Published since May 26, 2010

Applied Linguistics Review

ISSN: 1868-6311

Editor-in-chief: Li Wei

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About this journal

Objective
Applied Linguistics Review (ALR) is an international, peer-reviewed journal that bridges the gap between linguistics and applied areas such as education, psychology and human development, sociology and politics. It serves as a testing ground for the articulation of original ideas and approaches in the study of real-world issues in which language plays a crucial role. ALR brings together critical reflections of current debates and new theoretical and empirical research.

Topics
Aspects of the linguistic and communicative competence of the individual:

bilingualism and multilingualism
first or second language acquisition
literacy
language disorders

Language and communication related problems in and between societies:

linguistic discrimination
language conflict
communication in the workplace
language policy and language planning
and language ideology

Articles that not only report new research findings but also engage in philosophical and methodological debates and point to directions of future research are particularly welcome.

Your Benefits

Your Benefits:

high quality peer-reviewed articles advancing real-world linguistic issues
critical discussions and new theoretical and empirical research
agenda-setting proposals on emerging issues and themes
short turnaround times (on average 3-4 months)
international and renowned editorial board

History

Applied Linguistics Review was founded by De Gruyter Mouton and Li Wei in 2010. The first issue was published in June 2010.

Other publications in the field:

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External Links

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Volume 14 Issue 3

May 2023

Publicly Available May 4, 2023

Frontmatter

Page range: i-iv

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Research Articles

April 5, 2021

Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners

Dung Cao, Richard Badger

Page range: 421-446

Abstract

Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.), Understanding formulaic language: A second language acquisition perspective , 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching . Oxford: Oxford University Press; Nesselhauf, Nadja. 2004. Collocations in a learner corpus . Amsterdam; Philadelphia: J. Benjamins Pub. Co.; Pawley, Andrew & Frances H. Syder. 1983. Two puzzles for linguistics: Nativelike selection and nativelike fluency. In Jack Richards & Richard W. Schmidt (eds.), Language and communication , 191–228. London: Longman). Researchers often hypothesize that the influence of the first language is an important factor in the production and understanding of unconventional collocations (Huang, Li-Shi. 2001. Knowledge of English collocations: An analysis of Taiwanese EFL learners. Paper presented at the Texas Foreign Languguage Education Conference, Texas ; Laufer, Bhatia & Tina Waldman. 2011. Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning 61(2). 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.x; Phoocharoensil, Supakorn. 2013. Cross-linguistic influence: Its impact on L2 English collocation production. English Language Teaching 6(1). 1–10) but we are only now starting to understand this. The present study provides a robust investigation of cross-linguistic influences by exploring how Vietnamese influenced Vietnamese learners’ use of English language verb-noun and adjective noun collocations in 104 350-word argumentative essays, using a framework derived from Jarvis, Scott. 2012. The detection-based approach: An overview. In S. Jarvis & S. A. Crossley (eds.), Approaching language transfer through text classification: Explorations in the detection-based approach , 1st ed., Vol. 64, 1–33. Bristol: Multilingual Matters, drawing on homogeneity among speakers of Vietnamese; heterogeneity between users of Vietnamese and other language; and formal and conceptual congruity between collocations learners produce in English and equivalent terms in Vietnamese. The study found that less than 10% of the collocations learners produced were unconventional and of these, 40% of collocations were influenced by the first language (L1); errors associated with incorrect use of prepositions in verb-noun collocations (e.g. the addition, omission or misuse of prepositions) are strongly L1-motivated. Learners make errors with not only incongruent collocations (collocations with no direct L1 equivalents) but also with congruent collocations (collocations with direct L1 translation).

April 20, 2021

Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo

Xiaofang Yao

Page range: 447-472

Abstract

Current linguistic landscape studies of tourism are primarily concerned with the commodification of languages, and less attention is focused on ownership discourses that are constructed in tourist spaces through varied semiotic resources. This study employs a spatial perspective to analyse commodification and ownership in the linguistic landscape of Bendigo, Victoria, Australia, focusing on how these discourses materialise in the conceived, perceived, and lived spaces through the semiotic resources of Chinese communities. Built on a comprehensive dataset of photographs, field notes, interviews, and archived materials, this study reveals the agency of Bendigo’s Chinese community members, who claim ownership of semiotic resources despite the institutional forces seeking to commodify Chinese cultural heritage for tourist consumption. Examination of Chinese heritage sites demonstrates the possibility of shared ownership of Chinese semiotic resources among Chinese and non-Chinese residents in an Australian cultural tourism context. This balancing act of commodification and ownership constitutes a critical part of the lived experiences of Chinese communities in today’s era of mobility and globalisation.

March 25, 2021

Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

Pia Resnik, Jean-Marc Dewaele

Page range: 473-501

Abstract

Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

Open Access March 26, 2021

Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean

Gyu-Ho Shin, Sun Hee Park

Page range: 503-531

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Abstract

Across languages, a passive construction is known to manifest a misalignment between the typical order of event composition (agent-before-theme) and the actual order of arguments in the constructions (theme-before-agent), dubbed non-isomorphic mapping. This study investigates comprehension of a suffixal passive construction in Korean by Mandarin-speaking learners of Korean, focusing on isomorphism and language-specific devices in the passive. We measured learners’ judgment of the acceptability of canonical and scrambled suffixal passives as well as their reaction times (relative to a canonical active transitive). Our analysis generated three major findings. First, learners uniformly preferred the canonical passive to the scrambled passive. Second, as proficiency increased, the judgment gap between the canonical active transitive and the canonical suffixal passive narrowed, but the gap between the canonical active transitive and the scrambled suffixal passive did not. Third, learners (and even native speakers) spent more time in judging the acceptability of the canonical suffixal passive than they did in the other two construction types. Implications of these findings are discussed with respect to the mapping nature involving a passive voice, indicated by language-specific devices (i.e., case-marking and verbal morphology dedicated to Korean passives), in L2 acquisition.

May 18, 2021

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

Doğan Yuksel, Adem Soruç, Mehmet Altay, Samantha Curle

Page range: 533-552

Abstract

This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

May 6, 2021

L2 university students’ motivational self system in English writing: a sociocultural inquiry

Shulin Yu, Lianjiang Jiang

Page range: 553-578

Abstract

Although there is no lack of studies on L2 motivation in applied linguistics, research on L2 writing motivation remains scanty. Drawing upon Dornyei’s L2-motivational-self-system and the notions of identity, this study analyzed 27 Chinese university-based students’ English writing learning experiences. Data were gathered through individual interviews and written reflections. The findings showed that the students’ experience of learning to write was not conducive to their formation of identity as a multilingual writer because their ideal L2 selves in EFL writing were influenced by the overall learning and testing cultures. The findings also reveal that the teachers, parents, and schools played little role in shaping the students’ ought-to selves due to the marginal status of EFL writing in both the nation-wide exams and the institutional curricula. Overall, the students’ investment in learning to write yielded mostly a “passive and mediocre test-oriented” writer identity, with the capital to construct customized writings for individual and professional communication remained unattainable. The findings call for attention to the prevalent native speaker ideology and the ideology that considers students’ L1 as problem.

May 6, 2021

Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center

Eunseok Ro

Page range: 579-614

Abstract

The site of this study is English as a second language speaking center at a university in Hong Kong. One of the center’s services is presentation consultation, in which students can practice giving a presentation in English and receive a tutor’s feedback. This study focuses on how the tutors and students coordinate understanding using the students’ PowerPoint (PPT) slides as situated objects. Detailed analyses of their interactions reveal that the participants make use of PPT slides as a referential resource in identifying problems in the student’s production and initiating repair, and as an essential object in solving problems of understanding. The paper shows the precise nature of the troubles in understanding that arise in these consultations, and how the participants make use of the slides as an interactional resource in coordinating their understanding. The paper discusses implications for L2 consultation sessions, particularly in regard to multimodal practices in solving understanding troubles.

May 26, 2021

Professional written voice “in flux”: the case of social work

Theresa Lillis

Page range: 615-641

Abstract

Contemporary professional social work can be characterised by increased textualisation (after Iedema and Scheeres 2003) with written texts mediating most action. At the same time, writing, as a key dimension to social workers’ practice and labour, is often institutionally unacknowledged, becoming visible primarily when identified as a “problem.” This paper draws on a three year nationally funded UK-based research project to offer a situated account of contemporary professional social work writing, challenging dominant institutional orientations to writing in professional practice. The paper outlines the specific ways in which social work practices, including writing, can be characterised as being ‘in flux’. Drawing on ethnographic data and adopting a Bakhtinian (1981, 1986) oriented approach to voice , the paper explores the entextualisation of three specific social work texts, focusing in particular on critical moments (after Candlin 1987, 1997). These critical moments offer insights into key problematics of social work writing, in particular the tensions around professional voice and discourse. The paper concludes by arguing for an articulation of professional social work writing which takes account of the dialogic nature of language and the discoursal challenges experienced in everyday practice.

July 29, 2021

A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

Barry Lee Reynolds, Xiaofang Zhang, Chen Ding

Page range: 643-678

Abstract

This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire ( n = 17), a test measuring vocabulary size ( n = 17), student interviews ( n = 5), and teacher interviews ( n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 14 (2023)

Volume 13 (2022)

Volume 12 (2021)

Volume 11 (2020)

Volume 10 (2019)

Volume 9 (2018)

Volume 8 (2017)

Volume 7 (2016)

Volume 6 (2015)

Volume 5 (2014)

Volume 4 (2013)

Volume 3 (2012)

Volume 2 (2011)

Issue 2011

Volume 1 (2010)

Issue 2010

5-year Journal Impact Factor	2.570
CiteScore	3.6
European Reference Index for the Humanities
Journal Impact Factor	3.063
Journal Citation Indicator	2.53
SCImago Journal Rank	0.718
Source Normalized Impact per Paper	0.971

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Applied Linguistics Review has been accepted for coverage in Arts and Humanities Citation Index, Current Contents/Arts & Humanities, Social Sciences Citation Index, Journal Citation Reports/ Social Sciences Edition, Current Contents/Social and Behavioral Sciences.

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Editorial

Editor-in-Chief:
Professor Li Wei (李嵬), PhD, FAcSS, FRSA
Chair of Applied Linguistics, UCL Institute of Education, University College London
Chair, University Council of General & Applied Linguistics (UCGAL), UK
alr@degruyter.com

Associate Editors

Editorial Board
David Block (ICREA/Universitat Pompeu Fabra, Spain)
Kingsley Bolton (Nanyang Technological University, Singapore)
Patricia Duff (University of British Columbia, Canada)
Diana Eades (University of New England, Australia)
Xuesong Andy Gao (University of New South Wales, Australia)
Yihong Gao (Beijing University, China)
Ofelia Garcia (City University of New York Graduate Center, USA)
Christina Higgins (University of Hawai'i at Manoa, USA)
Nancy Hornberger (University of Pennsylvania, USA)
Alex Housen (Vrije Universiteit Brussel, Belgium)
Andy Kirkpatrick (Griffith University, Australia)
Claire Kramsch (University of California, Berkeley, USA)
Annelies Kusters (Heriot-Watt University, UK)
Angel M. Y. Lin (Simon Fraser University, Canada)
Tim McNamara (University of Melbourne, Australia)
Leketi Makalela (University of the Witwatersrand, South Africa)
Ben Rampton (King's College, London, UK)
David Singleton (University of Pannonia, Veszprém, Hungary)
Anna Verschik (Tallinn University, Estonia)
Terrence G. Wiley (Arizona State University, USA)
Bencie Woll (University College London, UK)
Lawrence Jun Zhang (University of Auckland, New Zealand)

(Deutsch)

Online ISSN: 1868-6311
Print ISSN: 1868-6303
Type: Journal
Language: English
Publisher: De Gruyter Mouton
First published: May 26, 2010
Publication Frequency: 6 Issues per Year
Audience: Researchers in the fields of Applied Linguistics, Communication, Education, Psychology, Sociology