Open Access. Powered by Scholars. Published by Universities.®

Applied Linguistics Commons

Open Access. Powered by Scholars. Published by Universities.®

809 Full-Text Articles 616 Authors 425,687 Downloads 66 Institutions

All Articles in Applied Linguistics

Faceted Search

809 full-text articles. Page 5 of 32.

Executive Summary, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson 2018 University of Arizona

Executive Summary, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson

Presentations and Publications

The Advancing Digital Equity in Public Libraries: Assessing Library Patrons’ Problem Solving in Technology Rich Environments research project was supported by a National Leadership Grant from the Institute of Museum and Library Services (IMLS) grant. It was conducted over the course of 3 years in cooperation with the Multnomah County Library in Portland, Oregon. The research was guided by a national advisory group made up of scholars and practitioners in the fields of adult education, digital literacies, online reading and research, and library services.


Blueprint For Designing Digital Problem Solving Tasks, Jill Castek, Cindy Gibbon, Gloria Jacobs, Tyler Frank, Amy Honisett, Judy Anderson 2018 Portland State University

Blueprint For Designing Digital Problem Solving Tasks, Jill Castek, Cindy Gibbon, Gloria Jacobs, Tyler Frank, Amy Honisett, Judy Anderson

Digital Problem Solving Toolkit

This document explains how the research team developed tasks and an observational protocol that allowed for the examination of individuals’ digital problem solving. These tasks, and the metacognitive scaffolding prompts and protocol associate dwith them, were developed and refined with the Multnomah County Library’s website resources in mind. Other libraries can adapt these tasks and protocol or develop a related observational protocol inspired by the design principles offered. This document suggest what libraries can do to support digital problem solving development.


Project Summary, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson 2018 University of Arizona

Project Summary, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson

Presentations and Publications

Summary of the project, Advancing Digital Equity in Public Libraries: Assessing Library Patrons’ Problem Solving in Technology Rich Environments.

The purpose of the research was to examine and understand the digital problem solving processes of vulnerable adults.


Listener's Perceptions Of Stuttering, Katie Lauren Smith 2018 Cedarville University

Listener's Perceptions Of Stuttering, Katie Lauren Smith

Linguistics Senior Research Projects

Stuttering is a neurodevelopmental disorder that causes disruptions in the normal flow of speech. Often, the disorder is accompanied by anxiety, stress, and discomfort in communication. Due to prominence of the disorder, stuttering can cause discomfort for both the listener and speaker. While some factors, such as level of fluency, familiarity with the disorder, and openness about the disorder can influence listener perceptions, the risk of negative stereotyping is high. In the following study, listener perceptions of stuttering are measured in a Christian, college-aged environment. 31 participants were asked to fill out a questionnaire about stuttering. Of the 31, 6 ...


Evaluation In Moderation: Evaluative Adjectives In Student Academic Presentations, Alla Zareva 2018 Old Dominion University

Evaluation In Moderation: Evaluative Adjectives In Student Academic Presentations, Alla Zareva

English Faculty Publications

Evaluation is inherent in academic discourse and fundamental to shaping college students’ critical thinking and ability to assess the status of discipline-specific information. The current study focused on the use of evaluative adjectives in native English speaking (L1) and English as a second language (L2) college student academic presentations (N = 40). The goal was to find out how the two groups of presenters compared on their frequency, referential choices, variability of evaluative adjectives, patterns of adjectival structures, and level of sophistication of the adjectives they used and also to identify common trends for both groups along the categories. The findings ...


Language Attitudes In Algeria, Kamal Belmihoub 2018 City University of New York (CUNY)

Language Attitudes In Algeria, Kamal Belmihoub

Publications and Research

No abstract provided.


Perception Of American–English Vowels By Early And Late Spanish–English Bilinguals, Miriam Baigorri, Luca Campanelli, Erika S. Levy 2018 Long Island University

Perception Of American–English Vowels By Early And Late Spanish–English Bilinguals, Miriam Baigorri, Luca Campanelli, Erika S. Levy

Publications and Research

Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second–language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel-inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bilingual, 12 late Spanish–English bilingual, and 10 monolingual listeners performed perceptual-assimilation and categorical-discrimination tasks ...


Reseña De Escritura Académica: De La Teoría A La Práctica, David Sánchez-Jiménez 2018 CUNY New York City College of Technology

Reseña De Escritura Académica: De La Teoría A La Práctica, David Sánchez-Jiménez

Publications and Research

No abstract provided.


Variation In Past Counterfactual Constructions, Victoria Zencak 2018 Central Washington University

Variation In Past Counterfactual Constructions, Victoria Zencak

All Master's Theses

The two past counterfactual constructions under investigation in this study are the past counterfactual conditional (Type 3) and the past counterfactual wish complement clause (PCWCC). Each of these has both a standard and variant form. The verb in the standard forms is had + past participle; the verb in the variant forms is would have + past participle. Although reference books and textbooks acknowledge variant forms, generally describing them as informal or conversational, they have not received serious scrutiny. It was the goal of this study to see whether variant forms are currently common in usage and to understand more fully the ...


Observing Digital Problem Solving Checklist, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson 2018 Portland State University

Observing Digital Problem Solving Checklist, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson

Digital Problem Solving Toolkit

This adaptable tool was developed from research findings from a 3 year research study exploring digital problem solving. It is intended to be used by a librarian/staff/volunteer during an in-person interview and observation context. It is designed to better understand how to shape interactions with a library user when they come into the library for assistance that requires gathering, exploring, and making sense of online resources. The tool can be used to support individual or small group interactions. It contains a series of questions that provide insight into the knowledge and experiences of the library user as well ...


Digital Problem Solving: Score Report, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson 2018 University of Arizona

Digital Problem Solving: Score Report, Jill Castek, Gloria Jacobs, Cindy Gibbon, Tyler Frank, Amy Honisett, Judy Anderson

Digital Problem Solving Toolkit

This test tries to measure how well you use technology to solve problems. The digital tools in the test might not look familiar. As you get more practice meeting different goals using technology, these tasks will become easier to do.


La Aculturación En La Comprensión Lectora De Los Estudiantes Universitarios: La Valoración En El Uso Polifónico De Las Citas, David Sánchez-Jiménez 2018 CUNY New York City College of Technology

La Aculturación En La Comprensión Lectora De Los Estudiantes Universitarios: La Valoración En El Uso Polifónico De Las Citas, David Sánchez-Jiménez

Publications and Research

El acceso de los alumnos universitarios a los estudios de nivel superior implica un proceso de adaptación y aculturación que encuentra respuesta principalmente en la lectura y en la escritura académica. Esta transformación genera al principio altos grados de ansiedad en los sujetos, quienes en este nivel carecen aún de las coordenadas necesarias para la interpretación de textos científicos codificados en géneros discursivos que en muchas ocasiones han sido expresamente elaborados por escritores expertos para otros especialistas de la disciplina.

El cambio conceptual que se produce en el individuo que trata de integrarse en una nueva comunidad discursiva viene marcado ...


Introduction To Discourse, Structure And Linguistic Choice By T. Price Caldwell, Robert J. Stainton 2017 University of Western Ontario

Introduction To Discourse, Structure And Linguistic Choice By T. Price Caldwell, Robert J. Stainton

Robert J. Stainton

No abstract provided.


Teaching To Self Assess: Developing Critical Thinking Skills For Student Interpreters, Stephen Fitzmaurice 2017 Clemson University

Teaching To Self Assess: Developing Critical Thinking Skills For Student Interpreters, Stephen Fitzmaurice

Stephen Fitzmaurice

In an effort to teach critical thinking skills to interpreting students, our
educational interpreting program has stopped providing direct feedback
on their interpreted work. We believe that independent practitioners
need to be skilled at self-assessment rather than relying on external ratings
of performance; thus, for the last 2 years, I have taught and then
graded students on the efficacy of their self-assessment of their own
work. To assess this change, I analyzed the Educational Interpreter Performance
Assessment (EIPA) ratings of students who received direct
feedback and those who learned to self-assess. The findings indicate that
the students who were taught ...


Developing Recipient Competence During Study Abroad, Midori Ishida 2017 San Jose State University

Developing Recipient Competence During Study Abroad, Midori Ishida

Faculty Publications

Partly as a response to Kinginger's (2009) call for studies that examine the interaction in which L2 speakers participate during study abroad and its relationship with long-term development, this chapter explores what features of social interaction might afford L2 speakers opportunities to "form new practices" (Pallotti & Wagner, 2011, p. 1), especially when using receipts.


Interactional Competence In Japanese As An Additional Language: An Overview, Tim Greer, Midori Ishida, Yumiko Tateyama 2017 Kobe University

Interactional Competence In Japanese As An Additional Language: An Overview, Tim Greer, Midori Ishida, Yumiko Tateyama

Faculty Publications

Speaking a language involves more than just knowledge of grammar, vocabulary, and pronunciation: It also requires the abilities to interpret what your interlocutor is saying, to formulate a relevant response, and to deliver it in a timely manner. In addition, it entails skills such as dealing with trouble in talk when it arises and being able to identify an appropriate moment to start speaking. In short, it requires interactional competence (IC). As this applies to speaking a language other than one's first, this volume of Pragmatics & Interaction examines specific interactional competences {ICs) that speakers of Japanese as an additional ...


Multilingualism And Multiculturalism: Opinions From Spanish-Speaking English Learners From Mexico, Central America, And South America, Cailey Catherine Moe 2017 Portland State University

Multilingualism And Multiculturalism: Opinions From Spanish-Speaking English Learners From Mexico, Central America, And South America, Cailey Catherine Moe

Dissertations and Theses

Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and South America. At the same time, Spanish is the second-most commonly spoken language in the U.S., and an increasing presence in U.S. media and culture. This puts English learners from this demographic in a unique position with respect to language and culture acquisition and the experience of working towards their goals within U.S. society at large.

The purpose of this study is to explore motivations and beliefs about language and culture held by ...


Thinking-For-Speaking And The Efl Mind: Face-To-Face Dialogue To Talk About Vertical Space, Kunisawa 2017 The University of New Mexico

Thinking-For-Speaking And The Efl Mind: Face-To-Face Dialogue To Talk About Vertical Space, Kunisawa

Language, Literacy, and Sociocultural Studies ETDs

Studies of thinking-for-speaking (Slobin, 1987) and of linguistic relativity (Gumperz & Levinson, 1996) in multilinguals have been attracting more attention (Ortega, 2015). I propose the incorporation of sociocultural theory and linguistic relativity as a novel research approach in second language acquisition (SLA). Japanese learners of English go through a process in which word meaning develops from a single to binary semantic categorization as they learn to express vertical spatial operations in their second language (L2). Japanese has a nonobligatory distinction between contact and noncontact relationships when expressing vertical space (single semantic categorization), whereas English has an obligatory contrast (binary semantic categorization) (Munnich et al., 2001). The expression of vertical spatial relationships in Japanese and English is further influenced by language typology. Japanese, an SOV language, uses postpositions while English, an SVO language, uses prepositions.

Vygotsky (1987) argues that verbal thinking (the internalization of speech) is tied with word meaning, and thus, as Japanese EFL high school students learn to express the obligatory contact-noncontact feature of vertical spatial configurations in English, moving from a single to a binary semantic categorization, verbal thinking will also develop. Vygotsky (1987) further claims that verbal thinking has sociocultural origins. In this dissertation, I investigate whether gesture can be instrumental in overcoming the constraints imposed by linguistic relativity. Vygotsky (1998) states, “Speech becomes the means for thinking mainly because it reflects an objectively occurring intellectual operation. This is a moment of major importance in the development of speech and thinking, which discloses the secret of the development of verbal thinking as a whole” (p. 114). I predict that a distinct worldview and the “development of cognitive processes” (Matyushkin, 1997b, p. 272) arise together when Japanese EFL students learn vertical spatial structure with the Gesture Listening Higher Concept Approach, which leads to “a qualitatively new mental formation that develops according to completely special laws and is subject to completely different patterns” (Vygotsky 1998, p. 34).

The purpose of this study: (1) To pursue the new research path regarding incorporating linguistic relativity into SLA in sociocultural theory; (2) to explore whether the concurrent use of iconic co-speech co-thought gesture (ICSCTG) and listening practice can help Japanese high school students learn to express vertical spatial relationships in English more than they would learn from either treatment alone; (3) to investigate whether teaching ICSCTG and listening practice together will help Japanese EFL learners preserve knowledge of how to express vertical spatial relationships in English for a month after the intervention. I employed quantitative methods to accomplish the goals noted above. Results in this study suggest that the Gesture Listening ...


Advancing Digital Skills For Problem Solving In Technology-Rich Environments, Jill Castek, Gloria Jacobs 2017 Portland State University

Advancing Digital Skills For Problem Solving In Technology-Rich Environments, Jill Castek, Gloria Jacobs

Presentations and Publications

Digital and disciplinary literacies are not simply tools or cognitive behaviors. They have the potential to provide opportunities for students to better understand themselves, their communities, and their world. The presentation examines ways of conceptualizing and understanding digital literacies and disciplinary learning and consider implications for teacher education and community outreach efforts.


Una Entrevista Con José Plácido Ruiz Campillo Sobre La Gramática Operativa Y Cognitiva Y Su Estado En La Enseñanza Del Español Como Lengua Extranjera, David Sánchez-Jiménez 2017 CUNY New York City College of Technology

Una Entrevista Con José Plácido Ruiz Campillo Sobre La Gramática Operativa Y Cognitiva Y Su Estado En La Enseñanza Del Español Como Lengua Extranjera, David Sánchez-Jiménez

Publications and Research

No abstract provided.


Digital Commons powered by bepress