刊讯｜SSCI 期刊《应用语言学》2022年第2期

APPLIED LINGUISTICS

Volume 43, Issue 2, June 2022

APPLIED LINGUISTICS（SSCI一区，2021 JIF：4.155）2022年第2期共发文8篇，其中研究性论文7篇，综述性论文1篇。研究论文涉及语料库语语言学、语言框架、社会语言学、病理语言学、话语分析、心理语言学、多元化教学、学术写作和语言评估等。

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刊讯｜SSCI 期刊《应用语言学》2022年第1期

目录

ARTICLES

■ ‘Amber Alert’ or ‘Heatwave Warning’: The Role of Linguistic Framing in Mediating Understandings of Early Warning Messages about Heatwaves and Cold Spells, by Chris Tang, Pages 227–248.

■ Two Sources of Miscommunication in Oncology Consultations: An Observational Study Using Conversation Analysis, by Marco Pino,  Marilena Fatigante,  Francesca Alby,  Cristina Zucchermaglio,  Pages 249–270.

■ Exploratory Interactive Explaining (EXINTEX): Constructing Disciplinary Knowledge in Two Multilingual University Settings,  by Miya Komori-Glatz,  Ute Smit,   Pages 271–292. 

■ Children’s Knowledge of Multiple Word Meanings: Which Factors Count and For Whom, by Sophie A Booton,  Elizabeth Wonnacott,  Alex Hodgkiss,  Sandra Mathers,  Victoria A Murphy,   Pages 293–315.

■  Affordances of Plurilingual Instruction in Higher Education: A Mixed Methods Study with a Quasi-experiment in an English Language Program, by Angelica Galante, Pages 316–339.

■ Linguistic positivity bias in academic writing: A large-scale diachronic study in life sciences across 50 years, by Ju Wen, Lei Lei, Pages 340–364.

■ Translingual Discrimination: Skilled Transnational Migrants in the Labour Market of Australia, by Sender Dovchin,  Stephanie Dryden, Pages 365–388.

■ Teaching Endangered Languages of Oral Tradition: How and What to Assess? by Marilena Karyolemou,  Pages 389–411.

摘要

‘Amber Alert’ or ‘Heatwave Warning’: The Role of Linguistic Framing in Mediating Understandings of Early Warning Messages about Heatwaves and Cold Spells

Chris Tang, Applied Linguistics and International Education, King’s College London, UK

Abstract Periods of extremely hot and cold weather can cause significant mortality and morbidity in both temperate and more extreme climates. In the UK, their occurrence prompts the issuing of number and colour coded warnings providing an assessment of the level of risk. These are designed to minimize health impact by prompting timely and appropriate mitigating actions by the public. Drawing upon the interdisciplinary notion of framing, I report on a study that identified a central role for language in mediating how these warnings are interpreted and evaluated. I use an innovative approach that combines the quantitative tools of corpus linguistics to identify the language used to represent warnings and the risks of extreme temperature in the mass media, with qualitative analysis of focus group discussions of typical texts. A comparison of both datasets indicates a multi-layered interactivity between the myriad ways in which language can give salience to aspects of a risk scenario and an interpreter’s knowledge and perception of a threat, and that underlying such interactions, is the conceptualization of risk as scalar property.

Two Sources of Miscommunication in Oncology Consultations: An Observational Study Using Conversation Analysis

Marco Pino, Communication and Media Department, School of Social Sciences and Humanities, Loughborough University, Loughborough, UK

Marilena Fatigante, Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy

Francesca Alby, Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy

Cristina Zucchermaglio, Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy

Abstract This article investigates miscommunication in sequences of talk where an oncologist asks about patients’ co-morbidities, that is, their other illnesses beyond cancer. Using conversation analysis, we examine ways in which the participants identify and manage two sources of miscommunication: a divergence in the doctor’s and the patient’s understandings about the scope of the question; and a divergence in the doctor’s and the patient’s (and sometimes their companion’s) understandings about the matters that the question targets. Our findings have implications for practice, highlighting ways in which clinicians and patients can manage these sources of miscommunication. These include practices to retrospectively or pre-emptively manage ambiguities and to check the accuracy of patients’ answers. Additionally, our study addresses some theoretical and methodological problems in the study of miscommunication. Our data consist of 25 video-recorded first consultations in an Italian hospital; the participants speak Italian.

Exploratory Interactive Explaining (EXINTEX): Constructing Disciplinary Knowledge in Two Multilingual University Settings

Miya Komori-Glatz, Department of Foreign Language Business Communication, WU Vienna University of Economics and Business, Welthandelsplatz 1, 1020, Vienna, Austria

Ute Smit, Department of English and American Studies, University of Vienna, Spitalgasse 2, Hof 8 (Campus), 1090, Vienna, Austria

Abstract The rise of English-medium education has led to considerable academic interest in communicative practices in multilingual university settings. However, there is still little research into disciplinary knowledge construction in higher education contexts where English is the academic lingua franca. To address this gap, we embrace the central role of explaining in education by proposing Exploratory Interactive Explaining (EXINTEX) as an analytical tool, which identifies the elements of explanatory episodes in the joint development of disciplinary knowledge. We then apply this tool at the micro-level of interaction to two comparable contexts differentiated primarily by the presence or absence of a teacher. Our findings confirm the relevance and high level of educational success of EXINTEX episodes in both quantitative and qualitative terms. They further reveal the dynamic interplay of epistemic authority and engagement in the learning process. Additionally, they show how research into educational disciplinary discourse and English as a lingua franca in academic settings can complement and supplement each other.

Children’s Knowledge of Multiple Word Meanings: Which Factors Count and For Whom?

Sophie A Booton, Department of Education, University of Oxford

Elizabeth Wonnacott, Department of Education, University of Oxford

Alex Hodgkiss, Department of Education, University of Oxford

Sandra Mathers, Department of Education, University of Oxford

Victoria A Murphy, Department of Education, University of Oxford

Abstract Most common words in English have multiple different meanings, but relatively little is known about why children grasp some meanings better than others. This study aimed to examine how variables at the child-level, wordform-level, and meaning-level impact knowledge of words with multiple meanings. In this study, 174 children aged 5- to 9-years-old completed a test of homonym knowledge, and measures of non-verbal intelligence and language background were collected. Psycholinguistic features of the wordforms tested were assessed through collecting adult ratings, corpus coding, and using existing databases. Logistic mixed effects models revealed that whilst the frequency of wordforms contributed to children’s knowledge, so also did dominance and imageability of the separate meanings of the word. Predictors were similar for children with English as an Additional Language and English as a first language. This greater understanding of why some word meanings are known better than others has significant implications for vocabulary learning.

Affordances of Plurilingual Instruction in Higher Education: A Mixed Methods Study with a Quasi-experiment in an English Language Program

Angelica Galante, Department of Integrated Studies in Education, Faculty of Education, McGill University, Montréal, QC, Canada H3A 1Y2

Abstract While calls have been made for a multi/plural turn in Applied Linguistics, there remains a paucity of research investigating instruction that addresses the turn and its effects on student learning compared with monolingual one-language-only instruction. This study examines the effects of plurilingual instruction on students’ plurilingual and pluricultural competence (PPC) relative to monolingual English-only instruction. Moreover, it investigates potential additional affordances. Seven teachers in an English for Academic Purposes (EAP) program in a Canadian university taught two intact groups for four months: treatment (plurilingual instruction, n = 79) and comparison (monolingual instruction, n = 50) groups. Results from pre- and post-tests of the PPC scale show that students in the treatment group had higher PPC levels over time relative to students in the comparison group. Moreover, analyses of diaries and focus groups with students in the treatment group show that plurilingual instruction offers affordances such as cognition, empathy, and criticality. These results are significant as they suggest that plurilingual instruction may be more effective than monolingual instruction in the development of PPC and it offers several additional affordances.

Linguistic positivity bias in academic writing: A large-scale diachronic study in life sciences across 50 years

Ju Wen, School of Foreign Languages and Cultures, Chongqing University, Chongqing, People’s Republic of China

Lei Lei, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, People’s Republic of China

Abstract Recent studies found linguistic positivity bias in academic writing, that is, researchers tend to present their works with more positive words than negative ones. The present study aims to examine the issue from a diachronic perspective, and it is probably the first one that employed a mixed method of both a small lexicon analysis and sentiment analysis in this line of research. Specifically, a series of experiments were performed based on a corpus of 775,460 abstracts published between 1969 and 2019 in 123 scientific journals covering 12 research disciplines in life sciences. The results demonstrated a linguistic positivity bias in academic writing. More importantly, a significant upward trend of linguistic positivity bias was observed over the past 5 decades. Major communicative functions of positive and negative sentences are also analysed. Reasons for this linguistic positivity bias are explored from the perspectives of publication pressure/bias, employment of linguistic devices to promote research, and language use for political correctness purposes. Lastly, implications for authors and learners of academic writing and for researchers of sentiment analysis are also discussed.

Ken Hyland and Lillian C. Wong: Specialised English: New Directions in ESP and EAP Research and Practice

Sender Dovchin, School of Education, Curtin University Bentley Campus, Perth, WA 6102, Australia

Stephanie Dryden, School of Education, Curtin University Bentley Campus, Perth, WA 6102, Australia

Abstract Drawing on linguistic ethnographic data, this study examines the language-based discriminatory experiences of skilled transnational migrants in the labour market of Australia. Moving beyond two main concepts of ‘interlingual’ and ‘intra-lingual’ discrimination in applied linguistics, this article points out the concept of ‘translingual discrimination’, which refers to inequality based on transnational identities’ specific linguistic repertoires and backgrounds that are substantiated by the national order of things. Translingual discrimination adds intensity to transnational processes, with the skilled migrants showing particular potential for exclusion regarding two factors: translingual ‘name discrimination’ and ‘English discrimination’. ‘Translingual name discrimination’ is a homogenous form of ‘name’ policing, evident in multiple examples where the skilled transnational migrants’ job applications are often largely rejected on the grounds of their ‘birth name’ written on their curriculum vitae. ‘Translingual English discrimination’ is another common form of discrimination, where the skilled transnational migrants become subject to discrimination based on their English proficiency and their overall language skills, leading to ‘the paradoxes of migration’—discrepancies between the imagination and the reality—where they fall from ‘hero to zero’ in the host society.

Teaching Endangered Languages of Oral Tradition: How and What to Assess?

Marilena Karyolemou, Department of Byzantine and Modern Greek Studies, Faculty of Letters, University of Cyprus, Nicosia 1678, Cyprus

Abstract In this article, we report the results of a study undertaken at the University of Cyprus (2017–2020) in the framework of the research project MapCyArS financed by the Leventis Foundation. The study concerns the design and development of an assessment test to evaluate proficiency in Cypriot Arabic (CA), a severely endangered language spoken in Cyprus. The article discusses the principles that need to guide the development of such tests and the need to take into consideration the structural, functional, and pragmatic conditions of the endangerment situation. The test uses audio and visual material to assess knowledge of vocabulary, non-verbal activities to assess oral comprehension in narratives, and admits translanguaging as a way to assess CA oral comprehension in dialogue. It is divided into six internally rated activities that concern exclusively oral comprehension and production. Four tasks target oral comprehension, one measures oral production; a last one assesses grammatical/metalinguistic competence.

期刊简介

Applied Linguistics publishes research into language with relevance to real-world issues. The journal is keen to help make connections between scholarly discourses, theories, and research methods from a broad range of linguistic and other relevant areas of study. The journal welcomes contributions which critically reflect on current, cutting edge theory and practice in applied linguistics.

应用语言学出版与现实世界问题相关的语言研究。该杂志热衷于从广泛的语言学及其相关领域的研究视角来帮助建立学术话语、理论和研究方法之间的联系。本杂志欢迎那些批判性地反映当前应用语言学前沿理论和实践的文章。

The journal’s Forum section is intended to stimulate debate between authors and the wider community of applied linguists and to afford a quicker turnaround time for short pieces. Forum pieces are typically a commentary on research issues or professional practices or responses to a published article. Forum pieces are required to exhibit originality, timeliness and a contribution to, or stimulation of, a current debate. The journal also contains a Reviews section.

本杂志的论坛板块旨在激发作者和更广泛的应用语言学家社团之间的争鸣，并为短篇文章提供更快的周转时间。论坛文章通常是对研究问题或专业实践的评论或对已发表文章的回应。论坛作品需要展示原创性、及时性以及对当前辩论的贡献或刺激。该杂志还包含书评板块。

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