APPLIED LINGUISTICS

Volume 44, Issue 2-3, June 2023

Applied Linguistics（SSCI一区，2022 IF：3.6，排名：16/164）2023年第2-3期共刊文26篇。其中，2023年第2期共发文13篇，其中研究性论文8篇，书评5篇。研究论文涉及语言类型学研究、二语习得研究、二语教学研究、社会语言学研究等方面。主题包括英语问候语与二语教学、学习策略比较研究、二语写作教学等。2023年第3期共发文13篇，其中研究性论文8篇，书评5篇。此外，论坛推文1篇，往期勘误若干。研究论文涉及社会语言学研究、应用语言学研究、语言教学研究、跨学科研究等方面。主题包括网络语言、零工经济教学、多语言课堂知识建构、学术英语、外语写作等。欢迎转发扩散！

往期回顾：

刊讯｜SSCI 期刊《应用语言学》2023年第1期

目录

ISSUE 2

ARTICLES

■ Greeting in English as a Foreign Language: A Problem for Speakers of Chinese, by Juliane House, Dániel Z Kádár, Fengguang Liu, Shiyu Liu, Pages 189–216.

■ Metapragmatic Knowledge and Transfer of Learning across Speech Acts , by Naoko Taguchi, Ying Chen, Yuqing Qin,  Pages 217–238.

■ Development of Noun Phrase Complexity Across Genres in Children’s Writing, by Philip Durrantand,Mark Brenchley, Pages 239–264.

■ Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course, by Merve Bozbiyik , Tom Morton,

■ Revisiting US Undergraduate Perceptions of Non-native English Varieties: From Millennials to Generation Z, by Daniel R Isbell, Dustin Crowther, Pages 287–311.

■ Translanguaging and Educational Inequality in the Global South: Stance-taking amongst Brazilian Teachers of English‍, by Joel Windle, Luciana Amorim Possas, Pages 312–327.

■ Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness, by Elizabeth R Miller, Christina Gkonou, Pages 328–346.

■ Investigating the Use of Grammar Learning Strategies in Hungary and Poland: A Comparative Study, by Mirosław Pawlak and Kata Csizér, Pages 347–369.

REVIEWS

■ N. C. Sifakis and N. Tsantila (eds): ENGLISH AS A LINGUA FRANCA FOR EFL CONTEXTS, by Xia Yu,Pages 370–373.

■ Gary Barkhuizen (ed.): QUALITATIVE RESEARCH TOPICS IN LANGUAGE TEACHER EDUCATION, by Jacob Rieker, Pages 372–376.

■ Using Eye-Tracking Technology in Applied Linguistics and SLA: A Review of Conklin et al. (2018) and Godfroid (2020). K. Conklin, A. Pellicer-Sánchez, and G. Carrol: EYE-TRACKING: A GUIDE FOR APPLIED LINGUISTICS RESEARCH, by Jonathan Malone, Wei Yi, Kaiwen Man, Pages 377–382.

Notes on Contributors

■ Notes on Contributors,  Pages i–v.

ISSUE 3

ARTICLES

■ FleeingWuhan: Legitimation and Delegitimation Strategies in Hostile Online Discourse, by Janet Ho, Pages 391–419.

■ Whose Voice Matters? Chronotopic Position(ing)s and the Dialogic Inclusion of Marginalized Stakeholders in Critical Applied Linguistics, by Lydia Catedral, Madina Djuraeva, Pages 420–441.

■ Gig Economy Teaching: On the Importance and Dangers of Self-branding in Online Markets, by Nathaniel Ming Curran, Christopher Jenks, Pages 442–461.

■ Towards Epistemic Justice: Constructing Knowers in Multilingual Classrooms, by Caroline Kerfootand Basirat Olayemi Bello-Nonjengele, Pages 462–484.

■ A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension, by Javad Zare, Khadijeh Aqajani Delavar, Pages 485–504.

■ ELF Density: Extending English as a Lingua Franca Research to Monological ELF Texts and Speeches, by Michaela Albl-Mikasaand Anne Catherine Gieshoff, Pages 505–526.

■ Move–Bundle Connection in Conclusion Sections of Research Articles Across Disciplines, by Liming Deng, Jing Liu, Pages 527-554.

■ Challenging Folk-Linguistics: Grammatical and Spelling Variation in Students’ Writing in Hebrew on WhatsApp and in Essays, by Shir Finkelsteinand Hadar Netz, Pages 555–575.

FORUM

■ Public Applied Linguistics in Action: A Conversation Between Emile YX? Jansen and Quentin Williams on Hip Hop Culture & Activism, Afrikaaps, Indigeneity, and Decolonial Futures, by Emile Jansenand Quentin Williams,  Pages 576–584.

REVIEWS

■ Hayriye Kayi-Aydar: Positioning Theory in Applied Linguistics: Research Design and Applications, by Moslem Yousefi, Pages 585–588.

■ Gianfranco Conti and Steve Smith: Breaking the Sound Barrier: Teaching Language Learners How to Listen, by Rebeca Arndt, Pages 588–592.

■ Handoyo Puji Widodo, Alistair Wood, and Deepti Gupta: Asian English Language Classrooms: Where Theory and Practice Meet, by Jianbo Chenand Hamzeh Moradi, Pages 592–595.

■ Silvia Kunitz, Numa Markee, and Olcay Sert: Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy, by Paul Seedhouse,Pages 596–599.

■ Ana Bocanegra-Valle: Applied Linguistics and Knowledge Transfer: Employability, Internationalisation and Social Changes, by Raffaella Negretti, Pages 599–602.

ERRATUM

■ Erratum to: Lexical Access in L1 Attrition—Competition versus Frequency: A Comparison of Turkish and Moroccan Attriters in the Netherlands, by Monika S Schmidand Gülsen Yilmaz, Page 603.

CORRECTIONS

■ Correction to: A Translanguaging Perspective on Teacher Contingency in Hong Kong English Medium Instruction History Classrooms, Page 604.

■ Correction to: The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective, Page 605.

■ Correction to: A Decolonial Crip Linguistics, Page 606-607.

CORRIGENDUM

■ Corrigendum to: Beyond Differences: Assessing Effects of Shared Linguistic Features on L2 Writing Quality of Two Genres, by Xiaopeng Zhang, Xiaofei Lu, Wenwen Li, Pages 608–609.

ERRATUM

■ Erratum to: Linguistic positivity bias in academic writing: A large-scale diachronic study in life sciences across 50 years, by Ju Wenand Lei Lei,  Page 610.

CORRIGENDUM

Corrigendum to: Community-Centered Collaboration in Applied Linguistics， by Mary Bucholtz, Page 611.

CORRECTION

Correction to: Resonance as an Applied Predictor of Cross-Cultural Interaction: Constructional Priming in Mandarin and American English Interaction , Page 612.

NOTES ON CONTRIBUTORS

Notes On Contributors, Pages i–iii

摘要

Greeting in English as a Foreign Language: A Problem for Speakers of Chinese

Juliane House, University of Hamburg, Hamburg, Germany/Hungarian Research Centre for Linguistics, Budapest, Hungary

DÁNIEL Z. KÁDÁR, Dalian University of Foreign Languages, Dalian, China/Hungarian Research Centre for Linguistics, Budapest, Hungary 

FENGGUANG LIU, AND SHIYU LIU， Dalian University of Foreign Languages, Dalian, ChinaDepartment of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract This paper investigates the phenomenon of greeting in English, which can be surprisingly challenging for speakers of other languages, such as Chinese. By ‘greeting’ we mean the seemingly ‘simple’ act of choosing conventionalized expressions at the opening of an encounter. Following pilot interviews with Chinese learners of English who reported puzzlement concerning greeting in English, we pursue a two-fold approach to explore conventions of greeting in English and Chinese. First, we use corpora to investigate pragmatic differences and similarities between conventionalized uses of English and Chinese comparable Greet expressions, examining them separately and then conducting a contrastive analysis. This step helps us capture the contextual spread of Greet expressions in English and Chinese. Second, we elicit production data from speakers of English and Chinese to investigate their behaviour in the broader opening phase of an interaction across various contexts. The results of the study help us understand in a differentiated way the puzzlement that certain groups of learners of English feel when it comes to greeting.

Metapragmatic Knowledge and Transfer of Learning across Speech Acts

NAOKO TAGUCHI, English Department, Northern Arizona University, Flagstaff, AZ, USA

YING CHEN, AND YUQING QIN, College of Foreign Languages, Ocean University of China, Qingdao, Shandong Province, China

Abstract This study explored the relationship between metapragmatic knowledge and transfer of learning from one speech act to another. Using a digital application, 105 Chinese learners of English received implicit instruction on how to formulate a high-imposition request to someone in a higher social status and larger social distance. Immediately after the instruction, they reported what they thought they learned or noticed during the instruction, which served as an indication of their metapragmatic knowledge. After this, they completed immediate and delayed post-tests that assessed their knowledge of the instructed speech act (request-making) as well as their knowledge of the uninstructed speech act, advice-giving (transfer item). Results showed that the participants made significant gains in their productive knowledge of both speech acts after the instruction. The participants’ metapragmatic knowledge significantly correlated with their test performance for both speech acts. These findings indicate that transfer of learning from one speech act to another can occur after instruction. The findings also support that metapragmatic knowledge established during instruction is related to the transfer.

Development of Noun Phrase Complexity Across Genres in Children’s Writing

PHILIP DURRANT,  University of Exeter, Exeter, UK 

MARK BRENCHLEY,Cambridge Assessment English, Cambridge, UK

Abstract Complex noun phrases (NP) are central to mature academic writing and often a focus of explicit teaching. The National Curriculum in England, for example, requires specific components of NP complexity to be taught at specific educational stages. However, the evidence base for such practices is unclear. Research on the emergence of NP components is both limited and dated. Moreover, some work has suggested that NP development is late-occurring and genre-specific, calling into question curricular guidance which specifies teaching from the earliest years and which makes no mention of genre. Analysing 240 texts written by children in England aged six to 16, this study shows that overall complexity develops at a roughly constant rate from primary school onwards. Increases are principally driven by postmodification, especially relative clauses and proposition phrases. By the end of their mandatory education, children make some use of genre distinctions evident in adult writing. However, there are also clear patterns of overuse and underuse of particular NP components. Key distinctive features are examined in context to understand the roles NP components play in writing development.

Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course

MERVE BOZBIYIK, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey

TOM MORTON, Department of English, Universidad Autónoma de Madrid, Madrid, Spain

Abstract Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT) to examine how one lecturer shifts between ‘inside’ knowledge of chemistry and ‘outside’ knowledge for a range of different purposes. Multimodal CA is used to carry out micro-analyses of epistemics and identity-related positioning in interaction, while LCT ‘autonomy codes’ are used to trace knowledge-building trajectories in which knowledge is positioned inside or outside the target topic and is used for different purposes. The analyses highlight how the lecturer skilfully deployed a range of semiotic resources in transitioning between ‘inside’ and ‘outside’ knowledge, and how these resources were leveraged for the building of disciplinary knowledge. Implications of this interdisciplinary approach for research and practice in university EMI contexts are discussed.

Revisiting US Undergraduate Perceptions of Non-native English Varieties: From Millennials to Generation Z

DANIEL R. ISBELL AND DUSTIN CROWTHER,University of Hawai’i at Mānoa, Honolulu, HI, USA

Abstract As the global importance of English and its proportion of non-native speakers have continued to grow, research on Global Englishes has prioritized non-native speakers’ changing attitudes toward non-native varieties. To investigate changes in attitudes among ‘Inner Circle’ English speakers, we conceptually replicated Lindemann’s (2005) survey of Millennial US undergraduates’ attitudes toward global English varieties with a sample of Generation Z undergraduates (n = 216). This study also sought to bridge research on attitudes toward English varieties with research on judgments of English speech by including a speech rating task featuring six speakers of different global English varieties. In comparison with Lindemann’s Millennials, Generation Z had less favorable attitudes toward their own US English and generally more positive orientations to non-native Englishes. Nonetheless, Generation Z had similar conceptions of where English is spoken well and with pleasant accents, and where English is spoken poorly and unpleasantly. Participants’ attitudes toward global English varieties were positively and modestly associated with the ratings provided to individual speakers of the same variety.

Translanguaging and Educational Inequality in the Global South: Stancetaking amongst Brazilian Teachers of English

JOEL WINDLE, Education Futures, University of South Australia, Adelaide, Australia 

LUCIANA AMORIM POSSAS,Department of Modern Languages, Fluminense Federal University, Niterói, Brazil

Abstract Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings.

Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness

ELIZABETH R. MILLER, University of North Carolina at Charlotte, Charlotte, NC, USA 

CHRISTINA GKONOU, University of Essex, Wivenhoe Park, Colchester, UK

Abstract This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms are entangled in and shape emotions such as happiness. More particularly, it adopts Ahmed’s (2010) notion of “happy objects” in exploring language teachers’ associations of “teacher caring” with feeling happy. Rather than exploring what happiness is, this study investigates what happiness does to and for language teachers, focusing on their accounts of teacher caring. It argues that the happy object of teacher caring is enmeshed in normative discourses that cast individual teachers as responsible for caring enough in order to help their students to succeed as determined by institutional norms of student achievement. Ultimately, it contends that accounts of teacher happiness require careful scrutiny for what they can tell us about the complex intersections of emotions with normative discourses, structures and values.

MIROSŁAW PAWLAK, Adam Mickiewicz University, Kalisz, Poland /University of Applied Sciences, Konin, Poland 

KATA CSIZÉR,  Eötvös Loránd University, Budapest, Hungary

Abstract Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is difficult to achieve, students need to learn this subsystem on their own and this process can be aided by adept use of grammar learning strategies (GLS). However, research in this area is scarce, existing tools have not been validated in different contexts, and no cross-country comparisons have been made. The study addresses these gaps by examining the use of GLS by university students majoring in English in Hungary (N = 205) and Poland (N = 173). Data were collected by means of a standardized questionnaire and subjected to principal component analysis and correlational analysis. Independent- and paired-samples t-tests as well as regression analyses were also run. Some differences were found between the two contexts but overall patterns of GLS use were strikingly similar.

FleeingWuhan: Legitimation and Delegitimation Strategies in Hostile Online Discourse

JANET HO, Department of English, Lingnan University, Hong Kong, China

Abstract Following the first coronavirus case reported to the World Health Organization in Wuhan in 2019 and the ensuing city-wide lockdown that was imposed, many people attempted to leave the city, culminating in a vigorous discourse on the dominant Chinese microblogging site, Weibo. This study seeks to examine how online participants discursively delegitimated and legitimated people who left Wuhan before the lockdown. Weibo posts with the hashtag #逃离武汉 (‘Fleeing Wuhan’) were collected, and delegitimation and legitimation strategies deployed by users were identified. My findings reveal that the delegitimators exploited moral evaluation and impersonal authority to highlight the construed unethicality and shamelessness of people who left Wuhan, whereas the legitimators used an array of strategies, including explanation and definition, to normalize their intentions and counter linguistic hostility. These findings also provide implications vis-à-vis the clustering of delegitimation strategies as well as their linkages with emotional appeals in online discourse.

Whose Voice Matters? Chronotopic Position(ing)s and the Dialogic Inclusion of Marginalized Stakeholders in Critical Applied Linguistics

LYDIA CATEDRAL, Department of Linguistics and Translation at City University of Hong Kong, Kowloon, Hong Kong SAR 

MADINA DJURAEVA, ESL and Bilingual Education in the Department of Teacher Education at the University of Nebraska Omaha, Omaha, USA

Abstract In this paper, we argue that critical applied linguists must work towards the materially transformative, dialogic inclusion of marginalized voices in order to create more just social relations. We show how a spatiotemporal theorization of voice as materially situated and discursively imaginative can enable a more holistic approach to including such voices. Illustrative data come from the experiences of migrant domestic workers in Hong Kong and includes their discourses, those of their employers, and those of domestic worker-led grassroots organizations. We use these data to demonstrate how different stakeholders have unequal abilities to materialize the spatiotemporal imaginaries they voice out, how academic (re)theorizations of language may not always bring about changes to the material spatiotemporal conditions of marginalized stakeholders, and why the collective voices of marginalized groups should be taken into account alongside individual voices. Implications are discussed in terms of action-oriented work that critical applied linguists can engage in to support the inclusion of migrant domestic workers’ voices in particular, and the voices of marginalized stakeholders in our field more generally.

Gig Economy Teaching: On the Importance and Dangers of Self-branding in Online Markets

NATHANIEL MING CURRAN, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

CHRISTOPHER JENKS, Department of Culture and Learning, Aalborg University, Aalborg, Denmark

Abstract The gig economy is rapidly transforming service-based industries, including online teaching. Even before the COVID-19 pandemic forced millions of people worldwide to work remotely, gig economy teaching generated billions of dollars in revenue and was responsible for millions of lessons per month. Although the global labor market is currently experiencing a major shift because of the gig economy, applied linguists have paid little attention to gig-based work and its implications. The current study narrows this research gap by using self-branding theories to understand the ways in which gig economy teachers market themselves to potential students. The findings, which are based on 100 teacher profiles, reveal that teachers adopt four self-branding discourses when marketing their teaching services. These self-branding discourses may vary according to the teacher’s country of origin, professional qualifications, and first language background. The study argues that self-branding discourses reflect a larger, and perhaps more problematic, global trend in which individual workers directly compete against each other in a race to lower earnings and job security.

Towards Epistemic Justice: Constructing Knowers in Multilingual Classrooms

CAROLINE KERFOOT, Department of Swedish Language and Multilingualism, Stockholm University, Stockholm, Sweden

BASIRAT OLAYEMI BELLO-NONJENGELE, Cape Peninsula University of Technology, Bellville, South Africa

Abstract In this study of a postcolonial school, we expand understandings of epistemic justice from the perspective of language, addressing issues of know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute a form of epistemic injustice by diminishing learners’ ability to make epistemic contributions, a capacity central to human value. We further suggest that translanguaging in formal school settings generally promotes epistemic access rather than epistemic justice, leaving value hierarchies and relations of knowing unchanged. Conversely, this study presents linguistic ethnographic data from a three-year project where learners could choose their language of learning to Grade 6 and use all languages in subject classrooms. We analyse how a Grade 6 learner used laminated, multilingual stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. We argue that she thereby constructed new decolonial relations of knowing and being. Moreover, the shift from monolingual to multilingual episteme, which substantially improved performance overall, enabled new social, epistemic, and moral orders to emerge from below, laying the basis for greater epistemic justice.

MICHAELA ALBL-MIKASA AND ANNE CATHERINE GIESHOFF, School of Applied Linguistics, Zurich University of Applied Sciences, Winterthur, Switzerland

Abstract The focus to date on interactive encounters has resulted in there being little research into monological texts and speeches produced in English as a lingua franca (ELF) contexts. They are, however, the very substance of what interpreters and translators increasingly deal with today. The quality of these language professionals’ performance depends to a large extent on the input they receive. From a translation and interpreting studies (TIS) perspective, understanding what makes an ELF text or speech special and different seems paramount. In this paper, we present an innovative approach to exploring what is in an ELF text. We introduce the concepts of ‘ELF density’ and ‘ELF dense spots’ to capture and visualize types and tokens of ELF features as well as clusters they form at a local and more global level across stretches of text or speech and discuss a number of methodological challenges in determining ELF density. Based on a preliminary retrospective verbal protocol and interview analysis following 26 professional interpreters’ renditions, we aim to demonstrate the concepts’ added value for TIS, but also for non-TIS related applied linguistic tasks geared towards ELF.

Move–Bundle Connection in Conclusion Sections of Research Articles Across Disciplines

LIMING DENG,  Foreign Language Research Institute, School of Foreign Languages and Literature, Wuhan University, China 

JING LIU, School of Foreign Languages, Hubei University of Economics, Wuhan, China

AbstractThis study explores how lexical bundles link smaller functional units (steps) in research article (RA) conclusions in hard and soft science knowledge fields by using corpus-based and corpus-driven approaches. RA conclusion corpora from the hard and soft sciences were compiled and four-word lexical bundles were extracted from each corpus. Conclusions containing lexical bundles were then imported into the UAMCorpus tool for manual tagging of functions, structures, moves, and steps associated with lexical bundles. It has been found that the four-word bundles play an important role in realizing the communicative purpose of the functional units in RA conclusions in both the hard and soft sciences. The results demonstrate that the resultative lexical bundle (e.g. the findings of the) is a strong indicator of the conclusions in both soft and hard sciences. Specific bundle structures and functions are identified as signalling different steps of the conclusions. The findings of this study add to the growing body of knowledge regarding the bundle–move connections and contribute to the construction of the RA conclusions in different disciplinary cultures.

Challenging Folk-Linguistics: Grammatical and Spelling Variation in Students’ Writing in Hebrew on WhatsApp and in Essays

SHIR FINKELSTEIN AND HADAR NETZ, School of Education, Tel-Aviv University, Israel

Abstract With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners’ literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora of Modern Hebrew: a naturalistic corpus of 7,120 WhatsApp messages (35,085 words) written by 80 students in three classroom WhatsApp groups and a corpus of 291 school essays (34,700 words) written by 291 students. The findings indicate that a rather clear distinction is maintained between adherence to traditional formal writing in school essays as opposed to a more lenient approach on WhatsApp. The findings thus provide empirical linguistic evidence challenging the predominant folk-linguistic public ideology.

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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