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有时我喜欢安静,有时我喜欢热闹。 有时我喜欢加入人群,有时我喜欢远离他们,独自呆着。 冬天我渴望阳光,夏天我盼望下雪。 春去秋来,不变的是我的学术信仰、志向和兴趣。一直思考着:什么是语用?为什么要研究语用?怎样研究语用?研究语用需要具备哪些素质?谁在研究语用?语用研究的走势如何?存在哪些问题?等等。 我深信“宁静”方可“致远”的道理,努力走向这种境界。 求学、求真的路上,深深领悟到过程决定结果,过程大于结果,远远大于结果。

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《应用语言学》(Applied Linguistics)十大热门文章    

2016-07-08 14:05:44|  分类: 默认分类 |  标签: |举报 |字号 订阅

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SSCI期刊《应用语言学》(Applied Linguistics)十大热门文章 原创 2016-07-08 高教社外语高教社外语 高教社外语推出“TOP 10 Hottest Articles”系列,成为大家了解学界关注热点的重要窗口,深受关注和喜爱。该系列主要是针对外语领域的SSCI来源检索期刊,每期选择一种期刊,列出最热门的10篇学术论文(数据来源于Science Direct, Taylor & Francis, SAGE Publications, Wiley Online Library, Cambridge University Press, Oxford University Press等数据库),包括题目、摘要、关键词等。同时,“TOP Cited Articles”系列(依据CrossRef)已经上线,敬请关注。往期回顾请点击文末链接,您也可以通过留言的方式告诉我们您的需求。欢迎各位外语教师、外语研究者及外语学习者订阅"高教社外语"微信公众号并持续关注。本期为您送上TOP 10 Hottest Articles of Applied Linguistics in June 2016. About Applied Linguistics Impact factor: 3.250 (2015) Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handlingof problems in a principled way by reference to theoretical studies. Is There a Core General Vocabulary? Introducing the New General Service List Vaclav Brezina1,* and Dana Gablasova2 Applied Linguistics (2015) 36(1): 1-22 ABSTRACT The current study presents a New General Service List (new-GSL), which is a result of robust comparison of four language corpora (LOB, BNC, BE06, and EnTenTen12) of the total size of over 12 billion running words. The four corpora were selected to represent a variety of corpus sizes and approaches to representativeness and sampling. In particular, the study investigates the lexical overlap among the corpora in the top 3,000 words based on the average reduced frequency (ARF),which is a measure that takes into consideration both frequency and dispersion of lexical items. The results show that there exists a stable vocabulary core of 2,122 items (70.7%) among the four corpora. Moreover, these vocabulary items occur with comparable ranks in the individual wordlists. In producing the new-GSL, the core vocabulary items were combined with new items frequently occurring in the corpora representing current language use(BE06 and EnTenTen12). The final product of the study, the new-GSL, consists of 2,494 lemmas and covers between 80.1 and 81.7 per cent of the text in the source corpora. · ? Oxford University Press 2013 The Effectiveness of L2 Pronunciation Instruction: A Narrative Review Ron I. Thomson* and Tracey M. Derwing Applied Linguistics (2015) 36(3): 326-344 ABSTRACT Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergent outcomes include learner individual differences, goals and foci of instruction, type and duration of instructional input, and assessment procedures. After identifying key concepts,we survey 75 L2 pronunciation studies, particularly their methods and results. Despite a move towards emphasizing speech intelligibility and comprehensibility, most research surveyed promoted native-like pronunciation as the target. Although most studies entailed classroom instruction, many featured Computer Assisted Pronunciation Teaching (CAPT). Segmentals were studied moreoften than suprasegmentals. The amount of instruction required to effect change was related to researchers’ goals; interventions focusing on a single feature were generally shorter than those addressing more issues. Reading-aloud tasks were the most common form of assessment; very few studies measured spontaneous speech. The attribution of improvement as a result of instruction was compromised in some instances by lack of a control group. We summarize our findings, highlight limitations of current research, and offer suggestions for future directions. · ? Oxford University Press 2014 A New Academic Vocabulary List Dee Gardner* and Mark Davies Applied Linguistics (2014) 35(3): 305-327 ABSTRACT This article presents our new Academic Vocabulary List (AVL), derived from a 120-million-word academic subcorpus of the 425-million-word Corpus of Contemporary American English (COCA; Davies 2012). We first explore reasons why a new academic core list is warranted, and why such a list is still needed in English language education. We also provide a detailed description of the large academic corpus from which the AVL was derived, as well as the robust frequency and dispersion statistics used to identify the AVL. Our concluding case studies show that the AVL discriminates between academic and other materials, and that it covers ?14% of academic materials in both COCA (120 million+ words) and the British National Corpus (33million+ words). The article concludes with a discussion of how the AVL can be used in settings where academic English is the focus of instruction. In this discussion, we introduce a new web-based interface that can be used to learn AVL words, and to identify and interact with AVL words in any text entered in the search window. · ? Oxford UniversityPress 2013 The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement Fakieh Alrabai Applied Linguistics (2016) 37(3): 307-333 ABSTRACT This article reports the findings of a controlled quasi-experimental study investigating the effects of motivational strategies on learner motivation and achievement in English language classes in Saudi Arabia. The study was conducted in two stages. In the first stage, the most important motivational strategies were identified. In the second stage, 437 learners divided almost equally into two groups (experimental vs. control) and 14 English as a foreign language (EFL) teachers were recruited. Motivational strategies targeting the situation-specific motivational disposition of learners were implemented in the treatment group for approximately 10 weeks. Three instruments were used to assess teacher motivational practices and learner motivation levels before and after treatment. Learner achievement was measured three times during the study period. Statistical analyses (e.g. analysis of covariance and mediation analysis) were used to evaluate the study findings. These findings revealed that the motivational intervention in the experimental group led to increased learner motivation, which in turn led to higher achievement levels for learners in the experimental group than for those in the control group. · ? Oxford University Press 2014 Sketching Muslims: A Corpus Driven Analysis of Representations Aroundthe Word ‘Muslim’ in the British Press 1998–2009 Paul Baker1,* Costas Gabrielatos2 and Tony McEnery1 Applied Linguistics (2013) 34(3): 255-278 ABSTRACT This article uses methods from corpus linguistics and critical discourse analysis to examine patterns of representation around the word Muslim in a 143million word corpus of British newspaper articles published between 1998 and 2009. Using the analysis tool Sketch Engine, an analysis of noun collocates of Muslim found that the following categories (in order of frequency) were referenced: ethnic/national identity,characterizing/differentiating attributes, conflict, culture, religion, and group/organizations. The ‘conflict’ category was found to be particularly lexically rich, containing many word types. It was also implicitly indexed in the other categories. Following this, an analysis of the two most frequent collocate pairs: Muslim world and Muslim community showed that they were used to collectivize Muslims, both emphasizing their sameness to each other and their difference to ‘The West’. Muslims were also represented as easily offended,alienated, and in conflict with non-Muslims. The analysis additionally considered legitimation strategies that enabled editors to print more controversial representations, and concludes with a discussion of researcher bias and an extended notion of audience through online social networks. · ? Oxford University Press 2012 Critical Analysis of CLIL: Taking Stock and Looking Forward Jasone Cenoz1,* Fred Genesee2 and Durk Gorter3 Applied Linguistics (2014) 35(3): 243-262 ABSTRACT The growing interest in Content and Language Integrated Learning (CLIL)has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe,and externally, as compared with immersion education in and outside Europe, indicate that the core characteristics of CLIL are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and content instruction. We argue further that attempts to define CLIL by distinguishing it from immersion approaches to L2 education are often misguided. The aim of this article is to examine these ambiguities and to call for clarification of the definition of CLIL. Clarification is critical if CLIL is to evolve and improve systematically and if CLIL educators are to benefit from the experiences and knowledge acquired in other educational settings. · ? Oxford University Press 2013 Epistemic Stance in Spoken L2 English: The Effect of Task and Speaker Style Dana Gablasova1,* Vaclav Brezina1, Tony Mcenery1 and Elaine Boyd2 Applied Linguistics (2015):1-26 ABSTRACT The article discusses epistemic stance in spoken L2 production. Using asubset of the Trinity Lancaster Corpus of spoken L2 production, we analysed the speech of 132 advanced L2 speakers from different L1 and cultural backgrounds taking part in four speaking tasks: one largely monologic presentation task and three interactive tasks. The study focused on three types of epistemic forms:adverbial, adjectival, and verbal expressions. The results showed a systematic variation in L2 speakers’ stance-taking choices across the four tasks. The largest difference was found between the monologic and the dialogic tasks, but differences were also found in the distribution of epistemic markers in the three interactive tasks. The variation was explained in terms of the interactional demands of individual tasks. The study also found evidence of considerable inter-speaker variation, indicating the existence of individual speaker style in the use of epistemic markers. By focusing on social use of language, this article seeks to contribute to our understanding of communicative competence of advanced L2 speakers. This research is of relevance to teachers, material developers, as well as language testers interested in second language pragmatic ability. · ? Oxford University Press 2015 The Effects of Vocabulary Breadth and Depth on English Reading Miao Li1 and John R. Kirby2 Applied Linguistics (2015) 36(5): 611-634 ABSTRACT This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and forty-six Grade 8 students in China were administered measures of word reading, vocabulary breadth, vocabulary depth,and reading comprehension. Results showed that breadth and depth of vocabulary were moderately correlated. They both contributed to word reading, but breadth of vocabulary had a stronger effect than depth of vocabulary. When reading comprehension was the outcome measure, vocabulary breadth significantly predicted a multiple-choice reading comprehension measure, which requires general understanding of the text, while vocabulary depth contributed to summary writing, a measure of deeper text processing. Discussion focuses on the important roles of different dimensions of vocabulary knowledge for different types of second language reading. · ? Oxford University Press 2014 Building ‘Applied Linguistic Historiography’: Rationale, Scope, and Methods Richard Smith Applied Linguistics (2016) 37(1): 71-87 ABSTRACT In this article I argue for the establishment of ‘Applied Linguistic Historiography' (ALH), that is, a new domain of enquiry within applied linguistics involving a rigorous,scholarly, and self-reflexive approach to historical research. Considering issues of rationale, scope, and methods in turn, I provide reasons why ALH is needed and argue that, while it can borrow from Linguistic Historiography, it should also distinguish itself, for example, by paying more attention to histories of practice as well as ideas, with corresponding methodological emphases and challenges. Making specific reference to the histories of applied linguistics and of language learning and teaching, Iidentify ways in which theories, theory–practice links, and practices themselves can be investigated historically in a more rigorous and ultimately useful manner. Overall, I show that innovation to establish this new domain of enquiry in applied linguistics involves reflection on research methods but also on more fundamental concerns. · ? Oxford University Press 2015. Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings Emma Dafouz1 and Ute Smit2 Applied Linguistics (2016) 37(3): 397-415 ABSTRACT At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings(EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolinguistic orientations and discursive approaches (e.g. Scollon and Scollon 2004; Shohamy 2006; Blommaert 2010; Hult 2010), our framework regards EMEMUS as a social phenomenon and views discourse as the access point to six relevant dimensions. These dimensions are considered as inherently complex,contextually bound, and intersecting dynamically with one another. Focusing on an example from a higher education institution, the article argues for the utility of the proposed framework. · ? Oxford University Press 2014 往期回顾: TOP 10 Hottest Articles(SSCI) · Language Teaching TOP 10 Hottest Articles(SSCI) · Journal of English for Academic Purpose TOP 10 Hottest Articles(SSCI) · Journal of Neurolinguistics TOP 10 Hottest Articles(SSCI) · TESOL Quarterly TOP 10 Hottest Articles(SSCI) · Language Testing TOP 10 Hottest Articles(SSCI) · Brain and Language TOP 10 Hottest Articles(SSCI) · Lingua TOP 10 Hottest Articles(SSCI) · Teaching and Teacher Education TOP Cited Articles(SSCI) · Language Learning 欢迎分享 · 喜欢点赞 welcome Pageview 913投诉 写留言
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