APPLIED LINGUISTICS REVIEW

Volume 13, Issue 5-6, 2022

APPLIED LINGUISTICS REVIEW（SSCI一区，2021 IF：3.063）2022年第5-6期共发文16篇。研究论文涉及的领域非常丰富，例如：语言的学习和习得，其中包括通过书面纠正反馈，了解学习者内部认知过程；群体动态评估对二级汉语学习者识字发展的影响；情境附带词汇习得等。当然还有从心理学的角度出发来研究当前热点话题，譬如跨语言或不跨语言中的意识形态、实践和交叉身份，心理治疗专家对患者在心理治疗中诉说烦恼的移情反应等方面。

往期推荐：

刊讯｜SSCI 期刊 《应用语言学评论》 2022年第3-4期

刊讯丨SSCI期刊《应用语言学评论》2022年第1-2期

目录

ARTICLES

■Situated incidental vocabulary acquisition: The effects of in-class and out-of-class novel reading，by Barry Lee Reynolds, Pages 705-733.

■To translanguage or not to translanguage: Ideology, practice, and intersectional identities, by Yuzuko Nagashima, Luke Lawrence, Pages 735-754.

■Psychotherapist’s empathic responses to client’s troubles telling/feelings talk in psychotherapy: A conversation analysis, by  Yijin Wu,  Pages 755-790.

■Refugees’ dehumanization in the Spanish media: A corpus-assisted study within the semantic preference framework, by Gema Alcaraz-Mármol, Jorge Soto-Almela,Pages 791-817.

■Young children’s language-based agency in multilingual contexts in Luxembourg and Israel, by Mila Schwartz, Claudine Kirsch, Simone Mortini Pages 819-841.

■Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development: Learners’ responsiveness to interactive mediation, by Yu-Ting Kao,  Pages 843-871.

■Singular they in English as a foreign language, by Charlotte Stormbom, Pages 873-897.

■Searching for the unit of meaning: Knowledge construction in university small group talk, by Yun Pan,  Pages 899-947.

■Choreographing linguistic landscapes in Singapore, by Tong King Lee, Pages 949-981.

■“Do you understand (me)?” negotiating mutual understanding by using gaze and environmentally coupled gestures between two deaf signing participants, by Nina Sivunen, Elina Tapio, Pages 983-1004.

■Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English, by Jinshi Shao, Yongcan Liu, Pages 1005-1028.

■Transfer of learning, fear of failure, procrastination, and self-efficacy in learning English: Any evidence from the arts? by Min-Chen Tseng,  Pages 1029-1053.

■What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class, by  Anna Mendoza, Pages 1055-1075. 

■Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development, by  Jaume Batlle, Paul Seedhouse,  Pages 1077-1101.

■Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’, by  Florence Bonacina-Pugh, Elisabeth Barakos, Qi Chen, Pages 1103-1125.

■Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity, by Magdalena Szyszka,  Pages 1127-1147.

摘要

Situated incidental vocabulary acquisition: The effects of in-class and out-of-class novel reading

Barry Lee Reynolds, Faculty of Education, University of Macau, Room 1017, FED Building (E33), Avenida da Universidade, Taipa, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau, China

Abstract Researchers investigating the incidental acquisition of vocabulary through reading have often required participants to read in controlled classroom or lab environments. This method delimits reading to short texts read in one sitting and fashions an anomalous reading context (i. e. not mimicking ecologically valid extensive reading situations). To investigate whether the physical reading context affects incidental vocabulary acquisition, an empirical study was conducted with two groups of participants that read the same 36,711-token novel containing 49 target words – in-class readers (n = 48) and out-of-class readers (n = 32). Results showed reading context has a large effect on vocabulary recall and a medium effect on vocabulary recognition. Medium correlations were found between incidental acquisition and reading context as well as second language (L2) vocabulary size. Two standard three-explanatory-variable (L2 vocabulary size, reading context, reading time) multiple regressions accounted for 40% of the variance in vocabulary recall and 44.5% of the variance in vocabulary recognition. Nuanced distinctions between in-class and out-of-class readers were uncovered by analyzing responses to open-ended reflective questionnaire items about the study, novel, target vocabulary, and vocabulary learning strategies. A lens of criticality was used to discuss the findings in terms of their pedagogical and methodological implications.

Key words incidental vocabulary acquisition,  in-class reading, out-of-class reading, L2 vocabulary, experimental context

To translanguage or not to translanguage: Ideology, practice, and intersectional identities

Yuzuko Nagashima, Practical English Center, Yokohama City University, 22-2 Seto, Kanazawa-ku, Yokohama 248-0027, Japan

Luke Lawrence, Department of Sociology, Toyo University, Tokyo, Japan

Abstract Translanguaging is an emerging research area within applied linguistics that blurs the lines between named languages used by bi- and multilingual language users and considers all languages to be part of the individual’s single semiotic repertoire. In parallel with this emergence, issues surrounding language teacher identities and emotion labor have also become prominent sites of research in applied linguistics. In this paper we adopt a unique two-stage qualitative research approach involving aspects of narrative knowledging and duoethnography in order to investigate the challenges and obstacles faced by teachers of English in implementing translanguaging practices in their personal and professional lives. By using intersectionality as an analytical tool, we found that the challenges to making use of translanguaging practices were intimately and intricately linked with personal identities and social context. The results suggest that decisions surrounding translanguaging practices can be seen as context-dependent, discursively produced constructions, rather than the cut and dried options that they have been presented as in previous literature.

Key words translanguaging, language teacher identity, intersectionality, duoethnography

Psychotherapist’s empathic responses to client’s troubles telling/feelings talk in psychotherapy: A conversation analysis

Yijin Wu, Qufu Normal University, Yantai Road 80, Rizhao 276800, China

Abstract Using the method of conversation analysis, this study has examined the sequential organization of empathic talk in psychotherapy, analyzed its turn design as well as investigated its variations on turn construction. The empathic sequence can be characterized as a four-part structure: (1) the therapist soliciting troubles/feeling telling from the client; (2) the client’s report on the troubles/feelings talk; (3) the therapist’s empathy, and (4) the client’s response. Moreover, in addition to its unmarked turn construction “empathic talk without prefacing”, this study has found empathic talk takes on other three types of turn construction including so-prefaced empathic talk, particle-prefaced empathic talk and particle(s)+so-prefaced empathic talk. The research findings could reveal the interactional details of empathy in psychotherapy and thus contributes to the understanding of the nature and process of psychotherapy and counselling.

Key words  therapist-client interaction, empathy, sequential organization, conversation analysis

Refugees’ dehumanization in the Spanish media: A corpus-assisted study within the semantic preference framework

Gema Alcaraz-Mármol, Department of Modern Philology, Universidad de Castilla-La Mancha, Facultad de Educación Campus Fábrica de Armas Avda. Carlos III s/n, Toledo 45071, Spain

Jorge Soto-Almela, Department of Linguistics Applied to Science and Technology, Universidad Politécnica de Madrid, Av. Juan de Herrera, 4, Madrid, Comunidad de Madrid 28040, Spain

Abstract The dehumanization of migrants and refugees in the media has been the object of numerous critical discourse analyses and metaphor-based studies which have primarily dealt with English written news articles. This paper, however, addresses the dehumanizing language which is used to refer to refugees in a 1.8-million-word corpus of Spanish news articles collected from the digital libraries of El Mundo and El País, the two most widely read Spanish newspapers. Our research particularly aims to explore how the dehumanization of the lemma refugiado is constructed through the identification of semantic preferences. It is concerned with synchronic and diachronic aspects, offering results on the evolution of refugees’ dehumanization from 2010 to 2016. The dehumanizing collocates are determined via a corpus-based analysis, followed by a detailed manual analysis conducted in order to label the different collocates of refugiado semantically and classify them into more specific semantic subsets. The results show that the lemma refugiado usually collocates with dehumanizing words that express, by frequency order, quantification, out-of-control phenomenon, objectification, and economic burden. The analysis also demonstrates that the collocates corresponding to these four semantic subsets are unusually frequent in the 2015–16 period, giving rise to seasonal collocates strongly related to the Syrian civil war and other Middle-East armed conflicts.

Key words dehumanization,  refugees,  Spanish media,  semantic preference,  corpus linguistics

Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

Mila Schwartz, Language Department, MA Program, Advanced Studies Faculty, Oranim Academic College of Education, Kiryat Tivon, 36006, Israel

Claudine Kirsch, University of Luxembourg, Faculty of Humanities, Education and Social Sciences, 11, Porte des Sciences, 4366, Esch-sur-Alzette, Luxembourg

Simone Mortini, National Youth Service, 138 bd de la Pétrusse, 2330 Luxembourg, Luxembourg

Abstract Drawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

Key words  child's agentic behaviour,  multilingual context,  novel language learning,  preschool education

Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development: Learners’ responsiveness to interactive mediation

Yu-Ting Kao, Department of English, National Kaohsiung Normal University, Kaohsiung City, Taiwan, China

Abstract Dynamic Assessment (DA), an innovative assessment approach, has begun to attract attention as a conceptualization of assessment that emphasizes the social interactive role of learning. Although DA receives attention in the field of language testing/assessment, its feasibility in engaging larger cohorts of individuals is concerned. This shortcoming of DA leads to the application of Group Dynamic Assessment (G-DA). This study examined the extent to which mediation provided through G-DA frameworks – concurrent and cumulative – supported a group of language learners’ literacy development. It investigates five intermediate L2 Chinese learners’ rhetorical awareness via their performance on Chinese reading and writing tasks. One Chinese rhetorical structures, the ‘Qi-cheng-zhuan-he’ approach, was selected because it is considered the most difficult learning point for Chinese learners. Findings were reported: 1) the mediation provided to the participants through both concurrent and cumulative G-DA approaches promoted their understanding of the ‘Qi-cheng-zhuan-he’ approach, 2) the more times a participant engaged as the primary interactant, the better learning outcome he/she would present, 3) individual participant had different developmental level and thus showed various extent of responsiveness to the teacher’s mediation; yet, their active participation, either verbal or nonverbal behaviors, would foster their learning performance. Pedagogical applications are discussed.

Key words  Group Dynamic Assessment,  zone of proximal development,  mediation,  sociocultural theory, reading and writing skills, Chinese rhetorical structure

Singular they in English as a foreign language

Charlotte Stormbom, English Language and Literature, Åbo Akademi University, Tehtaankatu 2, FI-20500, Turku, Finland

Abstract A much-debated issue in English is the use of “epicene pronouns”, i.e. third-person singular pronouns of indeterminate gender. Previous studies have shown that singular they is the most common epicene in L1 English, but this pronoun has not received much attention in studies of L2 use. The present study extends previous research by examining variation between L2 groups in the distribution of epicene pronouns, focussing particularly on the use of singular they and how it is affected by three features of the antecedent: definiteness, notional number, and gender expectancy. The data originate in an elicitation experiment, which was completed by 338 university students of English from eight L1 backgrounds. The results show that singular they was most frequently used with notionally plural antecedents, whereas it was least common with gender-stereotyped antecedents. The study also disclosed variation between learners: In some L1 groups, they was used frequently with all types of antecedents, suggesting that these learners perceive singular they as a singular pronoun in its own right. In other groups, singular they appeared to function mostly as a modification of the plural they, as the pronoun was only frequent with notionally plural antecedents. The findings have important implications for language teaching.

Key words singular they , epicene pronouns, EFL, antecedent individuation

Searching for the unit of meaning: Knowledge construction in university small group talk

Yun Pan, School of Foreign Languages, Shanghai Maritime University, Haigang Avenue 1550, Pudong New Area, Shanghai, 200135, Shanghai, China

Abstract Previous research has extensively addressed the relationship between collaborative knowledge construction and communicative language use. For interactive academic talk, a broad range of socio-cultural factors has been investigated to examine group dynamics for the construction of disciplinary or linguistic knowledge. What has been overlooked, however, is a focus on the basic unit of meaning for a cognitive interpretation of knowledge structures. This study is aimed to bridge the research gap by examining the semantic–pragmatic interface involved in collaborative knowledge construction in a Higher Educational setting. Using a specialized corpus of university small group talk, this study conducts an empirical linguistic inquiry into the participants’ discursive practice of drawing particular lexical concepts to invoke and manipulate knowledge structures for meaning negotiation. The research findings contribute to understanding the relationship between linguistically represented knowledge and the way language users conceptualize the academic world.

Key words corpus linguistics, frame semantics, knowledge construction, lexical concepts

Choreographing linguistic landscapes in Singapore

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract This paper proposes the notion of choreographed multilingualism to describe the top-down dimension of Singapore's linguistic landscape. Using a range of examples of official multilingual discourse, including public signage, exhibition artefacts, and print texts, it identifies a quadrilingual constellation that reiterates across different modalities, stabilizing into a visual-spatial formula. As a semiotic feature, the quadrilingual formula is an indexical that calls up the trope of neat multilingualism, whereby the four official languages of Singapore (English, Chinese, Malay, Tamil) are construed in a relation of equilibrium and equitability, while nonofficial/nonstandard languages, language varieties, and Chinese dialects are relegated to oblivion. The trope of neat multilingualism in turn evokes a larger sociolinguistic ambiance shaped by the official language policy and the language education system in Singapore. The paper theorises this situation in respect of Michel de Certeau's spatial theory, arguing that official discourses in Singapore corroborate the multilingual “place” produced by technologies of choreography.

Key words choreographed multilingualism, linguistic landscape, language policy, Michel de Certeau, Singapore

“Do you understand (me)?” negotiating mutual understanding by using gaze and environmentally coupled gestures between two deaf signing participants

Nina Sivunen, University of Jyväskylä,Centre of Applied Language Studies, Jyväskylä, Finland

Elina Tapio, Humak University of Applied Sciences, Interpreting and Linguistic Accessibility, Kuopio, Finland

Abstract In this paper we explore the use of multimodal and multilingual semiotic resources in interactions between two deaf signing participants, a researcher and an asylum seeker. The focus is on the use of gaze and environmentally coupled gestures. Drawing on multimodal analysis and linguistic ethnography, we demonstrate how gaze and environmentally coupled gestures are effective semiotic resources for reaching mutual understanding. The study provides insight into the challenges and opportunities (deaf) asylum seekers, researchers, and employees of reception centres or the state may encounter because of the asymmetrical language competencies. Our concern is that such asymmetrical situations may be created and maintained by ignoring visual and embodied resources in interaction and, in the case of deaf asylum seekers, by unrealistic expectations towards conventionalized forms of international sign.

Key words multimodal interaction,  meaning-making, mutual understanding, asymmetrical interaction, deaf

Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English

Jinshi Shao, Faculty of Education, University of Cambridge, Cambridge, CB2 8PQ, UK

Yongcan Liu, Faculty of Education, University of Cambridge, Cambridge, CB2 8PQ, UK

Abstract This article reports on a mixed methods study that investigated the extent to which written corrective feedback (WCF) contributes to L2 learners’ acquisition of regular past tense in English and the cognitive processes that underpin the corrective feedback provided. The study adopted a pretest-posttest-delayed posttest design and involved 113 intermediate-level Chinese learners of English who were assigned to four conditions: indirect WCF, direct WCF, metalinguistic WCF, and control. A picture description task and a grammaticality judgement test were used to measure gains in the target structure. To explore how learners process feedback, nine learners, three from each treatment group, were selected to produce think aloud protocols. The study found that all three types of WCF had a positive effect on the picture description task, though none of them had a clear impact on the grammaticality judgement test. In addition, indirect WCF was found to have an advantage over direct and metalinguistic WCF on the delayed posttest, when compared to the control group. Think aloud data suggested that indirect WCF induced deeper cognitive processes than the other two kinds of feedback, which may account for the superiority of indirect WCF.

Key words  written corrective feedback,  L2 acquisition,  regular past tense

Transfer of learning, fear of failure, procrastination, and self-efficacy in learning English: Any evidence from the arts?

Min-Chen Tseng, General Education Center, National Taiwan University of Arts, New Taipei City, Taiwan, China

Abstract This study examined the potential of “transfer of learning” for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy when learning English. Two studies were conducted; in the first study, we investigated transfer of learning for arts students between their majors and the English language. In Study 2, we explored the influence of the fear of failure, procrastination, and self-efficacy on students’ English proficiency levels. We implemented a structural equation model (SEM) to ascertain whether the fear of failure and procrastination played a mediating role between students’ self-efficacy and English proficiency levels. The participants consisted of 501 students majoring in arts. The research tools included the online General English Proficiency Test and a questionnaire. The results indicated that both hugging and bridging strategies were significantly correlated with students’ English language achievements. Stepwise regression analysis revealed that hugging strategies, such as setting expectations, matching, simulating, modeling, and practicing problem-based learning, were positive predictors. The SEM results indicated that self-efficacy had a negative effect on students’ procrastination, and both the fear of failure and procrastination played mediating roles between students’ self-efficacy and English language achievement.

Key words  transfer of learning, fear of failure, procrastination, self-efficacy, arts students

What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class

Anna Mendoza, Department of Second Language Studies, University of Hawai‘i at Mānoa, 570 – 1890 East-West Rd, Honolulu, HI, 96822, USA

Abstract  While much research on translanguaging is in bilingual and heritage language classrooms, it is under-researched in K-12 English-medium education. To better understand translanguaging in this context, this study applied interactional sociolinguistics, including analytical categories adapted from Conversation-for-Learning (Kasper and Kim, 2015; Kim, 2019), to a ninth grade English class in Honolulu with students from diverse linguistic backgrounds. The study examined interactional sequences as students did literary analysis of novels and poetry over 13 weeks. These sequences involved appropriation of others’ lexical phrases, collaborative word searches, miscommunication repair, and knowledge checks. Translanguaging, when it occurred, indicated joint meaning-making across linguistic asymmetries, and was not only a means of thinking aloud using an integrated language repertoire, but a form of helping peers as students signaled to each other to adopt language, teach them something, or work through a problem together, creating opportunities to learn. These findings suggest that equity hinges not only on allowing students to learn using their whole linguistic repertoires but on social and ethical dispositions made apparent through interactional analyses.

Key words  plurilingualism, translanguaging, bi/multilingual education, interactional sociolinguistics

Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development

Jaume Batlle, University of Barcelona, Educació Lingüística i Literària i DCEM, Passeig de la Vall d’Hebron, 171, Barcelona, 08035, Catalunya, Spain

Paul Seedhouse, Newcastle University, School of Education, Communication and Language Sciences, Newcastle upon Tyne, Tyne and Wear, UK

Abstract The growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.

Key words   affiliation, foreign language, peer observation, teacher development, negative assessment

Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’

Florence Bonacina-Pugh, The School of Education, The University of Edinburgh, Holyrood Road, EH8 8AQ, Edinburgh, UK

Elisabeth Barakos, Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146, Hamburg, Germany

Qi Chen, The School of Education, The University of Edinburgh, Holyrood Road, EH8 8AQ, Edinburgh, UK

Abstract In order to better compete in an increasing neoliberalised education system, many Higher Education Institutions (HEIs) have developed an internationalisation strategy that aims at incorporating an intercultural and global dimension into curricula and learning environments for all. This internationalisation agenda raises important language policy issues that are often side-lined in the UK and other Anglophone countries where an English monolingual ethos prevails. Centrally, the question arises indeed as to whether internationalisation processes have an impact on HEIs’ language policies in Anglophone countries. This paper takes the case of a Russell Group University in the UK and focuses on two masters programmes that attract annually a ‘multilingual elite’ (Barakos and Selleck 2019). It examines the institution’s language policy adopted at the levels of ‘texts’, ‘discourses’ and ‘practices’ (Bonacina-Pugh 2012), using a critical discourse analysis of policy documents and a conversation analysis of classroom interactions. We argue that language policy is at the core of HEIs’ internationalisation processes even in Anglophone countries and that, methodologically, the articulation of findings from critical discourse and conversational analyses represents a step forward in the field of language policy.

Key words  language policy, internationalisation, Higher Education, critical discourse studies, conversation analysis

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

Magdalena Szyszka, The University of Opole, Pl. Kopernika 11a, Opole, 45-040, Poland

Abstract This paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Key words   multilingualism,  multilingual identity,  attitudes to pronunciation

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