Applied Linguistics

This article reports on the findings of a large-scale cross-sectional survey of the motivational disposition of English language learners in secondary schools and universities in China. The total sample involved over 10,000 students and was stratified according to geographical region and teaching contexts, selecting participants both from urban and rural locations. The investigation aims to present a balanced overview of the general level of L2 motivation in China through the lens of the L2 Motivational Self System (Dornyei 2005, 2009). The wealth of data obtained in the survey provide solid empirical description of the main features of language learning in China, and the detailed information presented in the study can also serve as a baseline for future research conducted to investigate temporal, social, and geographical variation and evolution.

Chenjing (Julia) You

Zoltán Dörnyei

Language Learning Motivation in China: Results of a Large-Scale Stratified Survey

Journal Article Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings Get access Loretta Fung, Loretta Fung The University of Nottingham Search for other works by this author on: Oxford Academic Google Scholar Ronald Carter Ronald Carter The University of Nottingham Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 28, Issue 3, September 2007, Pages 410–439, https://doi.org/10.1093/applin/amm030 Published: 01 September 2007 Article history Received: 01 July 2007 Published: 01 September 2007

L. Fung

R. Carter

Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings

The paper makes an attempt to stimulate theoretical thinking and empirical research in the domain of L2 vocabulary learning by introducing a construct of involvement with motivational and cognitive dimensions: Need, Search, and Evaluation. Retention of hitherto unfamiliar words is claimed to be conditional upon the amount of involvement while processing these words. Involvement is operationalised by tasks designed to vary in the degree of need, search, and evaluation. The paper reviews a number of constructs that are currently debated and investigated in the literature on cognitive and motivational aspects of L2 learning. It also re-examines the existing empirical literature on task effect in the light of the proposed construct of task-induced involvement, stresses the need for deepening and broadening the construct, and discusses possibilities it offers for research on vocabulary learning.

B Laufer

Incidental vocabulary acquisition in a second language: the construct of task-induced involvement

第二语言中的附带词汇习得：任务诱发的参与构念

Abstract While it is possible to express the same meaning in different ways (‘bread and butter’ versus ‘butter and bread’), we tend to say things in the same way. As much as half of spoken discourse is made up of formulaic language or linguistic patterns. Despite its prevalence, little is known about how the processing system treats novel patterns and how rapidly a sensitivity to them arises in natural contexts. To address this, we monitored native English speakers’ eye movements when reading short stories containing existing (conventional) patterns (‘time and money’), seen once, and novel patterns (‘wires and pipes’), seen one to five times. Subsequently, readers saw both existing and novel phrases in the reversed order (‘money and time’; ‘pipes and wires’). In four to five exposures, much like existing lexical patterns, novel ones demonstrate a processing advantage. Sensitivity to lexical patterns—including the co-occurrence of lexical items and the order in which they occur—arises rapidly and automatically during natural reading. This has implications for language learning and is in line with usage-based models of language processing.

Kathy Conklin

Gareth Carrol

Words Go Together Like ‘Bread and Butter’: The Rapid, Automatic Acquisition of Lexical Patterns

词语搭配如“面包与黄油”：词汇模式的快速、自动习得

The study investigates the effect of explicit contrastive analysis and translation activities on the incidental acquisition of single words and collocations. We compared three high school groups of learners of the same L1 and comparable L2 (English) proficiency. Each group represented one instructional condition: meaning focused instruction (MFI), non-contrastive form-focused instruction (FFI), and contrastive analysis and translation (CAT). The target items consisted of ten unfamiliar words and ten collocations in L2—English. The MFI group performed content-oriented tasks which did not require attention to the target items. The FFI group performed text-based vocabulary tasks which focused on the target items. The CAT group was assigned text-based translation tasks: from L2 into L1, and from L1 into L2. During the correction stage, the teacher provided a contrastive analysis of the target items and their L1 translation options. Time-on-task was kept constant in the three groups. After completing the tasks, the three groups were tested on the retention of the target items by two tests: active recall and passive recall. A week later, the participants received the same tests. The CAT (contrastive analysis and translation) group significantly outperformed the other two groups on all the tests. These superior results are discussed in light of the ‘noticing’ hypothesis, ‘pushed output’, ‘task-induced involvement load’, and the influence that L1 exerts on the acquisition of L2 vocabulary.

B. Laufer

N. Girsai

Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation

第二语言词汇学习中的形式聚焦教学：对比分析与翻译的案例

Abstract This study explores the use by examinees of claims of epistemic primacy, in the form of noun-copula clause constructions, as devices through which to perform the social action of disagreeing during group-based, task-oriented second language oral assessment tasks. Using a conversation analytic approach to examine sequences in which these disagreeing turns occur, we report on this turn format’s ability to secure an affiliative response from fellow examinees and thereby maintain a collaborative flow. In doing so, we uncover one way of disagreeing which is particularly germane to the collaborative demands of these assessment tasks. The relevance of these findings for the development of learner and assessor training and assessment materials are considered.

Michael Stephenson

Spencer Hazel

Securing affiliation and managing disagreement: Epistemic primacy claims in group-based L2 oral assessments

确保归属与管理分歧：基于群体的二语口语评估中的认知首要性主张

Frank Monaghan

Raciolinguistics in the classroom—their words and our ears: Ian Cushing

课堂中的种族语言学——他们的话语与我们的耳朵：伊恩·卡辛

Abstract Research funded by the US National Institutes of Health (NIH) exerts considerable influence over the trajectory of biomedical science and healthcare policy and practice. Here, we extend previous research by assessing the relationship between the expression of epistemic stance (i.e. confidence in propositions) in successful NIH funding applications and the subsequent research publications. Analysis of 140 stance features (modal verbs, hedges, and boosters) in all PubMed abstracts describing NIH-funded research during the period 1985–2020 identified trends that broadly mirrored those previously reported for abstracts of the associated funding applications. We argue that trends, in part, indicate that investigators adopted a stance that became less cautious and less tentative (e.g. consistent declines for appear, seem, and probably), and increasingly confident, assertive, and empirical (e.g. consistent increases for highlight, likely, and typically). Discussing our results in relation to changes in the biomedical research system, including growth in promotional writing strategies, we suggest that increasing salesmanship in the NIH research system is in part a downstream effect of funding mechanisms. We also infer methodological and pedagogic implications for analysis of metadiscourse.

Neil Millar

Bojan Batalo

Comparative analysis of epistemic stance in abstracts of published biomedical research and associated National Institutes of Health funding applications (1985–2020)

已发表生物医学研究摘要与相关国家卫生研究院资助申请中认识立场的比较分析（1985-2020年）

Abstract In the face of transnational mobility and migration, globally networked communities and super-diverse social environments, traditional research practices of speaker categorization such as the distinction between native and non-native speakers, first, second, and third language users and mono-, bi-, and pluri-/multilinguals, which rest on the assumption of categorical differences between types of speakers and the general stability of speaker categories as biographical fact, are increasingly called into question. Critical voices point out that in real life, differences between language users turn out to be fuzzy, gradient, and continuous, and that conventional speaker categorizations are conceptualized from a monolingual perspective, providing grounds for discriminatory practices. Based on a longitudinal study design, the paper aims to offer an alternative quantitative approach for researchers who are dissatisfied with common practices of speaker categorization and wish to shift perspective to a more comprehensive way of studying language development within communities. The analysis draws on the results of c-tests for German, Italian, and English that were specifically designed for the study and administered to the same students (n = 170) in their first and final year at lower secondary school.

Maria Stopfner

Changing perspective from being to becoming—An alternative approach to language development and speaker categorization based on longitudinal data

从存在到生成视角的转变——基于纵向数据语言发展和说话人分类的另一种方法

Abstract A large mass of research has reported the significance and power of positive psychology (PP) constructs in second/foreign language (L2) education. As an offshoot of PP, altruistic teaching, which highlights teaching without self-focus, has recently initiated its way into L2 research territory. However, the way altruistic teaching influences L2 students’ academic literacy skills, such as abstract writing, has been left uncharted to date. To bridge this gap, the present study used an experimental design to investigate the contribution of altruistic teaching to 163 university students’ English abstract writing required in research article (RA)s. The results of t-test and ANOVA indicated a statistically significant difference between the learners’ RA abstract writing in the control and experimental groups in both the short and long run in light of altruistic teaching. The study discusses the results and presents the implications of altruistic teaching for L2 research and practice.

Javad Zare

Ali Derakhshan

An intervention study on the influence of altruistic teaching on L2 learners’ English research article abstract writing

利他主义教学对二语学习者英语研究论文摘要写作影响的一项干预研究

短名	Appl. Linguist.
Journal Impact	3.78
国际分区	LINGUISTICS(Q1)
期刊索引	SCI Q1中科院 1 区

ISSN	0142-6001, 1477-450X
h-index	125
国内分区	文学(1区)文学语言学(2区)
Top 期刊	是

涉及主题	哲学语言学心理学社会学数学计算机科学政治学法学数学教育教育学人工智能生物
出版信息	出版商: Oxford University Press，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 1980，原创研究文献占比: 100.00%，自引率:8.30%， Gold OA占比: 26.50%

Applied Linguistics

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