作者：国际青年应用语言学者联盟 / 关注公众号：IAYALS 发布：2019-10-08Círculo de Lingüística Aplicada a la Comunicación
Círculode Lingüística Aplicada a la Comunicación (ISSN-e 1576-4737) 简称CLAC，为应用语言学学术季刊，创刊于2000年，由西班牙排名第一的马德里康普顿斯大学主办，是西班牙最重要的语言学期刊之一，被SSCI和A&HCI同时收录。期刊遵循Open Acess协议和精神，所有内容免费提供给读者阅读。
Vol. 79 (2019): Special issue: Multilingual Research in the Chinese Context
Zheng, Yongyan 郑咏滟 and Gao, Xuesong (Andy) 高雪松 (eds.).
A Comparative Study of Language Planning in Specific Domains in Chinese and International Journals (2002–2017)
Shujian Guo; Qi Shen
Recent years have witnessed a surge of interest in language planning in specific domains (e.g. business, courts, science, schools, communities, families, etc.). This paper reviews 356 articles on language planning in specific domains in four preeminent international journals and four leading Chinese journals to develop a portrayal of scholarly endeavors over the past 15 years. By a systematic analysis of domains, geographical distribution, and choice of methodology, this review identifies the global and local foci of studies published in international and Chinese journals. The findings suggest that approaches to language planning vary, as the Chinese literature tends to project a top-down model whereas international research mostly reflects a bottom-up perspective focusing on the role of individual agency. The findings highlight the integral role of language planning as one of the emerging fields in applied linguistics, and discusses future directions that Chinese research in language policy and planning could take to enable more interactions with international academia.
A Critical Review of China’s Foreign Language Program Development: The Perspective of Language Needs
Gong Tongxi;Guo Yi
Recent years (2014–2017) have seen an explosive growth in foreign language undergraduate programs in Chinese universities, apparently in response to China’s development needs. However, without a precise analysis of China’s foreign language needs, it is impossible to evaluate whether the recent developments in foreign language education will be able to meet the nation’s development needs. This article addresses this issue by calculating China’s foreign language needs through a holistic assessment with 14 indicators. The calculation, mainly based on the practical use of foreign languages and China’s international exchange requirements, identifies the top 10 foreign languages urgently needed by the country and demonstrates the different functions of these foreign languages. In light of China’s national foreign language needs, this article ends with a critical review of foreign language program development in recent years.
Language choice at a Chinese subsidiary of a Spanish bank
Qian Cheng;Ke Zhao
This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic factors. The findings shed light on the complexity of language management at a Spanish bank in China against the backdrop of the changing scenario of foreign direct investment. They highlight the importance for multinational corporations to manage languages in response to multilingual challenges at workplaces in China.
The complexity of family language policy decisions: The case of Cantonese and other regional Chinese varieties
Li Yaling; Li Danli;Gao Xuesong
This paper explores the beliefs, attitudes, and efforts of parents with regard to the use and preservation of regional Chinese varieties including Cantonese in the region of Guangzhou, China. The study relied on a sequential mixed method approach, involving 771 parents who completed a parental questionnaire in an online survey on Chinese parents’ language ideology, practice, and management in the home domain, followed by semi-structured interviews of 10 of the surveyed participants to gather detailed data related to the questionnaire results. The study identified inconsistencies in the participants’ beliefs and actual language practice in the survey, revealing mediation by sociolinguistic complexities, national language policies, and socioeconomic conditions on family language decisions and practices. These remind us that the survival of regional Chinese varieties or linguistic varieties without official recognition requires conducive socio-political conditions, including relevant national language policies. The results also suggest that researchers should be particularly concerned by the decline of regional Chinese varieties other than Cantonese, which are not backed up by the national language policy but enjoy a similarly prestigious status to Cantonese in the region.
Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level
Xiuchuan Lu;Yongyan Zheng;Wei Ren
The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’sL2 Motivational Self System(L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by theiridealL2 selves,had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to theirought-toL2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.
Challenges in multi-language pronunciation teaching: A cross-linguistic study of Chinese students’ perception of voiced and voiceless stops
Liu Jiaqi;Zeng Ting;Lu Xiuchuan
This article reports on a cross-linguistic study of 58 Chinese students’ perception of voiced and voiceless stops in their third language (L3). The participants were Japanese, Russian, or Spanish major students in a Chinese university, who were beginner learners of these languages but who had all learned English as their second language (L2) for over 10 years. The purpose of this study was to investigate the L3 learners’ perceptual differences in the stop categories, and analyze the effects of the learners’ multi-language background on their perception of L3 stops. Results from the perception experiment showed that: 1) the value and range of voice onset time (VOT) play an essential role in Chinese students’ perception of voiceless stops; and 2) the pre-voicing during closure is the key to Chinese students’ perception of voiced stops. We attribute their difficulty in perceiving L3 voiceless stops to the similarity in the phonemic range of voiceless stops between the learners’ L3 and their L1 and L2, as this leads to confusion in perception. On the other hand, the dissimilarity between L3 voiced stops and those of L1 and L2 is conducive to the students’ perception of L3 voiced stops. Findings from this study provide empirical evidence for the effect of similarity and dissimilarity in speech sounds as proposed in earlier phonology acquisition theories, and they can also inform the pedagogy of multi-language education.
Studying crashes to avoid clashes: A translational approach to develop terminological competence for aeronautic communication
Bo Zhu;Hong Gao;Hexiong Wu;Wei Wang
Miscommunication in the cockpit or between pilots and air traffic controllers (ATCs) could be fatal when they use English, the de facto language for international civil aviation. To ensure air safety, the International Civil Aviation Organization (ICAO) has set up English proficiency requirements in Document 9835, calling for adherence to standardized terminology in aeronautic communication. For this reason, terminological competence proves a crucial challenge to non-native speakers of English and merits study from a variety of perspectives. Drawing from relevant work, the current study reports on a translational approach to developing terminological competence for student pilots attending a terminology course tailored to ICAO standards. By extracting subtitles from Mayday, a documentary series on air crashes, near-crashes, and crises, we built a specialized bilingual parallel corpus on aviation and analyzed terminological data against the inventory of events, domains, and sub-domains specified in Document 9835. Through the identification, elaboration, translation, and management of specialized terms, we explore the terminological competence development, and through follow-up interviews we identify the features of this course in shaping student pilots into domain experts qualified for aeronautic communication.