups. This paper argues that insights into users’ pragmatic strategies and rapport expectations can inform the audience design of chatbots and ensure that all users can equally benefit from the services they facilitate. The argument is underpinned by the analysis of simulated user interactions with a chatbot facilitating health appointment bookings, users’ introspective comments on their interactions, and users’ qualitative survey comments. The study shows that users’ pragmatic strategies show considerable variation. It also shows the negative impact of user experiences when the chatbot’s language and interaction patterns do not align with users’ rapport expectations. In closing, the paper uses these findings to define audience design for chatbots and discuss how audience design can be realized and supported by research.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"14 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895748","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}
Applied linguistics has started to consider the importance of time for the understanding of meaning-making, for example in the conceptualization of chronotopes, or in stressing the relevance of speed and entrepreneurial views of the self for migrants. This study takes a step ahead by starting from the concept of memory as mobile, following Michel de Certeau (1990), and looking at the different ways in which the experience of time plays a role in living and recounting migration. Focusing on the journey of a young African from Italy to Germany and then reluctantly back to Italy, this article points to the relevance of time as projected (marked by [un]awareness of possible developments), personal (based on relationality), and influenced by concrete circumstances (events and processes). The findings also unveil tensions between planning and the unforeseen for tactics concerning language, highlighting the role of future projections.
应用语言学已开始考虑时间对于理解意义生成的重要性，例如在时序表的概念化中，或在强调速度和自我创业观对于移民的相关性时。本研究向前迈进了一步，从记忆是流动的这一概念出发，追随米歇尔-德塞多（Michel de Certeau，1990 年），研究时间体验在移民生活和叙述中发挥作用的不同方式。本文以一位非洲青年从意大利到德国，然后又无奈地返回意大利的旅程为重点，指出了时间的相关性：预测性（以对可能的发展[未]意识为标志）、个人性（基于关系性）以及受具体环境（事件和过程）的影响。研究结果还揭示了语言策略的计划性和不可预知性之间的紧张关系，强调了未来预测的作用。
{"title":"‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time","authors":"Marco Santello","doi":"10.1093/applin/amae031","DOIUrl":"https://doi.org/10.1093/applin/amae031","url":null,"abstract":"Applied linguistics has started to consider the importance of time for the understanding of meaning-making, for example in the conceptualization of chronotopes, or in stressing the relevance of speed and entrepreneurial views of the self for migrants. This study takes a step ahead by starting from the concept of memory as mobile, following Michel de Certeau (1990), and looking at the different ways in which the experience of time plays a role in living and recounting migration. Focusing on the journey of a young African from Italy to Germany and then reluctantly back to Italy, this article points to the relevance of time as projected (marked by [un]awareness of possible developments), personal (based on relationality), and influenced by concrete circumstances (events and processes). The findings also unveil tensions between planning and the unforeseen for tactics concerning language, highlighting the role of future projections.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895973","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}
Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s are rare. In this study, we extend the use of multivariate approaches to L2 Spanish writing. Our learner data included a subset of the CEDEL2 corpus (Lozano 2021), comprised of proficiency scores and 644 descriptive essays written in L2 Spanish by L1 English writers. Correlational analyses were conducted between proficiency scores and indices of lexical diversity (e.g. MTLD), mean word and bigram frequencies, and bigram strength of association (MI, delta). A final regression analysis accounted for 48.3 per cent of the variance in proficiency scores. Following previous L2 English writing research (e.g. Kyle et al. 2018; Monteiro et al. 2020), more proficient L2 Spanish writers tended to use a wider variety of lexical items, more strongly associated word combinations, and lexical items that are less frequent in corpora.
{"title":"The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use","authors":"Carla H Consolini, Kristopher Kyle","doi":"10.1093/applin/amae032","DOIUrl":"https://doi.org/10.1093/applin/amae032","url":null,"abstract":"Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s are rare. In this study, we extend the use of multivariate approaches to L2 Spanish writing. Our learner data included a subset of the CEDEL2 corpus (Lozano 2021), comprised of proficiency scores and 644 descriptive essays written in L2 Spanish by L1 English writers. Correlational analyses were conducted between proficiency scores and indices of lexical diversity (e.g. MTLD), mean word and bigram frequencies, and bigram strength of association (MI, delta). A final regression analysis accounted for 48.3 per cent of the variance in proficiency scores. Following previous L2 English writing research (e.g. Kyle et al. 2018; Monteiro et al. 2020), more proficient L2 Spanish writers tended to use a wider variety of lexical items, more strongly associated word combinations, and lexical items that are less frequent in corpora.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"107 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140819980","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}
Christina Hedman, Liz Adams Lyngbäck, Enni Paul, Jenny Rosén
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
{"title":"Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults","authors":"Christina Hedman, Liz Adams Lyngbäck, Enni Paul, Jenny Rosén","doi":"10.1093/applin/amae029","DOIUrl":"https://doi.org/10.1093/applin/amae029","url":null,"abstract":"This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"43 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140642935","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}
In response to calls for an assessment tool that provides a separate performance dimension from the linguistic quality-oriented measures of complexity, accuracy, and fluency (CAF) and guided by systemic functional linguistic (SFL) theories, this study introduces a set of fine-grained objective measures of communication/content/function (CCF)-related performance in second language (L2) narratives and empirically tests the validity of these measures using vigorous research procedures and statistical tests. The test results show that these CCF measures assessed their intended SFL functional dimensions, in contrast to the key CAF measures that evaluated mainly linguistic dimensions of narrative performance. More specifically, these CCF measures offered an objective evaluation of the communication/content quality of narrative task performance as evaluated by the subjective functional adequacy scales, while the key CAF measures provided an objective assessment of the linguistic quality of task performance as measured by the largely subjective International English Language Testing System (IELTS) scales. The study also discusses the implications of the results for making the assessment of L2 task performance more accurate and comprehensive.
{"title":"Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance","authors":"Jie Qin, Dilin Liu","doi":"10.1093/applin/amae030","DOIUrl":"https://doi.org/10.1093/applin/amae030","url":null,"abstract":"In response to calls for an assessment tool that provides a separate performance dimension from the linguistic quality-oriented measures of complexity, accuracy, and fluency (CAF) and guided by systemic functional linguistic (SFL) theories, this study introduces a set of fine-grained objective measures of communication/content/function (CCF)-related performance in second language (L2) narratives and empirically tests the validity of these measures using vigorous research procedures and statistical tests. The test results show that these CCF measures assessed their intended SFL functional dimensions, in contrast to the key CAF measures that evaluated mainly linguistic dimensions of narrative performance. More specifically, these CCF measures offered an objective evaluation of the communication/content quality of narrative task performance as evaluated by the subjective functional adequacy scales, while the key CAF measures provided an objective assessment of the linguistic quality of task performance as measured by the largely subjective International English Language Testing System (IELTS) scales. The study also discusses the implications of the results for making the assessment of L2 task performance more accurate and comprehensive.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"50 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622830","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}
Malgorzata Karpinska-Krakowiak, Michal Pierzgalski
Little is still known about how the language used in social protests affects people’s behavioral expressions of support. This study aims to bridge this gap and investigates the impact of dehumanizing and humorous language employed by protesters in their slogans on the decisions of other individuals to join or openly support such protests. Two experiments were conducted, revealing that exposure to dehumanizing language did not significantly alter the likelihood of supporting protests compared to non-dehumanizing language. However, when combined with humor, dehumanizing language had a positive effect on behavioral expressions of support. In the second experiment we replicated this effect and revealed the mechanism behind it: humor diminished the perceived violence associated with a message containing dehumanizing language, thus increasing the likelihood of individuals acting upon and supporting the social protest. These findings shed light on the factors influencing the varying levels of support observed across different social movements.
{"title":"The Effects of Dehumanizing and Humorous Language in Social Protests on Behavioral Expressions of Support","authors":"Malgorzata Karpinska-Krakowiak, Michal Pierzgalski","doi":"10.1093/applin/amae028","DOIUrl":"https://doi.org/10.1093/applin/amae028","url":null,"abstract":"Little is still known about how the language used in social protests affects people’s behavioral expressions of support. This study aims to bridge this gap and investigates the impact of dehumanizing and humorous language employed by protesters in their slogans on the decisions of other individuals to join or openly support such protests. Two experiments were conducted, revealing that exposure to dehumanizing language did not significantly alter the likelihood of supporting protests compared to non-dehumanizing language. However, when combined with humor, dehumanizing language had a positive effect on behavioral expressions of support. In the second experiment we replicated this effect and revealed the mechanism behind it: humor diminished the perceived violence associated with a message containing dehumanizing language, thus increasing the likelihood of individuals acting upon and supporting the social protest. These findings shed light on the factors influencing the varying levels of support observed across different social movements.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"48 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622834","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}
Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including both the effects of the dominant pattern and its lexicogrammatical ‘opportunity cost’. The paper argues that the patterning of war in the laws of war shows a naturalizing of war in which the category is taken for granted, despite its context being the construction of law. In addition, the patterning reveals a paradoxical aversion to putting war at the centre of the laws of war. We argue this ‘decentring’ of war in the laws of war is a token of Malešević’s ‘ontological dissonance’ at the heart of modernity, a profound inability to reconcile our abhorrence of violence with the killing that is tolerated and defended as the ‘legitimate’ price of war.
{"title":"The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War","authors":"Annabelle Lukin, Alexandra García Marrugo","doi":"10.1093/applin/amae027","DOIUrl":"https://doi.org/10.1093/applin/amae027","url":null,"abstract":"Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including both the effects of the dominant pattern and its lexicogrammatical ‘opportunity cost’. The paper argues that the patterning of war in the laws of war shows a naturalizing of war in which the category is taken for granted, despite its context being the construction of law. In addition, the patterning reveals a paradoxical aversion to putting war at the centre of the laws of war. We argue this ‘decentring’ of war in the laws of war is a token of Malešević’s ‘ontological dissonance’ at the heart of modernity, a profound inability to reconcile our abhorrence of violence with the killing that is tolerated and defended as the ‘legitimate’ price of war.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"67 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.
{"title":"Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions","authors":"Jia Lin, Yuan Lu","doi":"10.1093/applin/amae024","DOIUrl":"https://doi.org/10.1093/applin/amae024","url":null,"abstract":"This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545555","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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