Applied Linguistics Research Articles

Specificity and generality of lexical bundles in the rhetorical moves of Applied Linguistics research article introductions

Investigating the linguistic realizations of rhetorical moves through lexical bundles is a research area that has recently gained momentum. However, the lack of a fully annotated corpus has impeded the full understanding of the relationship between formulaic sequences and their corresponding moves. Accordingly, this study addressed this lacuna by annotating 1000 Applied Linguistics research article (RA) introductions using a framework developed for the current study to identify bundles characterizing communicative moves that configure introductions. Following a manual move identification of RA introductions, lexical bundles were extracted using AntConc and manually refined. This was followed by systematic identification of their functions in their co-text. Results indicated that some lexical bundles (i.e., move-general) occur in several moves or steps, whereas other bundles (i.e., move-specific) perform distinct discursive functions within each move. In other words, the development of rhetorical moves and bundles within each move is intricately interwoven and collaboratively contributes to developing ideas in the analyzed section. Furthermore, the functional analyses indicated that text-oriented bundles emerged as a strong indicator of the communicative moves of RA introductions, which performed distinct functions within each move. Drawing on key pedagogical insights, findings can serve as an instructional framework for instructors, students, and novice writers.

Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process.

L7 mastered to nativelike proficiency in adulthood – a case study of simultaneous multiple language acquisition processes challenging Lenneberg’s (1967) critical period hypothesis

ABSTRACT This paper seeks to present the case of successful nativelike proficiency in L7, achieved in adulthood. As a case study of multiple language acquisition processes acquired, both in childhood and adulthood, this study operates in the fields of multilingualism and language acquisition. The author presents her experiences of language acquisition and command of the languages: Mauritian Creole Kreol, French, English, Arabic, Urdu, Italian, and Turkish. The paper is shaped into a narrative as it is stipulated that autobiography can be used as data in linguistics research [Pavlenko (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188]. Simultaneous acquisition of five languages, in early childhood, is a phenomenon of success in light of Lenneberg’s theory of Critical Period Hypothesis (CPH) (1967). However, Lenneberg’s CPH is challenged when Turkish is analysed as a chronological L7, acquired successfully in adulthood to nativelike proficiency. This is assessed using an eclectic theoretical framework comprising: the theory of Muñoz on the age of learning languages [(2008). Age-related differences in foreign language learning. Revisiting the empirical evidence. IRAL, International Review of Applied Linguistics in Language Teaching, 46(3), 197]; the Dynamic Model of Multilingualism by Philip Herdina and Ulrike Jessner [(2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics (Vol. 121). Multilingual Matters]; the Factor Model [Hufeisen (2000). A European perspective: Tertiary languages with a focus on German as L3. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 209–229). Routledge], Hammarberg’s [(2017). Becoming multilingual: The macro and the micro time perspective. International Review of Applied Linguistics in Language Teaching, 55(1), 3–22] theory on time perspectives. While justifying the shift of status of Turkish to second language, the author discusses the processes to multilingual success in communicative competence [Hymes (1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Selected readings (pp. 269–293). Penguin] in the discussed languages.

Analysis of Nonlinear Narrative via the Lens of the Coherence Theory of Language

The objective of this study is to examine the utilization of nonlinear narrative approaches in literature and investigate the potential optimization of comprehension of intricate plots through the application of linguistics-related knowledge. This study has determined, based on an examination of pertinent literature, that the use of non-linear narrative techniques can augment the appeal and intricacy of a literary piece, while also intensifying the level of reading challenge for its audience. This research use qualitative research methodologies to examine the utilization of non-linear narrative approaches, with a focus on comprehending these strategies through the analysis of textual data. The findings indicate that the principles of linguistic theory can be effectively employed in the analysis of literary texts as well as in the interpretation of films and television productions. This discovery has the potential to enhance the applicability of linguistics, thereby bridging a portion of the existing disparity between linguistic theory and real-world applications.

An Exploratory Analysis of Linking Adverbials in Research Articles Across Different Disciplines

Writing empirical research papers that comply with disciplinary conventions is a goal that many students, especially at the tertiary level, aspire to achieve. While playing a crucial role in constructing coherent texts, linking adverbials are typically depicted as a static collection of interchangeable elements lacking inherent meaning, and often receiving minimal consideration for their discipline-specific functions. Most of the previous studies on linking adverbials have focused on the frequency of use across different proficiency levels; there has been little corpus-based research on how these connectives function across different disciplines. This paper examines the potential variations in the use of linking adverbials in Nursing and Applied Linguistics empirical research articles. Using AntConc software, a corpus of eighty research articles, 40 articles in Nursing and another 40 in Applied Linguistics, were compared in terms of their frequency use, function, and placement preferences of linking adverbials. Findings revealed that the two corpora differ considerably in frequency, semantic function, and, to a lesser extent, the placement of linking adverbials in each discipline. Such variations are attributed mainly to the way linking adverbials are used to present and strengthen authors' arguments in each discipline.

A Study on the Utilization of Applied Linguistics in Contemporary English Teaching

In the context of globalization, the importance of teaching English as a common language in the world becomes increasingly apparent. Applied Linguistics belongs to one of the sub-disciplines of linguistics, which plays an important role in contemporary English teaching. The knowledge of applied linguistics can help students learn the grammar, semantics, vocabulary, writing, and other contents in English, deepen their knowledge and understanding of English, and enhance the effectiveness of English teaching. This paper mainly describes the important role played by English linguistics in English teaching and focuses on its utilization strategies in the hope of providing references on this topic.

A Study of English Grammar Teaching and Cultural Introduction from the Perspective of Applied Linguistics

Grammar teaching is the main content of university English teaching, and the quality of teaching will affect the effect of university talent cultivation. Based on the perspective of applied linguistics, it is crucial to use cultural introduction teaching for English grammar teaching. This paper will combine the basic concepts of applied linguistics and cultural introduction teaching, analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics, and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.

Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults

Abstract This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.

Navigating Disciplinary Dialogues: An Exploratory Analysis of Dialogic Stance

A number of studies have focused on the analyses of theses, articles, and book reviews as academic genres, yet there are also other genres that have recently appeared in academic journals and need to be analyzed. One of these genres is the so-called “disciplinary dialogues,” which are relatively short academic texts written by experts to discuss a specific issue rather than reporting research. This study focuses on authors’ interaction in disciplinary dialogues. The data for the study is a specialized corpus comprised of 37 disciplinary dialogues published in a journal in the Applied Linguistics field. Discourse analysis was employed. The findings illuminate a rich array of writing strategies employed by authors to establish a dialogic stance, such as referring to other scholars/studies, asking rhetorical questions, explicitly showing disagreement/agreement, using hedging devices, using evaluative and reflective language, and suggesting future research ideas. The paper ends with the pedagogical and research implications of the findings.

‘Art as social practice: language and marginality’: Special Issue of Applied Linguistics Review

‘Art as social practice: language and marginality’: Special Issue of <i>Applied Linguistics Review</i>

The Concept of 'Doctorateness' and the Architecture of a PhD Thesis-from an Applied Linguistic Point of View

The term 'doctorateness' is the nominalization of word 'doctorate' which is defined concisely as 'the highest degree awarded by the university'. The concept of 'doctorateness' has been discussed and developed by several experts whose analysis was conducted recently, providing a current perspective on the defining attributes of the concept. It can be defined as: Individual scholar, an apprenticeship process of development, original conceptual contribution, highest academic degree, stewardship of the discipline. This study can serve as a reference for building the framework in the Architecture of a PhD Thesis, and contribute to the understanding and development of the concept of doctorateness within the field of doctoral education.

Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students

ABSTRACT For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. Reliable placement in academic literacies courses engages these learners in appropriately pitched learning activities, ensuring optimal learning while developing their confidence and motivation. In this context, we aimed to develop a reliable assessment of students’ academic literacy knowledge to ensure accurate and context-sensitive placement in one of two foundational academic literacy courses. These courses were situated in a pathway program in a regional Australian university that aimed to broaden participation in higher education for individuals from under-represented groups and educationally disadvantaged backgrounds. In this article, we describe, sequentially, the use of a five-phase applied linguistics design to develop the Academic Literacy Level Test (ALLTest). The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. We demonstrate how this process resulted in an organizationally efficient, context-specific, valid and reliable test of academic literacy.

Unpacking translanguaging in refusals on Chinese social media: strategies, distribution, and functions

Abstract Translanguaging has been documented to be frequently adopted in day-to-day online interaction. To date, except for Ren and Guo’s (2022. Translanguaging in self-praise on Chinese social media. Applied Linguistics Review 169. 1–22) pioneering study examining translanguaging practices in online self-praise, there has been scanty focus on how translanguaging is manifested in the realisation of specific speech acts, particularly the face-threatening speech act of refusing. To fill this research gap, the study explores the strategies, distributional patterns, and functions of translanguaging practices in digital refusals through the analysis of naturally occurring data collected on WeChat over five months. The findings indicate that online interlocutors utilized a wide range of translanguaging strategies from multimodal, multilingual, and multi-semiotic resources. Four turn positions are identified in decreasing order of frequency: single turn, turn final, turn medial, and turn initial. Furthermore, translanguaging in refusals denotes interpersonal, expressive, textual, and operational functions, with the first two constituting the majority. Based on these findings, three types of refusals shaped by translanguaging are identified, namely, refusals with translanguaging as a redressive strategy, refusals with translanguaging as a marker of mock impoliteness, and refusals with translanguaging as a facilitator of smooth online communication. The study concludes by highlighting that the nature of the speech act, digital genres and platforms, and the relationship existing between interlocutors contribute to translanguaging practices in online refusals.

Heart failure and treatment with Sodium-glucose Co-transporter Inhibitor (SGLT2): dapagliflozin and its effects on the cardiac system

This article thoroughly examines the effectiveness of treatment with dapagliflozin, a sodium-glucose co-transporter inhibitor, in the context of heart failure. The primary focus of this analysis lies in evaluating patients' clinical condition, the diagnostic procedures employed, and the various medications used as part of the treatment regimen. The objective of this investigation is based on a meticulous analysis of relevant scientific articles. Classified as documentary research within the field of Applied Linguistics, this study draws upon research covering classification, pathophysiology, clinical presentation, diagnosis, pharmacological treatment, and the role of SGLT2 inhibitors in heart failure as its primary theoretical framework. The findings indicate dapagliflozin's efficacy in reducing the heart's ejection fraction, regardless of the presence of diabetes. However, it emphasizes the importance of a comprehensive medical assessment before initiating the use of this medication, highlighting the need for caution and appropriate professional supervision.

Linguistic variation in two written academic sub-registers

Abstract The present study aims to compare abstracts written by graduate students and internationally-published authors using Biber’s (1988) Multi-Dimensional (MD) model. To this end, two corpora of abstracts (1800 texts each) from research articles (RA) published in top international Applied Linguistics journals, and theses completed in the same field were compiled. We compared the two corpora with regard to three of Biber’s (1988) dimensions: involved versus informational production; elaborated vs. situation-dependent reference; and abstract vs. non-abstract style. Our results revealed that RA abstracts and thesis abstracts are similar when compared to non-academic registers of English, but different when compared to each other. Relative to thesis abstracts, RA abstracts are more informational but less elaborated and less impersonal. Interestingly, we found that RA/thesis abstracts differ from Biber’s (1988) academic prose register along the three dimensions. Our findings can further our understanding of the differences between RA and thesis abstracts, thus contributing to the instruction of academic writing at the graduate level.

Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective

This study aimed to conduct a critical-reflexive analysis of discourse within English Language Teaching through the lens of Emotion-based Assessment Processes, focusing on an English teacher’s understanding of the terms innovation, renewal, and transformation inherent in the teaching and learning process, during the pandemic context of COVID-19 in Brazil. The research instruments used consisted of two online questionnaires with open-ended questions. This study was conducted from a sociocultural perspective, exploring the interactions between emotions and cognition, as described by Vygotsky (2001, 2010), Damásio (2004), Scherer (2005), Johnson (2009), and Pavlenko (2013). We adopted a qualitative ethnographic methodology within the frameworks of Transdisciplinary and Interdisciplinary Applied Linguistics, wherein we emphasize the construction of knowledge within a decolonial episteme concerning hegemonic power, as well as valuing the voices of the Global South with their cultural, economic, and social diversities. The research unveiled how emotions influence a teacher’s decision-making process. Furthermore, it underscored the importance of teachers incorporating innovation, transformation, and renewal into their teaching practices. This adaptability is crucial for addressing challenges imposed by external factors such as the pandemic or internal factors like resource limitations, enabling teachers to anticipate solutions for future problems.

Application of IoT audio technology based on sensor networks in English speaking teaching system

In the era of information technology, the exponential growth of data volume has compelled users to entrust their data to database service providers for efficient management. While traditional methods such as user authentication, security auditing, and access control have been implemented to safeguard data security across databases, cloud servers may face security challenges due to excessive internal administrator permissions. The audio technology of the Internet of Things (IoT) offers numerous advantages, including high bandwidth, short data transmission time, long transmission distance, and cost-effectiveness. It has found widespread applications in military, technological, industrial, and everyday life settings. With the advancements in modern information technology and the development and enhancement of wireless radio frequency technology in the IoT sector, IoT-based wireless audio interaction systems utilizing Wi-Fi have gradually become integrated into people's lives. These systems have enriched people's daily experiences and are increasingly popular among consumers. This paper, based on the theory of functional applied linguistics, combs the basic theoretical framework and the practical application prospect of functional Applied Linguistics of systemic language, especially emphasizes the important influence and application enlightenment of systemic functional linguistics on language teaching, and combines the "Recent Development Zone" The basic concepts of contemporary language and literature education, such as scaffolding, are summarized and analyzed. The paper establishes a comprehensive theoretical research framework for college spoken English teaching, and through the comprehensive theoretical analysis of communicative teaching methods and practical exploration of some problems that students may appear, it puts forward more effective and targeted specific solutions.

ANALISIS KESALAHAN BERBAHASA PERCAKAPAN GRUP WHATSAPP MAHASISWA KELAS B LINGUISTIK TERAPAN UNJ ANGKATAN 2023

This study aims to analyze language errors that occur in student WhatsApp group conversations in order to improve understanding and use of language more effectively in the academic environment. This study uses descriptive qualitative method and data collection technique, which is sourced from language errors in WhatsApp grub of Applied Linguistics Doctoral Program UNJ Batch 2023 class B students. The results of this study show that there are a number of language errors that appear in the WhatsApp group conversations of Applied Linguistics Doctoral Program UNJ class 2023 students. The errors include aspects of spelling, capitalization, and improper writing. In various contexts and domains, these language errors occur because the Applied Linguistics Doctoral Program students of Batch 2023 class B use informal language when communicating in the WhatsApp group, which is a non-formal situation among their peers. These language errors can be attributed to the relaxed situation in which the doctoral students express their opinions by using more relaxed and informal language in their daily interactions in the group.

Filología alemana en el contexto latinoamericano

The book reviewed in this paper presents an ambitious analysis of the situation of German Language and Literature, Applied Linguistics and the Teaching of German as a Foreign Language in Latin American countries.

Religião e política: embate de sentidos sobre a fé evangélica em posts de pastores no Instagram

ABSTRACT This work aims to reflect on possible meanings for the evangelical faith based on utterances produced by three evangelical ministers in their social networks when they enunciate on themes that are linked, directly or indirectly, to political agendas. Based on the theoretical scope of studies in Applied Linguistics and on Bakhtinian conceptions of language, our analyzes point to three predominant meanings, which mean the evangelical faith as: i) reaffirmation of identity; ii) exercise of otherness and respect to the other; and iii) political practice. Such meanings demonstrate that there are contradictions within the religious discursivity, which allows the beating between hate speeches and respect and empathy ones within the realm of the evangelical faith. Thus, looking for cracks in religious discourse that oppose fundamentalist and authoritarian discourses is an ethical duty of a religious leader who recognizes his social and discursive role as influential in taking positions and, therefore, in the lives of the members of their congregation.