Applied Linguistics Research Articles

A Comparison of Rhetorical Move Structure of Research Article Abstracts of Thai Scopus Journals and Top-Ranked Scopus Journals in Applied Linguistics and English Language Teaching

The purpose of this current study is to explore the move structure presented in abstracts of the research articles from Thai Scopus Journals (TSJ) and Top-Ranked Scopus Journals (TRSJ) in Applied Linguistics and English Language Teaching. Ninety abstracts were analyzed and separated equally between those two journals. The five-move framework established by Hyland (2000) was used to analyze the move pattern, showing different dominant patterns: I-P-M-Pr-C in Thai Scopus Journals and P-M-Pr-C in Top-Ranked Scopus Journals respectively. In Thai Scopus Journal, the results indicated that the introduction is optional, the conclusion, purpose, and method are considered conventional, and the product is obligatory. Similarly, in Top-Ranked Scopus Journals, the product is obligatory, while the purpose, method, and conclusion are conventional. These findings could offer practical insights into abstract structures and hold importance for educational purposes, offering guidance for the effective writing of abstracts in research articles.

Latest Computational Methods of Data Wrangling in Applied Linguistics

Data wrangling, the process of cleaning, transforming, and mapping raw data into a usable format, is a fundamental step in linguistic research. With the exponential growth of digital text and spoken language data, computational methods have become essential for managing and analyzing large datasets. This paper explores the latest computational techniques in data wrangling for linguistics, highlighting advancements in machine learning, natural language processing (NLP), and automated data cleaning technologies. These innovations enhance the efficiency and accuracy of data processing, enabling researchers to uncover patterns and generate insights previously unattainable. Additionally, the paper addresses the challenges inherent in data wrangling, including the integration of diverse data sources, the complexity of real-time data processing, and the importance of maintaining data quality and compliance with privacy regulations. Through a detailed examination of current methodologies and emerging trends, this research underscores the critical role of data wrangling in advancing linguistic studies and offers practical solutions for overcoming common obstacles in the field. The findings suggest that continued advancements in AI-driven tools and automated solutions will significantly impact the future of linguistic data analysis, making it more accessible and effective.

WebQuest development based on Google Maps for studying language and culture of Australia

Introduction. Language and Culture studies, studying the relationship between language and culture, is an important component of linguistic education, which today is not given enough attention in the training programs for linguistics students. This problem can be solved by integrating students' research activities based on WebQuest technology into the foreign language training course. The purpose of this study is to determine the didactic potential of a WebQuest created with Google Maps geolocation application in the study of Australian Language and Culture by linguistics students. Methodology. The authors analyzed scientific literature and teaching materials in the field of Language and Culture studies, linguoculturology, australistics and digital linguodidactics. As a basis for the web-quest, an interactive map of Australia was created with Google Maps geolocation application, which allows to link GPS-coordinates of geographical objects with selected sociocultural and linguistic data. WebQuest scenarios containing Language and Culture studies tasks and instructions for their fulfillment were developed. Results. Experimental work was carried out on the basis of Linguistics faculty of Bauman Moscow State Technical University. The WebQuest was tested in groups of 2nd year students majoring in Theoretical and Applied Linguistics. The criterion-based evaluation of the obtained results was carried out, as well as the analysis of self-evaluation sheets and written feedback from the students participating in the WebQuest. Conclusion. The analysis and generalization of the above experience allowed the authors to formulate the conditions for WebQuest successful inclusion in English as a Second language course in order to increase linguistics students’ motivation to study mutual influence of language and culture and develop communicative skills in Australian English.

Exploring the Impacts of GenAI on English and Applied Linguistics: Implications for a Future-Ready Journal

Exploring the Impacts of GenAI on English and Applied Linguistics: Implications for a Future-Ready Journal

Towards More Inclusive Practices in Applied Linguistics: A Study of Journal Editors’ Views on Using ‘Who’ with Nonhuman Animals with Implications for Language Education

Towards More Inclusive Practices in Applied Linguistics: A Study of Journal Editors’ Views on Using ‘Who’ with Nonhuman Animals with Implications for Language Education

Peculiarities of teaching a second/third foreign language based on English

Problem. The article deals with general issues relating to the main features of teaching a second or third foreign language (German and French, based on English) to students specializing in applied linguistics. A short list of similarities and differences between English, German and French in the context of their learning is given. This study presents an overview of the concept of multilingual education and analyses the main methods of teaching a third language. The problems associated with teaching a second foreign language are not sufficiently revealed, as this discipline is not very widespread in non-language educational institutions. It generally holds that the methodology of teaching a second foreign language does not differ from that of teaching a first foreign language, except that the second language is taught to a lesser extent. This approach does not take into account a number of characteristics that affect the effectiveness of learning the subject. Goal. The aim is to present the main features of teaching the second/third foreign language (German and French based on previously learnt English) to students majoring in Applied Linguistics. The relevance of the study is determined by the need to find more effective methods of teaching a second foreign language. Methodology. To achieve this goal, a number of research methods were used: theoretical analysis and generalization of pedagogical and methodological sources on the issues of third language teaching didactics and the concept of multilingual education. The term «multilingualism» is used in official European terminology to refer to both the linguistic diversity of a society and the ability of a person to speak several languages. The concept of "multilingual education" applies to both the development of an individual language repertoire and to «plurilingual education» i.e., education in a context of linguistic and cultural diversity. English, German and French have many things in common: Latin spelling and lexical similarities. All three languages contain many cognates - words that are similar in spelling and pronunciation and mean the same thing. All of these languages have a subject-verb-object syntactic structure. Consequently, the main problems in learning a second/third language after learning English, in the context of three foreign languages in contact with the mother tongue, are interference not only from the mother tongue but also from the second/third language, as well as positive language transfer, given that they both belong to the same Roman language group. Originality. The modern didactic approaches to multilingualism cause a major change not only in the way we teach, but also in the way we learn, develop curricula, and train future professionals. Practical value. The integration of work on language representation and multilingual learning, as well as explaining the plurilingual didactic approach to students, will make the language learning process more focused on students' real skills, more flexible and more creative.

Teaching mental processes to EFL learners: a blended-learning proposal

Abstract This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.

A Quantitative Study on Noun Clauses in Applied Linguistics Research Articles between Q1 SCOPUS and TCI 1 Databases

A Quantitative Study on Noun Clauses in Applied Linguistics Research Articles between Q1 SCOPUS and TCI 1 Databases

Review of selected research in applied linguistics published in Australia (2015–2022)

Abstract This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, Papers in Language Testing and Assessment and TESOL in Context. Five key areas of research are discussed: First Nations peoples and their multilingualism, language and migration, language testing and assessment, language curricula and pedagogy, and teacher development, and their identity and pedagogical beliefs.

Needs analysis of applied linguistic students and their english language needs at the University of the Armed Forces ESPE

This paper deals with the procedures to collect information about the learners´ needs, which are mandatory to plan, carry out, and evaluate educational programs for either public or private institutions as a response to their real needs (Pratt 1980) to reinforce not only the contents but also the students’ background which includes their behavior as well. In this context, the University of the Armed Forces ESPE in coordination with the Department of Languages and its Career of Applied Linguistics in English let me find out if the students who already finished their curriculum have reached their competences in the language and the teacher formation to face their profession. Nowadays, The Common European Framework CEFR of Reference for Languages: Learning, Teaching, Assessment, is a guideline used to describe the achievements of learners of foreign languages in many countries including Ecuador. The last year's cohort was considered to take the sample FCE exam and analyze if the results are the ones that the government is looking for. They were classified into the six reference levels that are becoming widely accepted as the European standard for grading an individual's language proficiency.

Преобразования заимствований: основной понятийно-терминологический аппарат

At the present stage of development of Russian linguistics, the number of works devoted to the study of various aspects of borrowing of lexical units has increased. However, there is a lack of stable, generally accepted terminology to describe the processes of borrowing linguistic units and their transformations. The aim of the research is to clarify the conceptual and terminological apparatus which is used to describe the processes of transformation of borrowed units in the recipient language. The generally accepted paradigm of the terms “assimilation”, “naturalization”, “integration” and “adaptation” is taken as a basis in this work. The scientific novelty of the research lies in the fact that the etymology of the presented terminological units is used to clarify the terminological apparatus, the semantics of these terms in other areas of scientific knowledge is specified, and the possibilities of their application in linguistics are considered. The results of the analysis carried out allow us to justify the use of the term “assimilation” as the most optimal one, denoting various changes occurring in the process of integration or naturalization of borrowed words into the system of the recipient language. The article examines the main types of quantitative and qualitative assimilation. The terminological aspects of the description of each type are specified. As a result of the conducted research, the basic conceptual and terminological apparatus for describing the process of borrowing lexical units and their transformations in the recipient language has been formulated.

USAGE OF DIGITAL SERVICES IN FOREIGN LANGUAGE LEARNING BY STUDENTS MAJORING IN APPLIED LINGUISTICS

The purpose of the article: to consider aspects of the use of digital resources in the process of learning a foreign language by students of «Applied Linguistics» specialty. Research methods: analysis and generalization of pedagogical literature; theoretical generalization. The objective processes of the formation of Ukrainian society determine the search for effective ways to improve the quality of the educational process. In addition to professional competencies, which include a certain set of abilities and skills, a modern specialist by the state educational standards is to master one of the foreign languages and properly apply it in professional activities. The level of students` mastery of a foreign language directly depends on effective teaching methods and the use of information technologies. The use of information and digital technologies increases students` interest in learning and contributes to the growth of their motivation to learn a foreign language. We consider various aspects of the use of digital resources, such as mobile applications, virtual platforms, and online resources, as well as evaluate their impact on learning and the development of students' communication skills. The analysis is focused on revealing the advantages and possible challenges that accompany the use of digital tools in the study of foreign languages in this specialty. We explore how these tools can support and facilitate learning, looking in particular at their potential for interactive learning, self-directed learning, and student engagement. At the same time, we analyze possible challenges, such as the availability of technology, the need to train educators, and possible limitations associated with the use of digital tools in the educational process.

Revisiting ‘ethnographic monitoring’ as a force for democratisation and social impact in adult literacy and language learning

ABSTRACT We document and reflect on the use of ‘ethnographic monitoring’ (Hymes, Dell. 1980a. “Ethnographic Monitoring.” In Language in Education: Ethnolinguistic Essays, edited by Dell Hymes. Washington, DC: Centre for Applied Linguistics) and its deployment for democratisation and social impact within our project Unlock. In Unlock we study the literacy and language learning trajectories of adult Dutch-as-L2 learners in and outside school. The ‘monitoring’ is a collaborative process of researching, co-creating and implementing learning practices together with practitioners and learners. We describe how we situated these practices within an ‘empowering academic collaborative centre’ as a platform for sharing experiences and emerging knowledges amongst academic and non-academic experts. Furthermore, we engage with more recent calls to substantiate participatory research on language in social life in terms of citizen science/sociolinguistics (i.a. Bucholtz, Mary, Dolores Inés Casillas, and Jin Sook Lee. 2016. “Beyond Empowerment: Accompaniment and Sociolinguistic Justice in a Youth Research Program.” In Sociolinguistic Research: Application and Impact, edited by Robert Lawson, and Dave Sayers. London: Routledge; Rymes, Betsy. 2020. How we Talk About Language: Exploring Citizen Sociolinguistics. Cambridge: Cambridge University Press; Svendsen, Bente Ailin. 2018. “The Dynamics of Citizen sociolinguistics.” Journal of Sociolinguistics 22: 137–160. doi:10.1111/josl.12276), linguistic citizenship (i.a. Rampton, Ben, Mel Cooke, and Sam Holmes. 2018. “Sociolinguistic Citizenship.” Journal of Social Science Education 17: 68–83; Williams, Quentin E., and Christopher Stroud. 2015. “Language & Citizenship.” Journal of Language and Politics 14: 406–430. doi:10.1075/jlp.14.3.05wil), and ‘pedagogic subjectivation’ (i.a. Simons, M. and Masschelein, J. (2010). “Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière.” Educational Philosophy and Theory 42(5–6): 588–605) to question the possibilities and limitations of our approach. Based on our experience with different collaborative platforms, we argue ethnographic engagement with learners and practitioners has democratic potential. Combined with curated moments of reflection and deliberation, it enables co-analysing insights and negotiating the research process. Arguably, this trajectory can be an avenue towards treating the citizen as a scientist and hold potential for the citizen-scientist to be treated as political subject.

Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university

Abstract English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.

Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics

AbstractThis forum piece reports on a brief survey of current quantitative research ethics training materials in Applied Linguistics (AL). This survey was conducted as a step towards an increased understanding of the ways in which we, as a field, train students and researchers to conduct quantitative research ethically. The survey was carried out in the process of creating research ethics training materials as part of a grant‐funded project related to questionable research practices (QRPs). Through manual and computer‐assisted searches in twenty‐four textbooks and twenty‐three course syllabi from the past five years, three themes emerged: (1) research ethics is most often conceptualized in terms of IRB‐related topics, (2) when ‘ethical gray‐zone’ issues are mentioned, the focus is primarily on methodological transparency, data sharing/open science, and selecting the appropriate research design and statistical tests, and (3) materials tend to address the topic of research ethics in a single section or chapter, or in a single day or week of a course. Against this background, we provide three recommendations that our field can implement to provide more robust and thorough research ethics training for students and researchers in TESOL and Applied Linguistics: (1) expand our conceptualization of research ethics to include ethical gray‐zone issues, (2) be thorough and explicit in our discussion of ethical issues related to research decisions, and (3) incorporate research ethics as a recurring theme throughout textbooks and courses.

‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time

Abstract Applied linguistics has started to consider the importance of time for the understanding of meaning-making, for example in the conceptualization of chronotopes, or in stressing the relevance of speed and entrepreneurial views of the self for migrants. This study takes a step ahead by starting from the concept of memory as mobile, following Michel de Certeau (1990), and looking at the different ways in which the experience of time plays a role in living and recounting migration. Focusing on the journey of a young African from Italy to Germany and then reluctantly back to Italy, this article points to the relevance of time as projected (marked by [un]awareness of possible developments), personal (based on relationality), and influenced by concrete circumstances (events and processes). The findings also unveil tensions between planning and the unforeseen for tactics concerning language, highlighting the role of future projections.

Developing translingual competence and awareness in a study abroad Spanish language classroom

ABSTRACT Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students’ translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), during a 12-week program for U.S.-university students in Guatemala. Drawing on ethnographic data, particularly audio-recordings from a small, intermediate-level, second language (L2) Spanish class, we compare classroom interactions from the beginning and the end of students’ sojourn. Our qualitative findings demonstrate participants’ increasing utilisation of diverse semiotic strategies – along with linguistic resources associated with multiple languages and varieties – to make meaning and further their Spanish learning. In so doing, students and their instructor transformed their classroom into a translanguaging space where their full linguistic repertoires and identities were activated and encouraged (Wei 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39: 9–30. https://doi.org/10.1093/applin/amx039). We further note students’ translingual development in their emerging ability to engage in transcultural reflection and communication as time progressed. As such, this paper argues for the promotion of translingual development in SA and L2 pedagogies.

Language Ideologies, Language Awareness, Language Attitudes, Folk Linguistics: (Meta-)reflections on overlapping research fields

Abstract When attempting to position Language-Ideologies research within the framework of Applied Linguistics and related scientific sub-disciplines and approaches, it becomes evident that significant overlaps with research fields such as Language Attitudes, Folk Linguistics and Language Awareness exist. The question arises as to whether the differences are more closely related to various scientific subcommunities than to the phenomena under investigation. Similarities may go unnoticed either because researchers do not sufficiently engage with related approaches, or differences relating to content and methodology are overly emphasised for reasons of disciplinary demarcation. This article is based on a very broad concept of Language Awareness, which has evolved beyond its traditional context of language teaching and learning. This concept encompasses perception, folk-linguistic reflections and extends to academic theorising, while also incorporating affective and evaluative aspects. The article demonstrates shows how approaches pursued in the respective communities can be brought together in a fruitful way to jointly explain interconnected phenomena. Additionally, some other aspects of Language Ideologies are discussed, such as their different levels (micro, meso, macro), ranging from concrete individual case evaluations to more abstract Language Ideologies and, finally, to the level where Language Ideologies transition into broader ideologies and worldviews.

In Conversation with Gary Barkhuizen about Language Teacher Identity

Gary Barkhuizen,Professor of Applied Linguistics at the University of Auckland, is a prominentscholar studying narrative inquiry and language teacher education. Withacademic roots spanning South Africa and New Zealand, his journey began withstudies at the University of Essex and Columbia University, where he earned hisMaster’s and Doctorate degrees, respectively. His influence extends far beyondhis classroom, with numerous publications in esteemed journals such as TESOLQuarterly, RELC Journal, and Australian Review of Applied Linguistics. Renownedfor his co-authored books such as “Analysing Learner Language” and “NarrativeInquiry in Language Teaching and Learning Research,” he continues to shapediscourse in applied linguistics with his work on language teacher identity. OnJanuary 16, 2024, he was interviewed by Huseyin Uysal. In their conversation,Gary reflects on pivotal career moments, emphasizing the power of connectionsin teaching. He explores the dynamic interplay of self-perception and externaldescriptions in identity formation, introducing facets like reflexive and projectedidentities. Dilemmic aspects during transitions, coping practices, and theimpact of early experiences on identity are discussed. Gary extends the focusto broader socio-political contexts, highlighting the influence of externalrealities. Regarding future research, he suggests exploring teachers ofmultiple languages, heritage languages, and Indigenous languages. He emphasizesthe need for self-study, addressing ideological spaces and practicalimplementation of identity research in language teacher education.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536859905 -1073697537 9 0 511 0;}@font-face{font-family:Georgia;panose-1:2 4 5 2 5 4 5 2 3 3;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:647 0 0 0 159 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;line-height:107%;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Georgia",serif;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;mso-ascii-font-family:Georgia;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Georgia;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-font-kerning:0pt;mso-ligatures:none;}.MsoPapDefault{mso-style-type:export-only;margin-bottom:8.0pt;line-height:107%;}div.WordSection1{page:WordSection1;}

EMOÇÕES, BEM ESTAR E ROTINA DE TRABALHO DE FORMADORES DE PROFESSORES DE LÍNGUAS EM DUAS UNIVERSIDADES PÚBLICAS BRASILEIRAS

ABSTRACT In spite of growing scholarship addressing emotions in Applied Linguistics, little research has focused on emotional issues of language teacher educators. In this article, we present the results of a qualitative study investigating the perspectives of such educators (from two public universities in Brazil) regarding their work routines, wellbeing and quality of life in their workspaces. Data were generated through questionnaires and interviews with 18 and 13 participants, respectively. Results point to three major themes: a) how the university workspace is imagined, and what is often said/unsaid about it; b) time-based identities; and c) relations between agency, guilt and pleasure.