刊讯丨SSCI期刊《应用语言学评论》2022年第1-2期

APPLIED LINGUISTICS REVIEW 

Volume 13, Issue 1-2, March 2022

《应用语言学评论》（SSCI一区，2021 IF：3.063）2022年第1期及第2期共发文13篇，其中研究性论文11篇，评论1篇。研究论文涉及纠正性反馈、分级阅读信息的在线处理、知觉显著性、新手教师身份转变、外语课堂焦虑、个体差异、自我调节学习策略等。

目录

ARTICLES 

■Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback /Hyejin Cho and YouJin Kim/19

■Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements / Raquel Serrano and Ana Pellicer-Sanchez / 49

■Exploring identities of novice mainland Chinese teachers in HongKong: Insights from teaching creative writing at primary schools across borders /(Mark) Feng Teng and Jesse W. C. YIP/71

■Attitudinal bias, individual differences, and second language speakers’interactional performance /Pavel Trofimovich, Kim McDonough, Phung Dao and Dato Abashidze/99

■ Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools /Wenjuan Guo and Barry Bai/ 117

■Bilinguals and knowledge of language: a commentary to “Language Acquisition and Linguistic Theory” /Itziar Laka/141

■The moderating effects of perceptual salience and language aptitude on the effectiveness of L2 recasts /Jiyong Lee/149

■What we need to know about student writers’ grammar learning and correction /Chian-Wen Kao, Barry Lee Reynolds and (Mark) Feng Teng/175

■Cruzar fronteras em espaços acadêmicos: Transgressing “the limits of translanguaging” /Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett,María Teresa de la Piedra, Ana Maria Rabelo Gomes, Ariana Mangual Figueroa,Gabriela Novaro, Marjorie Faulstich Orellana and Char Ullman/201

■How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? /Jean-Marc Dewaele, Cemal Özdemir, Durmuş Karci, Sinem Uysal,Elif Derya Özdemir and Nuri Balta/243

■Ecological orientations to sociolinguistic scale: Insights from study abroad experiences /Khawla Badwan and James Simpson/267

■Second language English listeners’ relative processing of coherence-based and frequency-based formulas: A corpus-based study /Michael Yeldham/287

Point of view

■On reelecting monolingualism: Fortification, fragility, and stamina 1/David Gramling

摘要

Hyejin Cho, Department of Applied Linguistics and ESL, Georgia State University, Atlanta, GA,USA

YouJin Kim, Korea Advanced Institute of Science and Technology, South Korea

Abstract 

To date, the majority of task-based instructed second language acquisition studies have investigated the effects of tasks on second language morphosyntactic development, and little attention has been paid to the effectiveness of dialogic tasks on the learning of pragmatics in classroom contexts (Plonsky, L. & Y. Kim. 2016. Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics 36. 73–97). The present study is a partial replication study of Taguchi and Kim (2016. Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics 37. 416–437) and aims to compare learning outcomes between collaborative and individual task groups while written corrective feedback is provided. Thirty-two high beginner learners of Korean from two classes participated in this study. Each class was randomly assigned to either a collaborative or an individual group to complete e-mail writing tasks. In the collaborative group, students wrote e-mails with a partner, whereas the individual group wrote e-mails independently to introduce their professors during study abroad using four types of Korean honorifics. Both groups received indirect corrective feedback on honorifics used during task performance. Written description tests (WDT) were designed to investigate the short-term and long-term learning of Korean honorifics in line with the instructional tasks. Students’ responses on the WDT were analyzed in terms of the number of suppliance and accurate production of each target feature. Students’ responses to teacher feedback were analyzed using the following categories: resolved correctly, resolved incorrectly, and unresolved. The results showed that there was no significant difference in the production of target features during task performance when indirect WCF was provided to both conditions. Furthermore, both groups significantly outperformed in the immediate and delayed posttest than the pretest. However, the results found no difference in learning of Korean honorifics between the two groups.

Key words 

pragmatics; Korean as a foreign language; collaborative writing; written corrective feedback

Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements 49

Raquel Serrano, Department of Modern Languages and English Studies, Universitat de Barcelona, Gran Via de les Corts Catalanes, 585, 08007 Barcelona,SPAIN

Ana Pellicer-Sánchez, UCL Institute of Education, London, UK

Abstract 

Combining reading with auditory input has been shown to be an effective way of supporting reading fluency and reading comprehension in a second language. Previous research has also shown that reading comprehension can be further supported by pictorial information. However, the studies conducted so far have mainly included adults or adolescents and have been based on post-reading tests that, although informative, do not contribute to our understanding of how learners’ processing of the several sources of input in multimodal texts changes with the presence of auditory input and the effect that potential differences could have on comprehension. The present study used eye-tracking to examine how young learners process the pictorial and textual information in a graded reader under reading only and reading-while-listening conditions. Results showed that readers spent more time processing the text in the reading only condition, while more time was spent processing the images in the reading-while-listening mode. Nevertheless, comprehension scores were similar for the readers in the two conditions. Additionally, our results suggested a significant (negative) relationship between the amount of time learners spent processing the text and comprehension scores in both modes.

Key words 

reading; reading-while-listening; eye-tracking; graded readers; reading comprehension

Exploring identities of novice mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders

(Mark) Feng Teng, Department of Education Studies, Hong Kong Baptist University, Hong Kong, China

Jesse W. C. YIP, Department of English Language and Literature, Hong Kong Baptist University,Kowloon, Hong Kong, China

Abstract 

This study, drawing upon data triangulated from interviews, classroom research reports, and school documents, sheds light on how cross-border teachers construct and negotiate their identities when teaching English creative writing. Using identity control theory (ICT) this study examines discursive and complex identity development and reveals contextual and interpersonal factors that hinder identity construction among teachers of English creative writing. Factors include isolation from local colleagues, failure to integrate into the host community due to cultural and linguistic differences, standardized school instruction, heavy workloads, students’ distrust, and students’ low English proficiency. Cross-border teachers were found to experience negative emotions including stress, anger, and unease due to failed teacher identity verification in a new land. This study contributes to theoretical knowledge of ICT, suggesting inaction and secondary emotions as outcomes of the incongruence between the meanings of identity standard and input. Relevant theoretical and pedagogical implications are also discussed.

Key words 

creative writing; cross-border teachers; English; identity control theory; teacher identity

Attitudinal bias, individual differences, and second language speakers’interactional performance

Pavel Trofimovich, Department of Education, Concordia University, Montreal, Quebec, Canada

Kim McDonough, Department of Education, Concordia University, Montreal, Quebec, Canada

Phung Dao, Languages, Information and Communications, Manchester Metropolitan University, Geoffrey Manton, All Saints Campus, Manchester, United Kingdom

Dato Abashidze, Leibniz-Zentrum für Allgemeine Sprachwissenschaft (ZAS), Berlin, Germany

Abstract 

This study examined whether an interlocutor’s attitudinal bias affects second language (L2) speakers’ recall of narratives and their responses to corrective feedback (recasts) and whether the role of attitudinal bias depends on individual differences in speakers’ background and personality characteristics. After receiving a positive or negative attitudinal bias orientation, 70 L2 English speakers completed tasks with an interlocutor who provided recasts in response to language errors. Speakers also completed questionnaires targeting individual differences in their motivation and acculturation to the home and target cultures. There were no general effects for positive or negative attitudinal bias on speakers’ recall of personal narratives or responses to feedback. However, under negative bias, motivation scores were associated with speakers’ accurate reformulation of errors. Under positive bias, there was an association between accurate narrative recall and greater psychological adaptation and motivation. Results imply that attitudinal bias plays a subtle role in L2 speakers’ interactional performance.

Key words 

attitudes; interaction; second language; social bias; corrective feedback; individual differences

Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools

Barry Bai, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Sha Tin, Hong Kong

Wenjuan Guo, Faculty of Education, East China Normal University, No.3663, North Zhongshan Road, Shanghai 200062, China

Abstract 

This study aimed to explore the effects of SRL strategy use on primary school students’ motivation (i.e. self-efficacy and interest) in EFL writing and to compare the differences in such effects between high and low achievers. Participants were 374 4th graders in Hong Kong. Results of t-tests indicated that the high achievers reported significantly a higher level of SRL strategy use (i.e. planning, self-monitoring, and revising) and motivation (i.e. self-efficacy and interest) in EFL writing than their low-achieving peers. Results of two-group structural equation modeling (SEM) indicated that the high achievers’ motivation increased through the use of planning and self-monitoring strategies in writing, while the low achievers’ motivation increased through the use of self-monitoring and revising strategies. The high achievers showed a high level of self-efficacy and the low achievers a low level. However, both groups of students did not show a high level of interest in EFL writing. Implications for future research and English teachers to improve students’ motivation in writing through use of SRL strategies are discussed.

Key words 

self-regulated learning strategy use; interest; self-efficacy; EFL writing; high achievers; low achievers

Bilinguals and knowledge of language: a commentary to “Language Acquisition and Linguistic Theory”

Itziar Laka, Department of Linguistics and Basque Studies, University of the Basque Country UPV/EHU, Justo Vélez de Elorriaga 1, 01006 Vitoria-Gasteiz, Araba, Spain

Abstract 

How infant and adult humans learn languages and what this tells us about the various aspects of the language system is currently a central topic in linguistic research, one that more and more includes bilingualism and language attrition in its embrace. Despite the centrality of the problem of language acquisition for Generative Grammar, it is fair to say that other modes of language learning are now entering the arena of discussion, having shown their potential for discovery in Cognitive Science at large. Some aspects of grammatical knowledge that are hard to acquire and yield differences between native and non-native speakers reveal that language learning is indeed a special type of learning, which in turn reveals that knowing more about these entails knowing more about language.

Key words 

language acquisition; Bilingualism; Generative Grammar

The moderating effects of perceptual salience and language aptitude on the effectiveness of L2 recasts

Abstract 

Although extensive research in SLA has focused on the facilitative effects of L2 recasts, few studies have investigated the moderating effect of a priori perceptual salience of the linguistic target. The present study addresses this issue, along with the role that language aptitude plays. Forty-eight native speakers of English carried out oral tasks during which they received recasts of two Korean morphemes differing in their degree of perceptual salience. Results of the study revealed a significant interaction between salience and language aptitude in terms of the ability to infer grammar rules of an artificial language. In conclusion, this study sheds new light on factors that moderate the effectiveness of recasts in the learning of L2 grammatical morphemes.

Key words 

perceptual salience; L2 recasts; explicit language aptitude; implicit language aptitude

What we need to know about student writers’ grammar learning and correction

Chian-Wen Kao, Department of Applied English, Chihlee University of Technology, New Taipei City, Taiwan (R.O.C.)

Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macao

(Mark) Feng Teng, Department of Education Studies, Hong Kong Baptist University, Kowloon, Hong Kong

Abstract 

The question of whether grammar learning and correction is effective for second language writing development depends on students’ needs and tendency to study grammar. While the extent of the influence of grammar learning, grammar correction, and learner beliefs on second language writing for English as a second language settings and learners has been heavily debated, little of the research has considered the backgrounds and beliefs of English as a foreign language (EFL) learners. To explore factors that have influenced EFL students’ writing, the current study investigated beliefs regarding grammar learning and correction of 306 EFL students studying at universities of science and technology. An exploratory factor analysis was performed on questionnaire data gathered from the Taiwanese EFL student writers. The analysis uncovered four significant factors including (1) emphasis on the connection between grammar learning and writing, (2) positive attitude towards analyses of grammar rules, (3) positive attitude towards written correction, and (4) negative attitude towards oral correction. Qualitative data gathered through ten open-ended questions further indicated that EFL student writers welcomed teachers’ written correction of grammar errors especially when grammar correction was received for writing produced during writing tasks tailored to students’ future work-related needs. Pedagogical implications and future materials development for university of science and technology EFL student writers were discussed.

Key words 

EFL learner beliefs; grammar learning; grammar correction; second language writing; exploratory factor analysis

Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters

Brendan H. O’Connor, School of Transborder Studies, Arizona State University, P.O. Box 876303, Tempe, AZ 85287-6303, USA

Katherine S. Mortimer, College of Education, University of Texas at El Paso, El Paso, TX, USA

Lesley Bartlett,Department of Educational Policy Studies, University of Wisconsin-Madison, Madison, WI, USA

María Teresa de la Piedra, College of Education, University of Texas at El Paso, El Paso, TX, USA

Ana Maria Rabelo Gomes, DECAE, Universidade Federal de Minas Gerais, Av. Antonio Carlos 6627, Belo Horizonte, Brazil

Ariana Mangual Figueroa, Urban Education and Latin American, Iberian, and Latino Languages, City University of New York (CUNY) Graduate Center, New York

Gabriela Novaro, Facultad de Filosofia y Letras, Universidad de Buenos Aires, Buenos Aires, Argentina

Marjorie Faulstich Orellana, Department of Education, University of California Los Angeles, Moore Hall, Box 951521, Los Angeles, CA 90095, USA

Char Ullman, College of Education, University of Texas at El Paso, El Paso, TX, USA

Abstract 

Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic English norms in our own academic spaces of professional practice (Jaspers, 2018), especially in the dissemination of research. Acknowledging this hegemony as well as its potential disruption, we present a counterexample of an academic research conference that developed as a trilingual, translingual space unlike most other spaces of research dissemination. In this polyvocal, translingual reflection, we describe and analyze the event from the perspectives of conference organizers, keynote speakers, and attendees. We explore the factors that constituted the transformative nature of the conference’s translanguaging space and offer some preliminary principles of language planning for translingual academic spaces.

Key words 

translanguaging; higher education; language planning; multilingualism; linguistic hegemony

How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, 26 Russell Square, London WC1E 7HX, UK

Cemal Özdemir, Faculty of Education and Humanities, Suleyman Demirel University, 1/1 Abylai Khan Street, Kaskelen, Almaty 040900, Kazakhstan

Durmuş Karci,International Burch University, Sarajevo, Bosnia and Herzegovina

Sinem Uysal,Faculty of Education and Humanities, Suleyman Demirel University, 1/1 Abylai Khan Street, Kaskelen, Almaty 040900, Kazakhstan

Elif Derya Özdemir, Faculty of Education and Humanities, Suleyman Demirel University, 1/1 Abylai Khan Street, Kaskelen, Almaty 040900, Kazakhstan

Nuri Balta, University of International Business, Almaty, Kazakhstan

Abstract 

The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

Key words 

positive psychology; foreign language enjoyment; foreign language classroom anxiety; Kazakhstan; Turkish

Ecological orientations to sociolinguistic scale: Insights from study abroad experiences

Khawla Badwan, Department of Languages, Information and Communications, Manchester Metropolitan University, Oxford Road, Manchester M15 6BH, UK

James Simpson, School of Education, University of Leeds, Leeds LS2 9JT, UK

Abstract 

The sociolinguistics of globalisation, as an emerging paradigm, focuses on the impact of mobility on the linguistic capital of mobile individuals. To understand this, Blommaert advocates a scalar approach to language arguing that some people’s repertoires “will allow mobility while others will not” (2010. The sociolinguistics of globalization. Cambridge: Cambridge University Press: 23) and proposing high scale, low scale orderings. In this paper we introduce an ecological orientation to sociolinguistic scale that challenges the fixity of a high/low scale distinction by conceptually drawing on the notions of flat ontology (Marston et al. 2005. Human geography without scale. Transactions of the Institute of British Geographers 30(4). 416–432) and exchange value (Heller. 2010. The commodification of language. Annual Review of Anthropology 39. 101–114). We do this in relation to Study Abroad (SA) contexts, which offer spaces for investigating how mobility influences the exchange value of individuals’ linguistic repertoires. The study speaks to a broader project in social research which emphasises the agency, subjectivity and criticality of the individual and stresses the complex and rhizomatic nature of social interaction. Drawing on moment analysis (Li. 2011. Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics 43. 1222–1235), we examine the experiences of two study abroad students in the UK. These include tellings of critical and reflective moments through which we interpret their experience of how the interplay of language, place and ecology of interaction results in constant, dynamic changes in the exchange value of their English repertoires. Our contribution is to show how an ecological orientation and a flat, rather than stratified, ontology enables insights into language use and globalisation in a way that empowers multilingual, mobile individuals.

Key words

sociolinguistic scale; mobility; place; study abroad; ecological orientations; linguistic capital; linguistic repertoires

Second language English listeners’ relative processing of coherence-based and frequency-based formulas: A corpus-based study

Abstract 

期刊简介

Applied Linguistics Review(ALR) is an international, peer-reviewed journal that bridges the gap between linguistics and applied areas such as education, psychology and human development, sociology and politics. It serves as a testing ground for the articulation of original ideas and approaches in the study of real-world issues in which language plays a crucial role. ALR brings together critical reflections of current debates and new theoretical and empirical research.

《应用语言学评论》是一本具有国际影响力的语言学前言刊物。该刊致力于进行语言学与教育学、心理学、社会学、政治学等领域的跨学科研究。该刊鼓励原创性研究、有关热点问题的讨论以及创新理论研究和实证研究。

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