刊讯｜SSCI 期刊《应用语言学评论》2023年第5-6期

APPLIED LINGUISTICS REVIEW

Volume 14, Issue 5-6,  2023

Applied Linguistics Review（SSCI一区，2022 IF：2.6，排名：31/194）2023年第5-6期共发文27篇，其中研究性论文26篇，评论1篇。研究论文涉及二语使用搭配、语言景观、外语教学、英语写作、社会文化、文本类型、多语言环境归属感、警务语言、语料库研究、概念隐喻、社区语言多元能力、语言文化等。2023年已更完，欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《应用语言学评论》2023年第1-2期

刊讯｜SSCI 期刊《应用语言学评论》2023年第3-4期

目录

ISSUE 5

ARTICLES

■ Deaf signing diversity and signed language translations, by Gabrielle Hodge and Della Goswell,Pages 1045-1083.

■ ‘Smelling’ diasporic: bargaining interactions and the problem of politeness, by Lauren Wagner  ,Pages 1085-1107.

■ Discursive strategies of self-promotion by doctors in online medical consultations in China: an e-commercialised practice， by Yu Zhang ,Pages1109-1128.

■ Learning semantic and thematic vocabulary clusters through embedded instruction: effects on very young English learners’ vocabulary acquisition and retention, by Jennifer Ann McDonald and Barry Lee Reynolds , Pages 1129-1156. 

■ Towards an understanding of multilingual investment: multilingual learning experiences among mainland Chinese students in Hong Kong,by Chit Cheung Matthew Sung ,Pages 1157-1184. 

■ The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging, by Shakina Rajendram,pages 1185-1218. 

■ Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing,by Lu Zhang and Lawrence Jun Zhang ,Pages 1219-1251.

■Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China 1253 Federica Goldoni Study abroad, human capital development, language commodification, and social inequalities,by Xinran Wu and Yongcan Liu, Pages 1283-1304.

■ Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study, by Marta Gràcia, Ana Luisa Adam-Alcocer and Pamela Castillo Mardones, Pages 1305-1343. 

■ Boredom in practical English language classes: a longitudinal confirmatory factor analysis-curve of factors model, by Majid Elahi Shirvan, Elham Yazdanmehr, Tahereh Taherian, Mariusz Kruk and Mirosław Pawlak, Pages 1345-1366. 

■ Medical students’ attention in EFL class: roles of academic expectation stress and quality of sleep, by Po-Chi Kao, Pages 1367-1383.

■ Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context, by Li Zhou, Jean-Marc Dewaele, Katja Lochtman and Yiheng Xi, Pages 1385-1410.

■ Mutual intelligibility of a Kurmanji and a Zazaki dialect spoken in the province of Elazığ, Turkey ,by Fatih Ozek, Bilgit Saglam and Charlotte Gooskens, Pages 1411-1449.

■ Investigating the relationship between linguistic changes in L2 writers’ paraphrasing, paraphrasing performance and L2 proficiency, by Emily Di Zhang and Shulin Yu, Pages 1451-1473.

ISSUE 6

ARTICLES

Review Article

■ English medium of instruction in Chinese higher education: a systematic mapping review of empirical research, by Reka R. Jablonkai and Jie Hou，Pages 1483-1512.

Research Articles

■ How to kill two birds with one stone: EMI teachers’ needs in higher education in China,by Xiao Lan Curdt-Christiansen, Bin Gao and Baoqi Sun, Pages 1513

■ The incentivisation of English medium instruction in Chinese universities: policy misfires and misalignments, by Xin Xu, Heath Rose, Jim McKinley and Sihan Zhou, Pages 1539

■ Motivations to enrol in EMI programmes in China: an exploratory study, by Janina Iwaniec and Weihong Wang, Pages 1563

■ A translanguaging and trans-semiotizing perspective on subject teachers’linguistic and pedagogical practices in EMI programme, by Mingyue Michelle Gu, Chi-Kin John Lee and Tan Jin, Pages 1589

Commentary

■ English as a medium of instruction in Chinese higher education: looking back and looking forward, by Guangwei Hu1617

Editorial

■ Editorial: The dynamics of Korean transnational families, language practices, and social belongings, Hakyoon Lee1627-1629.

Articles

■ National belonging and citizenship in an era of globalization and transnational migration: Korean migrant youth in the United States,by Hakyoon Lee and Sohyun An, Pages 1631-1653.

■ Korean immigrant teenagers’ literacy practices and identity negotiation through smartphone use,by Aram Cho 1655-1671.

■ Language and identity of a Korean transnational youth in the U.S.,by Myoung Eun Pang, Pages 1673-1689.

■Adolescent Korean returnees'perceptions of the change of language learning contexts as bilingual learners, by Ji Hye Shin , Pages 1691-1709.

■ From trilingualism to triliteracy: a trilingual child learning to write simultaneously in Korean, Farsi, and English,by Jayoung Choi, Pages 1711-1731.

■ Migrant mothers’ heritage language education in South Korea: complex and agentive navigation of capital and language ideologies ,by Shim Lew and Jayoung Choi, Pages 1733-1754.

■ Designing new Korean mothers, daughters-in-law, and wives: an analysis of Korean textbooks for newly arrived marriage migrants in South Korea,by Bong-Gi Sohn, Pages 1755-1779.

摘要

Deaf signing diversity and signed language translations

Gabrielle Hodge, Deafness Cognition and Language Research Centre, University College London, 49 Gordon Square, Kings Cross, London WC1H 0PD, UK

Della Goswell，Department of Linguistics, Macquarie University, North Ryde, NSW, 2109, Australia

Abstra This article explores what deaf signing diversity means for the creation of effective online signed language translations in Australia and for language theory more generally. We draw on the translanguaging and enregisterment literature to describe the communication practices and individual repertoires of deaf Auslan signers, and to problematise the creation of translations from English into Auslan. We also revisit findings from focus group research with deaf audiences and translation practitioners to identify key elements of existing translations that were problematic for many deaf viewers, and to illuminate what makes an act of translation from English into Auslan effective for signers who need these translations the most. One main challenge is the inherent hybridity of signed communication practices, resulting from variable language learning circumstances and other factors. Instead, signed communication practices are often shaped by what we refer to as the nascency principle: the perpetual redevelopment of new forms of expression for understanding the specific discourse and spatiotemporal context, by and for the signers who are physically present. This affects possibilities for enregisterment and therefore translations. We conclude with suggestions for improving translations and some broader implications for understanding and researching signed languages.

Key words deaf，enregisterment， nascency， sign language， translation

‘Smelling’ diasporic: bargaining interactions and the problem of politeness

Lauren Wagner, Faculty of Arts and Social Sciences, Department of Society Studies, Maastricht University, 6211SZ Maastricht, The Netherlands

AbstractWhile post-migrant generation Moroccans from Europe often are able to converse competently enough in Moroccan languages to bargain in shops during visits to Morocco, many report that they are not given the ‘local’, ‘right’ prices because they are ‘smelled’ as outsiders. During fieldwork following these diasporic visitors in Morocco, several participants strategically shopped for goods with a ‘local’ friend or family member who might negotiate on their behalf for the ‘right’ price. This strategy was seen as a way to circumvent or ameliorate the ways the diasporic client might be negatively categorized as an outsider, especially in terms of his or her language use. Yet, examining these events in recorded detail indicates that diasporic clients are often bargaining for themselves as competent speakers, but are sometimes not able to skillfully bargain politely. In these moments, proxy bargainers intervene when debate and tension increases during bargaining and diasporic visitors do not adequately perform politeness – specifically by deploying religious speech – to soften and minimize tension. Analysis of these interactions indicates how diasporic branching of linguistic practice contrasts communicative skills of mobile populations with subtle, place-based competences, and how the mismatch between these can negatively mark diasporic visitors.

Key words diasporic bilingualism, languageculture, mobility, politeness, talk-in-interaction

Discursive strategies of self-promotion by doctors in online medical consultations in China: an e-commercialised practice

Yu Zhang, Beijing Information Science and Technology University, Beijing, China

AbstractThe online mode of medical consultation has been gaining increasing popularity. Online medical consultation (OMC) in China is largely mediated through e-healthcare websites which are featured with an online evaluation system for patients and caregivers to assess OMC doctors’ service. The evaluation system facilitates an e-commercialised way for delivering healthcare services. It is of interest to study how doctors make efforts to promote themselves in the e-commercialised OMC practice, in particular how language is used to elicit positive comments and evaluations in doctors’ self-promotion. However, this, to my best knowledge, has not been studied. The present study thus examines discursive strategies for eliciting feedback by doctors who contribute to OMCs on a widely used e-healthcare website in China. By the approach of mediated discourse analysis, five strategies have been identified. These discursive strategies are discussed in relation to the disruption of stereotypical roles of doctor and patient and the influence of non-stereotypical positions on power relations between doctors and patients. This study provides a new perspective on doctor-patient relationship and serves as a starting point for further studying neoliberal medical discourse.

Key words China, discursive strategy, mediated discourse analysis, online medical consultation, self-promotion

Learning semantic and thematic vocabulary clusters through embedded instruction: effects on very young English learners’ vocabulary acquisition and retention

Jennifer Ann McDonald, Faculty of Education, University of Macau, Taipa, Macau SAR, China

Barry Lee Reynolds,Faculty of Education, University of Macau, Taipa, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China

AbstractResearch has suggested an interference effect for words taught in semantic clusters due to the semantic links connecting the words. Thematic clustering of vocabulary is an alternative method of presenting new words to second language (L2) learners. However, what is known about the effects of semantic and thematic clustering has been uncovered through the recruitment of adult learners, with little research conducted with very young learners. Moreover, language textbooks and curriculums for very young learners continue to structure vocabulary semantically. Embedded instruction using storybook contexts has been suggested as a suitable context-based vocabulary teaching technique although knowledge of its effects is limited. To investigate this claim, a quasi-experimental within-subjects design was used to investigate whether embedded instruction could differentially affect very young L2 learners’ learning of new vocabulary taught in either semantic or thematic clusters (N = 38) compared to a control (N = 15). The findings suggest that embedded instruction is beneficial for very young L2 learners’ vocabulary learning regardless of the clustering type. Participants gained and retained over time considerable receptive and productive vocabulary knowledge for both semantic and thematic clustered words, indicating that embedding vocabulary in storybook contexts may reduce the potential for interference between target words in semantic clusters.

Key words interference theory, semantic clusters, thematic clusters, very young learners, vocabulary instruction

Towards an understanding of multilingual investment: multilingual learning experiences among mainland Chinese students in Hong Kong

Chit Cheung Matthew Sung EMAIL logo, Department of English, City University of Hong Kong, Kowloon Tong, Hong Kong

Abstract This paper investigates a group of mainland Chinese students’multilingual learning experiences in an English-medium university in multilingual Hong Kong. Informed by the sociological construct of investment, the study focuses on the role of identity and language ideology and their interaction in shaping the participants’ experiences of learning English and Cantonese and their multilingual development. The findings reveal that the participants’ multilingual investments were mediated by their ideologies of sociolinguistic competence and flexible multilingualism, which contributed to the development of their identities as competent multilingual speakers. However, the participants’ negotiations of their multilingual identities were constrained by the local students’ deficit perspectives on the participants’ multilingual competences as a result of the influence of the ideology of native-speakerism in the local society. The findings also show that the participants’ internalization of the ideology of neoliberal multilingualism and the ideology of multilingualism as indexical of cosmopolitan membership prompted their multilingual investments, which expanded their imagined identity options for the future. Taken together, the findings point to the complex and dynamic interaction between identity and language ideology in shaping multilingual investments. The study also expands our understanding of multilingual learning by contributing to the conceptualization of ‘multilingual investment’ from a sociological perspective.

Key words identity, language ideology, multilingual investment, multilingual learning, neoliberalism

The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging

Shakina Rajendram, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1V6, Canada

Abstract The translanguaging turn in language education offers a new perspective on multilingualism by positing that multilingual learners have one linguistic repertoire rather than two or more autonomous language systems (García, O. & L. Wei. 2014. Translanguaging: Language, bilingualism and education. Palgrave MacMillan). When learners engage in translanguaging, they draw on all the features from their repertoire in a flexible and integrated way (Otheguy, R., O. García & W Reid. 2015. Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6(3). 281–307. DOI:10.1515/applirev-2015-0014). While much of the current literature on language teaching advocates teachers’ use of pedagogical translanguaging, less research has focused on the pedagogical affordances of student-led translanguaging, especially in contexts with dominant monolingual norms. This paper presents the results of a case study exploring the affordances of translanguaging in two multilingual Grade 5 English language classrooms in Malaysia where English-only policies and practices were enforced by the teachers, but where translanguaging was used agentively by learners during their peer-to-peer interactions. The primary data sources for this six-month-long study included 100 30–90 min-long video recordings of 55 learners working together in small groups on various collaborative language learning activities, and member-checking interviews with the learners. The study was grounded in sociocultural theory and translanguaging, and employed a methodology of sociocultural discourse analysis. The results of the analysis revealed that in both classrooms, learners resisted the English-only policies and practices by using translanguaging widely and strategically throughout their collaborative peer-to-peer interactions. The use of translanguaging fulfilled 100 important cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive functions that supported their individual and collective learning. The results of this study provide us with a view of translanguaging as collaborative and agentive, socioculturally situated and culturally responsive, and a resource for learning as well as a process of learning. The study makes recommendations for a language learning pedagogy that creates opportunities for learners to move language policies from the ground up through their collaborative use of translanguaging.

Key words collaborative learning; discourse analysis; language policy; Malaysia; sociocultural; translanguaging

Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing

Lu Zhang,School of Foreign Languages, Ocean University of China, Tsingtao, China; Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

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

Abstract Studies on academic writing of EFL students have found that they have been less successful in presenting an effective stance. It has been assumed that how they perceive authorial stance may influence their stance deployment. Yet few studies have been conducted to assess student writers’ perceptions of stance. To fill the gap, this research intends to develop and validate an instrument, the Perceptions of Authorial Stance Questionnaire (PASQ), for assessing EFL students’ perceptions of authorial stance and further exploring their relationships with stance deployment and the overall quality of English academic writing. Taking a dialogic perspective, we designed the research with two studies in it. In Study 1, exploratory factor analysis with 197 respondents and subsequent confirmatory factor analysis with another sample of 191 respondents produced results of a 17 item scale with two-factors: dialogic contraction and dialogic expansion. In Study 2, scores for the two subscales of the PASQ were examined in relation to the frequencies of various stance types and writing scores. Results show that scores for the two subscales of perceptions were positively correlated with the frequencies of different stance types. However, no significant relationship was detected between students’ perceptions and their writing scores. Possible reasons of the findings and their pedagogical implications are discussed.

Key words academic writing; authorial stance; EFL learners; perceptions; questionnaire development

Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China

Xinran Wu , Faculty of Education, University of Cambridge, Cambridge, UK

Yongcan Liu,Faculty of Education, University of Cambridge, Cambridge, UK

Abstract This study explores language other than English (LOTE) learners’ third language (L3) motivational dynamics within the framework of the L2 motivational self-system theory. Analytical primacy is given to the role of the language learning experience in generating individual variances and non-linearities in motivational development. Four Japanese-major university students depicted their distinct L3 motivational fluctuations on a Motivational Timeline Sheet and recounted their stories of learning experience through narrative interviews, which were coded revealing the corresponding changes in learners’ L3 self-guides. It is found that learners’ meaning-making of experience provides the foundation for their self-guide construction, which leads to the emergence of motivation. Self-efficacy, relational influences, and perceived relevance of L3 learning play mediating roles between the learning experience and motivational change. This study calls for a non-reductionist and developmental way of conceptualising LOTE-as-L3 motivation and for attention paid to the unique opportunities and struggles faced by LOTE learners.

Key words  L3 motivation; language learning motivation; language learning narratives; LOTE motivation; motivational dynamics

Study abroad, human capital development, language commodification, and social inequalities

Federica Goldoni, Georgia Gwinnett College, Lawrenceville, GA, USA

Abstract Neoliberal discourse has seeped into various practices of higher education and study abroad (SA), emphasizing the value of human capital development through international education and foreign language learning. Applied linguists have been strongly critiquing neoliberal ideologies, and how they reproduce social inequalities. In this study, the examples of Albert, Theresa, and Rebecca, three U.S. undergraduates in Spain, exhibit how elements of neoliberal discourse and the consumerist notion of second language education as a commodity perpetuate social inequalities abroad and at home. These students were part of an ethnographic study (2007–2008) that included 117 U.S. undergraduates enrolled in four academic SA programs in Spain. The stories of Albert, Theresa, and Rebecca are significant because they had traction within their SA cohort. The consumerist notion of education as a commodity was employed as the analytical framework in conjunction with Bourdieu’s concept of capital (1986). This study problematizes the neoliberal logic and the promise of human capital development associated with language learning through SA. It calls for more diversity, equity, inclusion in SA. A social justice pedagogical paradigm is discussed as a valid, alternative approach to help students emphasize humanistic imperatives over individualist imperatives, gain global understanding, and contribute to world justice.

Key words identity, neoliberalism, social justice, Spanish; study abroad

Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study

Marta Gràcia, Department of Cognition, Development and Psychology of Education, Faculty of Psychology, Universitat de Barcelona, Barcelona, Spain

Ana Luisa Adam-Alcocer, Department of Cognition, Development and Psychology of Education, Faculty of Psychology, Universitat de Barcelona, Barcelona, Spain

Pamela Castillo Mardones, Department of Psicología, Universitat de Barcelona, Barcelona, Spain

Abstract This article reports on the use of a digital application (EVALOE-SSD) for the professional development of teachers to improve the linguistic competence of their students. We conducted a multiple case study that involved five teachers and their students from different schools. Over a period of three months, the teachers used the digital application to assess their classes, make decisions and introduce changes in their teaching practices. The results show that the change process includes stages of progress and stages of regression, but in general the trend was to a progressive increase in scores. Therefore, the use of the digital application improved the competences of teachers and students, regardless of the type of school or students’ age. This is shown in the cases of two teachers, which are analysed in greater depth. We believe that our findings are important as they document how self-reflection, stimulated by aids such as video recordings, reflective questions and pictures, facilitates a change in teaching practices. At the end of the programme, all the teachers stated that the experience of using the digital tool had clearly been enriching, and they had learnt and improved teaching practice linked to communicative competence.

Key words classroom interactions; digital application; linguistic competence; self-assessment; teacher development programme

Boredom in practical English language classes: a longitudinal confirmatory factor analysis-curve of factors model

Majid Elahi Shirvan , University of Bojnord, Bojnord, Iran

Elham Yazdanmehr,Attar Institute of Higher Education, Mashhad, Iran

Tahereh Taherian , Yazd University, Yazd, Iran

Mariusz Kruk, University of Zielona Gora, Zielona Gora, Poland

Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland; State University of Applied Sciences, Konin, Poland

Abstract The study aimed to examine temporal change of boredom in English classes (BPELC) and test the longitudinal validity of the boredom in practical English classes-revised (BPELC-R) scale via longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach. This approach ensures measurement invariance of BPELC over time, deals with its second-order latent variables, and considers the assessment of inter-individual differences while experiencing the emotion. Data were collected from 412 EFL adult learners on four measurements using BPELC-R and were analyzed by Mplus with LCFA-CFM. The model fit was accepted, which indicates invariance of BPELC-R as well as the factor structure of the instrument including the factor loadings of its subscales over time. Without the consideration of LCFA of BPELC-R, as addressed in this study, any observed change of the construct in the course of language learning could be misinterpreted. Also, though the rate of change in boredom differed across individual L2 learners, they all experienced a decreasing trend over time. Furthermore, the negative association between the intercept and slope suggested that learners with higher initial levels of boredom experienced a steeper decrease over time. The decreasing pattern of boredom is discussed in light of the main theories of this construct.

Key words boredom in practical English language classes; curve of factors model; longitudinal confirmatory factor analysis; longitudinal validity; temporal change

Medical students’ attention in EFL class: roles of academic expectation stress and quality of sleep

Po-Chi Kao, Language Center, Chang Gung University, Taoyuan City, Taiwan

Abstract This study proposed and tested a conceptual model of academic expectation stress, sleep quality, and attention in EFL class. These variables did not receive much attention in previous studies but are considered important to medical students’ attention in EFL class. Data were collected from 496 medical students from a medical university in Taiwan. Structural Equation Modeling (SEM) technique was used to examine the path effect in the research model. The results found that (1) higher academic expectation stress leads to higher attention in EFL class; (2) higher academic stress causes poorer sleep quality; (3) poorer sleep quality leads to lower attention in EFL class. A mediator was also identified in this model: sleep quality was found to partially mediate the relationship between academic expectation stress and attention in EFL class. The results may advance the current literature in medical education and applied linguistics by moving a step closer to understand these three variables.

Key words academic expectation stress; attention in EFL class; foreign language learning in medical education; medical students; sleep quality

Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context

Li Zhou , Department of Literary and Linguistic Studies, VUB, Brussel, Belgium

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

Katja Lochtman ,Department of Literary and Linguistic Studies, VUB, Brussel, Belgium

Yiheng Xi, School of Labor and Human Resources, Renmin University of China, Beijing, China

Abstract This study presents a new positive emotion construct, 外语平和心态 (waiyu pinghe xintai) or Foreign Language Peace of Mind (FLPOM), drawn from the Chinese cultural tradition. It is a low-arousal positive (LAP) emotional state (e.g., calmness, peacefulness) and a state of internal harmony. Three sub-studies were conducted. In Study 1, a measurement scale of FLPOM was developed and validated. In Study 2, the FLPOM scale was administered to Chinese English as a Foreign Language learners along the Chinese Foreign Language Enjoyment (FLE) scale which can potentially reflect slightly more high-arousal positive (HAP) states (e.g., joy, enthusiasm) to test the discriminability of FLPOM from FLE. Study 3 examined the extents to which FLPOM and FLE predict Chinese learners’ language proficiency. Correlation and discriminant validity analysis confirmed that FLPOM and FLE were related but discriminable emotion constructs. Stepwise regression analyses revealed that FLPOM was a stronger predictor of Chinese learners’ self-perceived FL proficiency than FLE. Possible implications on FL teaching and learning in the Chinese context were provided.

Key words cultural variation; foreign language enjoyment; foreign language peace of mind; harmony; inner peace; self-perceived FL proficiency

Mutual intelligibility of a Kurmanji and a Zazaki dialect spoken in the province of Elazığ, Turkey

Fatih Ozek , Department of Turkish Language and Literature, Firat University, Elazığ, Turkey

Bilgit Saglam ,Department of Turkish Language and Literature, Firat University, Elazığ, Turkey

Charlotte Gooskens, Center for Language and Cognition, University of Groningen, Groningen, Netherlands

Abstract We present the first results of a large project concerned with the mutual intelligibility between Zazaki and Kurmanji dialects spoken in Eastern Anatolia. There is an ongoing debate on the classification of Kurmanji and Zazaki as separate languages or as dialects of the same language, Kurdish. However, there is no scientific study of how well speakers of Zazaki and other dialects of Kurdish can understand each other. In this paper, we present the results of a pilot investigation where we tested the mutual intelligibility of 69 Kurmanji and Zazaki participants by means of a word translation task and asked the participants to estimate how well they could understand the other language variety. The results showed that overall the mutual intelligibility was rather low. There was a significant interaction between the effects of gender and language. Zazaki males identified more words correctly than Kurmanji males while Kurmanji females had higher intelligibility scores than Zazaki females. We suggest linguistic (lexical) and non-linguistic (attitudes and amount of exposure) explanations for the intelligibility results. We also have a closer look at the intelligibility of individual words to gain a greater understanding of the reasons for the asymmetric intelligibility results.

Key words  Kurdish; Kurmanji; mutual intelligibility; translation task; Zazaki

Investigating the relationship between linguistic changes in L2 writers’ paraphrasing, paraphrasing performance and L2 proficiency

Emily Di Zhang ,University of Macau, Taipa, Macau, China

Shulin Yu, University of Macau, Taipa, Macau, China

Abstract While the typology of paraphrasing revolves around linguistic changes of paraphrasing, little is known about the importance of different types of linguistic changes and their relationship between paraphrasing performance and L2 proficiency. Empirical enquiry has focused on L2 writers’ inappropriate paraphrasing performance against the norm of L1 writer, which is problematic in that L2 and L1 writers displayed considerable variation in paraphrasing. The present study drew upon 202 Chinese EFL writers’ written responses in a paraphrasing test to look into the discrete linguistic transformations in paraphrasing and examine how the frequency of different linguistic changes in paraphrasing relates to their paraphrasing performance and L2 proficiency. Correlation analysis was run to analyze the relationship between the frequency of linguistic changes and paraphrasing performance. Multivariate analysis of variance analysis was conducted to examine how the frequency of linguistic changes relates to L2 proficiency. The findings revealed that Conceptual Transformation had the highest significant correlation with paraphrasing scores, followed by Lexical Transformation and then Syntactic Transformation. The frequency of Synonym Substitution, Morphology, Multiple Word Units, Phrase/Clause Shift, Active/Passive Shift and Conceptual Transformation increased as L2 writers’ proficiency levels increased. Implications are drawn from the findings for paraphrasing instruction and assessment, research in paraphrasing and L2 writers’ academic writing practice.

Key words conceptual transformation; lexical transformation; linguistic changes; paraphrasing; syntactic transformation

EMI in Chinese higher education: the Muddy water of ‘Englishisation

Reka R. Jablonkai, IOE, Faculty of Education and Society, UCL, London, UK

Heath Rose, Department of Education , University of Oxford, Oxford, UK

Xiao Lan Curdt-Christiansen, Department of Education, University of Bath, Bath, UK

Abstract English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations.

English medium of instruction in Chinese higher education: a systematic mapping review of empirical research

Reka R. Jablonkai，University of Bath, Bath, UK

Jie Hou， Shandong Agricultural University, Tai’an, China

Abstract In 2001, the Ministry of Education of the People’s Republic of China issued guidelines to promote the quality of higher education and to advocate the expansion of the use of English (Ministry of Education (MoE). 2001. Guanyu jiaqiang gaodeng xuexiao benke jiaoxue gongzuo tigao jiaoxue zhiliang de ruogan yijian [Guidelines for Improving the Quality of Undergraduate Teaching at Higher Education Institutions]. Available at: http://old.moe.gov.cn/publicfifiles/business/htmlfifiles/moe/moe_309/200412/4682.html). This paper reviews empirical studies in English and Chinese on EMI in Chinese higher education published from 2001 to 2019, during the last two decades since these guidelines were released. The review contributes to the field of EMI by documenting, analysing and synthesising empirical evidence and by situating EMI studies in China in the global trends of EMI research. The review aims to give an overview of studies targeted at both global and local audiences, therefore, publications in both English and Chinese were included. To select the Chinese articles the core journals indexed by CNKI were searched, and for the English articles, we used ERIC, IBSS, SCOPUS and WOS databases. After excluding theoretically oriented studies, literature reviews and commentaries, 42 articles remained. The in-depth analysis revealed that the main topics of these studies included the student perception, implementation and educational practices, and the role of language. We conclude that in general there are insufficient empirical studies, especially about EMI teachers’ perspectives to inform policies and practices at the micro, meso and macro level. Based on the findings, directions for further research are identified and recommendations for methodological approaches for future studies are also made.

Key words China; EMI; higher education; systematic review

How to kill two birds with one stone: EMI teachers’ needs in higher education in China

Xiao Lan Curdt-Christiansen, Department of Education, University of Bath, Bath, UK

Bin Gao, School of Foreign Languages, Tongji University, Shanghai, China

Baoqi Sun, National Institute of Education, Nanyang Technological University, Singapore

Abstract Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone, whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning achievements, from teachers’ insufficient language proficiency to students’ unsatisfactory academic outcomes. This paper addresses one of the critical issues in EMI implementation: what teachers need in order to bring about successful language learning as well as adequate subject content learning. Data sources include a questionnaire collected from different disciplinary programmes across universities in China (n = 158), and interviews of nine lecturers from both key and non-key universities. The results suggest that the needs of these EMI lecturers cover a variety of areas, including institutional support as well as needs for professional and pedagogical training. Our findings indicate that there are similarities and differences in teacher needs between key and non-key universities with regard to institutional support and training programmes. The findings suggest that epistemic environments as well as goal-oriented pedagogical activities and adequate discourse strategies are necessary to enhance the learning experience of the students, facilitate the integration of content and language learning, and empower teachers and students to identify the best classroom practices. The needs analysis is instrumental for developing both in-service and pre-service training programmes for EMI implementation in higher education and crucial if the goal of ‘killing of two birds with one stone’ is to be achieved.

Key words Chinese higher education; EMI; EMI training; institutional support; needs analysis

The incentivisation of English medium instruction in Chinese universities: policy misfires and misalignments

Xin Xu, Department of Education, University of Oxford, Oxford, UK

Heath Rose, Department of Education, University of Oxford, Oxford, UK

Jim McKinley, Institute of Education, University College London, London, UK

Sihan Zhou, English Language Teaching Unit, The Chinese University of Hong Kong, Hong Kong, China

Abstract The growth of English medium instruction (EMI) in higher education in China over the past two decades has been promoted via implicit and explicit policies that aim to incentivise activities associated with the creation of English-taught courses and programs. This study investigates the components of such incentivisation schemes. It also explores how incentivisation policies are being implemented by policy arbiters, EMI programme directors, and EMI teachers. Data were collected from two sources: 93 institutional policy documents on EMI provision collected from 63 Chinese universities, and 26 interviews with senior university staff at a selection of eight Chinese universities. Results revealed that incentivisation policies focused on increased workload weighting for EMI courses, greater access to career development opportunities for teachers, increased monetary rewards, and dedicated financial support for creating and delivering courses. A comparison of policy and practice revealed areas of policy misfires and misalignments. EMI teachers considered the workload incentives insufficient and were not primarily motivated by financial rewards, but rather chose to teach in English for professional, academic, and personal intrinsic rewards; many viewed EMI at the core of their teacher-researcher academic identities. The paper concludes with recommendations to better align incentivisation policies with the driving forces attached to EMI in China.

Key words Chinese higher education; EMI driving forces; English medium instruction; higher education policy; incentivisation

Motivations to enrol in EMI programmes in China: an exploratory study

Janina Iwaniec ,University of Bath, Bath, UK

Weihong Wang,China University of Geosciences, Wuhan, China

Abstract A recent interest in English Medium Instruction (EMI) has led to the flourishing of studies that examine motivation in EMI classrooms. Some of these studies tend to compare language learning motivation of students who are and are not enrolled in EMI programmes (see e.g. Doiz, Aintzane, David Lasagabaster & Juan Manuel Sierra. 2014. CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal 42(2). 209–224; Sylvén, Liss Kerstin & Amy S. Thompson. 2015. Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education 3(1). 28–50), showing that EMI learners are typically more motivated than their peers in non-EMI contexts. This has led to the common perception that learners enrol in EMI primarily to improve their English. Yet, there is a dearth of comprehensive studies exploring learners’ reasons behind their enrolment in EMI programmes and how these change throughout their studies. To address this gap, 247 university students from a range of universities across China filled in the questionnaire, which included scales pertaining to reasons for choosing an EMI programme. The data were analysed in SPSS. The results show that enhanced future job opportunities, opportunities for contact with an international community as well as potential gains in learning content and language specific vocabulary are the most strongly endorsed drivers that motivate EMI students to undertake their studies in English. They also tend to pursue their ideal visions of themselves as bilingual professionals and derive pleasure from EMI classes. To a lesser extent, students are motivated by what is expected of them and the actual pedagogy in the language classroom. Their motivation tends to stay stable over their years of study. However, the survey also revealed that not all students are equally motivated and resolved to continue with EMI studies. The findings highlight that, whereas students tend to be strongly motivated, there is a potential to improve the delivery of EMI courses.

Keywords: Chinese universities; English medium instruction (EMI); motivation

Key words Chinese universities; English medium instruction (EMI); motivation

A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme

Mingyue Michelle Gu , Faculty of Humanities, Education University of Hong Kong, Hong Kong, China

Chi-Kin John Lee ,Education University of Hong Kong, Hong Kong, China

Tan Jin, School of Foreign Languages, Sun Yat-sen University, Guangzhou, China

Abstract English as a medium of instruction (EMI), as a major agenda of language policy and planning and characterizing internationalization of higher education, has been increasingly adopted in global contexts. EMI teachers’ language and teaching practices in situated classroom contexts and the possible pedagogical challenges they encounter have not gained sufficient research attention in relation to the expansion of EMI. This qualitative study explored the experiences of nine EMI teachers from different disciplines in Chinese universities through investigating their linguistic and pedagogical practices in EMI teaching, the challenges they encounter, and how they co-ordinate semiotic resources with the affordance of the EMI context. The findings suggested that the teachers a) achieved professional development when developing different teaching materials for and perspectives on the same phenomenon to facilitate the understanding of students from various backgrounds; b) co-ordinated semiotic resources with an affordance of the EMI context to facilitate teaching, with the understanding that language is not merely language, but also a factor influencing knowledge construction, a lens for interpreting knowledge, and a part of the event or issue; and, c) attempted to integrate content/language in learning, despite lacking CLIL-related professional training. The implications for language policy and EMI programme development are discussed.

Key words CLIL; EMI; higher education; translanguaging; trans-semiotizing

English as a medium of instruction in Chinese higher education: looking back and looking forward

Guangwei Hu, AG430, Core A, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR

Abstract This paper takes a look at English medium instruction (EMI) in Chinese higher education, offers comments on the five articles included in this special issue, identifies challenges and conundrums in EMI, and invites further research on the processes and products of EMI in the Chinese context.

Key words Chinese higher education; educational inequalities; English medium instruction; teacher needs

National belonging and citizenship in an era of globalization and transnational migration: Korean migrant youth in the United States

Hakyoon Lee, Georgia State University, Atlanta, GA, USA

Sohyun An, Kennesaw State University, Kennesaw, GA, USA

Abstract In an era of transnational migration, growing numbers of students who migrate and live transnationally are entering US schools. However, there has been little research exploring the transnationalism of diverse groups of migrant students and their construction of belonging, citizenship, and identity. To address this gap, this article examines Korean migrant youth’s transnationalism and their sensemaking of national, cultural, linguistic belonging. In addition, the investigation encompasses the intragroup diversities among the Korean migrant students and the ways that their distinctive immigrant histories, educational trajectories, and language use impact their construction of identities. The findings indicate diverse conceptualizations of national belonging and citizenship held by contemporary migrant youth, varied levels of transnationalism, and a scarcity of teaching and learning about the changing nature of citizenship in school. This study suggests that migrant youth can be a great resource for learning about globalization and its impact on people’s lives and identities.

Keywords: globalization; Korean migrant youth; languages; national belonging; transnationalism

Key words  globalization; Korean migrant youth; languages; national belonging; transnationalism

Korean immigrant teenagers’ literacy practices and identity negotiation through smartphone use

Aram Cho, Georgia State University, Atlanta, GA, USA

Abstract 

The computer and online technology world continues to evolve rapidly, with vast improvements in new devices such as smartphones. With these changes, scholarly attention to the impact of mobile technology on literacy development, especially self-based language learning and practice, has also increased. This “virtual space” can create a meaningful motivation for learning and may offer a small yet pertinent support to literacy practices in transnational migrant contexts. The research questions that guided this study were (1) what are the unique mobile literacy practices that Korean teenagers in the US engage in? And (2) how do Korean teenagers in the US reflect upon their local integration and identities through mobile devices? This study draws from new literacies and Norton’s theory of investment and identity. The primary data are semi-structured interviews collected over a three-month period and were analyzed using constant comparison. Findings show that immigrant teenagers’ continued language practices involve their preferable transnational affiliation on social media. Furthermore, findings suggest that participants’ intention to use mobile phones sometimes masks their insecure personality to help them assimilate into a community to which they wish to belong. A better understanding of mobile literacy practices in transnational migrant contexts offers insights for language teachers and educators in the US.

Key words  immigrant teenagers; mobile learning; transnational identity

Language and identity of a Korean transnational youth in the U.S.

Myoung Eun Pang, Emory University, Atlanta, USA

Abstract The importance of multilingual use for the overall personal and educational development of transnational population is well documented, and many scholars have supported that language relates to identity. Given that adolescence is a critical period of identity construction, it is crucial to understand how transnational youth construct their transnational identity in adolescence, bordering across multiple languages and cultures in their everyday lives. Therefore, the current study examines the language and identity of one Korean transnational adolescent who lives with her family in the U.S. The purpose of this study is to explore how one Korean-American transnational adolescent youth navigates her identities utilizing her diverse linguistic and cultural repertoires in a range of contextual spaces. This qualitative case study collected semi-structured interview data to explore the following research questions: 1) How does a second generation Korean American transnational adolescent self-identify? and 2) How is her identity interconnected with her linguistic and cultural investment? This current study found that the participant has sites of specific identities as Korean or American: three distinct contexts of family, school, and community. In addition, the findings showed that the participant’s identity is related to her linguistic and cultural investment in transnational contexts.

Key words adolescence; bilingualism; identity; Korean transnational youth; transnationalism

Adolescent Korean returnees’ perceptions of the change of language learning contexts as bilingual learners

Ji Hye Shin, Kennesaw State University, Kennesaw, GA, USAn, UK

Abstract There are growing populations of Korean children who studied abroad in the English as a second language (ESL) context and had to return to Korea for various reasons before reaching college age. These returnees are concerned about how to maintain (or improve) their English proficiency in the EFL (English as a foreign language) context. The purpose of this qualitative case study was to investigate two Korean-English bilinguals who recently returned to Korea after learning English in the US for more than four years. The research questions were as follows: 1) How do Korean returnees perceive the change of learning status as Korean-English bilinguals in the US and Korea, and 2) What motivated Korean returnees to sustain their English proficiency while acquiring academic literacy in Korean? By using the case study method, an extensive and in-depth description of two Korean returnees’ English language learning experiences was provided. Data were collected through semi-structured interviews and observation. The analysis showed that the switch from ESL to EFL learning environments, which includes the change of language, culture, and social contexts, influenced how Korean returnees maintain/improve their English proficiency, specifically with their language learning strategies (LLS).

Key words bilingual learners; language learning strategies; language retention; returnees

From trilingualism to triliteracy: a trilingual child learning to write simultaneously in Korean, Farsi, and English

Jayoung Choi, Kennesaw State University, Kennesaw, GA, USA

Abstract Drawing on translanguaging and a translingual approach to literacy, this case study seeks to examine why and how a trilingual child engaged with writing across two heritage languages (HLs), Korean and Farsi, as well as English over 5 years. I enter the study by taking on the role of a motherscholar to address the research question “What, how, and why my son, a trilingual child, wrote across three scripts at home?” The analysis of a large number of writing samples across the three scripts as well as video and audio data sources collected at home showed the child’s complex navigation and orchestration of his lived experiences, interests, and social relationships across scripts with a clear audience in mind over developmental stages. He engaged in writing at home to reconstruct his literate world, to express interests and lived experiences, and to express discontent in required tasks in a playful manner. The study has important implications for caregivers and teachers of multilinguals as well as for policy makers who must create more opportunities for multilingual children to draw on languages and scripts they use on a daily basis in school learning.

Key words Farsi, Korean, multilingual  children, translanguaging, trilingual

Migrant mothers’ heritage language education in South Korea: complex and agentive navigation of capital and language ideologies

Shim Lew, School of Education, University of West Florida, Pensacola, Florida, USA

Jayoung Choi, School of Education, University of West Florida, Pensacola, Florida, USA

Abstract Heritage language (HL) learning has been known as essential to transmission of cultural values, familial and social bonds, and children’s potential academic and professional advancement. Nevertheless, social pressures of linguistic assimilation have made HL education difficult for many migrant families across the globe. HL transmission to younger generations is particularly challenging in damunhwa [multiculture] families in South Korea since the ethnolinguistic minority women from developing countries are pressured to acquire Korean rapidly and use Korean only with their children for faster integration to the mainstream society and to avoid discrimination in this traditionally homogenous country. Our qualitative analysis of in-depth interviews of 9 migrant mothers with various geographical, socioeconomic, and education backgrounds reveals that they exerted their agency in navigating and negotiating their available capital and the constraining language ideologies to promote HL education for their children in Korean-only spaces. Our analysis also depicts the diversity and complexity in the manifestations of the migrant women’s maneuvers for HL education within their specific circumstances with multiple intersecting factors. Our findings will contribute to wider HL education research and practices as we strive to make fertile ground for HL education for all migrant families and children around the globe, especially for those who speak socially stigmatized languages.

Key words agency; heritage language; South Korea; language ideologies; migrant mothers; transnationalism

Designing new Korean mothers, daughters-in-law, and wives: an analysis of Korean textbooks for newly arrived marriage migrants in South Korea

Bong-Gi Sohn, Simon Fraser University, Burnaby, Canada

Abstract Textbooks are sociocultural materials, reflecting political decisions, educational beliefs and priorities, cultural realities and language policies. As part of a larger ethnographic study which investigated the multilingual socialization of foreign wives in South Korea, I present the nature and extent of the gender-making process through an analysis of Korean textbooks for recently arrived female marriage migrants, which provides an understanding of the extent to which gender and race are ingrained in shaping linguistic nationalism in globalized times. I first introduce a four-stage life cycle designed by the South Korean government and situate Korean textbook series called Korean Language Learning With International Marriage Migrant Women as an intervention used early in the settlement period for foreign mothers. Then, I analyze the textual and multimodal representation of family identities taken from six textbook series, focusing on lessons, dialogues, and characters that are presented. The results of the study demonstrate how the state presents its attempts to transform foreign wives into a new type of ‘wise mother good wife’ in the globalized, multilingual world. I demonstrate the ways in which state-driven gender identity production is not simply (re)producing the gender divide but also aligned with nation-making processes that are facing challenges in these globalized times.

Key words damunhwa (multicultural) family; gender; Korean as a second language textbook; linguistic nationalism; wise mother good wife

期刊简介

Applied Linguistics Review (ALR) is an international, peer-reviewed journal that bridges the gap between linguistics and applied areas such as education, psychology and human development, sociology and politics. It serves as a testing ground for the articulation of original ideas and approaches in the study of real-world issues in which language plays a crucial role. ALR brings together critical reflections of current debates and new theoretical and empirical research.

目标

     《应用语言学评论》（ALR）是一本国际同行评审期刊，旨在弥合语言学与教育、心理学和人类发展、社会学和政治学等应用领域之间的差距。在研究语言发挥关键作用的现实世界问题时，它是表达原始想法和方法的试验场。ALR汇集了当前辩论的批判性反思以及新的理论和实证研究。Topics

Aspects of the linguistic and communicative competence of the individual:

bilingualism and multilingualism

first or second language acquisition

literacy

language disorders

Language and communication related problems in and between societies:

linguistic discrimination

language conflict

communication in the workplace

language policy and language planning and language ideology

Articles that not only report new research findings but also engage in philosophical and methodological debates and point to directions of future research are particularly welcome.

话题

个人语言和交际能力的各个方面：

双语与多语

第一或第二语言习得

读写能力

语言障碍

社会内部和社会之间与语言和交流有关的问题：

语言歧视

语言冲突

工作场所的沟通

语言政策与语言规划和语言意识形态

不仅报道新的研究发现欢迎投稿，而且参与哲学和方法论辩论并指出未来研究方向的文章也欢迎投稿。

官网地址：https://www.degruyter.com/journal/key/alr/html

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