Field Of Applied Linguistics Research Articles

Development and validation of teacher reflective practice scale for EFL teachers

ABSTRACT This study was aimed at devising and validating a questionnaire on EFL teachers’ perceptions of reflective practice. To this end, seven experts in the field of Applied Linguistics were invited to check the face and content validity of the questionnaire with a checklist. They were also asked to rate the questionnaire items on a 5- point Likert scale. Based on the experts’ viewpoints (removing 3 items and making some revisions on 8 items) and the review of the relevant literature on teacher reflective practice, 45 items were selected and maintained for the initial scale. To validate the instrument, entailing 45 items, exploratory and confirmatory factor analyses (EFA, CFA) were used. Based on the EFA results, 3 items were removed from the scale due to their ineffective loading on the factors and scree plot indicated that 5 factors (interpersonal, intrapersonal, critical, behavioral, and strategic) had acceptable eigenvalue that corresponded to the tentative model. The result of CFA also reduced the scale to 33 items. This validated instrument can be used to determine EFL teachers’ attempts to be reflective and their perceptions of reflective practice.

A comparative corpus-based investigation of results sections of research articles in Applied Linguistics and Physics

Abstract The present study sought to identify the generic structures of the results sections of scientific research articles (RAs) between Applied Linguistics and Physics. Following a manual search approach, a total of 200 RAs in the field of Applied Linguistics and Physics from different top prestigious journals randomly were singled out and analyzed. In addition to offering a tentative template for the rhetorical organizations of results sections, the findings revealed shared and non-shared rhetorical units as well as obligatory and optional steps in the results sections (RSs) of research articles between the disciplines. The findings also indicated that RA writers organize the contents of the RSs around certain rhetorical resources (i.e., M1, M2, M3, M4, and M5) to present key experimental and factual analytical results of their studies. The findings further suggested the existence of common core of rhetorical resources in writing RSs between the disciplines, albeit there are a set of certain steps playing an essential part in distinguishing textual features of each discipline as well as depicting how RSs of individual discipline are developed. The findings generated from the study can offer a number of important pedagogical implications for teaching EAP and ESP courses, especially for Applied Linguistics and Physics teachers and students.

John Flowerdew's essential bookshelf: English for research publication purposes (ERPP)

John Flowerdew is a Visiting Chair at the University of Lancaster and a Visiting Research Fellow at Birkbeck, University of London. He was previously a Professor at City University of Hong Kong and at the University of Leeds, UK. His research is in the fields of Applied Linguistics and Discourse Analysis. His books include Academic listening: Research perspectives (CUP); Research perspectives on English for academic purposes (with M. Peacock) (CUP); Second language listening: Theory and practice (with L. Miller) (CUP); Academic discourse (Longman); Discourse in English language education (Routledge); Signalling nouns in discourse: A corpus-based discourse approach (with R. W. Forest) (CUP); Discourse in context (Bloomsbury); The Routledge handbook of critical discourse studies (with J. Richardson); Discipline-specific writing: Theory into practice (with T. Costley) (Routledge), and Introducing English for research publication purposes (with P. Habibie (Routledge).

Aviation English Assessment for Military and Civil Pilots in Brazil: Similarities and Differences

Language proficiency assessment for pilots is a topic of potential interest for applied linguists and aviation professionals in general. Despite the growing number of investigations about this topic in the Brazilian civil aviation context (A.L. Monteiro/ N. Bullock, 2020, A. Garcia 2015, P. Tosqui-Lucks/ M. Prado 2020, A. Pacheco 2019), fewer similar studies are found in the Brazilian military scenario (A.L.B.C. Silva, 2016, 2022, M. Bruno 2018). With this difference in mind, this study presents an overview of the instruments being used to assess Aeronautical English proficiency for civil and Air Force pilots in Brazil.This study followed a qualitative approach by means of a bibliographic review and documental analyses. Results of this study show that the same instruments are used to assess English language proficiency for all Air Force pilots in Brazil, despite their varying needs, whereas a different instrument – the Santos Dumont English Exam (SDEA) – is used for civil pilots. Similarities and differences in both assessment scenarios have been highlighted to better understand the theoretical constructs assessed in each test. As a contribution to the fields of Applied Linguistics and English for Specific Purposes (ESP), this study allows different stakeholders to have a clearer and better understanding of Aeronautical English assessment for pilots in Brazil. This can help ensure that best practices are highlighted, and improvements implemented, which, as a result, could lead to more efficient and effective communications and safer skies for everyone.

A typology of secondary research in Applied Linguistics

Abstract Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies in the published literature. It is important to understand that secondary research is an umbrella term that includes numerous types of literature review. In this commentary, we present a typology of 13 types of well-established and emergent types of secondary research in Applied Linguistics. Employing a four-dimensional analytical framework, focus, review process, structure, and representation of text of the 13 types of secondary research are discussed, supported by examples. This article ends with recommendations for conducting secondary research and calls for further inquiry into field-specific methodology of secondary research.

NOVOS TEMPOS, NOVAS PERSPECTIVAS: RESSIGNIFICANDO A ESCRITA REFLEXIVA NA FORMAÇÃO INICIAL DE PROFESSORES NA CONSTRUÇÃO DO LETRAMENTO DIDÁTICO-DIGITAL

ABSTRACT: Our work aims to analyze the processes of (trans) formation of future Portuguese language teachers in the Languages course for didactic-digital literacy practices from reflective writing in critical reviews. Situated in the interdisciplinary field of Applied Linguistics, we developed a set of literacy events at, for, and about the teaching workplace during a Didactic Multiliteracies Program, which enabled the engagement of future teachers in collaborative didactic projects in real school contexts. The results revealed that didactic-digital literacy can be constructed from the representations of teaching being and acting, oriented to how these subjects signify, project, and operate reflective writing in the teaching and learning practices of the Brazilian mother tongue for the didactic multiliteracy materials. We argue that these practices can collaborate in the responsive and responsible uses of writing in formative contexts of (future) teachers.

PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)

The article describes the history of Applied Linguistics development. It is noted that the field of Applied Linguistics not only focuses on native, foreign and second language acquisition, but also examines how language interacts with other areas such as the media and legislation. The programs for training specialists in Applied Linguistics in the leading institutions of higher education in Canada are analyzed. In particular, attention is focused on Carleton University. Bachelor's and Master's programs in Applied Linguistics are studied. A special feature of Carleton University Bachelor’s degree program is that students have the opportunity to choose between a 4-year or 3-year program of study to obtain a degree. In addition, at Carleton University, you can combine a specialization in Applied Linguistics and Discourse Studies with an additional one in modern language studies: American Sign Language, German, Italian, Japanese, Chinese, and Spanish. A feature of Applied Linguistics programs for third- and fourth-year students is the option to choose an accelerated study program at Carleton University. Master’s degree program in Applied Linguistics, conditions and criteria for admission are described and analyzed. It is found out that there are three possible ways to complete the Master's program in Applied Linguistics and Discourse Studies: writing a thesis, a research essay or a coursework paper. It is noted that students are first registered for coursework, but at the end of the first year of the master's program they must submit a proposal for writing a research essay or thesis. It is determined that after completing a master’s level of education, a student has the opportunity to continue their studies by enrolling in Carleton University PhD program, which is unique in North America due to its innovative combination of Applied Linguistics and Discourse Studies.

Multicultural coexistence as a site of otherness and becoming self: A narrative of a multilingual

AbstractIdentity is a subject of intense scrutiny in the field of Applied Linguistics. Of particular concern are issues of intersectionality of language and culture in the lives of minority groups. Yet, the empirical evidence in support of language and cultural identity (re)construction of ethnic minorities in Japan is far from conclusive. Drawing on a narrative inquiry approach, the present study seeks to shed light on multilingual identity construction and negotiation in different language contexts, as experienced by Riko, a third‐generation Japanese woman of Korean descent. Our analysis shows that Riko's multilingual identity is undermined in Japan and Korea where monoglossic ideologies are still prevalent. The sociohistorical and sociopolitical context of Japan and Korea does not allow her to have any middle ground, exacerbating the potential for multilingual identity conflicts. In contrast, Riko's US study abroad experience aids her in cultivating a critical and deeper understanding of being a multilingual citizen. Findings further highlight the role of English which enables her to transcend the challenges posed by her ethnicity. In light of our findings, we draw implications for the significance of developing greater global and cultural awareness in language education and academic programs.

The Interplay between Applied Linguistics and English Language Teaching

The Colombian Applied Linguistics Journal, CALJ, is a peer-review journal published in Bogotá, Colombia by Universidad Distrital Francisco José de Caldas for a global audience of professionals in education interested in research and teaching issues in the field of Applied Linguistics for the Teaching of English.

From the roots to the new blossoming buds of Applied Linguistics in Europe

Abstract This editorial reports on the special issue “New Generation of Applied Linguists in Europe” which highlights the work of early career researchers in the field of Applied Linguistics who participated in one of the last AILA Europe Junior researchers’ Meeting (JRM). It aims to offer a reflection from the roots to the new blossoming buds of Applied Linguistics in Europe. We will review the emergence of Applied Linguistics in Europe through the challenges of creating its different affiliates. Then, we will present the levers for the emergence of a European network. We will conclude with the logic behind the selected papers.

Revitalization and revival of indigenous languages and cultures with applied linguistics and technology

ABSTRACT The Applied Linguistics field is criticized for neglecting Indigenous languages and cultures as well as social justice issues. Some see technology as exasperating the digital divide. We are urged to reflect on our work to see whose interests the field serves and respond with action. I discuss these issues in relation to existing work, arguing that Applied Linguistics should view the revitalization and revival of endangered Indigenous languages and cultures as a social justice issue. I will then show how this can be done from a broader sociolinguists perspective and through projects with technology to benefit both the Indigenous and the Applied Linguistics professional communities.

Colonial narrative of ethics in research: Telling stories and imagining decolonial futures in applied linguistics

Ranging from ascribed documented practices (i.e., macroethics) to contextually and sociohistorically located relations (i.e., microethics), ethics in Applied Linguistics research concerns the power dynamics that are inherent to all human relationships. This paper aims to identify, interrogate, and interrupt (Menezes de Souza, 2019a; 2019b) a colonial narrative that silently but efficiently advances the coloniality of knowledge in the field of Applied Linguistics, which leads us to problematize ethics in our field. The colonial narrative is (1) identified and interrogated in relation to the imposition of characteristics from the Medical and Biomedical research fields to the Human and Social Sciences, taking the Brazilian Ethics Review Board National System (viz. Plataforma Brasil) as an example; and (2) interrupted as stories that are told (Chimentão & Reis, 2019; Senefonte, 2018). Through the telling of two local stories (Krenak, 2020), concerning fluid and more symmetrical-oriented relations between researchers and participants, decolonial futures (Veronelli, 2016) are imagined, which, in Applied Linguistics research, are collaboratively constructed and derived from an ontological ethical imperative (Lévinas, 1972) that requires us to see the participants as individuals who are capable of genuinely participating in investigative studies, and thus doing more than just simply generating data.

Exemplification in Chinese English-major MA students' and expert writers’ academic writing: A local grammar based investigation

This study adopts a local grammar approach to investigate exemplification in Chinese English-major MA student writers' and expert writers' academic writing. Using corpora compiled of Chinese English-major MA students' degree dissertations and expert writers’ published research articles in the field of Applied Linguistics as the data, the investigation shows that although the Chinese MA student writers used exemplification as frequently as expert writers to specify abstract superordinate categories, they underused exemplification with regard to aspects such as performative verbs, exemplificatory imperatives, and the strategy of exemplifying by citing relevant studies. The implications of local grammar based investigation into academic writing for EAP writing research and pedagogy are further discussed.

Move Analysis of Research Article Abstracts in the Field of Applied Linguistics and English Literature: A Corpus-Based Approach

This study aims to investigate the rhetorical moves of English research articles (RAs) abstracts written by Korean scholars between the two different fields of applied linguistics (AL) and English literature (EL). Two hundred and forty RA abstracts from two corpora were analysed using Hyland’s framework. The results suggest that the introduction section works as the core move in EL abstracts, which often have lengthy introductions to claim the significance of the study. They also have more diverse types of move patterns, with one or two more moves than AL abstracts. However, for AL abstracts, the introduction functions as an optional move, and these abstracts have the highest frequency of the three-move structure of “P-M-Pr,” where product is mainly highlighted to promote the study. These discipline-specific differences also occur in rhetorical strategies employed in the two disciplines. Disciplinary practices in terms of RA abstracts need to be provided, and this paper may enable L2 writers to improve their academic writing.

A panorama of the teaching of additional languages to children in Brazil

Despite not being compulsory, mainly in Brazilian public schools, the offering of an additional language/foreign language (AL/FL), especially English, to Young and Very Young Learners (EYL) has gained prominence over the years. Inscribed in the Applied Linguistics field, the aim of this study is to provide a tentative research panorama on the teaching of AL/FL to Young and very Young Learners. For that, we present the location of the universities, the context of the research and their research methods carried out by means of master’s dissertations and PhD theses presented during the period of 1987 through 2021. Our focus is on the author's motivation for developing the research on the theme. The results indicate that the great majority of the studies were developed by teachers who are teaching AL/FL to children in the early years of schooling and investigated researchers' own practice, being developed for the purpose of undertaking a master's degree. That practice comprises diverse contexts of research and a variety of ages and groups which were either investigated or took part in the master’s and PhD studies.

Early-career scholars and scholarship: A social justice perspective

AbstractThis paper focuses on the concept of social (in)justice to examine and discuss some of the areas in the production and dissemination of knowledge in which the issue of social justice is significant and should be applied and considered. More specifically, it explores and advocates for some of the ways in which participation in, and contribution to, global scholarship can become a more socially just practice for academics, especially novice scholars and early-career researchers in the field of Applied Linguistics. It also highlights the role and agentive engagement of both established and junior members of academic communities as an important factor in demonopolizing and democratizing academic discourses and practices and making the mobilization of scholarship more diverse, inclusive, multivocal, and transformative.

CITATION PRACTICES IN RESEARCH ARTICLES IN INDONESIA-BASED JOURNALS AND INTERNATIONAL JOURNALS Udi Samanhudi, Aisling O’Boyle

This paper examines the similarities and differences in the use of rhetorical citations in research articles in two journal publication contexts in the field of Applied Linguistics, namely Indonesian Journals aimed at a local audience, and International Journals aimed at a global audience. Fifty Discussion Sections from published research articles were taken from the two publication contexts. Results of the analysis indicate a dominant use of integral citations especially verb-controlling type in the Indonesian local corpus. It is suggested that this citation type requires less demand on synthesising various sources cited while Discussion Sections in the International corpus make greater use of non-integral citations which indicates a succinct synthesis of various sources. In terms of function, referring to literature is the most salient function in Indonesian local corpus while attribution is the most dominant function found in the International corpus. Accompanying the textual analysis of citation practices in these journals, Indonesian academics as part of the community of the discipline were interviewed. Their perspectives indicate urgency for results of genre analysis studies to be transformed into teaching materials to assist especially novice writers in the field of Applied Linguistics in understanding English research article writing conventions better.

PhD students’ identity construction in face-to-face and online contexts

ABSTRACT Despite the substantial growth of research on identity construction in real-life contexts, little is known about PhD students’ online identities, especially their identity shift from real-life to virtual contexts. The present study aimed to address this gap by examining the identity development of ten PhD students from the field of Applied Linguistics during the Covid-19 pandemic, by adopting narrative inquiry. Data analysis revealed that PhD students’ identity was marked by four major components including professional development, sense of self-development, social interactions in community of practice, and their perceptions. The study concludes with implications for both PhD students, administrators and instructors by raising their awareness of the importance of facilitating the change from face-to-face to online contexts.

Práticas transidiomáticas em tempos de globalização e superdiversidade: o uso da língua inglesa em propagandas em língua portuguesa

In face of the globalization process and the huge fluxes of pe- ople, texts, and cultures that has been made possible due to develo- pments in technology, the use of words in English in advertisements written in Portuguese has become common. In the field of Applied Linguistics, these uses are characterized as transidiomatic practices (MOITA LOPES, 2013). This research aimed to collect, analyze, and characterize transidiomatic practices in the surroundings of the EFL- CH campus, in Guarulhos. The corpus was collected through pictures to register real language uses; after that, it was separated in categories according to its themes. The methodology used was qualitative (DENZIN & LINCOLN, 1994) in order to interpret the meanings of these uses based on the concepts of transidiomaticity, superdiversity, and World Englishes. The practices in the context studied involved mainly one or two content words in English in texts in Portuguese constituting hybrid and diverse language uses.

A entonação valorativa em livro didático de Português a partir das perguntas de leitura

This paper is affiliated to the field of Applied Linguistics, aiming to understand how the evaluative intonation supports in the construction of answers to the reading questions. These are partial results of the research, carried out through PIBIC / UNEAL-FAPEAL / 2019, under the responsibility of the Research Group Language, Interaction and Use - Linterus, in which it is intended to highlight that the evaluative intonation when considered in classroom, contributes to the realization of the act of reading. In order to address the intonation in reading questions, a model activity in a Portuguese textbook, referring to the PNLD / 2020, from the 6th year of elementary school, was used. As a theoretical-conceptual basis, it is anchored in the studies of the The research is underpinned in Bakhtin Circle, specifically, in Bakhtin (2016[1975]; 2014[1975]); Volóchinov (2019[1926; 1930]); Medviédev (2016 [1928]) and interlocutors such as Sobral (2009), Menegassi (2010); Fuza and Menegassi (2020). As a result of this study, it is pointed out that the evaluative intonation contributes to the elaboration of answers to reading questions and that the concept can be used as an element that favors the construction of meanings and supports in the development of student-reader autonomy.