Applied Linguistics Studies Research Articles

Rethinking Digital Literacy Practices and Educational Agendas in Times of Covid-19 Uncertainty

ABSTRACT In this article, we problematize literacy issues in the current context of instability and uncertainties generated by the Covid-19 pandemic, from its social, political and educational impacts. Our discussion will focus on fictional vignettes that we composed based on real stories circulating in the media and social networks, and marked (but not restricted to) by the intense use of digital technologies. Our aim is to formulate questions about the relationship among society, literacy, technology and education, which have been of primary concern to us as teachers and researchers of languages and literacy. We do not intend to offer definitive answers or solutions, but only to suggest research paths for studies in literacy and Applied Linguistics, in light of concepts such as multiplicity, emotions, rhizome and nomadic thought.

Automated annotation of learner English

Abstract This paper explores the use of natural language processing (NLP) tools and their utility for learner language analyses through a comparison of automatic linguistic annotation against a gold standard produced by humans. While there are a number of automated annotation tools for English currently available, little research is available on the accuracy of these tools when annotating learner data. We compare the performance of three linguistic annotation tools (a tagger and two parsers) on academic writing in English produced by learners (both L1 and L2 English speakers). We focus on lexico-grammatical patterns, including both phrasal and clausal features, since these are frequently investigated in applied linguistics studies. Our results report both precision and recall of annotation output for argumentative texts in English across four L1s: Arabic, Chinese, English, and Korean. We close with a discussion of the benefits and drawbacks of using automatic tools to annotate learner language.

Applied Linguistics-Digital Platforms Whatsapp and Telegram Users Behavioral Tendency

The present research study aimed to deliver an overlook based on the behavioral tendency of the users of WhatsApp and Telegram when applying linguistics into communicative messages. Through a particularized literature framework, the research study has displaced some notable influencer tech-application factors and applied linguistics specificness that are currently characterizing WhatsApp and Telegram Interpersonal Communication backgrounds. The research study was conducted by following suitable research protocols. This prospect involved the revision of specialized materials such as publications and webpages focused on the subject presented. Database from a survey piloted among university students formed part of this research criterium. The survey served to measure public’ level of favoritisms applied linguistics text, voice, and picture WhatsApp and Telegram messages. This study is very useful for scholars interested in Linguistics and Applied Linguistics Studies .

Mind Your Language Series from the Standpoints of Applied Linguistics and Humour Studies

Mind Your Language Series from the Standpoints of Applied Linguistics and Humour Studies

A ALTERIDADE DO SUJEITO NA PESQUISA EM LINGUÍSTICA APLICADA

Among the debates surrounding the area of Applied Linguistics studies, I am interested in this work, those that focus on the reflective and alterative character in qualitative research. I seek to discuss the subject's otherness movements in research actions in Applied Linguistics. From a theoretical-practical perspective, I present the alterity movements that surrounded a research based on the initial research project and the master's dissertation in its final version. The study showed that the linguist's autonomy applied in his practices reveals some movements of otherness, such as: the subject's otherness with the social situation, the subject's otherness with the context and the subject's otherness with the data.

Communication Setting of Linguistic Functions Through Tech Apps Applications

The present research article emphasizes on the application settings of linguistic functions in communication through smartphone Mobil Communication. The study looks at the tech-apps WhatsApp and Telegram as networks to deliver written and spoken and icon language interchanges among the users. The study was conducted by following suitable research protocols. This prospect involved the revision of specialized materials such as publications and webpages focused on the subject being investigated. Database from a survey given to 100 students is also shown as part of this research criterium. The outcome of this study has drawn the attention of being academically aware about the Tech-Linguistics-System created by Tech-Apps-Users when conducting communication settings that involve lexicon and syntax stereotype linguistic messages. This study is very useful for scholars interested in Linguistics and Applied Linguistics Studies.

Move Structures and Cognitive Genres in the Methods Sections of Experimental Research Articles and Corpus-Based Studies in Applied Linguistics

This paper reports an investigation of the variation in the move structures and cognitive genres found in the methods sections of research articles (RAs) in a discipline with diversified research methods. Sixty-five RAs involving two research methods in applied linguistics, namely corpus-based studies and experimental research, were analyzed. The results showed that the methods sections of these RAs contained distinct move structures. These distinct move structures, along with the findings of previous studies on the move structures of various disciplines, suggested that the research method adopted in a study is a stronger factor than discipline is in determining the move structure of the methods section. The analysis of the cognitive genres used in the methods sections showed that authors typically require more than one cognitive genre to realize the major moves of the methods sections. However, this variation in the cognitive genres is low between the two patterns of study. These findings suggested that different research methods yield variations in the move structures of the methods sections. However, the cognitive genres that authors require to realize the move structures tend to be common.

DUOETHNOGRAPHY IN APPLIED LINGUISTICS QUALITATIVE RESEARCH

The significance of duoethnography as an alternative qualitative method for investigating research in the humanities and social sciences has considerably increased in the last decade or so. Yet, despite its increasing popularity and the growth of duoethnographic studies in second and foreign language learning and teaching, duoethnography is still unknown to many applied linguists. In order to partially redress this gap, the aim of this article is to present duoethnography as a promising qualitative method for applied linguistics studies. The text outlines the basic tenets of duoethnography, discusses the scope of its research on language learning and teaching at the present time and describes innovations that duoethnography introduces to data collection, writing, presenting and interpreting research. The article concludes with a call for more duoethnographic studies in applied linguistics as they provide a welcome move towards greater methodological diversity. This, in turn, may contribute to our better understanding of the experience of language learning and teaching, and the identity of language learners and teachers, as well as generate new themes for research.

The processes of learning and doing writing in macrosocial spaces: understanding how international STEM graduate students deploy spatial repertoires

ABSTRACT Analyzing a segment of data from a larger study, this article discusses how international graduate students in the STEM fields deploy macrosocial spatial repertoires as they go about learning and doing graduate-level writing. Using a Constructivist Grounded Theory approach to theme-building analysis of interviews and drawing on relevant scholarship from Applied Linguistics and Writing Studies, it illustrates how the process of learning and doing graduate-level writing required these multilingual students an increasing ability to traverse and engage myriad physical, disciplinary/intellectual, and social and cultural spaces. It concludes by highlighting the benefits of understanding how these students utilize many and expansive spatial repertoires for enhancing writing and communication support for the students.

The linguistic lacunicon: cognitive mapping in schemes and terms

The new linguistic science lacunology has come into prominence recently. The lacunae studies embrace sociolinguistics, nonverbal semiotics and applied linguistics studies. The re-search of terms of lacunology (lacunicon) is devoted to empty places in the structure of the contrasting languages and the ways of zero verbalization in the written and oral discourse. The empty category of the category “lacunarity” has been studied by the Canadian transla-tors Jean Paul Vinay (1910-1999) and Jean Darbelnet (1904-1990), the Russian pioneers of lacu-nology Yuriy Sorokin (1936-2009) and Gulchera Bikova and their followers. The research has resulted in the cognitive mind mapping. It turned out that lacunarity has several vectors, e.g. lacunae of language (i), lacunae of speech (ii), lacunae of cognition (iii) to be further discussed in the article. The basic terms of lacunicon are described. These are a pause in syntagmatics, a linguistic gap in paradigmatics, a lacuna in both diachronic and synchronic regimes.

Séverine Wozniak, Approche ethnographique des langues spécialisées professionnelles

This book addresses the issues involved in implementing ethnographic methods to study specialized professional discourse, and is specifically oriented to reflect the concerns of the French ESP community, anglais de specialite (ASP). In addition to being thorough and engaging, it is a timely response to disciplinary developments. Overall, the use of ethnographic perspectives in applied linguistics studies to describe situated discourse is on the rise (Swales 1998; Lillis & Curry 2010; Starfiel...

ORDENAÇÃO E SEQUENCIAÇÃO DE PERGUNTAS DE LEITURA: PROPOSTA DE TRABALHO PARA CRÔNICA E PINTURA NO LIVRO DIDÁTICO

RESUMO Analisam-se os tipos de perguntas e sua sequenciação, em uma coleção de livros didáticos do 6.º ao 9.º ano, na seção “Cruzando Linguagens”, que apresenta perguntas de leitura para gêneros diferentes, mas com temáticas próximas. A partir disso, propõe-se nova sequenciação de perguntas para uma das atividades do livro do 6º ano, destinada aos gêneros crônica e pintura. O trabalho centraliza-se na perspectiva sobre leitura interacionista, nos estudos da Linguística Aplicada e da prática de ordenação e de sequenciação de leitura, discutida por Solé (1998) e ampliada por Menegassi (2008, 2010a, 2010b, 2010c, 2010d, 2016), Fuza e Menegassi (2018, 2017) e Fuza (2017). Dentre as questões da seção, geralmente, apenas uma delas possibilita o diálogo temático entre textos, sendo assim, sugeriu-se: análise das perguntas do livro, voltadas à crônica e pintura; nova sequenciação das perguntas; verificação das lacunas temáticas. Na sequência, desenvolveu-se a proposta teórico-metodológica de ordenação e sequenciação de perguntas, com foco no diálogo entre os textos, que possibilita ao leitor: estabelecer o diálogo entre textos com aproximação temática; elaborar respostas textuais, inferenciais e interpretativas, envolvendo as ideias principais dos textos; produzir sentidos quanto às temáticas apresentadas, alcançando as compreensões textuais e inferenciais e a interpretação, possibilitando tratar da exauribilidade temática relativa.

As relações entre o enunciado, a produção e a correção de textos

Em um processo de ensino-aprendizagem durante estágio supervisionado de Língua Portuguesa nos anos finais do Ensino Fundamental, após observar resultados de uma atividade escrita, deparamo-nos com o seguinte questionamento: a formulação da proposta de produção do texto interfere na escrita da primeira versão dos textos produzidos pelos alunos? A fim de chegar a possíveis respostas para essa indagação, traçamos como objetivos: 1) analisar a proposta de produção, observando se e como ela poderia interferir na escrita dos alunos e 2) refletir, se comprovada a interferência, sobre qual metodologia de correção seria mais viável a fim de propor uma reescrita eficaz para sanar as inadequações. Em relação à metodologia, este trabalho configura-se como um estudo de caso filiado ao campo de estudos da Linguística Aplicada. Além da proposta de produção de texto, foram analisados 23 textos produzidos pelos alunos do 9º ano de uma Escola Cidadã Integral de Campina Grande-PB. A análise, que segue a perspectiva indutiva, foi feita à luz de contribuições, principalmente, de Bakhtin (2000 [1992]), Oliveira (2004), Possenti (1986) e Ruiz (2010). Os resultados apontaram que a forma como a solicitação de produção de textos é redigida pode permitir interpretações diversas, algumas delas divergentes. No entanto, os textos dos alunos oriundos de uma interpretação da solicitação fora do padrão de expectativa do professor não precisam ser descartados, pois, através da correção textual-interativa, é possível dialogar com esses alunos e sugerir as adequações.

Disciplinary Differences of Topical Progression in Discourse: The Case of Abstracts in Applied Linguistics and Literary Studies

Conducting research and successfully communicating research findings play an important part in the life of academic researchers and university students. Writing a publishable quality article can be exceptionally challenging for novice researchers and university students alike. However, if scholars want to become part of the discourse community in their research field, they should become familiar with the genre requirements of their discipline. It is especially important for them to be able to write an appropriate abstract because it can promote the research article. To help the novice researchers of English Literature and English Applied Linguistics gain an insight into the main features of a successful research article abstract, the present study analysed the topical structures of 10 Applied Linguistics and 10 Literary Studies abstracts, which were published in two prestigious journals of their respective fields. The outcomes of the study attempt to provide guidelines for both university students and novice researchers who would like to publish their works in English language academic journals.

Studying the language of Dutch audio description

Abstract The present paper aims to combine insights from Applied Linguistics, Corpus Linguistics, Multimodality Research and Audiovisual Translation Studies in order to explore language use in a specific form of audiovisual translation, namely Audio Description (AD) for the blind and visually impaired. It is said that the communicative function of ADs and their multimodal context have a significant influence on the lexical, grammatical and syntactical choices describers make. This article aims to uncover these idiosyncratic linguistic patterns by conducting a quantitative and qualitative analysis of an annotated, audiovisual corpus of 39 Dutch films and series that have been released with AD in Flanders and the Netherlands. The paper analyses frequency lists, keywords, part-of-speech distributions and type-token ratios statistically and subsequently conducts a qualitative analysis taking systemic functional linguistics as a theoretical framework. The results confirm the hypothesis that the language of AD is idiosyncratic and highlight the most salient lexico-grammatical features characterising the language of Dutch AD.

Focus on form and corrective feedback research at the University of Victoria, Canada

The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.

Language, exclusion and violent jihad: are they related?

ABSTRACTThis paper advances the hypothesis that an inability to fully participate in an immigrant parent’s first language as a minority community language, and associated pressures this can put on the individual’s sense of personal identity and self-esteem, can be a contributing factor to the profound alienation that has been implicated in the rise of Islamic extremist violence. Studies of Islamic extremism have sought to identify common factors in the backgrounds of self-styled jihadists; however, they have proved to be a fairly heterogeneous group. One factor that stands out is that, in Europe and North America, the so-called home-grown terrorist is frequently a second- or third-generation immigrant. Education in the majority community language and a desire to assimilate not infrequently lead to an incomplete acquisition, and subsequent attrition of a ‘home’ language. This can separate the second/third-generation immigrant from the minority community, while discrimination forms a barrier to acceptance by the majority community. This paper briefly examines some of the background literature in Applied Linguistics and Counter Terrorism Studies, before turning to sources that tend to support the hypothesis. Finally, a case is made for further study and some possible approaches suggested.

Reflexões sobre Políticas de Educação Linguística em Contexto Plurilíngue

Resumo: Pretende-se neste artigo discutir dados parciais de uma pesquisa de viés qualitativo-interpretativista a fim de abordar os conflitos linguísticos e identitários gerados por políticas de educação linguística adotadas durante a segunda campanha de nacionalização do ensino no Médio Vale do Itajaí, SC. Como instrumento de investigação, utilizou-se a entrevista narrativa com indivíduos teuto-brasileiros acima de 78 anos. As análises, apoiadas na Educação e na Linguística Aplicada, em diálogo com os Estudos Culturais, apontam para os movimentos de resistência do grupo teuto-brasileiro quanto à imposição de uma única língua e uma única cultura.

O galego como lingua de contacto co castelán riopratense: unha relación esquecida

O contacto entre o galego e o español, dúas linguas iberorrománicas estreitamente emparentadas, ao contrario do que ocorre no caso do contacto do español con outras linguas, como o catalán, analizouse moi pouco. É aínda máis escaso o que se sabe sobre o contacto da lingua galega co español en América. A diferenza do que pode constatarse no caso do contacto con linguas inmigrantes como o italiano, o inglés, o francés, o alemán, ou ata o danés, en Arxentina, case non se considera o contacto entre estas linguas iberorrománicas. A contribución indaga, principalmente, no feito curioso de que o galego non atraeu nunca o interese dos estudosos arxentinos da lingüística ou da lingüística hispánica en xeral, nin da lingüística hispánica dedicada ao estudo da lingua nacional arxentina, o que se relacionará cos prexuízos culturais existentes no país riopratense para cos galegos. Despois, presentaranse uns casos de influxo lingüístico da lingua galega sobre o castelán de Arxentina. Como base da presentación serviron o baleirado da literatura lingüística existente e diferentes estudos empíricos realizados durante os últimos anos no seo do Grupo de Investigación de Contactos Lingüísticos entre Linguas Iberorrománicas, radicado no Departamento de Lingüística Aplicada e Translatoloxía da Universidade de Leipzig.

On displacement and engagement

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