Artificial Intelligence (AI) tools are reshaping academic writing, yet their impact on disciplinary voice in writing for publication remains underexplored. This study examines the integration of AI in a writing-for-publication course, using a pedagogical framework that emphasizes human-human interaction to develop feedback-seeking strategies. Fifty-five linguistically and disciplinarily diverse doctoral students engaged in structured activities to explore how AI can support and challenge their disciplinary voices. Through textual analysis of students’ reflections and interactions with AI, findings reveal that while these tools can enhance certain aspects of writing, their effective use requires critical engagement. Feedback-seeking emerged as a key skill, shaping how writers negotiate AI’s role in their writing process—determining when input from AI tools, which operate outside the students’ disciplinary boundaries, strengthens their writing and when disciplinary expertise remains essential. The study highlights the interplay between AI tools, feedback-seeking, and disciplinary voice, offering insights into their pedagogical potential in academic writing and writing for publication.
{"title":"Enhancing disciplinary voice through feedback-seeking in AI-assisted doctoral writing for publication","authors":"Baraa Khuder","doi":"10.1093/applin/amaf022","DOIUrl":"https://doi.org/10.1093/applin/amaf022","url":null,"abstract":"Artificial Intelligence (AI) tools are reshaping academic writing, yet their impact on disciplinary voice in writing for publication remains underexplored. This study examines the integration of AI in a writing-for-publication course, using a pedagogical framework that emphasizes human-human interaction to develop feedback-seeking strategies. Fifty-five linguistically and disciplinarily diverse doctoral students engaged in structured activities to explore how AI can support and challenge their disciplinary voices. Through textual analysis of students’ reflections and interactions with AI, findings reveal that while these tools can enhance certain aspects of writing, their effective use requires critical engagement. Feedback-seeking emerged as a key skill, shaping how writers negotiate AI’s role in their writing process—determining when input from AI tools, which operate outside the students’ disciplinary boundaries, strengthens their writing and when disciplinary expertise remains essential. The study highlights the interplay between AI tools, feedback-seeking, and disciplinary voice, offering insights into their pedagogical potential in academic writing and writing for publication.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902915","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}
Yujie Huang, Andrew K F Cheung, Kanglong Liu, Han Xu
This study explores how sentiment analysis, a natural language processing technique, can help to assess the accuracy of interpreting learners’ renditions. The data was obtained from a corpus consisting of 22 interpreting learners’ performance over a training period of 11 weeks and comparable professional interpreters’ performance used as a reference. The sentiment scores of learners’ output were calculated using two lexicon-based sentiment tools and compared to the reference. The results revealed the learners’ limited ability to convey the speaker’s sentiment, which mainly resulted from their omission and distortion of key sentiment words and their intensity. Additionally, statistically significant correlations were found between the learner-reference sentiment gap of a given rendition and its accuracy level as perceived by the human raters, yet the extent of correlation is moderate. This suggests that the predictive power of sentiment analysis as a standalone indicator of accuracy is limited. Overall, the findings of this study have practical implications for the design of automated interpreting quality assessment tools and interpreting training.
{"title":"Can sentiment analysis help to assess accuracy in interpreting? A corpus-assisted computational linguistic approach","authors":"Yujie Huang, Andrew K F Cheung, Kanglong Liu, Han Xu","doi":"10.1093/applin/amaf026","DOIUrl":"https://doi.org/10.1093/applin/amaf026","url":null,"abstract":"This study explores how sentiment analysis, a natural language processing technique, can help to assess the accuracy of interpreting learners’ renditions. The data was obtained from a corpus consisting of 22 interpreting learners’ performance over a training period of 11 weeks and comparable professional interpreters’ performance used as a reference. The sentiment scores of learners’ output were calculated using two lexicon-based sentiment tools and compared to the reference. The results revealed the learners’ limited ability to convey the speaker’s sentiment, which mainly resulted from their omission and distortion of key sentiment words and their intensity. Additionally, statistically significant correlations were found between the learner-reference sentiment gap of a given rendition and its accuracy level as perceived by the human raters, yet the extent of correlation is moderate. This suggests that the predictive power of sentiment analysis as a standalone indicator of accuracy is limited. Overall, the findings of this study have practical implications for the design of automated interpreting quality assessment tools and interpreting training.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"36 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902912","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}
Language is a fundamental part of students’ culture and identity, significantly impacting their academic experiences. Minoritized students often face linguistic discrimination through prescriptive ideologies or deficit views of their linguistic abilities. Latinx students, particularly, may encounter negative ideologies that undermine their bilingualism portraying them as incapable of speaking either English or Spanish. This study explores the language ideologies and their impact on the educational experiences of young (15–24 years old) Puerto Rican Spanish speakers in Hampden County, Massachusetts, which has one of the highest populations of Puerto Ricans in the mainland United States. In some districts, Latinx students make up nearly 80% of the student body. Findings reveal that deficit identities and the devaluation of linguistic capital persist for many of these students impacting how they perceive school settings. However, these youths are actively challenging these ideologies and reclaiming their linguistic capital through various affective strategies.
{"title":"Linguistic discrimination and resistance: Puerto Rican youth language ideologies","authors":"Claudia Matachana López","doi":"10.1093/applin/amaf025","DOIUrl":"https://doi.org/10.1093/applin/amaf025","url":null,"abstract":"Language is a fundamental part of students’ culture and identity, significantly impacting their academic experiences. Minoritized students often face linguistic discrimination through prescriptive ideologies or deficit views of their linguistic abilities. Latinx students, particularly, may encounter negative ideologies that undermine their bilingualism portraying them as incapable of speaking either English or Spanish. This study explores the language ideologies and their impact on the educational experiences of young (15–24 years old) Puerto Rican Spanish speakers in Hampden County, Massachusetts, which has one of the highest populations of Puerto Ricans in the mainland United States. In some districts, Latinx students make up nearly 80% of the student body. Findings reveal that deficit identities and the devaluation of linguistic capital persist for many of these students impacting how they perceive school settings. However, these youths are actively challenging these ideologies and reclaiming their linguistic capital through various affective strategies.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"44 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143901761","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 introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.
{"title":"AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence","authors":"Kok-Sing Tang","doi":"10.1093/applin/amaf016","DOIUrl":"https://doi.org/10.1093/applin/amaf016","url":null,"abstract":"This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853391","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}
Sometimes we face material or practical troubles that require assistance from others to be resolved. While assistance can be mobilized through requests for assistance, it can also be mobilized through complaints. However, while L2 requests have been the object of numerous studies, there has been very little work examining how complaints can be used by L2 speakers to mobilize assistance. In this article, we examine how troubles-complaints are used by Saudi L2 speakers of English as a method by which to mobilize assistance. It is suggested that mobilizing assistance through troubles-complaints provides for the negotiation of the material and moral contingencies associated with any such assistance. It is also suggested that the mobilization of requests through complaints is preferred over requests for assistance when the nature of assistance and who will provide it needs to be negotiated. Leading with requests for assistance in such cases thus occasions interactional misalignment. We conclude that the learning and teaching of pragmatic competence needs to go beyond traditional sets of speech acts such as requests.
{"title":"Mobilizing assistance through troubles-complaints in L2 settings","authors":"Bandar Alshammari, Michael Haugh","doi":"10.1093/applin/amaf019","DOIUrl":"https://doi.org/10.1093/applin/amaf019","url":null,"abstract":"Sometimes we face material or practical troubles that require assistance from others to be resolved. While assistance can be mobilized through requests for assistance, it can also be mobilized through complaints. However, while L2 requests have been the object of numerous studies, there has been very little work examining how complaints can be used by L2 speakers to mobilize assistance. In this article, we examine how troubles-complaints are used by Saudi L2 speakers of English as a method by which to mobilize assistance. It is suggested that mobilizing assistance through troubles-complaints provides for the negotiation of the material and moral contingencies associated with any such assistance. It is also suggested that the mobilization of requests through complaints is preferred over requests for assistance when the nature of assistance and who will provide it needs to be negotiated. Leading with requests for assistance in such cases thus occasions interactional misalignment. We conclude that the learning and teaching of pragmatic competence needs to go beyond traditional sets of speech acts such as requests.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857724","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 this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity as a thinking tool to interpret incidents of linguicism encountered by our participants. While discussing interview-based findings, we explore how the participants were discursively shaped as linguicized subjects in different linguicist situations in various contexts, and how they negotiated such an imposed ‘abnormal’ and ‘Other’ subject position, subordinated to the power of English and English speakers. The linguicism experienced by the participants alerts us to Australia’s monolingualist structure which has linguicized minority people’s subjectivity at different levels of their social participation. Remedies for such English-only linguicism should involve ‘saying enough’ to linguistic oppression and inequality as well as connecting individual agency, collective actions, and social dialogue to facilitate a social transformation where new possibilities of Australia’s multilingual subjectivity are enabled.
{"title":"The linguicized subject: everyday linguicism and the ‘English-only’ discourse against migrants in Australia","authors":"Trang Thi Thuy Nguyen, John Hajek","doi":"10.1093/applin/amaf021","DOIUrl":"https://doi.org/10.1093/applin/amaf021","url":null,"abstract":"In this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity as a thinking tool to interpret incidents of linguicism encountered by our participants. While discussing interview-based findings, we explore how the participants were discursively shaped as linguicized subjects in different linguicist situations in various contexts, and how they negotiated such an imposed ‘abnormal’ and ‘Other’ subject position, subordinated to the power of English and English speakers. The linguicism experienced by the participants alerts us to Australia’s monolingualist structure which has linguicized minority people’s subjectivity at different levels of their social participation. Remedies for such English-only linguicism should involve ‘saying enough’ to linguistic oppression and inequality as well as connecting individual agency, collective actions, and social dialogue to facilitate a social transformation where new possibilities of Australia’s multilingual subjectivity are enabled.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions of this representation (or lack thereof) in their textbooks. The results indicated that students perceived limited visibility of Afro-Latinx identities in the materials, identified mixed race as a marker of Afro-Latinidad, skin color as a defining characteristic, and a dichotomy in understanding who or what constitutes Afro-Latinidad. Students also suggested incorporating authentic reflections of diversity within the Spanish-speaking world and addressing broader social contexts to create a more inclusive and representative curriculum. These findings contribute to the ongoing discussions on diversity, representation, and social justice within academia and the broader society.
{"title":"“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks","authors":"Lillie Padilla, Rosti Vana","doi":"10.1093/applin/amaf018","DOIUrl":"https://doi.org/10.1093/applin/amaf018","url":null,"abstract":"The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions of this representation (or lack thereof) in their textbooks. The results indicated that students perceived limited visibility of Afro-Latinx identities in the materials, identified mixed race as a marker of Afro-Latinidad, skin color as a defining characteristic, and a dichotomy in understanding who or what constitutes Afro-Latinidad. Students also suggested incorporating authentic reflections of diversity within the Spanish-speaking world and addressing broader social contexts to create a more inclusive and representative curriculum. These findings contribute to the ongoing discussions on diversity, representation, and social justice within academia and the broader society.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"8 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841228","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}
Loren Sofia Rubio, Adam Charles Roberts, Yoolim Kim
Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we predicted to have the greatest impact on speaker attitudes: (1) the fit of Cyrillic for Kyrgyz phonological patterns, (2) the trajectory of de-Russification in Kyrgyzstan, and (3) Kyrgyz globalization and foreign relations. Our results indicate that de-Russification appears to be the most influential factor shaping attitudes toward both Cyrillic and Latin, which suggest that Kyrgyz speakers view written language, or script, as a factor which impacts both the strength and power of Kyrgyzstan as well as opportunities available for Kyrgyz citizens.
{"title":"The role of script in Kyrgyz identity: Examining attitudes toward Kyrgyz script, Cyrillic, and Latinization","authors":"Loren Sofia Rubio, Adam Charles Roberts, Yoolim Kim","doi":"10.1093/applin/amaf013","DOIUrl":"https://doi.org/10.1093/applin/amaf013","url":null,"abstract":"Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we predicted to have the greatest impact on speaker attitudes: (1) the fit of Cyrillic for Kyrgyz phonological patterns, (2) the trajectory of de-Russification in Kyrgyzstan, and (3) Kyrgyz globalization and foreign relations. Our results indicate that de-Russification appears to be the most influential factor shaping attitudes toward both Cyrillic and Latin, which suggest that Kyrgyz speakers view written language, or script, as a factor which impacts both the strength and power of Kyrgyzstan as well as opportunities available for Kyrgyz citizens.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"37 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782662","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}
Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical frames used during the media coverage of the COVID-19 pandemic: fight, fire, machine, and water. A total of 203 Spanish participants were randomly shown one of the five experimental conditions and were asked to (1) rate their perception of control over the health emergency and (2) recommend policy measures to stop the spread of the pandemic. To assess the extent to which participants had noticed the metaphorical frames, a third question was added where they had to indicate the words that had been most decisive in their answers. Results indicate that the fight frame increases the perception of control over the situation, but mostly for men and older participants; they were also more likely to prefer restrictive measures, whereas women and younger participants favoured a balance between restrictive and preventive policies. Finally, fire keywords were the most likely to be remembered by everyone, unlike the keywords from other frames. These findings shed light on the role of age and gender in moderating the effect of metaphorical framing.
{"title":"Firebreak, circuit break, or water break? The impact of metaphor on people’s perception and attitudes towards lockdown measures","authors":"Paula Pérez-Sobrino, Iraide Ibarretxe-Antuñano","doi":"10.1093/applin/amaf012","DOIUrl":"https://doi.org/10.1093/applin/amaf012","url":null,"abstract":"Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical frames used during the media coverage of the COVID-19 pandemic: fight, fire, machine, and water. A total of 203 Spanish participants were randomly shown one of the five experimental conditions and were asked to (1) rate their perception of control over the health emergency and (2) recommend policy measures to stop the spread of the pandemic. To assess the extent to which participants had noticed the metaphorical frames, a third question was added where they had to indicate the words that had been most decisive in their answers. Results indicate that the fight frame increases the perception of control over the situation, but mostly for men and older participants; they were also more likely to prefer restrictive measures, whereas women and younger participants favoured a balance between restrictive and preventive policies. Finally, fire keywords were the most likely to be remembered by everyone, unlike the keywords from other frames. These findings shed light on the role of age and gender in moderating the effect of metaphorical framing.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"102 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775499","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}
Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters
This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.
{"title":"Vocabulary knowledge and vocabulary use in writing: A cross-sectional comparison of L2 English and L2 French","authors":"Eva Caltabellotta, Elke Van Steendam, Ann-Sophie Noreillie, Eva Puimège, Silke Creten, Elke Peters","doi":"10.1093/applin/amaf009","DOIUrl":"https://doi.org/10.1093/applin/amaf009","url":null,"abstract":"This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical diversity (moving average type-token ratio), mean-based, and band-based lexical sophistication (average frequency and lexical frequency profile). Participants (N = 423) from grade 10 and grade 12 completed a form recall test (productive vocabulary knowledge) and two writing tasks (vocabulary use) in both English and French. The cross-sectional comparison showed that while vocabulary knowledge and lexical diversity increased across grades in both languages, mean-based lexical sophistication only improved in English. Band-based sophistication was not observed to increase in either language. Furthermore, the results indicated that productive vocabulary knowledge predicted all measures of vocabulary use in English, but only predicted lexical diversity for French. The findings are discussed in light of their implications for L2 pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570385","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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