Applied Linguistics - Science topic

In recent years, digital technologies have significantly transformed the way English as a Second Language (ESL) is taught. Tools such as adaptive learning platforms, AI-driven tutoring systems, and mobile applications have enabled more personalized learning experiences that cater to individual student needs.

However, several questions remain regarding the effective integration of these technologies:

I invite fellow educators, linguists, and researchers to share their experiences, insights, and any evidence-based findings on the impact of these technologies in personalizing language instruction. How do you foresee the future of ESL teaching evolving with these innovations?

Looking forward to a stimulating discussion!

In the field of applied linguistics.

For example, If I want to publish a chapter for the company of Taylor and Francis, what should I do? I am not sure where I can find that information except from Researchgate.

I'm a student of Applied Linguistics, new to the field but well-versed in conducting research within social sciences and economics. I’m seeking guidance on applying Computational Linguistics to address global issues. Thank you!

I would like to understand the broad range of parameters that constitute a speaker of any given language being regarded as a 'native speaker' of the said language (as opposed to merely fluent in it or possessing a bilingual proficiency of it), and at what point this status is no longer applicable to those who have acquired a language via Second Language Acquisition (SLA).

Hello everyone,

I’m seeking advice on the best approach for analyzing data related to ESL learners’ self-regulation capacities in vocabulary learning, specifically in relation to socio-demographic variables like age, gender, major, and IELTS scores (Comparison). I just wanted to detect differences in self-regualtion and background variables without hypotheses.

Initially, I used MANOVA to identify overall differences across these variables, focusing on five dimensions of self-regulation. I conducted separate MANOVAs for each variable (e.g., age, gender) with the five domains of self-regualtion and then summarized the results in a comprehensive table.

Additionally, I performed one-way ANOVAs for each socio-demographic variable across the five domains, which yielded insightful and significant differences. After I wrote all the results and discussion, however, my supervisor suggested a different approach: using a single MANOVA model that includes all socio-demographic variables simultaneously and all self-regualtion domains. This method produced different results, highlighting only some differences in age and English levels. My supervisor is particularly interested in examining interaction effects.

The challenge is that my sample consists of approximately 550 participants, but the distribution is uneven across specific age groups and proficiency levels, leading to some cells being empty in the analysis of interaction effects. This imbalance complicates the analysis, and I’m torn between the two approaches. Even the discusstion becomes more challenging.

Personally, I favor the first approach because I didn't hypothesize any interaction effects, and the unequal sample sizes across groups make the results from the second approach less reliable. Additionally, the findings from the first approach are more interesting and aligned with my research objectives.

Given these considerations, I’m concerned about which method is more appropriate. I would greatly appreciate any insights or suggestions on how to proceed with this analysis. Note, I have both analysis and discussion in sperate files written but I am concerned what is the best for my thesis.

Thank you in advance for your help!

“Emoción en la interacción digital: de los recursos lingüísticos a los emojis, memes y stickers”

Pedido de contribuciones

Envío de las propuestas: hasta el 15 de julio de 2019

Notificación de contribuciones aceptadas: 31 de octubre de 2019

La Revista de Estudios del Discurso Digital (REDD) invita a investigadores que trabajen en lengua española a enviar manuscritos para su segundo número, cuyo tema central es “Emoción en la interacción digital: de los recursos lingüísticos a los emojis, memes y stickers”. El objetivo de este número especial es atender a diferentes recursos y estrategias que los usuarios emplean para canalizar la expresividad en las interacciones digitales (escritas y orales). Desde los primeros recursos textuales que se emplearon (abreviaciones, mayúsculas y minúsculas alternadas y otras estrategias de escritura creativa) a los diferentes recursos multimodales que las interfaces ofrecieron, los usuarios han desarrollado un repertorio de estrategias pragmáticas para canalizar sus intenciones comunicativas.

En este número se priorizarán los trabajos de alta calidad que describan y analicen algunas de las siguientes temáticas en relación a una o más plataformas (redes sociales, correo electrónico, etc.) y/o tipos textuales (textos breves, chats, post/comentarios, mensajería instantánea, etc.):

1. Evolución diacrónica de los recursos expresivos.

2. Usos y funciones de emojis, memes, stickers, videos, etc. en la interacción digital.

3. Recursos expresivos en la interacción digital oral (videos, videollamadas, audios).

Los artículos podrán ser tanto reflexiones teóricas como análisis empírico de un conjunto de datos. En el caso de que utilicen corpus, estos deberán ser recolectados bajo protocolos éticos que salvaguarden la identidad de los interlocutores. Por otro lado, y dado que el principal interés de REDD es la lengua española, se valorarán los artículos que atiendan a la riqueza y variación inter e intralingüística del español empleado en las interacciones digitales. Asimismo, se invita a todos los interesados publicar en la revista a enviar propuestas para el segundo número de contenido general. El plazo de recepción de aportaciones para REDD se encuentra abierto durante todo el año.

Los manuscritos deberán ser enviados por vía electrónica mediante el Portal de Revistas UVa (Universidad de Valladolid, España), en la siguiente dirección: https://revistas.uva.es/index.php/redd.

Los artículos tendrán una extensión máxima de 15.000 palabras (incluyendo tablas, gráficos, ilustraciones y bibliografía) y respetar las normas editoriales de la revista. Se deberá enviar maquetado en la plantilla de REDD. Todos los textos que cumplan estos requisitos serán revisados por pares ciegos. La decisión de publicación será comunicada a los autores en un plazo máximo de tres meses.

Para informaciones adicionales, enviar un correo electrónico a revista.discurso.digital@uva.es

Is there a way to add new Journals in the system?

1)Identify concrete situation.

2)Have empathy.

3)Either already know the language or have an effective enough AI translator.

The Sumerian term 𒌦 (kalam), which means ''homeland" or "mainland," has possible linguistic ties to Proto-Altaic and Proto-Turkic concepts that evoke notions of proximity, family, and permanence. The Proto-Turkic term "kiāl" suggests the idea of "to stay behind and front," encompassing a sense of staying or remaining within a particular space, which is central to the concept of a homeland (Starostin et al., 2003: 71). Further, the Proto-Altaic word "kalu" implies being "near" or "to come near" (Starostin et al., 2003: 637), reinforcing the theme of closeness associated with the idea of a homeland. Additionally, another Proto-Altaic term "kala" is linked to "family" and "gathering" (Starostin et al., 2003: 634), which are inherently connected to the notion of a homeland as a central place where families and communities come together and reside.

The Sumerian verb 𒋾 (til3), meaning "to live," shows linguistic parallels to Proto-Turkic terms that carry similar life-affirming meanings. The Proto-Turkic word "dīri" particularly resonates with this concept, encompassing meanings such as "to live," "be alive," and "revive." This connection illustrates a shared linguistic and cultural valuation of life and vitality across these ancient language families. Additionally, in some Turkic dialects, the terms "tilin" and "tillij" are used specifically with the meaning "to revive" (Starostin et al., 2003: 1371-1372), suggesting a nuanced extension of the basic concept of living towards rejuvenation and renewal. These terms enrich the semantic field related to life and living, indicating that the concept was multifaceted and culturally significant, with specific lexical items developed to express different aspects of life and vitality.

In this expression, the sequence shows a complex sentence structure with a series of noun and verb phrases that cumulatively build a comprehensive thought. The sentence seems to be structured around a series of conditions or actions leading to an outcome. Proto Turkic Structure follows a similar complex pattern, using a series of descriptive terms that progressively build up to a conclusion. It uses a mixture of verbs and nouns to create a narrative flow.

✓ Both languages use a complex narrative structure that layers multiple concepts to build towards a culminating action or state (reviving the homeland).

✓ The use of temporal markers at the beginning sets the stage for a sequence of events or conditions.

✓ The construction in both languages reflects a deep narrative style, where each component adds semantic depth to the sentence.

16th Phrase:

𒀀𒊮𒆜𒅗𒄊𒅗𒉇𒉆𒁀𒂊𒌍𒀳𒊒𒍣𒁑

𒂵𒀀𒀭

❖ a-šag4 kaškal ka-ĝiri3-ka ba-e-ur11-ru zi

bulug-ga- am3(a.an)

❖ basıg kaç-kal kajirikan nam baejuru azun

puluggang (Proto Turkic Reconstruction)

❖düz yol kayırır iken azının bayır neyini

pulluklayan (Turkish Reconstruction)

❖ while a straight/cleared off road would favor

[one], one ploughs the life’s steepness up

❖ you should not plough a field at a road or a

path (Accredited Translation)

In Sumerian, the term 'a-šag4' translates to 'field.' This term is etymologically connected to the Proto Turkic word 'basɨg,' which also means 'field' or 'cornfield.' Furthermore, in the Zonguldak dialect of Turkish, the term 'bâsu-raχ' is used to describe a 'fenced garden' or 'yard,' showing the semantic evolution of this concept from ancient to modern times within Turkic languages.

The Sumerian term 'kaškal', combining 'kaš' (to run, walk) with 'kal' (a suffix indicating 'to remain'), means 'road'. This term corresponds to the Proto Altaic root 'aja' and the Proto Turkic 'kaj', which both reflect the concepts of movement such as 'to go', 'to run', 'to walk', or 'to pass'. The ending 'kal' in Turkish, derived from Proto Altaic 'kial', serves as an affirmative suffix, reinforcing the idea of 'remaining' or persisting in a state or action. This

layered meaning highlights a conceptual link between physical movement and permanence across these languages.

The Sumerian compound 'ka-ĝiri3', which combines 'ka' (meaning 'mouth') and 'ĝiri' (meaning 'path'), is interpreted as 'to favor'. This compound reflects a metaphorical usage, where speaking ('mouth') favorably influences the 'path' or direction of something or someone. This interpretation aligns with various related terms in Proto Altaic and Turkic languages (Starostin et al., 2003):

✓ The Proto Altaic root 'ak' and the Proto Turkic '(k)ag', both meaning 'mouth', correspond to the Sumerian 'ka'. In modern Turkish, 'ağız' continues to carry the meaning 'mouth'.

✓ The Old Turkic word 'qaj', meaning 'crossroad', and Proto Altaic 'giru', meaning 'road', along with Tungusian 'giri' (also 'road') and Turkish 'yürü' ('walk'), all relate to the Sumerian 'ĝiri' as aspects of paths or ways.

Thus, the semantics of 'ka-ĝiri3' are reflected in modern Turkish through the verb 'kayır-', which means 'to favor' or 'to let go of', illustrating how the concept of guiding or favoring someone

linguistically evolved from describing physical paths to metaphorical guidance.

In Sumerian, the tag for the cuneiform sign 𒅗 (KA) suggests an unknown meaning (besides well known meaning of ‘mouth’), possibly used as a time-indicating suffix. This function could correspond to the Turkish word ‘iken’, which is used to indicate temporal conditions such as 'when' or 'while'. The parallel suggests a potential linguistic link, where both the Sumerian suffix and the Turkish conjunction express aspects of time in a sentence.

The Sumerian phrase "nam ba-e-ur11-ru" resonates with the dialectal Turkish term "bayırı-nım," which denotes the 'steepness' of a place. According to Black et al. (1998), the component "ur11-ru" in Sumerian is associated with the verb 'to plough', linking it to the Turkish verb "-sür," which carries a similar meaning. In this specific Sumerian construction, the prefixes "ba-e" suggest an action of 'going up or down'. Consequently, the term "ba-e-ur11" can be interpreted as describing a 'steep' place or road, analogous to the Turkish word "bayır," which also refers to a slope or incline. This comparison highlights a nuanced linguistic correspondence between the Sumerian description

of physical terrain and its modern Turkish counterpart.

In Sumerian, the term "zi" denotes both the action "to live" and the noun "life." This corresponds to the Proto Altaic term "zela," which encompasses meanings such as "to be awake" and "to live." Further, there is a linguistic thread extending into Old Turkic with the word "azun" and into modern Turkish with "azı," both of which also mean "life." These connections illustrate the thematic continuity and linguistic evolution from ancient to modern languages in how concepts related to life and living are expressed.

The term "bulug-ga-am3" is identified by Black et al. (1998) as denoting 'a sharp object.' Specifically, "bulug" in Sumerian is traditionally understood to mean 'needle.' This interpretation is likely influenced by the action associated with "ul," which means 'to sew' in various Tungusic dialects. This semantic thread ties back to Proto-Altaic "(b)iṓĺe," which encompasses actions such as to weave, bind, or sew, further extending into Proto-Turkic "(b)iēĺ(mik)" and Proto-Tungusian "(b)ul." The Turkish word "ilmik" (knot, stitch, or to knit) also aligns with this semantic field. However, the term "bulug" also encompasses actions like 'pulling,' 'grabbing,' and 'blowing,' along with nouns like "bulug," which means 'mud' and 'wet.' Such varied meanings suggest an additional, possibly secondary, interpretation of "bulug" as 'plough' in Turkish, known as "pulluk." This reflects a broader and more dynamic usage of "bulug" in Sumerian, which may align with both the sharp, precise function of a needle and the robust, soil-turning capability of a plough. This comparative morphology analysis demonstrates how a single Sumerian term can evolve across related languages, developing multiple, context-dependent meanings that reflect both cultural and practical aspects of ancient and modern life (Starostin et al., 2003).

The Sumerian term 𒀳 'apin', which translates to 'plough', is etymologically derived from the verbal clause 𒀀𒉈 'a-pil'. This origin reflects a deep-rooted connection to agriculture in Sumerian culture. Correspondingly, in Proto Turkic, the related term 'apɨl' signifies 'hoe', highlighting a shared focus on agricultural tools among these language families. Further enriching this linguistic landscape, the Kirghiz term 'abɨl-qasɨm' specifically refers to a component of the plough, namely one of its pegs, demonstrating the nuanced understanding and specialization of agricultural implements in Turkic languages. This etymological thread illustrates how fundamental agricultural practices

were common among Sumerians and Proto Turks.

In Sumerian, the compound term 𒊕𒀳 'saĝ-apin' specifically refers to the 'plough beam' or 'plough head,' key components of the plough that highlight its structural importance. This term corresponds closely with the Turkish word 'saban', which is also used broadly to mean 'plough,' similar to another Turkish term, 'pulluk'. Additionally, the Turkish language includes the term 'yaba', which describes a fork used for holding grass. This diversity in terminology indicates a rich agricultural vocabulary that reflects both the practical aspects of farming equipment and the linguistic connections between these ancient and modern cultures.

In Sumerian, the term 𒄑𒆪 [ĝeš] 'KU' carries the meaning of 'plough,' an essential agricultural tool. This term's semantics extend into Proto Altaic, where 'guk ̔à~u' captures concepts such as 'curve,' 'hook,' and 'to cling.' These meanings suggest a functional aspect of the plough related to its curved and hooking parts, which are vital for its operation in tilling soil. Further connecting these linguistic dots, the Proto Tungusian word 'guk' specifically denotes 'plough thill,' which is the horizontal beam of a plough, indicating direct parallels in agricultural terminology and technology across these language families. This cross-linguistic

consistency underlines the importance of ploughing in these cultures and the specialized vocabulary developed to describe its various components.

In Sumerian, the term 𒄑𒃮 [ĝeš] 'gaba' notably corresponds to the concept of a hoe, a fundamental agricultural tool, and encompasses the action of digging. This specific term finds its counterpart in the Turkish word 'çapa' [or yaba, as identified before], which similarly refers to both the hoe as an implement and the digging action it performs. This correlation illustrates the continuity and persistence of agricultural terminology and practices from ancient Sumerian into modern Turkish. The semantic overlap underscores the integral role that such tools have played in both societies, bridging ancient and contemporary agricultural vocabularies .

In Sumerian, the term 𒌆𒋽, tug2-gur8, is another designation for the 'plough', highlighting the variety of terms used to describe this essential agricultural tool. This term aligns with the Proto Turkic word (b)okursɨ, which specifically denotes a 'wooden plough' and 'ploughshare', indicating a more detailed description of the plough's components and materials. Furthermore, the Proto Tungusic term 'suk' encompasses multiple related meanings: a 'chisel', used metaphorically to describe the plough's action in soil; 'to carve' or 'engrave', evoking the plough's effect on the earth; and 'to hit', suggesting the impact necessary in traditional ploughing techniques. This is complemented by the Orchon Tungusic 'tūku', further cementing the extensive linguistic and cultural importance of ploughing and its tools across these regions. These connections illustrate a deep, shared understanding of agriculture and toolmaking, reflected in the specific vocabulary used to describe various aspects of the plough's function and form.

In Sumerian, the expression 𒀀𒈨 a-me, is employed to denote various parts of a plough, highlighting the detailed terminology used to describe this essential agricultural implement. This precise use of language reflects an intricate understanding of the plough's structure and functionality within Sumerian society. This concept finds a parallel in the Proto Altaic term amča and the Proto Turkic amač, both of which also refer to the plough in a broader sense. These terms underscore the importance of the plough across these linguistic groups, indicating a shared agricultural heritage and technological knowledge. The alignment of these terms across cultures not only underscores the vital role of agriculture but also showcases the linguistic connections that point to deeper historical and cultural identical commonalities.

Dear Colleagues,

I have a question regarding the relationship between sample size and the likelihood of obtaining significant results in SEM. If it is generally true that larger sample sizes can increase statistical power and the chances of detecting significant effects, then what can researchers do to make sure that the hypothesis-testing results are reliable and meaningful?

Let's say my SEM study has a sample size of 5000, does this mean that the p values in the hypotheses I will be testing are very likely to be significant due to the large sample size? Are there any effective measures that we may take to deal with this problem?

I am thinking about the following three steps but am unsure if they are useful in effect:

1) reporting precise effect size,

2) lowering the significance threshold from p < 0.05 to p < 0.001,

3) testing the robustness of the structural model across different subgroups.

Do you have any thoughts or recommendations? Feel free to recommend any literature that you may find useful!

Thank you!

Best,

Leon

TESOL Today, a distinguished scholarly journal at the forefront of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics, is seeking knowledgeable and dedicated editors to enrich our editorial board. As we expand our scope to cover diverse areas of English language teaching and Applied Linguistics, we invite applications from experts in the field who meet the following criteria:

Application Process: Interested candidates are invited to submit a detailed curriculum vitae, a cover letter outlining their qualifications and vision for the journal, and examples of published work.

For more details on the submission guidelines and to apply, please contact our editorial team at karwan.saeed@engiscience.com.

We are excited to work with passionate educators and researchers who are committed to advancing the field of TESOL and contributing to the academic community. Join us in shaping the future of English language education globally.

Dear TESOL and Applied Linguistics researchers,

Greetings,

TESOL Today invites educators, researchers, and practitioners in the field of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics to join its peer review team. The peer review process is critical to maintaining the high standards of our journal, ensuring the publication of quality articles that contribute significantly to the field and thereby supporting the journal’s success.

Peer reviewers for TESOL Today work remotely on a voluntary basis and must be proficient in English. Their role involves evaluating manuscripts and recommending whether a submission should be accepted as is, accepted with revisions, or rejected. Reviewers are expected to provide detailed, constructive feedback to support their recommendations, referencing relevant literature to assist the editorial team in their decision-making and to aid in communication with authors. Moreover, reviewers play a crucial role in upholding the integrity of the journal by being vigilant for any signs of misconduct, such as plagiarism, and reporting these concerns to the editors.

The criteria for becoming a peer reviewer for TESOL Today include:

1. Holding a PhD degree in fields related to language education, Applied Linguistics, language policy, curriculum design, or any other relevant area of TESOL or Applied Linguistics from an accredited institution.

2. Having a publication record with a minimum of 2/3 articles in reputable, peer-reviewed journals in the field of English language teaching, or Applied Linguistics.

Those interested in contributing to TESOL Today as a peer reviewer are encouraged to submit their CV to karwan.saeed@engiscience.com.

Many thanks!

Editor-in-Chief

Karwan Mustafa Saeed

S. I. Hayakawa and others studied how high-level abstract words, though representing things not physically present agitate the human nervous system. People feel pulled upon and assaulted by hurtful language or (perhaps in response) those subjected to emotionally-charged speech/texts deploy weaponized speech and texts at others.

People feel a full somatic response to such language. Their bodies get excited and their mind re-apportion memory storage.

See the then-Chicago-based Linguist Hayakawa's _Language in Action_. When published in the 1940s, this was unverifiable linguistic-physiological theory. Now tests are proving the mind-body effect of heated speech on retrofitting our brains. That is, repeated exposure to buzz words, slogans, memes do in fact cause more bypass of the prefrontal analytical lobe and cause speech and text to be cursorily processed by the crudely two-valued amygdala. This results in less synaptic hooks for shades of complexity in thinking. Experimental Psychology has measured excitation levels and induced for getting in repose to the war cries of partisan politicians and pundits.

How can non-Aristotelian rhetoric help to slow responses and also lower the "heat?"

Please share any comments and pointers to studies here.

LANGUAGE IN ACTION:

Holiday wishes for a new year that holds better communication and more peaceful linguistic, rhetorical interactions.

When does a language become dead?

transitivity Analysis can identify the development of the human language according to the analysis done by Halliday and Roqaia Hassen on the work of William Golding's novel " the inheritors"

In the realm of ESL instruction, given the diversity of learners and the evolving landscape of language acquisition research, which methodology is currently regarded as the most effective, and how can empirical evidence guide educators in selecting an approach that optimally fosters language proficiency among ESL learners? Do you think the grammatical theory is still relavant or should be switched to another more updated?

Are people more likely to mix up words if they are fluent in more languages? How? Why?

No one has the mental capacity to know all languages. Additionally, the more languages one is fluent in, the more likely that individual will mix up words. Thus, knowing enough languages for survival is optimal while artificial intelligence could and potentially will bridge language barriers. Of course knowing three languages or more is somewhat of an advantage.

Who agrees platitudes from the intellectually disabled should receive more tolerance? How? Why?

What should a researcher do immediately after obtaining a doctorate?

Hello everyone,

In the evolving landscape of language education, the role of artificial intelligence, particularly ChatGPT, in English for Specific Purposes (ESP) and English as a Foreign Language (EDL) instruction is increasingly significant. This brief analysis explores the multifaceted impact of ChatGPT, weighing its benefits and challenges in an applied linguistic context:

Benefits of ChatGPT:

Concerns with ChatGPT:

Conclusion:

Thank you

Michael

TTT

As you may know, I'm working on my proposal, and the previous one was rejected; now, I have to find another original topic.

I'll appreciate any recommendation.

What factors affect machine translation (MT) quality? I’m looking for human, scientific (published research), state-of-the-art, specific reflections, not AI-generated, impressionistic, older, general discussions.

I often hear about the quantity of resources being the crux of the issue. However, my hunch is that language pair, and more precisely language combination (directionality), is also an influencing factor. Say you're translating from Japanese (high-context language) into French (low-context language). In Japanese, you don't need to specify gender, number, etc. In French, you need that information, which means you'll have to make a guess (and take a chance), perform external research, ask the client, etc., but anyway, you probably won't find the answer within the source text (ST). Arguably, a MT system cannot make good decisions in that sort of context. Whereas, if you translate from Spanish into French, most of the information you need for the French target text (TT) can be retrieved directly from the Spanish ST.

When I researched the question in 2017-2018, it was clear from the literature that linguistic distance was a relevant factor in MT quality. For example: "Machine translation (MT) between (closely) related languages is a specific field in the domain of MT which has attracted the attention of several research teams. Nevertheless, it has not attracted as much attention as MT between distant languages. This is, on the one side, due to the fact that speakers of these languages often easily understand each other without switching to the foreign language. […] Another fact is that MT between related languages is less problematic than between distant languages…" (Popović, Arčan & Klubička, 2016, p. 43).

But what now in 2023, soon 2024, with LLMs and recent improvements on NMT? Thank you!

Dear Colleagues,

As a lead researcher, I am applying for a grant to the national science center. I am looking for junior researchers (without a PhD) in the fields of linguistics (applied linguistics, and psycholinguistics), political communication and cognitive science. This will be a 3-year, interdisciplinary project carried out by a renowned Polish university. I am looking for doctoral students from the United States, as this will be a comparative study in the field of political communication in Poland and the US.

Is anyone interested in participating?

Can anyone suggest me where I can get contacts?

I would appreciate your help & kind contribution!

First time, I wrote & quoted ISUN as an acronym word in my scientific & philosophical article related to trinity, which you may find below. In English I rather use ISUN instead of God !

I am looking to complete a research paper on how Academic English Skills instruction modifies the language used in their writing especially their essays by international students in an academic English language course in a British university. To validate my findings and to understand the theory behind them, I need to study previous research in this area. So far I have not found much research in the UK and in English usage by international students. Any suggestions will be helpful

While it is common practice in the health field to use validated descriptors available in thesauri or glossaries, in other fields it is apparent that researchers use the terms they feel are most appropriate. By ignoring accepted terminology, their work may fall off the radar of database searches. An example of this is the choice of keywords that are not associated with validated descriptors. As a direct consequence, literature reviews in some areas, particularly in the social sciences, may produce results with increasing levels of error. I believe that this issue should be the subject of further reflection and debate.

I should write an experimental design dissertation based on ADHD and have at least 250 participants. Do you have any recommendations? How can I run a mixed-method design in this genre?

Hello, I am currently working on a research in teaching English as a Foreign Language. It focuses on the effect of deductive and inductive approach in enhancing pragmatic competence, namely using polite requests in English. I would like to use pre-test and post-test design. However, I struggle with finding sources to figure out how long there should be between conducting a pre-test and a post-test when the content of the intervention is "just" polite requesting.

Thank you for any answers and have a nice day!

Hello everyone,

'Just wondering if folks here have also encountered a similar experience (unpleasant one) in dealing with the long overdue review (mis)handled by the editorial team in the International Journal of Applied Linguistics (INJAL).

We initially submitted our paper back in September 2021 and it took almost 6 months to get the reviews back. After we managed to submit our revised paper in April 2022, it's been in limbo over 9 months (sadly). During the long waiting process, we have also contacted the Editorial office on several occasions. While the assistant did reply a couple of times with a standard reply ('Your paper is still under review process'), the status in the author submission system says otherwise ('awaiting referee selection).

Note that Editor never responded to any single email of ours inquiring about the status. Due to the long delay, what appeared to be a timely study at that time is now dated, unfortunately. They seem to have gone through some kind of 'editorial transition' but we find the Editor's unresponsiveness (un)intentionally truly appalling.

'Really hope folks here don't have to go through such an abysmal process like us when dealing with INJAL. We're all researchers who spend our valuable time advancing knowledge and contributing to the research community. We don't mind being rejected by a journal; however, we don't appreciate being treated with disrespect and unprofessionalism as it's not the way to build an inclusive and respectful research community.

Cheers

Dear Colleagues,

Islamic Azad University, Ayatollah Amoli Branch, Amol, Mazandaran, Iran English language department are planing to establish Applied Linguistics journal. We need two professors' ,as Editorial Board,cover letter and CV to get an official permission from the Ministry of Education. If you are interested, email me your document, please.

Mojtaba Khatami

Hello,

In my research, I have a questionnaire that has 5 scales (20 items), I adopted it from previous studies. The five scales are mixed not listed in order. Now, after my qualitative investigation, I would like to add more scales to figure out relationships. My question is, how can I add those scales to the already existing survey I have?

Is there a particular way of distributing the scales? for example, I have a scale about grit 6 items/ 6 items, shall I just add it to the bottom of the previous questionnaire? Shall I distribute the 12 items among the questionnaire items? How can I do this? is there any guide or resource that helps me to know how to incorporate scales into a survey? on what basis?

Thank you

What will be impact of technology in popularity of Western Music Notation for musicology and music composition? Since invention of phonograph transcribing songs and music for the purpose of preservation became useless because simply we can record it to avoid a song to be forgotten. Today development of technology provide a huge possibility of analyzing a piece of music. Most of young composers benefit from a great verity of sound processors and music software in their music compositions. Does it mean that western music notation is going to be less required in future of musicology and composition?

if there is space in your team contact me. muhammadjahangeer2@gmail.com

Hi everyone! I'm writing for my masters dissertation in Education and I got a question about the findings from cross-case analysis. Must each section (I have 3 sections there) correspond to each research question (I have 3 RQs)? Currently, all the sections I wrote only answer RQ2 & 3 (Section 1 > RQ2; Section 2 > RQ2&3; Section 3 > RQ3) as these are the more crucial RQs. Is this good practice? Thank you!

Dear fellow researchers,

Do you know of any linguistics or applied linguistics journals that accept research letters, short reports, technical notes or similar, in addition to the standard research article? I know these types of article are used in STEM but I am not sure if they are at all widespread in linguistics or applied linguistics. I would be most grateful to anyone who could tell me which journals in the stated field accept these formats and how much prestige they (the formats) currently enjoy.

Thank you,

Chris Turner

I'm going to work on my PhD dissertation. I'm going to work on ADHD and OCPD and their impact on learning English. I would prefer to work on adults learners particularly Iranian EFL Learners. my professor asked me to relate this topic to class management (to make it more practical). I would appreciate if you could give me any comments /advice.

Should one analyze only one field's abstracts or combine more than one? If combining/comparing is better, which is the most appropriate field to compare with Linguistics/Applied Linguistics?

Hello All,

I have a theory paper on the teaching of pronunciation to EFL/ESL/L2 contexts. I have received positive feedback on the paper itself, but am having a hard time finding it a home because everyone prefers to publish empirical papers. Does anyone know of any relevant calls for theory (it's a critical socioecological frame) and/or best journals? Thoughts?

Case study in applied linguistics/ Language teaching

Dear all,

Can anyone point to a theoretical reference / article discussing course notes (what students write down) as data in applied linguistics research?

Could you tell me, please if shaping reflective culture(value-cogitative potential) of a student through analytical reading is a branch of applied linguistics.

Hello everyone,

I am adopting and adapting a survey which have 5 scales (commitment control, emotion control, ect) to measure self-regulation of language learning (a certain skill), the aim of the survey as I mentioned to measure the high and low self-regulation capacity among participants.

How can I use the questionnaire to generate more interesting findings? other than just the low and high self-regulation? can you inspire me with some creative ideas?

I was thinking to see gender differences among groups, and to add a part about socio-economic status.

Please inspire me with new ideas without having to make major changes to the survey. Let me know also the name of the tests required for the specific idea.

Thank you.

Proverbs are commonly used in communicating important and deep meanings, especially in Africa. Can we really describe as a theoretical category in communication?  

I`m doing my masters on applied linguistics for spanish as a foreign language and the topic I chose for my research is about the use of humor in social media, specifically the use of imemes, as a way to bring students from different cultural background together in a multicultural class.

So I`m currently looking for some information about the origins of imemes

Hello,

What is the difference between pilot study/ phase? preliminary study/ feasibility study?

What they call the type of piloting that aims to test the instrument (e.g. survey, interview)? and what is the name of the type of piloting that is considered a smaller version of the main (PhD) thesis?

In the confirmation viva what type of piloting new PGRs usually use in their first year?

My major is Applied Linguistics.

To simplify -- different verbs require different number of nouns to be complete. Some of arguments may be implicit in the real usage of language. So, my question is there any database containing many verbs (around 1000 verbs) with their argument structure. Or alternatively, a list of papers where argument structure is analyzed for specific verbs.

Holding a PhD in applied linguistics in countries like Belgium, where French and Dutch is a formal language, is not easy to guarantee a position in English linguistics. Looking for fellowship opportunities through universities' websites and others is very limited. I would like to know the best way to build research career if someone has the experience.

The first thing which comes to mind in online examinations is the possibility of cheating. Instructors often use different ways like setting up the exam to show only one question at the time and limiting the allotted time for each question. Changing the sequence of the questions might be a good solution too especially if students of the same class are planning to get help from each other. But these suggestions are strongly context-specific.

So, I really want you to share your valuable experience.

Thanks indeed.

The final qualification assessment for major programs is a strict regimen that involves different stages - oral and written exams, final project viva, internal and external review.

How are ICT tools used to translate real-life qualification assessment practices into the online qualification assessment process in a blended format? Especially due to COVID-19 quarantine measures?

I am trying to find some websites that list "call for book chapters" in applied linguistics or relevant areas (linguistics, language education, etc.). Can anyone give some suggestions? Thanks.

I have a research and i should analyze the types of code-switching. however, i can't use Poplack's theory because my instructor said that it is too old. Any suggestions of new theories?

Prof. Emerita Sue Ellen Wright from Kent State University has posted on LinkedIn a message in which she reports the death of Prof. Juan Carlos Sager.

What a sad coincidence it is that I am currently lecturing a course on Terminology at the University of Antioquia in Colombia and some excerpts of his well-known "Practical Course in Terminology Processing" were part of the discussion of the last session.

I wish I could have had the opportunity to meet him in person.

It is my first time in doing thesis and I'm confused regarding topic selection. Please give me suggestions in sociolinguistic field.

What program is best for the computer-assisted phonetic comparison of dialects? We would like to compare several phonetically quite close dialects of a more or less well-documented language (with the respective protoforms available in case they're required for comparison). The aim of the comparison is to see how close the dialects are to each other and if maybe one stands out against the others, as well as to possibly get input for solving the questions of how the language and / or its speakers spread across the area where the dialects are currently spoken (within the possibilities, of course).

We attempt to make a research to explore prosodic features of verbal irony read by Chinese EFL learners. We want to figure out:

1. the prosodic features of verbal irony read by Chinese learners;

2. the difference of prosodic features in verbal irony read by Chinese learners and native speakers;

3. whether context (high and low) influence the reading of verbal irony. 

One of the goals of the scientific platforms, including Research Gate, is to help researchers to update their knowledge regarding the recent developments in research in their area of study. We can help new researchers by suggesting titles or topics for research and in this way we can promote spreading knowledge and it would be another way for connecting researchers all over the world. Moreover, some researchers may co-author some topics as well as brainstorm ideas in their areas. I'll start with some topics that might be interesting for some researchers in the field of "translation" and I expect others to contribute. Thanks a lot in advance for your contribution. And I think you will get lots of thanks from such researchers.

1.Metonymy as a pragmatic style for politeness in religious texts with reference to translation.

2. Naturalness in translation: advantages and disadvantages.

I need to cross check several words that appear in subtitles of a movie with what is spoken out in a movie - a word in English or Hindi. A list of words in time order is provided. Is there anyone who would have a capacity to help?

If I’m looking at language variation, and expecting a gender difference between ‘style’ and ‘content’, and how does that interact with different meanings of a specific terms used by male or female? i.e. one would be more content-ful than the other?

I have been studying Zen in general and Koans in particular for a while. And it's applications in BUSINESS

The formulation of these Koans at first glance seems absurd and an austere waste of time, at least to me at first, but I suddenly started to see the logic behind it.

My troubles at the moment are;

1) How would I generate such Koans where my aim would be to seek answers that satisfy two divergent goals, tasks, concepts etc...

And second

2) if I somehow manage to generate such thing, how would I present it to my audience?

A statement, a question, a puzzle, a riddle anything else?....

The above is the object of my next publication and I it seems my brain is too small to handle it, therefore I am asking your help to generate some Koans for the business world

Many thanks in advance

I am a sociolinguist/applied linguist whose part of research focuses on heritage language education. I would like to know details on GCSE/A levels in community languages (number of those who sit those exams, grades and pass rates, which languages, how many boards, chronological changes etc.). Where do I find data on GCSE/A levels in community languages?

Hi guys!

I have a question on a framing effect-like issue. Well, everyone of us has the immediate feeling that there's a huge difference between saying - for instance - "you should respect the environment" and "we should respect the environment", or also "the environment should be respected".

The difference might lie in how such sentences are interpreted by our minds and of course it affects the compliance to the described behavior (i.e., "respect the environment").

I'm convinced that I'm no genius and there must be a huge literature behind such an effect; but I'm not skilled in these themes, so I'm calling for help. Any clues?

P.S.: I know that nudge units and behavioral interventions teams in general promote the "make it personal" magic recipe to increase compliance, but I wonder where such strategies come from. I'm particularly interested in understanding the differences between "you should /we should", that is how grammatical phrasing (i.e., switching the person in the phrase) affects the interpretation and the relative compliance.

thanks in advance for any help

all the best,

Alessandro

If someone has PhD in TESOL from USA and he returned to iraq , can TESOL be equated with applied linguistics ?

Thank you in advance.

This is so far the procedure I was trying upon and then I couldn't fix it

As per my understanding here some definitions:

- lexical frequencies, that is, the frequencies with which correspondences occur in a dictionary or, as here, in a word list;

- lexical frequency is the frequency with which the correspondence occurs when you count all and only the correspondences in a dictionary.

- text frequencies, that is, the frequencies with which correspondences occur in a large corpus.

- text frequency is the frequency with which a correspondence occurs when you count all the correspondences in a large set of pieces of continuous prose ...;

You will see that lexical frequency produces much lower counts than text frequency because in lexical frequency each correspondence is counted only once per word in which it occurs, whereas text frequency counts each correspondence multiple times, depending on how often the words in which it appears to occur.

When referring to the frequency of occurrence, two different frequencies are used: type and token. Type frequency counts a word once.

So I understand that probably lexical frequencies deal with types counting the words once and text frequencies deal with tokens counting the words multiple times in a corpus, therefore for the last, we need to take into account the word frequency in which those phonemes and graphemes occur.

So far I managed phoneme frequencies as it follows

Phoneme frequencies:

Lexical frequency is: (single count of a phoneme per word/total number of counted phonemes in the word list)*100= Lexical Frequency % of a specific phoneme in the word list.

Text frequency is similar but then I fail when trying to add the frequencies of the words in the word list: (all counts of a phoneme per word/total number of counted phonemes in the word list)*100 vs (sum of the word frequencies of the targeted words that contain the phoneme/total sum of all the frequencies of all the words in the list)= Text Frequency % of a specific phoneme in the word list.

PLEASE HELP ME TO FIND A FORMULA ON HOW TO CALCULATE THE LEXICAL FREQUENCY AND THE TEXT FREQUENCY of phonemes and graphemes.

This is so far the procedure I was trying upon and then I couldn't fix it

As per my understanding:

- lexical frequencies, that is, the frequencies with which correspondences occur in a dictionary or, as here, in a word list;

- lexical frequency is the frequency with which the correspondence occurs when you count all and only the correspondences in a dictionary.

- text frequencies, that is, the frequencies with which correspondences occur in a large corpus.

- text frequency is the frequency with which a correspondence occurs when you count all the correspondences in a large set of pieces of continuous prose ...;

You will see that lexical frequency produces much lower counts than text frequency because in lexical frequency each correspondence is counted only once per word in which it occurs, whereas text frequency counts each correspondence multiple times, depending on how often the words in which it appears to occur.

When referring to the frequency of occurrence, two different frequencies are used: type and token. Type frequency counts a word once.

So I understand that probably lexical frequencies deal with types counting the words once and text frequencies deal with tokens counting the words multiple times in a corpus, therefore for the last, we need to take into account the word frequency in which those phonemes and graphemes occur.

So far I managed phoneme frequencies as it follows

Phoneme frequencies:

Lexical frequency is: (single count of a phoneme per word/total number of counted phonemes in the word list)*100= Lexical Frequency % of a specific phoneme in the word list.

Text frequency is similar but then I fail when trying to add the frequencies of the words in the word list: (all counts of a phoneme per word/total number of counted phonemes in the word list)*100 vs (sum of the word frequencies of the targeted words that contain the phoneme/total sum of all the frequencies of all the words in the list)= Text Frequency % of a specific phoneme in the word list.

PLEASE HELP ME TO FIND A FORMULA ON HOW TO CALCULATE THE LEXICAL FREQUENCY AND THE TEXT FREQUENCY of phonemes and graphemes.

actually I need semantic relations to agent nominals as well.

fx. I need the verb 'grave' (eng: (to) dig) which have semantic relations to 'jord' (eng: dirt) and 'skovl' (eng: showel) and of course alot of other obvious relations.

I need the verbs in order to test how organizational resources (knowledge, money, stuff which is all nominals) can be combined with verbs into tasks fx "grav i jorden med skovlen" (eng: dig into the dirt with the showel)

Is there such thing as false interpretation in Literature?

The public question is to all experts of linguists, applied linguists and sociolinguists. This helps to figure out the impact of society in language and the impact of language in society.

Many L2 vocabulary items tend to be easier to learn. Other items, however, tend to be more difficult. What factors do you think might make L2 vocabulary items easier or more difficult to learn? Thanks in advance for any thoughts you could share!

I am looking for research articles on photo-elicitation related to language education or linguistics.