International Journal of Applied Linguistics

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Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students
International Journal of Applied Linguistics - Tập 35 Số 1 - Trang 457-471 - 2025
Hongming Fan, Raqib Chowdhury, Ruth Fielding
AbstractImagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes ... hiện toàn bộ
Currents and eddies in the discourse of assessment: a learning‐focused interpretation1
International Journal of Applied Linguistics - Tập 16 Số 2 - Trang 163-188 - 2006
Pauline Rea‐Dickins
This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feed... hiện toàn bộ
Who speaks “broken English”? US undergraduates’ perceptions of non‐native English1
International Journal of Applied Linguistics - Tập 15 Số 2 - Trang 187-212 - 2005
Stephanie Lindemann
This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by internation... hiện toàn bộ
The L2 motivational self‐system: A meta‐analysis approach
International Journal of Applied Linguistics - Tập 32 Số 2 - Trang 274-294 - 2022
Moslem Yousefi, Mohammad Hadi Mahmoodi
AbstractThe 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 asse... hiện toàn bộ
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