刊讯｜SSCI 期刊《第二语言学习与教学研究》2023年第3-4期

Volume 13, Issue 3-4, 2023

Studies in Second Language Learning and Teaching（SSCI一区，2023 IF: 3.292，排名：20/194）2023年第3-4期共刊文16篇。其中，2023年第3期共发文8篇，其中研究性论文6篇，书评2篇；第4期为特刊，主题为“浅谈应用语言学中的文献计量学”，共发文8篇。研究论文涉及跨语言影响、词汇产出、二语学习动机、二语学习策略和二语听力教学等。欢迎转发扩散！（2023年已更完）

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刊讯｜SSCI 期刊《第二语言学习与教学研究》2023年第1-2期

目录

Issue 3

Arcticles

■How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension, by Kevin McManus, Pages 507-539.

■The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching, by Almudena Fernández-Fontecha, James Ryan, Pages 508-541.

■Exploring collocation development in L2 German from students’ perspective: A contrasting case study, by Griet Boone, June Eyckmans, Pages 542-571.

■Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback, by Laia Canals, Pages 572-601.

■Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks, by Tzu-Hua Chen, Pages 602–627.

■Dialogic investigations: Motivation in Japanese language learning, by Toshiyuki Nakamura, Pages 628–663

Book Reviews

■Review of Foundational principles of task-based language teaching by Martin East, by Qiong Wang, Pages 664-687.

■Review of Individual differences in computer-assisted language learning research by Banban Li, Pages 688-695.

Issue 4

■Collaboration network of applied linguistics research articles with different methodological orientations, by Mohammad Amini Farsani, Hamid R. Jamali, Pages 722-727.

■Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis, by Yiran Xu, Jingyuan Zhuang, Ryan Blair, Amy I. Kim, Fei Li, Rachel Thorson Hernández, Luke Plonsky, Pages 728-755.

■Research on the learning/teaching of L2 listening: A bibliometric review and its implications, by Lei Lei, Yaochen Deng, Dilin Liu, Pages 756-781.

■Review and analysis of empirical articles published in TESOL Quarterly over its lifespan, by A. Mehdi Riazi, Hessameddin Ghanbar, Fahimeh Marefat, Ismaeil Fazel, Pages 782-811.

■SLA as an interdiscipline: A bibliometric study, by Meng-Lin Chen, Pages 812-843.

■The Routledge handbook of vocabulary studies: A study in micro-bibliometrics, by Paul Meara, Pages 843-882.

■Interaction in written texts: A bibliometric study of published research, by Ken Hyland, Feng (Kevin) Jiang, Pages 884-903.

■Bibliometrics and scientometrics in applied linguistics: Epilogue to the special issue, by Vahid Aryadoust, Pages 903-925.

摘要

How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehensionAcquisition: Introduction to the Special Issue SLA for All?

Kevin McManus, Pennsylvania State University

Abstract This study revisits and extends McManus and Marsden (2019a) to better understandhow and why providing additional explicit information (EI) about learners’ first language (L1) alongside EI and comprehension practice in the second language (L2) improved the accuracy, speed, and stability of L2 comprehension of the French Imparfait, a functionally complex and late-acquired target feature. Building on previous L2 research that has provided instruction about L1 without analyzing L1 knowledge/use, the current study examines learners’ item-by-item comprehension of L1 sentences that was completed during the L2 instruction to better understand the learning mechanisms at play in McManus and Marsden’s (2019a) findings. Two groups of English-speaking learners (L2+L1, L2+L1prac;N = 36) received the same EI about aspect in French, followed by comprehension practice of French and English sentences. The L2+L1 group received additional EI about aspect in English. Results showed no impact of the instruction on L1 accuracy in either group, but the speed of L1 comprehension changed over time in the L2+L1 group. It is argued that the L2+L1 instruction directed attention to and clarified crosslinguistic differences in how L2 and L1 express the same meanings, which rendered the L2 practice more effective for noticing Imparfait and developing appropriate strategies for processing L2 forms. Implications for theory-building and instructional design are discussed.

Key words crosslinguistic influence; instructed second language acquisition; comprehension; processing; first language

The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching

Almudena Fernández-Fontecha, University of La Rioja

James Ryan, Carleton College

Abstract  This study seeks to delve into the potential role of divergent thinking, a component of creativity, in second language learning. Specifically, we compare the use of lexical organization and production strategies of two groups of more and less creative EFL learners in year 12 through an automatic vectorial semantic analysis of their retrieval in three second language semantic fluency tasks. Consistent with previous research in the field of creativity, our findings indicate that the creative group retrieved more second language words than the less creative group. These words were less related to each other and to the stimulus categories than the words generated by the less creative group. While the creative participants’ retrieval was based on an extensive use of switching, a slight but non-significant trend was found in the production of longer clusters by the less creative participants. These results yield interesting insights into the potential role of creativity in second language learning.

Key words creativity; lexical production; second language; clustering; switching

Exploring collocation development in L2 German from students’ perspective: A contrasting case study

Griet Boone, University of Antwerp and Ghent University

June Eyckmans, Ghent University 

Abstract  Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study–a qualitative component of a mixed-methods longitudinal project–presents an in-depth exploration of the intro- and retrospective views of five Dutch-speaking L2 students of German on their 3-year collocation learning process. It focuses on the individual factors that enhanced or hindered L2 collocation development, and on the extent to which effective and less effective collocation learners differed regarding their L2 motivation, exposure and use, learning experience, and learning strategies. Extreme sampling strategy was used and five contrasting cases of learners were selected (three effective versus two less effective collocation learners). Data were gathered through semi-structured interviews and learners’ written reflections on five specific collocations. Findings indicate that the effective collocation learners showed a higher intrinsic motivation, more engagement in informal learning activities, more extensive social interaction in the L2, more awareness towards collocations, a higher degree of self-regulation, and a higher number of learning strategies than the less effective collocation learners. Based on these findings, pedagogical implications are provided.

Key words collocations; L2 motivation; L2 exposure; L2 learning experience; L2 learning strategies

Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback

Laia Canals, Universitat Oberta de Catalunya

Abstract The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional patterns that emerge during negotiation of meaning episodes which have been deemed beneficial for L2 development, particularly those which offer opportunities for modified output to occur (Gurzynski-Weiss & Baralt, 2015; Long, 1996; Pica, 1994; Schmidt, 1990). The results highlight the role that metalinguistic information plays in scaffolding the process of negotiation of meaning and emphasize the benefits of e-tandem exchanges where learners alternate between the roles of expert and learner, depending on the language used during each language-related episode.

Key words interactional feedback; negotiation of meaning; virtual exchange; language-related episodes; language learning online

Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks

Tzu-Hua Chen, Concordia University

Abstract  Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since task complexity might interact with learners’ perceptions of task difficulty, it is important to investigate how task complexity impacts FLE changes. Informed by the complex dynamic systems theory, this study employed a mixed-methods multiple case study design to study patterns and causes of high and low FLE arousals. The participants were four pairs of Taiwanese high-intermediate EFL university students who were engaged in simple or complex storytelling tasks with speech acts of refusals. The speakers’ interactions were triangulated with an individual learner’s rating of FLE on a per-second scale and stimulated recalls. Results revealed idiosyncratic patterns of FLE fluctuations of peer interlocutors and a high degree of overlap in sources of low and high FLE in both groups. Speakers reported high FLE as a result of interesting storylines inherent in task design and created by peers, the use of picture prompts, peer collaboration, and task performance. Performance problems, failure to retrieve appropriate vocabulary, task design, and lack of ideas led to low FLE arousals. The findings suggest that task complexity combined with other task-induced, social, and individual factors to affect the fluctuations of FLE. Implications for task design and oral communication instruction to promote FLE are discussed.

Key words foreign language enjoyment; task complexity; oral pragmatic task design; task engagement; peer interaction; an idiodynamic method

Dialogic investigations: Motivation in Japanese language learning

Toshiyuki Nakamura, Australian National University

Abstract Over the past 15 years, the L2 motivational self system (Dörnyei, 2005, 2009) has been a dominant framework in the field of second language (L2) motivation. Yet, since the model’s introduction, there has been a theoretical discordance between the two components associated with future self-images (the ideal L2 self and the ought-to L2 self) and the third component related to the actual process of learning (the L2 learning experience). To remedy this shortcoming, this study draws on Bakhtin’s (1981, 1986) theory of dialog. Bakhtin claims that any use of language is a dialog between self and others and that language is learned through the assimilation of speech genres used by others for similar purposes in typical situations of social communication. The analysis of interview data obtained from three Japanese-as-a-second-language learners shows how situation-specific and future-oriented motivations are related to each other. The learners’ engagement in dialog with imagined Japanese speakers is developed through their engagement in dialog with actual Japanese speakers, and regardless of whether the dialog is actual or imagined, the participants orient themselves to speech genres of the language that correspond to particular social contexts.

Key words L2 motivational self system; engagement; dialog; speech genres; Mikhail Bakhtin

Collaboration network of applied linguistics research articles with different methodological orientations

Mohammad Amini Farsani, Iran University of Science & Technology

Hamid R. Jamali, Charles Sturt University

Abstract  The current study draws on synthetic techniques and bibliometric analysis to explore the patterns of scientific collaboration in light of methodological orientations. We examined 3,992 applied linguistics (AL) articles published in 18 top-tier journals from 2009 to 2018 and analyzed their methodological orientations and scientific collaboration. Considering that the number of co-authored papers outweighs single-authored counterparts, our results revealed that the overall degree of collaboration for AL journals was moderate-to-high (57.7%). In particular, quantitative studies contained the highest degree of collaboration (66.8%). This was followed by systematic reviews (60.9%), and mixed-methods approach (55.7%). Country-wise, our overall findings further indicated that the United States and the United Kingdom were the two main hubs of collaborative activities for quantitative, qualitative, and mixed-methods research. While the USA was the top country in systematic reviews like all other research approaches, the UK was the fifth country in systematic reviews. As for collaborating authors, our findings demonstrated that the most influential quantitative researchers had collaborated on Natural Language Processing (NLP) and data mining. While the mixed-methods researchers had a tendency to collaborate on conceptual issues subscribing to the language testing and assessment strand, the most productive qualitative researchers had collaborated on L2 writing issues. Implications for applied linguistics research are further discussed.

Key words applied linguistics; bibliometric analysis; collaboration network; methodological orientations

Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis

Yiran Xu, University of California

Jingyuan Zhuang, Pennsylvania State University

Ryan Blair, University of Arizona

Amy I. Kim, Language Testing International

Fei Li, China University of Geosciences

Rachel Thorson Hernández, Georgetown University

Luke Plonsky, Northern Arizona University

Abstract  The importance of academic journals in second language (L2) research is evident on at least two levels. Journals are, first of all, central to the process of disseminating scientific findings. Journals are also critical on a professional level as most L2 researchers must publish articles to advance their careers. However, not all journals are perceived as equal; some may be considered more prestigious or of higher quality and may, therefore, achieve a greater impact on the field. It is therefore necessary that we understand the identity and quality of L2 research journals, yet very little research (e.g., Egbert, 2007; VanPatten & Williams, 2002) has considered these issues to date. The current study sought to explore L2 journal identity and quality, and the relationship between these constructs. In order to do so, a database was compiled based on three different types of sources: (1) a questionnaire eliciting L2 researchers’ perceptions of the quality and prestige of 27 journals that publish L2 research (N = 327); (2) manual coding of different types of articles (e.g., empirical studies, review papers), data (quantitative, qualitative, mixed), research settings, and authorship patterns (K = 2,024) using the same 27 journals; and (3) bibliometric and submission data such as impact factors, citation counts, and acceptance rates. Descriptive statistics were applied to explore overall quality and prestige ratings as well as publication trends found in each journal. The relationships between those patterns and subjective ratings were also examined. In addition, regression models were built to determine the extent to which perceptions of journal quality and prestige could be explained as a function of journal and article features. We discuss the findings of the study in terms of on-going debates concerning publication practices, study quality, impact factors, journal selection, and the “journal culture” in applied linguistics.

Key words Applied Linguistics journals; quality; prestige; perception; publication practices; journal culture

Research on the learning/teaching of L2 listening: A bibliometric review and its implications

Lei Lei, Shanghai International Studies University

Yaochen Deng, Dalian University of Foreign Languages

Dilin Liu, University of Alabama

Abstract This bibliometric study examined the development of research on the learning and teaching of second language (L2) listening from 1948 to 2020 (73 years). Specifically, the study involved: (1) a search and analysis of all the noun phrases to identify important research topics in the abstracts of the published journal articles on L2 listening over the 73 years (divided into three periods) using selfmade Python scripts and (2) three co-citation analyses of the references in these articles regarding highly cited authors, publications, and journals, respectively, via the VOSviewer program. The keyword/phrase analysis produced results that helped uncover and delineate the research trends in L2 listening across the three time periods. The co-citation analyses identified the most highly cited authors, publications, and journals as well as the interrelations among the most highly cited items in each of the three categories illustrated with network maps. The results of the analyses and their implications are discussed.

Key words bibliometric analysis; co-citation analysis; L2 listening learning; L2 listening teaching; research trends

Review and analysis of empirical articles published in TESOL Quarterly over its lifespan

A. Mehdi Riazi, Hamad Bin Khalifa University

Hessameddin Ghanbar, Islamic Azad University

Fahimeh Marefat, Allameh Tabatabai University

Ismaeil Fazel, University of British Columbia

Abstract We report the results of a bibliometric study of 696 empirical articles (EAs) published in TESOL Quarterly (TQ) over its lifespan (1967-2019). We report overall and periodic reviews (1967-1979, 1980-1989, 1990-1999, 2000-2009, 2010-2019) concerning the following themes: (1) contexts and participants, (2) research foci and theoretical orientations, and (3) research methodology and data sources. A typical article was written by a single author addressing a learning/teaching English issue related to undergraduates in US universities. The most common research foci were instruction, learning, and assessment. A quarter of the articles did not have a specifiable theoretical orientation, and for those that had, the main theoretical orientations were linguistic/scientific, linguistic/cognitive, and social. The most frequently used research methodologies were quantitative, qualitative, and eclectic, and the top three data sources used by researchers were elicitation, multiple sources, and observation. Based on the findings, we make suggestions for future research in TESOL. Overall, the present review and analysis of published EAs give readers a birdseye view of the research gravity in TQ over the last 52 years.

Key words applied linguistics; bibliometric study; TESOL Quarterly; empirical articles; review paper

SLA as an interdiscipline: A bibliometric study

Meng-Lin Chen, Chang Jung Christian University

Abstract  Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and methods flow into the research areas of life sciences and technology to form interdisciplinary studies with brain research, neurology, cognition, computer technology, and engineering, making SLA a provider of knowledge In the second case, SLA research receives knowledge from areas of arts and humanities and social sciences as well as from interdisciplinary studies within its own discipline, making SLA a receiver of knowledge. The new insights into the interdisciplinarity of SLA provided in this study are helpful for our deeper understanding of the interdisciplinary nature of the SLA discipline.

Key words bibliometrics; interdiscipline; interdisciplinary development; knowledge flow; second language acquisition

The Routledge handbook of vocabulary studies: A study in micro-bibliometrics

Paul Meara, Swansea University

Abstract This paper reports a bibliometric analysis of two small data sets: a set of 34 papers that make up The Routledge handbook of vocabulary studies (Webb, 2020) and a set of papers dealing with second language (L2) vocabulary research taken from a single journal Frontiers in Psychology. Bibliometric maps based on author co-citations in these two data sets are presented and compared. Although the two data sets are comparable in terms of size, they appear to be very divergent. In particular, the significant sources identified in The Handbook map seem to play a relatively minor role in the Frontiers map. The obvious conclusion is that The Handbook is not as representative of L2 vocabulary research as its title might lead us to believe. The paper argues that micro-bibliometric studies like this one can sometimes highlight features that are lost in the more traditional large-scale bibliometric approach.

Key words micro-bibliometrics; L2 vocabulary; co-citation analysis

Interaction in written texts: A bibliometric study of published research

Ken Hyland, University of East Anglia

Feng (Kevin) Jiang, Jilin University

Abstract While writing involves interactions between writers and readers as each considers the other in creating and interpreting texts, research interest in written interaction is a fairly recent development. This paper uses a bibliometric analysis to trace the growing interest in written interaction over the past 30 years from its origins in philosophy, conversation analysis and sociocultural language pedagogy. To do so, we analyzed all 918 articles mentioning writing and interaction in the social science citation index since 1990, dividing the corpus into two periods following the massive increase in interest after 2005. We identify which topics have been most prevalent and which authors, publications, journals and countries most influential over time. The results indicate the growing importance of identity, genre, discipline, metadiscourse and stance, particularly drawing on corpus methods. We also note the participation of authors from more countries in publishing interaction research with the growth of authors from China becoming particularly visible. These findings may interest those working in written discourse analysis and scholarly publishing.

Key words bibliometrics; written interaction; research articles; scholarly publishing

Bibliometrics and scientometrics in applied linguistics: Epilogue to the special issue

Vahid Aryadoust, Nanyang Technological University

Abstract In this paper, I first discuss the field of bibliometrics, which is a quantitative approach to analyzing scholarly publications, and its subfield, scientometrics, which focuses exclusively on scientific literature. I argue that the use of bibliometric methods has been growing in applied linguistics in recent years, and explore the common features between bibliometrics and scientometrics. I will then review the papers published in the special issue on bibliometrics in applied linguistics, which features nine papers on various bibliometric topics. I conclude with suggestions for future research in the field, including the development of scales for measuring perceived prestige, investigation of indicators of influence and a predictive theory for impact of second language (L2) research, and further investigation into the imbalance in the representation of authors based in different parts of the world.

Key words applied linguistics; bibliometrics; scientometrics; second language learning

期刊简介

Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz Uiversity, Kalisz, Poland. The journal is devoted to reporting previuously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various acpects of language learning in instructed and non-instructed settings as well as different facets of the teaching process, including syllabus choice, material design, classroom practices, and evaluation.

《第二语言学习与教学研究》是波兰卡利什市波兹南密茨凯维奇大学英语系教学法与文学部出版的权威季度期刊。该期刊致力于出版关于第二语言和外语学习和教学的高质量、原创性理论和实证研究。该期刊不仅关注英语，它涉及任何语言的学习和教学，并聚焦于各种主题，包括第二语言习得的基础过程、在教学和非教学环境中语言学习的各种方面，以及语言教学过程的不同方面，包括教学大纲选择、材料设计、课堂实践和评估。

官网地址：

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