AILA Review - Volume 36, Issue 2, 2023

The concept of constructions has become increasingly important in theories of language acquisition and use during the last 20 years. Constructions are form-meaning pairings that are learned and stored as pieces of linguistic knowledge. Fillmore, Kay, and O’Conner (1988), and Goldberg (1995, 2006, 2019) were among the first linguists who paved the way for this alternative constructivist view on grammar. Since then, Construction Grammar (CxG) has become a widely accepted descriptive and processing model that is based on a large body of scientific research (e.g., Herbst, Schmid, & Faulhaber, 2014; Herbst, 2016; Hilpert, 2019; Hoffmann, 2022; Stefanowitsch, 2011). However, it is only recently that linguists have addressed the question of whether second/foreign language learners’ linguistic competence depends on constructions (e.g., Boas, 2022; De Knop & Gilquin, 2016). If CxG is widely recognized in the branch of first language acquisition, it is also indispensable to transfer this concept to Applied Linguistics to design suitable teaching materials and methods. Drawing upon the proposition “foreign language learning is construction learning” (Ellis, 2001; Herbst, 2016), this article aims to suggest a proposal for teaching English collocations following Herbst’s (2016) seven principles of Pedagogical Construction Grammar (PCxG). In particular, this article aims to suggest ways to apply these principles to developing supplementary teaching materials, activities, and tasks for teaching English collocations and collostructions.

The aim of this paper was to evaluate gender differences in the language used in United Nations (UN) General Assembly debates by one male and one female representative each from India, China, the USA, and Indonesia. The critical discourse analysis (CDA) framework of van Dijk (2015) was used along with the 25 discursive devices in this framework. The data on frequencies of variables were analysed statistically. No significant differences were observed between positive comments about oneself, negative comments about others, length of speech (in words), and the various devices by the gender of the speaker at the 0.05 level of significance. However, gender differences in terms of higher levels for males than for females were observed for populism (t(6) = 2.354, p = .057), norm expression (t(6) = 2.171, p = 0.073), and positive comments about oneself (t(6) = 2.224, p = .068). The correlation coefficients were significant between genders for positive-self, norm expression, and national self-glorification only. These results could be attributed to the small size of four male and four female speeches, leading to high values of standard error, which reflects the significance of differences. Also, there could be overlapping and mixing of gender characteristics in connection with different contexts and occasions due to emergent identities. These political identities were created in particular situations or contexts, and it was not clear how much they could be a result of female or male politicians’ styles. This explanation by Sivrić and Jurčić (2014) seems to be valid for this research as well. Small samples could be a limitation of this study. However, many other works used even smaller samples. The generalisability of these findings needs to be tested using other similar studies.

This article discusses the implementation of translanguaging in two superdiverse school classes and their teachers’ understanding of translanguaging. Translanguaging as a theory and a transformative pedagogy has recently captured scholars’ interest from all over the globe, but also earned critique for its transformative claims and ongoing expansion of the term (Jaspers, 2018, p. 2). Through a triangulation of ethnographic fieldnotes and interviews, analysed with thematic coding and linguistic text analysis, this study shows that the teachers’ translanguaging pedagogy is strongly characterised by reoccurring elements, such as translation or reading tasks. The data also reveals teachers’ strong beliefs concerning translanguaging and a gap between the terminology of teachers’ everyday experiences and the terminology used in research, which both turn out to be resistant to change.

This study considers the performance of tone pronunciation and morpheme intelligibility by L2 Polish Mandarin learners. A mixed-effects ordinal regression model and Tukey’s HSD multiple test were used to examine the start-point, end-point, of syllables as a means of assessing their intelligibility by L2 Polish learners regarding the tones with the sequence T0, T1, T2, T4 > T3.and T0, T1> T2, T4 > T3, respectively. Students’ tone pronunciation at different stages of learning was compared, i.e. first at less than A1 level of proficiency and then after achieving an A2 level of proficiency according to the Common European Framework of Reference for Languages (CEFR), with the interval of a 22-week intensive Chinese class. The results suggest that in the case of the steady pitch produced for T0 and T1, L2 Polish learners found it easy to control the vibration speed of the vocal folds over two stages. Additionally, progress in successfully producing T4 was exhibited with improving control over the individual tonal register span, implying that competent tonal production develops with time. It remains unclear whether the reason why the low-range T3 is acquired last is down to the habitually high pitched range of spoken Polish, or a more universally observable phenomenon where T3 is liable to be confused with other tones in production.

The present study explores lexical collocations and their relation to speaking proficiency of Taiwanese EFL college students learning English for academic purposes (i.e., EAP). The data is obtained from 92 English majors at a national university of science and technology in southern Taiwan. The results show that (a) direct collocation instruction promotes the subjects’ performance on their speaking fluency tests, outscoring the other two instruction types; (b) the advanced level students seem to benefit most as they outperformed the other three groups after receiving each of the three instruction types (i.e., lexical collocations, single-item vocabulary, and no instruction); and (c) no significant difference can be found between the high-intermediate and intermediate groups with regard to their post-instruction performances. Therefore, the current study concludes that direct collocation instruction deserves immediate attention and calls for a series of systematic studies to be done on the possible connection between lexical collocations and English proficiency of EFL learners.

This scholarly investigation delves into the metamorphosis of China’s language policies across three distinct epochs spanning over two millennia, tracing from ancient China to contemporary times. Employing a sociolinguistic lens, the analysis elucidates the historical trajectories of these policies, accentuating their theoretical and pragmatic implications, particularly in the realms of linguistic strategies for ethnic minorities and the overarching national language. The derived conclusions highlight a nuanced amalgamation of subjectivity and diversity within these policies, encompassing both the elevation of Mandarin and the preservation of minority languages. By deciphering historical patterns, this study aspires to furnish insights that could inform prospective orientations in China’s linguistic policy formulation, set against the evolving backdrop of global interconnectedness, the Belt and Road Initiative, and the nation’s overarching developmental objectives.

Questions surrounding mobility and migration are often connected to matters of language, citizenship, socio-economic status and class that are inherently unequal between developed and less-developed nation states. Scholars of geography and demographics have conceptualized both internal and external/international migration with “push” and “pull” factors as salient reasons for mobility. Traditional causes of external migration and so-called “push factors” include conflict, natural disaster, economic collapse, war, and transformations of socio-political systems as well as more promising employment options and decent incomes as contributing factors to external migration (Gonçalves & Schluter, 2020, p. 3). Such “forced moves” affect largely disadvantaged populations that are at risk (i.e. asylum seekers, refugees, victims of human trafficking) (Castles, 2003). For individuals engaging in lifestyle migration and lifestyle mobilities and considered voluntary migration, their life circumstances are extremely different in that they are often equipped with “privileged preconditions” (Mancinelli, 2020, p. 419) as “nomads from affluence” (Cohen, 1973) including for the most part, education, specialized skills, high standards of living and favorable visa regimes of their home countries (primarily in the West). These factors facilitate a range of choices in terms of where they travel to (i.e. place), also known as network capital, the kind of work they engage in and the rate of their mobility. Based on years of ethnographic work, in this paper, we investigate the different dimensions and discourses of lifestyle migration and lifestyle mobilities, both of which we argue presents a new trajectory and venue to explore within the field of migration linguistics (Borlongan, 2023). By focusing on two different case studies within Norway, we also draw on the notion of mediational repertoires (Lexander & Androutsopolous, 2021) as part of the communicative ecology in which jobs are found and where communication takes place among different types of migrants and their new permanent or temporary homes.