Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.

The journal Language Awareness encourages and disseminates research that explores the following areas: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge plays in language teaching and how it can be effectively mediated by teachers; and the role of explicit knowledge in language use, such as sensitivity to bias in language, manipulative aspects of language, and literary uses of language. Additionally, one of the goals of Language Awareness is to foster the establishment of connections between the language sciences and other disciplines, both within and outside educational contexts.

《Language Awareness》期刊鼓励和传播以下方面的研究：显性语言知识在语言学习过程中的作用；这种显性语言知识在语言教学中的作用，以及教师如何最好地传递这些知识；显性语言知识在语言使用中的作用，例如对语言偏见的敏感性、语言的操控性以及语言的文学使用。此外，《Language Awareness》期刊的目标之一是促进语言科学与教育领域内外其他学科之间的桥梁建立。

Language Awareness

The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negative. The irony comprehension task was immediately followed by a stimulated recall session to further explore the participants' thought processes while responding to the irony comprehension items. The results revealed that the participants were faster and more accurate when processing positively-valenced comments (literal praise, ironic criticism), compared to negatively-­valenced ones (literal criticism, ironic praise). The findings suggest that learners had greater difficulty identifying ironic praises than ironic criticisms, underscoring the role of valence in second language irony inferencing. The stimulated recall data suggested that the anticipation of irony may accelerate the identification of ironic criticisms. While proficiency facilitated the speed of irony comprehension, the duration of L2 use, especially in speaking, emerged as an important factor in moderating the accuracy of irony comprehension.

Weiyi Li

Jookyoung Jung

L2 irony comprehension and the role of L2 proficiency and use

二语反语理解及其与二语熟练度和使用的关系

Teachers of all subjects and grades must remain aware of the linguistic and cultural diversity among their students, as second language learners often experience educational disadvantages. Therefore, (pre-service) teachers must acquire pedagogical language knowledge and skills in linguistically responsive teaching (LRT), and develop positive beliefs about multilingualism. To analyze the changeability of German pre-service teachers' beliefs about multilingualism, our study combined a person- and transition-centered approach with a longitudinal design. Pre-service teachers (n = 312) from nine universities across Germany were surveyed before and after attending academic opportunities to learn (OTL) about LRT. We used a validated questionnaire to capture participants' beliefs about (1) valuing family languages other than German, (2) feeling responsible for language teaching, and (3) valuing multilingualism in class. Our findings showed a significant positive change in beliefs between the pre-and post-tests. Latent transition analysis demonstrated differences among beliefs; therefore, we identified three profiles of pre-service teachers: the uninvolved criticals, the responsible controllers, and the consistent supporters. Moreover, we identified different transition patterns: the OTL changed the beliefs of half of the participants to enable them to move between profiles (especially the uninvolved criticals).

Lotta Kardel

Timo Ehmke

Svenja Lemmrich

Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach

职前教师多语观的变化性：一种以人和转变为中心的方法

This paper investigates how two Japanese informants who completed a 15-week specialised course in Global Englishes (GE) developed their attitudes towards English and intercultural communication over time through their post-instruction experiences. While recent theories of multilingualism highlight the multilingual, fluid, and emergent nature of English as a lingua franca, this nature is not reflected in language attitude research because it frequently examines static responses elicited from aggregates of participants at a single point in time. Additionally, although the positive impact of GE-oriented instruction on students' attitudes towards English has been reported, its long-term effects remain unexplored. This paper aims to fill these gaps through a longitudinal case study of the two Japanese informants' attitudinal development over four to five years. The qualitative analysis of diary entries and interview responses found that both informants generally enhanced inclusive attitudes, including a favorable view of 'non-native' English accents and an emphasis on message delivery. However, the informant with an inferiority complex about her pronunciation since childhood continued to devalue Japanese-accented English, while another informant, identified as having 'good' pronunciation since childhood, showed communicative capability, flexibly navigating between grammatical correctness and communicative effectiveness depending on communicative needs. The paper elaborates on these points.

Mayu Konakahara

A longitudinal case study of Japanese informants’ attitudinal development after completing Global Englishes-oriented instruction: examining its long-term effects

全球英语导向教学完成后日本受试者态度发展的纵向个案研究：考察其长期影响

Anh Ton-Nu

Raising EFL teachers’ awareness of L2 pragmatic teaching via teacher professional development: the impact of an effective training workshop

通过教师专业发展提升EFL教师对L2语用教学的意识：一项有效培训工作坊的影响

This study employed an embedded correlational mixed-method app­roach to examine the effectiveness of automated writing application equipped with adaptive learning (AL) strategy in enhancing the writing skills, critical language awareness (CLA), and creativity of L2 learners. The study included 80 intermediate-level participants who were randomly assigned to either an experimental group (using an AL application) or a control group (using a technology-enhanced non-AL application). Data were gathered through writing tasks, CLA and creativity questionnaires, and semistructured interviews. Quantitative data revealed that using AL strategy significantly improved writing outcomes compared to non-AL application. AL strategy offered individualized instruction, immediate feedback, and focused practice, resulting in enhanced accuracy and language proficiency. It also positively influenced CLA by providing language analysis, exposure to language variation, and discourse analysis techniques. Additionally, AL strategy promoted learners' creativity through targeted practice, an error-tolerant environment, and personalized learning paths. Qualitative data confirmed the quantitative findings, with participants in the experimental group affirming the positive effects of AL applications on writing proficiency, CLA, and creativity. The study highlights the benefits of AL strategy and offers pedagogical implications for integrating AL features in language learning contexts.

Hanieh Shafiee Rad

Javad Alipour

Aliakbar Jafarpour

Mahmood Hashemian

Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning

AI创作：通过数字自适应学习提升关键语言意识与激发写作创造力的个性化路径

Ting Huang

Jirong Guo

Investigating critical language awareness and critical cultural awareness in EFL materials use

探究英语作为外语教材使用中的关键语言意识与关键文化意识

While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that exacerbate the process of translanguaging. Loop input involved learning to translanguage by translanguaging. The study was conducted in Türkiye with 12 in-service English as a Foreign language (EFL) teachers. Data were gathered via semi-structured interviews, reflective journals, and in-class observations. Findings showed that loop input-modelled training, due to its reflection and awareness-raising orientations, contributes to in-service EFL teachers' (INSETs) identity reconstruction in complex manners at the intersection of translanguaging-influenced identities: self-reflective critical teacher, student engagement-oriented teacher, and translanguaging-facilitating teacher. We argue that loop input-modelled translanguaging-embedded training could be a proper model to introduce translanguaging pedagogy.

Abbreviation	Lang. Aware.
Journal Impact	1.57
Quartiles(Global)	LINGUISTICS(Q2)

ISSN	0965-8416, 1747-7565
h-index	49

Publication Information	Publisher: Taylor and Francis Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1992，Proportion of original research papers: 100.00%，Self Citation Rate:20.00%， Gold OA Rate: 18.95%

Language Awareness

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience

L2 irony comprehension and the role of L2 proficiency and use

Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach

A longitudinal case study of Japanese informants’ attitudinal development after completing Global Englishes-oriented instruction: examining its long-term effects

Raising EFL teachers’ awareness of L2 pragmatic teaching via teacher professional development: the impact of an effective training workshop

Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning

Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach

Raising EFL teachers’ awareness of L2 pragmatic teaching via teacher professional development: the impact of an effective training workshop

A longitudinal case study of Japanese informants’ attitudinal development after completing Global Englishes-oriented instruction: examining its long-term effects

Investigating critical language awareness and critical cultural awareness in EFL materials use

EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction