International Journal of Applied Linguistics

doi: 10.1111/ijal.12262pmid: N/A

No abstract is available for this article.

Côté, Stephanie

doi: 10.1111/ijal.12287pmid: N/A

The current study investigates Processability Theory's PT) predictions for grammatical gender agreement in L2 French. Previous studies examining advanced L2 French learners did not find significant differences in accuracy rates for attributive and predicative adjectives and thus concluded that PT's predictions were not supported. The current study examines adjective agreement in three positions: within a noun phrase, a verb phrase, and a relative clause. Forty‐five intermediate L2 French learners completed a spot‐the‐difference task targeting noun‐adjective agreement. Learners were significantly more accurate with agreement occurring within phrasal boundaries than agreement across phrasal boundaries, in line with PT's predicted order of acquisition.

Hatamvand, Ali; Khany, Reza; Samaie, Mahmoud

doi: 10.1111/ijal.12288pmid: N/A

Observation is a powerful tool for assessing teachers to ensure teachers' professional growth. Used well, it can provide a clear and accurate picture of teachers and teaching. The aim of this study is to assess the underlying structure and psychometric properties of the Language Teacher's Observation Scale (LTOS) among Iranian EFL teachers. So, a six component model of English teacher observation, encompassing preparing for the lesson, cognitive considerations, metacognitive considerations, social‐interaction considerations, classroom management, teacher behavior and personality, and teacher knowledge was developed. Data was obtained from 540 Iranian English teachers. Half the sample was used for exploratory factor analysis, with the holdout sample used for confirmatory factor analysis. EFA was conducted via SPSS and CFA was conducted via Partial least squares (PLS) estimation method.

Mahmoudi‐Gahrouei, Vahid; Youhanaee, Manijeh; Nejadanasari, Dariush

doi: 10.1111/ijal.12292pmid: N/A

The present study investigated the effectiveness of input‐based vs. output‐based practice in learning an unsalient grammatical aspect (obligatory null objects) in English complex infinitival structures. The participants were 57 Persian learners who were divided into three groups (input‐based, output‐based and control), received instruction for three weeks and took two types of grammar tests (comprehension and production) immediately after treatment and two weeks later. Results of the immediate post‐tests indicated similar effects for both types of practice on improving learners' receptive knowledge while only the output group showed significant gains on the production test. Furthermore, gain maintenance was observed in the performance of the output group on both measures of delayed post‐test. The pedagogical implications arising from these findings are also discussed.

Sugiharto, Setiono

doi: 10.1111/ijal.12293pmid: N/A

Contemporary perspectives of English as a lingua franca (ELF) vis‐à‐vis its traditional conceptualization have yet to be informed, and made aware to the Indonesian teachers who teach English as a foreign language in Indonesia. While burgeoning current literature on ELF has cast crucial insights into how English needs to be taught in multilingual contexts, the teaching of the language in the country still succumbs to the traditional ELF practices, which view English as a mere monolithic, standard, and international language of global interaction. This article argues that local language teachers need not only be informed about ELF, but also be made ELF‐aware through ELF‐aware teacher education program. This program can assist them in shifting their orientation and conviction to a more dynamic, inclusive, plurilithic and situated perspective of ELF communication. The article then proceeds by envisaging how this ELF awareness can also be raised through teachers' continuous efforts to negotiate the imposed language policy, to create their own spaces for engaging with this policy, and finally to venture into the art of articulation.

Bi, Peng

doi: 10.1111/ijal.12297pmid: N/A

This study examines to what extent the linguistic features in argumentative and narrative essays of L2 learners are influenced by the communicative functions of genres and learners' genre experience. The genres of texts in textbooks were used as a rough estimation of students' genre exposure and 11 linguistic complexity measures were analyzed to check the linguistic differences between genres. The results indicated that linguistic features in L2 writing were not solely decided by the communicative function of genres. Furthermore, due to the effects of genre input, learners' genre knowledge may change, which could influence their language use in writing. This study first attempts to explore genre effects from a perspective of learners and its findings have important implications for future research, language instruction and assessment.

Meadows, Bryan

doi: 10.1111/ijal.12299pmid: N/A

This study extends the current scholarship on language classrooms as sites of national reproduction. Informed by theories of discursive nationalism, the study proposes the term, national narrative, to refer to the collection of ideological affordances (i.e., nationalized potentials) that circulate in mezzo‐levels of society between macro‐level ideological structure and micro‐level national claims. Through the decisions they make regarding what and how to represent nationalized cultures, language teachers participate directly in the reproduction of nationalism in language classrooms. Qualitative analysis of survey data provided by 195 English Language Teaching (ELT) practitioners provide an empirical illustration of the national narrative concept. For language educators, the national narrative account draws attention to their role to both reproduce and transform nationalism in the representational choices they make.

Yoon, Jungwan; Casal, J. Elliott

doi: 10.1111/ijal.12300pmid: N/A

English for Academic Purposes (EAP) practitioners have widely adopted Swales' (1990) move analysis to investigate the rhetorical construction of various academic genres, particularly research article part‐genres. While this research has deepened our understanding of academic genre practices, advances in move analysis methods have uncovered important research considerations. Following Moreno and Swales' (2018) advocacy for step‐level analysis, the current study presents a move‐step framework and systematic rhetorical move‐step analysis of 625 conference abstracts accepted to the 2017 American Association of Applied Linguistics Conference. Findings reveal that five of the seven moves in the resulting framework were highly frequent, and two dominant move‐sequence patterns emerged. The findings can provide EAP instructors and students with useful insights into discursive and rhetorical practices associated with the genre.

Sahraee Juybari, Mobina; Bozorgian, Hossein

doi: 10.1111/ijal.12301pmid: N/A

This study examines Iranian English language teaching (ELT) Prospect textbooks in light of the recently developed discipline of Cultural Linguistics. Cultural Linguistics is a field of research that explores the relation between language and cultural conceptualisations. The Cultural Linguistics ethnographic‐conceptual text/visual analysis methodology is employed for the analysis of the cultural conceptualisations embedded across texts and visuals. It is revealed that lesson 3 of Prospect 3 captures the Iranian cultural conceptualisations of Nowruz and represents it as an event for (a) renewal of human beings and reinforcement of human relationships, (b) joy, (c) wishing good luck and avoiding bad luck, and (d) visiting. The current research has significant implications for both research and pedagogy in ELT.

Pawlak, Mirosław; Zawodniak, Joanna; Kruk, Mariusz

doi: 10.1111/ijal.12302pmid: N/A

This paper explores the underappreciated phenomenon of boredom and its causes in relation to practical English classes attended by university students majoring in English as a foreign language. It begins with a brief description of boredom where the focus is on its components, intensity and factors contributing to the experience of this negative emotion. This is followed by an overview of the still largely insufficient research into boredom in the L2 classroom. The empirical part of the paper comments on the data obtained from the Boredom in practical English language classes questionnaire which was filled out by 111 English majors. The results reveal the relationship between the intensity of boredom and the time factor. Also, the reasons for student boredom are indicated (e.g., task repetitiveness, lack of challenge, negative previous L2 learning experiences). In the last part of the paper, some pedagogical implications are provided.