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ITL - International Journal of Applied Linguistics - Online First
Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume
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Evaluating multiword unit word lists for academic purposes
Author(s): Thi My Hang Nguyen and Averil CoxheadAvailable online: 11 July 2022More LessAbstractWord lists play a critical role in English for Academic Purposes (EAP) teaching and learning, and recent developments include lists of academic collocations (e.g., vast majority, ultimate goal). There is however still a gap in evaluating lists focusing on a similar group of lexis. This paper evaluates two lists of academic collocations by Ackermann and Chen (2013) and Lei and Liu (2018) using three different methods: applying an evaluation framework adapted from Nation (2016) , comparing the lexical constituents, and analysing the lexical coverage. The evaluation results give implications for EAP teachers to select the list that best suits their needs. By modelling the practice of evaluating word lists, this study highlights the importance of this work and encourages similar attempts in wordlist development studies.
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Review of Szudarski & Barclay (2022): Vocabulary Theory, Patterning and Teaching Studies in Honour of Norbert Schmitt
Author(s): Paul PauwelsAvailable online: 02 June 2022More Less
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Pop music in informal foreign language learning
Author(s): Karen M. Ludke and Kathryn A. MorganAvailable online: 31 May 2022More LessAbstractThere is currently little information about the kinds of foreign language pop music, songs and activities used by language learners in informal learning contexts. This systematic analysis provides an overview of research from 2010–2020 in an attempt to describe how foreign language learners find, listen to, and engage with pop songs from another country or culture and how this can lead to increased informal language learning, using qualitative observations and interview responses found in published articles to conduct thematic analysis using grounded theory. Thematic analysis resulted in six themes within the peer-reviewed qualitative journal articles, and we argue that more research is needed into learner perspectives and about how learners engage autonomously with L2 pop music in informal language learning.
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The relationship between extramural English engagement and the vocabulary size of L1 Cantonese speakers in Macau
Author(s): Ho I (Anna) Tam and Barry Lee ReynoldsAvailable online: 30 May 2022More LessAbstractThis study investigated the relationship between the English vocabulary size of first language Cantonese speakers in Macau (N = 77) and engagement in extramural English activities. The 140-item Vocabulary Size Test was used to collect data on participants’ vocabulary size and a 13-item questionnaire tapped into background learning experiences as well as participation in 16 extramural activities. Small correlations between vocabulary size and book reading, subtitled television viewing, non-subtitled online video viewing, level of education, study abroad experience, and travel abroad experience were found. A medium correlation between vocabulary size and language of instruction in secondary school was also found. A four variable sequential regression accounted for 26% of the variance in participants’ vocabulary sizes, with book reading adding the most explanatory power after language of instruction in secondary school had been eliminated. The impact of extramural activities on vocabulary size and pedagogical implications for the Macau and similar contexts were discussed.
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Using music in a word stress processing task
Author(s): Pauline DegraveAvailable online: 11 May 2022More LessAbstractPrevious studies have reported that the use of music-related activities (e.g. hand-clapping or songs) can help learners to acquire foreign languages. It remains unclear, however, whether music-based approaches help every learner equally or whether it is more beneficial for learners with a musical background, such as musical practice, musical abilities, or engagement in musical activities. In order to answer this question, we tested 80 French speakers whose musical background was evaluated using a questionnaire. They performed a word stress processing task in Dutch containing spoken stimuli, spoken stimuli with a beat, or sung stimuli. The results show that learners with some musical characteristics obtain higher scores than other learners and that the use of music in the task can favor learners with a musical background.
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Beyond monolithic English
Author(s): Marco Bagni and Zeenat SumraAvailable online: 11 May 2022More LessAbstractThe Global Englishes Language Teaching (GELT) paradigm has recently emerged as a comprehensive approach that aims to bring together innovative pedagogical proposals. This paper argues that pop culture materials such as telecinematic representations can purposefully be integrated into innovative GELT-oriented classroom practices. The use of this material can assist teachers in the double task of (i) raising the learners’ critical awareness of sociolinguistic variation and problematizing the stereotypical image of monolithic English; (ii) shifting the focus of the ELT classroom from prescriptive grammar and standard English towards fostering the learners’ receptive and communicative skills. This is a conceptual paper that gives several broad suggestions as to how to adopt pop culture materials into innovative GELT-oriented classroom practice and mentions a select few examples of said telecinematic representations.
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“¿Triste estás? I don’t know nan molla”
Author(s): Leticia-Tian Zhang and Boris Vazquez-CalvoAvailable online: 10 May 2022More LessAbstractFandubbing, or dubbing made by fans of any audiovisual product, is a linguistically and technologically sophisticated enterprise enacted by many devoted fans. This study presents the case of Miree, a 24-year-old fandubber with more than 1 million subscribers on YouTube and more than 300 multilingual fandubbed songs. Using a qualitative-interpretive approach, we conducted an in-depth interview with Miree and analyzed her top 30 videos by views to reveal how Miree performed fandubbing, how she expressed her fan identity through fandubbing, and which were some of the implications of fandubbing for language learning. Results show that Miree realized both interlinguistic genuine fandubbing and intralinguistic parodic fandubbing, strategically adopting translanguaging to orchestrate a multimodal performance, engage her fanbase, and activate several informal language learning opportunities and contexts afforded by fandubbing.
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Korean pop culture reshaping Korean teaching
Author(s): Olga KriukovaAvailable online: 03 May 2022More LessAbstractKorean pop culture is becoming more and more popular outside of Korea and Asia. This trend draws enormous attention to Korean culture, history, and of course, the language. Surveys show that more and more people are learning the language precisely because of their love for Korean pop culture. Such a tendency could not but affect how Korean is taught. In this article, I will look into how the syllabus, teaching methods, and materials used in the KFL classrooms have changed under the influence of Korean pop culture. Moreover, in order to identify if the use of materials related to pop culture can benefit students’ motivation and performance, I conducted an experiment with two groups of students, all starting their beginner-level course (three months). The results of the study showed how the use of such materials in the classroom can affect students’ motivation and attitude toward learning.
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Review of Werner & Tegge (2021): Pop culture in language education: Theory, research, practice
Author(s): Duy Van VuAvailable online: 19 April 2022More Less
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Exploring underlying elements of the motivational self system among learners in two instructional contexts
Author(s): Fatima Ady, Eva Kartchava and Michael RodgersAvailable online: 24 February 2022More LessAbstractThrough the lens of Dörnyei’s (2005) Second Language Motivational Self System, this exploratory study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (English as a Second Language [ESL]; n = 37) and the workplace (Workplace Language Training [WLT]; n = 29) to determine the role of motivation in their integration into Canadian society and development of the ‘Canadian self’. The results, collected by way of a questionnaire and follow-up interviews, show newcomers holding positive attitudes towards English learning and building their Canadian identity in the process. Notably, beliefs concerning the value of employment to fulfill personal obligations and duties promoted the WLT learners’ motivation and willingness to engage with language learning significantly more than those of their ESL counterparts. Pedagogical implications are discussed.
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Review of Tavakoli & Wright (2020): Second Language Speech Fluency. From Research to Practice
Author(s): Paul PauwelsAvailable online: 02 November 2021More Less
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The updated Vocabulary Levels Test
Author(s): Stuart Webb, Yosuke Sasao and Oliver Ballance
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