Blog/2005-05-20

Table of Contents - Applied Linguistics

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Record 1.

TI: A Comparative Study of Certainty and Conventional Indirectness: Evidence from British English and Peninsular Spanish

AU: Rosina Marquez Reiter; Isobel Rainey; Glenn Fulcher

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 1-31(31) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 2.

TI: Lexical Frequency Profiles: A Monte Carlo Analysis

AU: Paul Meara

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 32-47(16) PB: Oxford University Press IS: 0142-6001 URL: click here

Abstract:

This paper reports a set of Monte Carlo simulations designed to evaluate the main claims made by Laufer and Nation about the Lexical Frequency Profile (LFP). Laufer and Nation claim that the LFP is a sensitive and reliable tool for assessing productive vocabulary in L2 speakers, and they suggest it might have a serious role to play in diagnostic evaluations of learners. The simulations suggest that LFP is not in fact all that sensitive. It works best when the groups being compared have very disparate vocabulary sizes, and is probably not sensitive enough to pick up modest changes in vocabulary size.

Record 3.

TI: Intra-Language Discrimination and Linguistic Human Rights: The Case of Singlish

AU: Lionel Wee

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 48-69(22) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 4.

TI: Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening

AU: Larry Vandergrift

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 70-89(20) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 5.

TI: Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?

AU: Satomi Takahashi

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 90-120(31) PB: Oxford University Press IS: 0142-6001 URL: click here

Abstract:

Previous research on interlanguage pragmatics revealed that, under implicit pragmatic instruction, some learners noticed the target pragmalinguistic features, whereas others receiving the same instruction did not. This suggests possible effects of individual difference (ID) variables on learners' noticing of pragmalinguistic features. Among the ID variables, this study focused on motivation and proficiency, exploring their relationships with Japanese EFL learners' awareness of six types of L2 pragmalinguistic features under an implicit input condition. Eighty Japanese college students first completed a motivation questionnaire and a proficiency test. They then took part in a noticing-the-gap activity as the treatment task. The degree of the learners' awareness of the target pragmalinguistic features was assessed through a retrospective awareness questionnaire administered immediately after the treatment. The following two major findings were obtained: (1) The learners differentially noticed the target pragmalinguistic features; and (2) the learners' awareness of the target features was correlated with motivation subscales, but not with their proficiency. In particular, the learners' intrinsic motivation was found to be closely related to their pragmatic awareness. An attempt was made to further examine whether current models of attention in SLA are relevant in accounting for the noticing of L2 pragmalinguistic features.

Record 6.

TI: A response to Jordans (2004) `Explanatory Adequacy and Theories of Second Language Acquisition'

AU: Kevin R. Gregg

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 121-124(4) PB: Oxford University Press IS: 0142-6001 URL: click here

Abstract:

In a recent paper (Jordan, Geoff) Jordan takes issue with some of my claims about second language acquisition (SLA) theory. Specifically, he queries the necessity of a property theory, and he finds my discussion of explanation unsatisfactory. In this brief reply, I try to answer his criticisms.

In a brief but interesting paper, Geoff Jordan (2004: 539) raises the issue of explanation in SLA theory. Jordan lists the following ‘key questions’ in discussing theories of SLA: (i) What is the domain of a theory of SLA? (ii) What counts as a good explanation of the phenomena in that domain? (iii) What criteria should be used to evaluate competing theories in the same domain? (iv) Is there any need to keep to a minimum the number of rival theories in a domain? He finds my answers ‘not entirely satisfactory’. I'm happy to agree with him. Still, I'm afraid I find his specific criticisms misplaced, and in what follows I'll try to briefly show why.

Explanatory Adequacy and Theories of Second Language Acquisition 
Author: Jordan, Geoff 
Source: Applied Linguistics, December 2004, 
vol. 25, no. 4, pp. 538-542(5)

Record 7.

TI: Review: Gender, Participation and Silence in the Language Classroom: Sh-Shushing the Girls

AU: Deborah Cameron

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 125-128(4) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 8.

TI: Review: Negotiating Moves: Problem Presentation and Resolution in Japanese Business Discourse

AU: Michael McCarthy?

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 128-131(4) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 9.

TI: Review: A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print

AU: Kate Pahl

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 131-134(4) PB: Oxford University Press IS: 0142-6001 URL: click here

Record 10.

TI: Review: The Handbook of Second Language Acquisition

AU: Yunkyoung Cho

JN: Applied Linguistics PD: March 2005 VO: 26 NO: 1 PG: 134-138(5) PB: Oxford University Press IS: 0142-6001 URL: click here

以上

Blog / 2005-05-20

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