Distinct Languages Research Articles

Language ideologies and proximity: The position of German in Dutch secondary schools

Abstract This paper presents ongoing research on German as a foreign language in secondary education in the Netherlands. Specifically, it discusses the question what the language-ideological construct of proximity can tell us about people’s willingness to invest in German language education in this country. The paper is based on quantitative data about the number of German language learners in Dutch secondary education, as well as on qualitative data about the discourse surrounding German as a subject in Dutch secondary education. Through the perspective of proximity, the paper highlights three aspects of these data. First, it highlights the language-ideological nature of the historical separation of Dutch and German as two distinct language varieties. Second, it underlines the apparent foreignness of German language-culture as an explanation for the decline in the number of German language learners in the Netherlands. Third, it highlights the uneven distribution of the proportion of German language learners in the Netherlands, which may be explained by differences in the perceived proximity of Germanness in different parts of the country. Ultimately, the paper invites other researchers to consider the value of the notion of proximity for applied linguistics.

Effect of blended teaching on college students' EFL acquisition

The research into the efficacy of blended EFL (English as a Foreign Language) teaching at the collegiate level holds significant importance for comprehending and implementing this novel pedagogical approach on a larger scale within universities. Within this domain, scholars have primarily concentrated on feedback mechanisms and quality assurance, while comparatively neglecting the advancement of college students' foreign language proficiency and the individual variances in the acceptance and rewards of blended teaching across distinct language proficiency groups. In light of this, leveraging micro-data from a provincial normal university's blended college English teaching, this study employs R 3.6.1 and R Studio to implement multiple linear regression and conditional quantile models so as to assess the impact of blended teaching on different language proficiency groups across four dimensions: listening, reading, writing, and overall language proficiency. To mitigate endogenous system risk, students admitted to the same major are selected as samples and their data undergoes additional screening, excluding learners who failed the CET4 exam or did not participate in the CET6 exam. After employing purposive sampling techniques, a valid sample of 676 learners is established, comprising 363 learners in the experimental group for blended teaching intervention and 313 learners in the control group receiving traditional teaching. The study results indicates that the samples had random characteristics. The study findings suggest the following: (1) Blended teaching has a significant positive impact on enhancing the efficiency of English acquisition. (2) The effectiveness of blended teaching in improving learners' reading, listening, and writing skills follows a sequential decrease, exhibiting a downward trend as students' language ability increases. This indicates that blended teaching facilitates the acquisition of foundational language knowledge, however, its impact on more advanced language processing abilities is limited. (3) Blended teaching demonstrates a range effect, primarily benefiting learners at the intermediate level and below in terms of enhancing their language proficiency. Conversely, learners at the medium-high and high proficiency levels derive comparatively lesser benefits from this approach. This study introduces a new methodology by employing multiple linear regression and conditional quantile models to assess the impact of blended teaching. This methodology not only enables us to examine the overall impact of blended teaching, but also allows assessment of its effect on different proficiency groups, helping to identify its effectiveness on individual learners across four dimensions.

Are there distinct levels of language comprehension in autistic individuals – cluster analysis

AbstractAutism is a neurodevelopmental condition characterized by deficits in social communication. We assessed 14-language comprehension abilities in 31,845 autistic individuals 4 to 21 years of age using parent-generated reports. Data-driven cluster analysis identified three distinct levels of language comprehension: (1) individuals in the command-language-phenotype were limited to comprehension of simple commands; (2) individuals in the modifier-language-phenotype showed additional comprehension of color, size, and number modifiers; 3) individuals in the most-advanced syntactic-language-phenotype added comprehension of spatial prepositions, verb tenses, flexible syntax, possessive pronouns, and complex narratives. The observation of three distinct language levels was consistent across different age groups. Autistic individuals’ communication level is currently commonly characterized as nonverbal, minimally-verbal, or verbal. This one-dimensional description is not ideal for characterizing an individual’s communication ability. In fact, a nonverbal individual with syntactic-language-phenotype may have normal ability to communicate albeit nonverbally, while a verbal person with command-language-phenotype does not have a normal ability to communicate by any means. Identification of the three distinct language-comprehension-phenotypes provides an opportunity to enhance characterization of individuals’ communication level. A composite description in terms of both, verbal abilities and a language-comprehension-level, will not only be more precise, but can improve language therapy by focusing it on both aspects of language development.

Health and lifestyle advisors in support of primary care: An evaluation of an innovative pilot service in a region of high health inequality.

A health and lifestyle advisor service embedded within primary care was piloted in Kingston-upon-Hull from January 2021. We aimed to evaluate the first two years of service delivery by identifying patient demographics referred to the service, reason for referral, determine uptake and retention rates, and monitor individual lifestyle-related risk factor changes following discharge. Anonymised data were extracted from the SystmOne database for all patients referred to the service between January 2021 and January 2023. In the initial two years of the service, 705 unique patients were referred at a mean rate of ∼29 per month. Each unique patient received a median (robust median absolute deviation; [MAD]) of 3 (Steel N, et al 2018) planned consultations prior to discharge over this period. The majority of referrals were for symptom management and health promotion purposes (95%). Of those referred, 69% attended their appointments, and 14% did not attend. The majority of referrals were white British (55%), however, the service did receive a substantial number of referrals from minority ethnic groups, with only 67% of referrals speaking English as their main language. Eighteen distinct languages were spoken. Most referrals were classified as class I obese (59.4%). Across initial and final appointments, median (robust MAD) systolic blood pressure was 130 (15) mmHg and 130 (15) mmHg, and median (robust MAD) waist circumference was 103.0 (13.3) cm and 101.0 (13.3) cm. The evaluation highlighted the demand for this service embedded within primary care settings in Kingston-upon-Hull. Service engagement was evident, and a large proportion of those who engaged were from minority ethnic groups. A high proportion of referrals presented with obesity and/or hypertension which requires further investigation.

Unearthing Subtle Cognitive Variations: A Digital Screening Tool for Detecting and Monitoring Mild Cognitive Impairment

Early diagnosis of mild cognitive impairment (MCI) is pivotal in mitigating the risk of cognitive impairment and the onset of dementia. However, prevailing clinical cognitive screening tests and biomarker assessment approaches often suffer from drawbacks such as high cost, invasiveness, time consumption, or subjectivity. In China, existing digital cognitive assessment tools face multiple challenges due to their distinctive cultural, language, and healthcare landscape. Therefore, we embarked on a study to develop a digital cognitive assessment tool, evaluate its efficacy in distinguishing between healthy individuals and MCI patients, and examine its acceptability among Chinese older adults. Through a series of symposiums, programming, and interviews with stakeholders, we iteratively designed the "BrainNursing" mobile application. The system consists of eleven single tasks and three dual tasks, each taking only 1–3 minutes. Subsequently, we conducted statistical comparisons of movement kinetics and physiological signals recorded during cognitive testing in 181 older adults to investigate which parameters could serve as effective digital biomarkers for MCI screening. Leveraging machine learning classifiers and a majority voting principle, we evaluated the classification performance of the BrainNursing system in detecting MCI, yielding an accuracy rate of 90.3%. Furthermore, our analysis of movement kinetics revealed that time, score, and sequence features are crucial in cognitive assessment. Contrasting with their healthy counterparts, MCI patients exhibited decreased heart rate variability, increased sympathetic nervous system activity, and weakened autonomic nervous system regulation in response to stimuli during cognitive testing. Finally, user experience feedback indicated that participants universally perceived BrainNursing as a convenient and user-friendly cognitive screening tool and provided valuable insights for further improvement.

Universal and Language-Specific Connected Speech Characteristics of Bilingual Speakers With Alzheimer's Disease: Insights From Case Studies of Structurally Distinct Languages.

Connected speech analysis has been effectively utilized for the diagnosis and disease monitoring of individuals with Alzheimer's disease (AD). Existing research has been conducted mostly in monolingual English speakers with a noticeable lack of evidence from bilinguals and non-English speakers, particularly in non-European languages. Using a case study approach, we characterized connected speech profiles of two Bengali-English bilingual speakers with AD to determine the universal features of language impairments in both languages, identify language-specific differences between the languages, and explore language impairment characteristics of the participants with AD in relation to their bilingual language experience. Participants included two Bengali-English bilingual speakers with AD and a group of age-, gender-, education-, and language-matched neurologically healthy controls. Connected speech samples were collected in first language (L1; Bengali) and second language (L2; English) using a novel storytelling task (i.e., Frog, Where Are You?). These samples were analyzed using an augmented quantitative production analysis and correct information unit analyses for productivity, fluency, syntactic and morphosyntactic features, and lexical and semantic characteristics. Irrespective of the language, AD impacted speech productivity (speech rate and fluency) and semantic characteristics in both languages. Unique language-specific differences were noted on syntactic measures (reduced sentence length in Bengali), lexical distribution (fewer pronouns and absence of reduplication in Bengali), and inflectional properties (no difficulties with noun or verb inflections in Bengali). Among the two participants with AD, the individual who showed lower proficiency and usage in L2 (English) demonstrated reduced syntactic complexity and morphosyntactic richness in English. Evidence from these case studies suggests that language impairment features in AD are not universal across languages, particularly in comparison to impairments typically associated with language breakdowns in English. This study underscores the importance of establishing connected speech profiles in AD for non-English-speaking populations, especially for structurally different languages. This would in turn lead to the development of language-specific markers that can facilitate early detection of language deterioration and aid in improving diagnosis of AD in individuals belonging to underserved linguistically diverse populations. https://doi.org/10.23641/asha.25412458.

Language Style Found in Guillermo del Toro's Pinocchio Movie (2022)

This research, entitled " Language Style Found in Guillermo del Toro's Pinocchio Movie", aims to analyze the language styles and the factors contributing to the variance in the characters' speech styles within the film. The research employs a qualitative descriptive method, where data was collected through a thorough analysis of the movie, a meticulous examination of the movie script, and the subsequent identification of language styles and factors based on the characters' dialogues. The analysis is framed within Joos's (1967) theory of language styles and Holmes's (2013) theory of language factors. These styles are noticeable based on speaker context, formality, audience, and conversation setting. The research findings highlight the use of five distinct language styles - frozen, formal, consultative, casual, and intimate - in the characters' dialogues. A variety of factors, such as the participants in the conversation, the setting, the subject matter, and the function of the dialogue, influenced these styles. Furthermore, the predominant language style in the movie is casual, comprising fifteen instances, while the frozen style is represented by only one occurrence. This research thus offers valuable insights into the complex interplay between language style and its influencing factors within the realm of film dialogue.

A Syntactic Analysis of Headlines in English Advertisements

Advertisements are a significant form of media text in human existence since they provide a variety of local, national, and worldwide news and events. Journalists intentionally use as much ambiguity and confusion in their headlines as possible to draw readers in and pique their Curiosity about the story's overall meaning. Furthermore, different reporters will use different language.choices—words, expressions, and linguistic structures—when reporting the facts or events. In order to create distinct language representations of global events, this research examines the many linguistic decisions and structures used in the headlines of the advertisements in English language.

THE IMPACT OF EMOTIONAL INTELLIGENCE ON LANGUAGE LEARNING ACHIEVEMENTS IN UNIVERSITY EFL STUDENTS

Language learning is not merely a cognitive endeavour but a complex interplay of emotions, perceptions, and social dynamics. This article explores the relationship between emotional intelligence (EI) and language learning outcomes in university English as a Foreign Language (EFL) students. The study investigates the potential moderating influences of gender, field of study, and language background on this relationship. The research uses the Emotional Quotient Inventory (EQ-I) to assess emotional intelligence levels and correlates them with English language learning achievements. The study finds that, on a broad scale, emotional intelligence does not have a statistically significant impact on language learning achievements, suggesting that language proficiency is influenced by various cognitive and non-cognitive factors. However, the results suggest that the influence of emotional intelligence on language learning may be subtler and context-dependent. Specific components of EI, such as intrapersonal and interpersonal skills, may have nuanced effects on distinct language skills. This study enhances our understanding of the complex interplay between emotional intelligence and language learning outcomes among university EFL students, debunking simplistic assumptions about the direct impact of EI on language proficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0708/a.php" alt="Hit counter" /></p>

Assessing Structural Racism Measures on Health Outcomes of Asian Americans, Native Hawaiians, and Pacific Islanders: A Scoping Review.

Limited literature exists on structural racism measures on health outcomes for Asian Americans, Native Hawaiians, and Pacific Islanders (AAs and NH/PIs). AAs and NH/PIs make up approximately 6.2% of the U.S. population and consist of diverse ethnic subgroups with distinct languages, cultures, religions, socioeconomic statuses, and historical backgrounds. The lack of disaggregated data collection and contextualized measures hinders our understanding of how structural racism affects health outcomes in these populations. We conducted a scoping review to assess the extent to which measures of structural racism are used in research with AAs and NH/PIs. Databases, including CINAHL, EBSCO, PsychINFO, PubMed, Scopus, and Social Science Citation Index, were searched for peer-reviewed articles on the measures of and empirical impacts of structural racism on AA and NH/PI health. We identified 23 full-text articles from a pool of 11,660 screened articles. Four articles were included in the final analysis. Among the selected studies, two studies identified an association between racial segregation and mental and behavioral health outcomes within AAs and NH/PIs. The other two studies found redlining on chronic health outcomes in these communities. These studies uncovered associations between government systems and policies and AA and NH/PI health outcomes. Existing measures may not adequately capture the complex relationships between structural racism and health outcomes in AAs and NH/PIs. Future research should contextualize and operationalize the multifaceted manifestations of structural racism unique to AAs and NH/PIs to achieve health equity.

The status of Jejueo: endangered language or disappearing dialect?

ABSTRACT We examine a controversy involving the politics of bilingualism as it pertains to Jejueo (ISO 639–3 jje), the critically endangered variety of speech indigenous to Jeju, Korea’s island province. Although Jejueo is officially classified as a non-standard dialect of Korean, members of the community are now calling for its recognition as a distinct language and for a corresponding change in the country’s language policy. In order to shed new light on this controversy, we adopt an experimental methodology that was initially developed for measuring cross-linguistic intelligibility in three European language families. The results of two experiments establish that the intelligibility of Jejueo to speakers of Korean is remarkably low – roughly at the same level as the intelligibility of Italian to speakers of French. We conclude that Jejueo deserves to be recognised as a distinct language.

Exploring the interplay of semantic knowledge in bilingual children: heritage language and second language

This study investigates the semantic development of heritage bilingual preschool children aged 3 to 5 who acquire Cantonese as their heritage language (HL) at home and English as their community language (L2) in school settings. The research examines how bilingual children organize and access their vocabulary in two distinct languages and how their heritage language influences semantic development in L2. We examined their performance in Word Association Identification Task (WAID) and Word Association Task (WAT) in both languages. Results showed that they perform similarly in WAID in both languages, with higher accuracy in semantically unrelated conditions. The WAT results showed that children had more syntagmatic responses in Cantonese than in English, but had similar paradigmatic responses in both languages. Regression analysis revealed that paradigmatic responses in Cantonese predicted children's English paradigmatic responses. Their English paradigmatic responses were also associated with WAID performance in English. This study contributes to understanding heritage bilingual children's semantic development, with implications for education and language support.

Обвинение как стратегия дискредитации администрации Дж. Байдена в американcкой медиакоммуникации

The phenomenon of verbal aggression in political media journalism attracts the attention of researchers studying various confrontational speech strategies and tactics, including the strategy of discrediting, implemented primarily by the tactics of accusation. The article presents the results of a comprehensive analysis of accusation tactics implementing the speech and behavioral strategy of discrediting the Biden administration on the Tucker Carlson Tonight talk show. Speech strategies, techniques and linguistic means of implementing accusation tactics are revealed. The purpose of the article is to analyze the tactics of accusation that implement the speech and behavioral strategy of discrediting the Biden administration in the Tucker Carlson Tonight show. The source of the research material was the scripts of 31 Tucker Carlson Tonight shows. The empirical basis of the study was 205 contexts discrediting the Biden administration through accusation tactics. The methods of logic and statistics, the system and functional method, description and interpretation were used to analyze the material. The tactics of accusation are more often implemented through a group of explicit speech acts than implicit ones, while each group includes reasoned and undocumented accusations. Common and distinctive speech techniques, morphological, syntactic, lexical and expressive language tools were identified for these groups of speech acts. Statistical data on the analysis of accusation tactics implemented by groups of implicit and explicit speech acts can be presented in the form of a ratio of 1:1.5. Typical means of expression for explicit speech acts are phraseological units and slogans (reasoned and undocumented accusation), for implicit speech acts: hyperbole (reasoned accusation) and the technique of “inappropriate direct speech” (undocumented accusation). The means of expressive syntax are a distinctive feature of implicit and explicit undocumented accusation.

Improve speaking skills with Duolingo’s mobile game-based language learning

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

The Diglossic-Bilingual of English-Arabic Second-Language Eventualities in Madurese-Scholar's Society

This extensive new-study scrutinized English-Arabic diglossic-bilingual of Second Language (L2) eventualities in which Madurese-scholars society was administered in the L2 edification process. Diglossic-bilingual is the utilization of two accents of two distinctive languages by the same culture for distinct purposes. The study administered a quantitative-qualitative mixed approach that interleaved systematic conceptions of recorded methodologies and substantive explication of the accurately transcribed dossier to effectuate this requirement. The probed dossier exhibited that diglossic-bilingual was identified in the Madurese-Scholar’s L2 in several varieties; English-L2 with Arabic-accented, Arabic-L2 with English-accented, and English- Arabic-L2 with Madurese-accented. Nevertheless, three novelty variations were ascertained comprehensively in the Madurese-scholar’s L2, their L2-utilization deviated based on the Madurese-Scholar’s L2 dexterity. The study imparts guidelines for forthcoming researchers in remembrance of English-Arabic-L2 bilingual educators future ethnographic research.
 Keywords: native-language (NL), second language (L2), English-accented, Arabicaccented, Madurese-accented

Cybersecurity Literacy Among Mass Media Journalists In Central Java

Notes of the Alliance of Independent Journalists (AJI Indonesia) at the end of 2022, the number of digital attacks on journalists increased compared to 2021. There were 15 digital attacks in 2022, while in 2021, there were only 5 cases recorded. Attacks, or what is commonly referred to as digital violence, refer to the notion of violence in which the perpetrator attacks network infrastructure or uses digital technology. Meanwhile, digital attacks becoming a trend during 2022 are hacking experienced by journalists and DDoS targeted at media organization sites. However, not all mass media have prepared anticipation for the potential for digital violence, including not all journalists who understand cybersecurity's importance in carrying out their duties. This research seeks to explore the meaning of journalists related to cyber security in their journalistic work and to record real experiences of how anticipation and strategies are carried out so that they do not just become victims of cyber-attacks. The method used is qualitative with an interpretive phenomenological analysis (IPA) approach. An approach where data is obtained and studied in an in-depth way, and sees each case is something that has its characteristics. The key word of this research lies in the technique of analysis and interpretation of data that is descriptive, which is presented using a distinctive language and does not aim to generalize the results. The research location is in the city of Semarang, with data collection techniques through in-depth interviews, surveys, observations, and documentation of the research subjects, in this case, journalists from various mass media in Central Java.

Are Luke’s Community Summaries in Acts 2 and 4 a Cultural Appeal?

Scholars have long suggested that Luke employs idealized, philosophical language to describe the life of the Christ-believing community in Acts 2.44–47 and 4.32–35 for the purpose of garnering social capital for the movement. In defense of this case, many scholars point to the similar cultural appeal evident in descriptions of the communal life of the Essenes in the works of Josephus and Philo. Against this consensus, I argue that the communal summaries of Acts 2 and 4, unlike the comparable accounts in Josephus and Philo, do not share enough distinctive language or themes with any of the various philosophical traditions to merit the claim that Luke alludes to them. Undue attention to these unlikely parallels distracts from the way Luke’s allusion to LXX Deuteronomy, which stands on firmer ground, rhetorically portrays the early Christian community as fulfilling the ideals set down in the Law of Moses—a credible legitimizing technique within an intra-Jewish apologetic context.

Art, Intuition, and Identity in Ramón y Cajal.

In the history of neuroscience, Cajal stands tall. Many figures in the late 19th and early 20th centuries made major contributions to neuroscience-Sherrington, Ferrier, Jackson, Holmes, Adrian, and Békésy, to name a few. But in the public mind, Cajal is unique. His application of the Golgi method, with an array of histologic stains, unlocked a wealth of new knowledge on the structure and function of the brain. Here we argue that Cajal's success should not only be attributed to the importance of his scientific contributions but also to the artistic visual language that he created and to his pioneering self-branding, which exploited methods of the artist, including classical drawing and the new invention of photography. We argue that Cajal created his distinctive visual language and self-branding strategy by interweaving an ostensibly objective research product with an intimately subjective narrative about the brain and himself. His approach is evident in the use of photography, notably self-portraits, which furthered broad engagement initially inspired by his scientific drawings. Through his visual language, Cajal made an impact in art and culture far beyond the bounds of science, which has sustained his scientific legacy.

Hepatitis C (HCV) prevalence in citizens of the Métis Nation of Ontario

BackgroundHepatitis C virus (HCV) infection is a major global concern, with Indigenous Peoples bearing the highest burden. Previous studies exploring HCV prevalence within Indigenous populations have predominantly used a pan-Indigenous approach, consequently resulting in limited availability of Métis-specific HCV data. The Métis are one of the three recognized groups of Indigenous Peoples in Canada with a distinct history and language. The Métis Nation of Ontario (MNO) is the only recognized Métis government in Ontario. This study aims to examine the prevalence of self-reported HCV testing and positive results among citizens of the MNO, as well as to explore the association between sociodemographic variables and HCV testing and positive results.MethodsA population-based online survey was implemented by the MNO using their citizenship registry between May 6 and June 13, 2022. The survey included questions about hepatitis C testing and results, socio-demographics, and other health related outcomes. Census sampling was used, and 3,206 MNO citizens responded to the hepatitis C-related questions. Descriptive statistics and bivariate analysis were used to analyze the survey data.ResultsAmong the respondents, 827 (25.8%, CI: 24.3–27.3) reported having undergone HCV testing and 58 indicated testing positive, resulting in a prevalence of 1.8% (CI: 1.3–2.3). Respondents with a strong sense of community belonging, higher education levels, and lower household income were more likely to report having undergone HCV testing. Among those who had undergone testing, older age groups, individuals with lower education levels, and retired individuals were more likely to test positive for HCV.ConclusionThis study is the first Métis-led and Métis-specific study to report on HCV prevalence among Métis citizens. This research contributes to the knowledge base for Métis health and will support the MNO’s health promotion program and resources for HCV. Future research will examine the actual HCV incidence and prevalence among MNO citizens.

A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners

Abstract Among a growing body of mobile-assisted-language-learning (MALL) studies, vocabulary application (app) studies have comprised an unprecedented proportion. However, there has been insufficient discussion about the fundamental language learning theories and pedagogies underlying app design. This study aims to fill this gap by conceptualising and theorising the design of English vocabulary learning apps with a focused analysis of their task features with relation to vocabulary learning strategies (VLS), language learning theories and pedagogies. Four Chinese–English vocabulary learning apps were purposively sampled. The results show that the design of the four evaluated apps incorporates principles from four distinct language learning theories: behaviourism, input-based emergentism, sociocultural theory and information and cognitive processing theories. The four apps’ tasks and user interfaces were analysed to generate codes for task classification. These task-related codes were further classified under the categories of Schmitt’s VLS taxonomy and under pedagogical categories based on the definitions of pedagogies and VLS codes and the intended classroom practice. Vocabulary pedagogies were further linked with theories to shed light on the theoretical foundations for the apps’ use of learning tasks and VLS as well as on the pedagogical prospects of vocabulary learning apps.