International Journal of Applied Linguistics很荣幸宣布:高雪松教授担任期刊联合主编；徐浩教授与Sumi Kim助理教授担任期刊副主编。
主编介绍
高雪松教授
新南威尔士大学教育学院副院长
研究兴趣包括语言教师教育和语言教育政策。曾担任多个应用语言学国际期刊主编或共同主编（如System, International Review of Applied Linguistics in Language Teaching）。现任多个应用语言学和教育国际期刊编委包括 Applied Linguistics Review, Education Review, International Journal of Bilingual Education and Bilingualism, Journal of Language, Identity and Education, Modern Language Journal, Technology, Pedagogy and Education, and Teacher Development 等。
Sumi Kim
东国大学首尔校区英语语言文学系的助理教授, 东国大学人工智能融合英语教育项目和教师教育项目核心教员。
研究兴趣包括多语言和多元文化教育、语言和身份认同、教师培训和发展以及教学技术发展。曾在Language, Culture and Curriculum, and English Today等期刊发表论文。
徐浩教授
北京外国语大学博士生导师，中国外语与教育研究中心专职研究员、国家语言能力发展研究中心兼职研究员、许国璋语言高等研究院院长助理。
研究兴趣包括：二语习得、外语教育与教师发展。担任多个学术职位（如中国教育学会外语教学专业委员会常务理事，中国语文现代化学会语言治理研究分会常务理事，全国基础外语教育研究培训中心副秘书长）。担任多个期刊主编或副主编，包括《英语学习》和《外语教育研究前沿》。
期刊介绍
InJAL是一本SSCI及A&HCI双检索国际期刊，本刊发表的文章侧重于语言专业知识与语言体验之间的中介作用。旨在提高人们对语言工作方式的认识，了解语言如何影响人们的生活，以及在语言使用和学习的不同领域采取哪些干预措施是可取和可行的。在应用语言学所有可能的领域中，InJAL 主要关注那些与社会中语言使用和学习最密切相关的领域：语言政策，作为政策制定与实践的相互作用；职业语言，作为成人社会化的主要领域；公共话语和媒体中的语言，作为日益全球化和专业化世界中所有其他领域之间的联系；语言和语类之间的翻译，作为多语言和异语言工作社会中默认的交流模式。
The motivation-anxiety interface in language learning: A regulatory focus perspective
Chen Jiang, Mostafa Papi
The study examined the relationship between chronic regulatory focus, L2 self-guides, L2 anxiety, and motivated behavior. Questionnaire data were collected from 161 English learners in a foreign language context. Multiple regression results showed that the participants’ promotion focus (concerned with accomplishments and achievements) strongly and negatively predicted their L2 anxiety whereas their prevention focus (concerned with safety and obligations) was unrelated to L2 anxiety. Additionally, ought L2 self/own and ought L2 self/other, which have a prevention focus, positively predicted L2 anxiety, whereas ideal L2 self/own, which has a promotion focus, was a negative predictor. L2 anxiety was not directly related to motivated behavior for either promotion-focused or prevention-focused learners. The results suggest that a promotion-focused approach in L2 learning and teaching might minimize L2 anxiety.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12375
The L2 motivational self-system: A meta-analysis approach
Moslem Yousefi, Mohammad Hadi Mahmoodi
The L2 Motivational Self System (L2MSS) has strongly contributed to current understandings about the conceptualization of language motivation and the interconnections between L2 motivation and maximized learning outcomes. Research informed by the L2MSS has been extensive, and is on the increase. The accumulating body of empirical work in this area calls for meta-analytic and synthetic assessments. Situated within the L2MSS framework, the present meta-analysis examines the overall effectiveness of L2 motivation on language learning and addresses the relationship between L2 motivation and variables that moderate its effectiveness. A total of 17 published studies, involving 18,832 language learners, were meta-analyzed through calculating effect sizes. The results indicate a large effect of L2 motivation on language learning. Moderator analyses also reveal that the overall L2 motivation construct is multifaceted, and its effectiveness is constituted and shaped in interaction with learner age, gender, educational level, learning context, target language, learning outcomes, and geographical locations. From this basis, we contextualize the findings, discuss implications, and consider areas for further work on L2 motivation.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12416
ESL learners’ perception and its relationship with the efficacy of written corrective feedback/ESL
Tara Shankar Sinha, Hossein Nassaji
This study investigated the effects of direct and indirect WCF on learners’ accuracy in revision and new pieces of writing and also examined the relationship between learners’ perception of WCF and the effectiveness of each feedback type. Data were collected from 56 learners divided into three groups: direct WCF group (n = 18), indirect WCF group (n = 18) and control group (n = 20). All groups produced a narrative text based on picture prompts, revised the same text, and produced a new text. The two treatment groups also completed a feedback perception questionnaire. The results demonstrated that the two feedback groups significantly outperformed the control group in both revision and new pieces of writing, but no significant relationship was found between learners’ perception and the effectiveness of either feedback types.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12378
Emotions, perspectives, and English language teacher identity construction: A phenomenographic-narrative study
Mostafa Nazari, Sedigheh Karimpour
Despite the recent surge of interest in language teacher emotions, little research has examined the role of cognitive and social dimensions of teachers’ emotions in their identity construction. Adopting a phenomenographic-narrative approach, the present qualitative study examined the connection between English language teachers’ perspectives, emotions, and identities. Seventeen Iranian English teachers were first presented with four emotionally charged prompts, which involved teachers with anger, sadness, fear, and happiness emotions, to examine their appraisal of the prompts. The teachers were then interviewed to explore how they made sense of the prompts relative to their own identity construction. The findings indicated that the teachers associated prompt-related teachers’ emotions with personal–psychological, pedagogical, and institutional reasons underlying power relations and competing discourses shaping their own emotions and identities. Moreover, the teachers narrated stories that were perceived as dynamically shaping their identities through the reflective potential of such experiences. The study concludes with implications for the connection between language teachers’ cognitions and emotions, and the role of these factors in their identity construction.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12455
Stance in academic blogs and three-minute theses
Hang (Joanna) Zou, Ken Hyland
This paper reports a cross-genre study of how academics show authorial stance in two increasingly popular but underexplored academic genres: academic blogs and Three Minute Thesis (3MT) presentations. Based on a corpus of 75 academic blogs and 75 3MT talks from social sciences, we explore how academics represent themselves and their research to non-specialist audiences in two very different contexts. We found that the 3MT presenters used more stance resources and took stronger positions, largely by indicating certainty and creating a more visible authorial presence. Academic bloggers, on the other hand, preferred to downplay their commitment and highlight affect. The variations are explained in terms of mode and context, especially the time-constrained and face-to-face competitive nature of the spoken genre and the potential for critical feedback in the blogs. The findings demonstrate the salience of stance in the two genres and role of context in academic communication. It has important implications for scholars who are seeking to take their work to new audiences in perhaps unfamiliar genres.
https://onlinelibrary.wiley.com/doi/10.1111/ijal.12411
COVID-19 in the news: The first 12 months
Feng Kevin Jiang, Ken Hyland
The year 2020 was the year of COVID-19. In this paper we seek to identify the changing concerns of the international press to unfolding events of the COVID pandemic throughout 2020. Based on a 12.3-million-word corpus, we explore keyword nouns and verbs and frequent noun phrases to understand the central concerns of the public reflected in its news media. Results show that news in the early months was dominated by the symptoms of the virus, with items relating to controlling the disease such as guidelines, protocols and, eventually, vaccine, becoming increasingly prominent. Dominant keyword verbs base, infect, and announce concerned different activities associated with reporting the pandemic. This corpus-assisted linguistic description helps guide our reading of the changing public interest in the pandemic.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12412
EFL learners’ confidence, attitudes, and practice towards learning pronunciation
Asma Almusharraf
Although pronunciation is part of the curriculum in many EFL education programs, it is often neglected in instruction. The study's rationale was to fill the literature gap and explore Saudi EFL learners’ confidence, attitudes, and practice towards learning pronunciation. To this end, the study recruited a convenience sample of 336 Saudi EFL learners majoring in English at a university in Saudi Arabia. Statistical analyses were conducted to determine: (i) learners’ pronunciation confidence level; (ii) whether enrollment in phonetic courses, travel to English-speaking countries, and attitudes towards pronunciation affected learners’ confidence in their pronunciation; and (iii) learners’ reported pronunciation attitudes and practices. It was found that learners in this study have higher than neutral confidence in their pronunciation and hold a highly positive attitude towards English native-like pronunciation. Interestingly, this study showed no statistically significant difference between those who had taken a phonetic(s) course and those who had not in terms of their confidence in their pronunciation. Therefore, this study urges instructors be aware of their learners’ needs in pronunciation, present appropriate materials, and further opportunities to practice various strategies.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12408
Autonomous use of podcasts with metacognitive intervention: Foreign language listening development
Hossein Bozorgian, Esmat Shamsi
Podcasts have become a pervasive and easy-to-access input for language learning that may improve both form and meaning aspects of language. This study attempted to investigate some unknown impacts of the autonomous use of podcasts through a metacognitive intervention on 12 adult language learners' listening comprehension with an exploratory approach and using a questionnaire, learners' journals, and semi-structured interviews. The results suggest that autonomous language learners may benefit from multiple advantages of utilizing extensive listening input such as podcasts. Moreover, the learners have a positive attitude toward learning listening with metacognitive strategies and asserted that they aided them to be independent listeners. This study underscores the effectiveness of applying technology-based listening learning in an EFL context where many learners are devoid of sufficient authentic and comprehensible input.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12439
Peer interaction, mediation, and a view of teachers as creators of learner L2 development
Matthew E. Poehner, Dmitri Leontjev
SLA researchers in a variety of theoretical traditions have argued that interaction is essential to supporting learner L2 (second/foreign language) development. While L2 research informed by sociocultural theory has generally examined either peer-to-peer or teacher–learner interactions, the present study investigated how these may function together to form a mediating classroom environment. Drawing on examples from a collaborative project with a university teacher of L2 Japanese writing, we illustrate that while the quality of peer interactions may differ from teacher mediation, learner collaborative efforts allow them opportunities to collectively uncover partial understanding and synthesize their knowledge, positioning them to benefit from subsequent interactions with the teacher while also helping orient the teacher to areas of learner difficulty.
https://onlinelibrary.wiley.com/doi/full/10.1111/ijal.12444
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