刊讯｜SSCI 期刊《应用语言学》2022年第3期

APPLIED LINGUISTICS

Volume 43, Issue 3, June 2022

APPLIED LINGUISTICS（SSCI一区，2021 IF：4.155）2022年第3期共发文15篇，其中研究性论文8篇，论坛文章2篇，书评5篇。研究论文涉及英语发展、二语语法的ERP研究、重复和强化对词汇学习的影响、严重言语障碍儿童的对话模式、中医会话分析、语言翻译、二语教学中的自我调节、二语教学的合适词汇单元等。

往期回顾：

刊讯｜SSCI 期刊《应用语言学》2022年第2期

刊讯｜SSCI 期刊《应用语言学》2022年第1期

目录

ARTICLES

■English and Development: Voices from a Rural Bangladeshi Madrasa, by Qumrul Hasan Chowdhury, Pages 413-432.

■ Is It Time to Reconsider the ‘Gold Standard’ for Nativelikeness in ERP Studies on Grammatical Processing in a Second Language? A Critical Assessment Based on Qualitative Individual Differences, by Dominik Freunberger, Emanuel Bylund, Niclas Abrahamsson, Pages 433–452.

■ ‘Did You See That?’—The Role of Repetition and Enhancement on Lexical Bundle Processing in English Learning Materials, by Julian Northbrook, David Allen, Kathy Conklin, Pages 453–472.

■ Conversation Patterns between Children with Severe Speech Impairment and their Conversation Partners in Dyadic and Multi-person Interactions, by Christina Sotiropoulou Drosopoulou, Janice Murray, Martine Smith et al., Pages 473–492.

■ Co-Topical Small Talk: Troubles-Telling in Traditional Chinese Medical Encounters, by Ying Jin, Younhee Kim, Andrew P Carlin, Pages 493–516.

■ Translanguaging Health, by Emma Brooks, Pages 517–537.

■ Attitudes of German high school students toward different varieties of English, by Philipp Meer, Johanna Hartmann, Dominik Rumlich, Pages 538–562.

■ Discourses between the Public and the Private: Transnational Families at the Crossroads, by Judith Purkarthofer, Elizabeth Lanza, Mina Finstad Berg, Pages 563–586.

FORUM

■Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions, by Lin Sophie Teng, Lawrence Jun Zhang, Pages 587–595.

■ The Most Appropriate Lexical Unit for L2 Vocabulary Research and Pedagogy: A Brief Review of the Evidence, by Dale Brown, Tim Stoeckel, Stuart Mclean, Jeff Stewart, Pages 596–602.

REVIEWS

■ Dennis Baron: What’s Your Pronoun? Beyond He & She, by Jennifer A Mott-Smith, Pages 603–606.

■Ari Sherris and Elisabetta Adami (eds): Making Signs, Translanguaging Ethnographies: Exploring Urban, Rural and Educational Spaces, by Monica Shank Lauwo, Pages 603–606.

■ Moustapha Fall: The Impact of Mother Tongue Illiteracy on Second Language Acquisition, by Minh Nghia Nguyen, Pages 606–610.

■ Claire Kramsch: Language as Symbolic Power, by Lucy Davidson, Cathie Elder, Jason Fan et al., Pages 613–619.

■ Sarah Mercer and Zoltán Dörnyei: Engaging Language Learners in Contemporary Classrooms, by Takumi Aoyama, Rune Ouchi, Pages 619–622.

摘要

Abstract Because of its global status, donors and states promote English for economic development of countries in the global South such as Bangladesh. Governments, donors, and western leaders propose that people in madrasas (Islamic educational institutes) should learn English for development and security. But voices from madrasas are little heard. Based on a linguistic ethnography, this article presents some of these neglected perspectives on English for development at a private and unreformed Qawmi madrasa in rural Bangladesh. The findings show that people in the madrasa from a reflexively traditional stance, reject economic progress and western development programmes, and largely resist English as a language of development. These positions are considerably shaped by their commitments to religion and Arabic, supporting their alternative language and development visions. This article, based on the findings and drawing on Southern theory, interrogates the promotion of English for development, and asks how alert it is to heterogenous and complex southern realities.

Abstract In most event-related potential (ERP) studies on the second language (L2) processing, the native speaker (L1) control group’s grand average ERP pattern serves as the ‘gold standard’ that the L2 group has to reach to be labeled ‘native-like’. This relies on the assumption that the grand average is representative of all or most individuals in a group. Recent research, however, has shown that there can be considerable systematic qualitative variability between individuals even in coherent L1 samples, especially in studies on morphosyntactic processing. We discuss how these qualitative individual differences can undermine previous findings from the gold standard paradigm, and critically assess the main ERP components used as markers for nativelike grammatical processing, namely the left-anterior negativity and the P600. We argue that qualitative variation reflects the dynamics characteristic of nativelike grammatical processing and propose a model for experimental designs that can capture these processing dynamics and, thereby, has the potential to provide a more fine-grained understanding of nativelike attainment in an L2.

Julian Northbrook, School of English, University of Nottingham, Nottingham, UK

David Allen, Faculty of Languages and Culture, Ochanomizu University, Tokyo, Japan

Kathy Conklin, School of English, University of Nottingham, Nottingham, UK

Abstract For second-language learners, the use of formulaic language can benefit processing. Previous studies have explored the development of a ‘processing advantage’ for lexical bundles and investigated whether learning materials can be optimized via repetition or enhancement in order to facilitate it. However, studies have tended to consider these factors in isolation, and little is understood about how repetition and enhancement interact as learning occurs. This is the focus of the current study. Japanese learners of English read a series of short stories repeating enhanced or un-enhanced, low-frequency lexical bundles. After each reading, participants performed a phrasal judgement task (PJT) including these lexical bundles, as well as control lexical bundles not presented in the story. Responses were faster to items repeated in the stories, and there was an initial benefit from input enhancement. A post-test indicated that students retained some knowledge of the lexical bundles from both the stories, as well as from items that only appeared in the PJTs. This study shows that including high-frequency lexical bundles in such texts is beneficial to learners.

Christina Sotiropoulou Drosopoulou, Health Professions Department, Manchester Metropolitan University, Manchester, UK

Janice Murray, Health Professions Department, Manchester Metropolitan University, Manchester, UK

Martine Smith, Clinical Speech & Language Studies, University of Dublin, Trinity College, Dublin, Ireland

Kaisa Launonen, Faculty of Medicine, University of Helsinki, Helsinki, Finland

Kirsi Neuvonen, Faculty of Medicine, University of Helsinki, Helsinki, Finland

Yvonne Lynch, Clinical Speech & Language Studies, University of Dublin, Trinity College, Dublin, Ireland

Kristine Stadskleiv, Department of Child Neurology, Oslo University Hospital, Oslo, Norway

Stephen Von Tetzchner, Department of Psychology, University of Oslo, Oslo, Norway

Abstract Active engagement in interactions is crucial for the development of identity, social competence, and cognitive abilities. For children with severe speech impairment (SSI) who have little or no intelligible speech, active participation in conversations is challenging and can be critical for their social inclusion and participation. The present study investigated the conversational patterns emerging from interactions between children with SSI who use aided communication and typically speaking conversation partners (CPs) and explored whether active participation was different in interactions with different numbers of partners (dyadic versus multi-person interactions). An unusually large multilingual dataset was used (N = 85 conversations). This allowed us to systematically investigate discourse analysis measures indicating participation: the distribution of conversational control (initiations versus responses versus recodes) and summoning power (obliges versus comments). The findings suggest that (i) conversations were characterized by asymmetrical conversational patterns with CPs assuming most of the conversational control and (ii) multi-person interactions were noticeably more symmetric compared to dyadic, as children’s active participation in multi-person interactions was significantly increased. Clinical implications and best practice recommendations are discussed.

Ying Jin, Department of English, University of Macau, Macau, SAR, China

Younhee Kim, Department of English, University of Macau, Macau, SAR, China

Andrew P Carlin, Department of Portuguese, University of Macau, Macau, SAR, China

Abstract Research has suggested that a rigid dichotomy between small and professional talk is misleading given the porous nature of ‘types’ of talk. Yet, other research considers this distinction helpful in understanding the functions of talk in situated contexts. This article contributes to this discussion by discussing one type of small talk—co-topical small talk (CST). Drawing from Hudak and Maynard’s (2011) understanding of CST as talk that combines instrumental and small talk, we further discuss the bigness of such talk in holistic medical encounters. Specifically, we focus on the ambiguity embedded in participants’ turns that allows the navigation of topics between the small/big talk distinctions. We use Conversation Analysis focusing on a routine traditional Chinese medicine doctor–patient encounter. Our data present a case where CST comfortably and appropriately emerges and develops into extensive troubles talk that forms the main activity in caring for older adults. We conclude that the smallness/bigness of talk is determined by the nature of the context and the relevancy of the topic to the encounter.

Translanguaging Health

Emma Brooks, Department of Culture, Communication and Media, UCL Institute of Education, University College London, London, UK

Abstract This article considers the complex communicative practices of contemporary consultations in a superdiverse London hospital, as staff and patients employ the breadth of their linguistic and semiotic resources to navigate health information, in an attempt to ensure mutual comprehension. Drawing on observations of antenatal appointments, I investigate how creative and flexible interaction appears to enhance patient experience, and present data which seem to extend notions of settings that can be understood to offer a translanguaging space. Yet tensions lie in the epistemological emancipation and parity that the conditions of superdiverse consultations can be seen to imply, as such circumstances may also hold the potential for situational, or clinical, consequences. Similarly, although creative repertoires appear to transcend and transform bounded notions of language, I note that their exploitation nevertheless remains contingent on the flexibility of the personal and institutional affordances available—the instigation of which ultimately rest with those in positions of authority.

Attitudes of German high school students toward different varieties of English

Philipp Meer, English Department, University of Münster, Münster, NRW, Germany; Institute of Language Studies, University of Campinas, Campinas, SP, Brazil

Johanna Hartmann, Institute of Language Studies, University of Campinas, Campinas, SP, Brazil

Dominik Rumlich, Department of English and American Studies, Paderborn University, Paderborn, NRW, Germany

Abstract In line with international developments in applied linguistics, school curricula in Germany have begun to demand that Global Englishes be included in English Language Teaching. However, the perspectives of German school students, the main addressees of such a shift, are little explored. This article investigates the attitudes to and familiarity with different Englishes among 160 German high school students, using a mix of direct and indirect attitude elicitation methods and a nationality identification task. Informants rated (speakers of) Standard Southern British (StSBrE), Standard American (StAmE), Indian (IndE), German (GerE), and African/Kenyan English (AfrE/KenE). Multivariate analyses revealed that informants are most familiar with StSBrE and StAmE. StSBrE and, to a smaller degree, StAmE are perceived as reference norms, while English as a Second Language (ESL) varieties, especially IndE are rated negatively for competence, professionalism, and intelligibility. Familiarity with specific English as a First/Native Language varieties is linked to more positive attitudes. The observed congruence of directly and indirectly elicited attitudes suggests that changes put forth in language curricula have not influenced language attitudes.

Judith Purkarthofer, University Duisburg-Essen, Germany; University of Oslo, Norway

Elizabeth Lanza, University of Oslo, Norway

Mina Finstad Berg, University of Oslo, Norway

Abstract Raising a child is a challenging venture, regardless of where one lives in the world. Most children are raised in their families; however, many states have welfare services if the child’s well-being is at stake. Scandinavian countries follow a rather strict policy in placing the child’s individual rights above those of the family, and Norway has child welfare legislation that applies to all children in the country, regardless of their status, nationality or citizenship. This institutional structure has raised issues about how family life is negotiated in society. In this article, we analyze the ways in which language and culture are used to address expectations of (good) normal family life in both private and public discourses with implications for transnational families. We thus problematize the notion of the family as a private domain or space. Furthermore, by examining institutional involvement in child-rearing, we extend research on family language policy to contexts of foster care. We thereby raise the discussion to a societal level about private and public expectations towards family life in a late-modern society.

Lin Sophie Teng, Department of Linguistics, Zhejiang University, China

Lawrence Jun Zhang, Faculty of Education and Social Work, The University of Auckland, New Zealand

Abstract Recognized as an essential component of 21st century skills, self-regulation, also as a robust and vibrant theory, has been extensively researched in the field of education psychology for many decades. However, it is an area of research whose theoretical principles that drive the research work have not been sufficiently applied to the field of second language acquisition (SLA), applied linguistics, or foreign language education. Inspired by the heated discussion on self-regulation and language learning strategies in recent years (Rose et al. 2018; Griffiths 2020), this brief article presents a critical review of how self-regulation has been applied to second/foreign language learning and teaching in the past 15 years. By taking stock of conceptual and methodological issues, we highlight the state-of-the-art research and propose key foci for future studies. We conclude that self-regulation principles, measurements, and practices have a solid ground for enriching second/foreign language learning and teaching, and thus offer a complex and broad range of research possibilities.

Dale Brown, Kanazawa University

Tim Stoeckel, University of Niigata Prefecture

Stuart Mclean, Momoyama Gakuin University

Jeff Stewart, Tokyo University of Science

Abstract The choice of lexical unit is a significant issue in L2 vocabulary research and pedagogy. This brief review examines two important questions bearing on this issue: (i) How encompassing a lexical unit can learners deal with receptively? and (ii) How much difference does the choice of lexical unit make in practice? Regarding the former, empirical evidence from studies with L2-English learners shows that the broad ‘word family’ unit, requiring considerable knowledge of affixes and the ability to apply this knowledge, cannot be supported. Regarding the latter, estimates of the proportion of English text consisting of derivational forms vary due to differences in approach and text type examined. However, even the smallest estimate is of a magnitude sufficient to have a meaningful impact on text comprehension. Accordingly, this review suggests that the most appropriate lexical unit may be the lemma or flemma. This conclusion has major implications for L2 vocabulary research, with regards to vocabulary testing and estimates of learning needs, and for L2 vocabulary pedagogy, in respect of curriculum planning and the use of word lists.

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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