To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Individuals differ in a range of processes related to reading comprehension, including working memory capacity, decoding skills, inference making and main idea identification. In this exploratory study, we examined evoked potential N400 amplitude during reading comprehension tasks and focused on identifying the main idea in the text, modulated by working memory capacity. Participants included monolinguals or bilinguals who were either typical readers (n = 33) or had been diagnosed with dyslexia (n = 19). Analyses revealed significant group differences for main idea conditions. Participants with dyslexia showed greater N400 amplitude than typical readers, particularly in the right hemisphere, when the main idea was in the last position in the paragraph. There were no significant differences in performance between bilinguals and monolinguals, which does not support the idea of a cognitive advantage for bilingualism. It was noteworthy that, if they had dyslexia, they were similarly negatively impacted by their reading disability. Findings highlight the processing advantages typical readers have relative to dyslexia.
While the Common European Framework of Reference (CEFR) for languages was originally developed for the European context, its influence has extended to other regions. The present paper highlights this growing influence by reporting on revisions to grammar in South Korea’s National English Curriculum based on CEFR criteria and the related CEFR-based English Grammar Profile resource. Specifically focusing on Appendix 4 of the 2015 curriculum, which consists of example sentences of language forms for communication (e.g. Kate is from London), the revising process based on CEFR and the English Grammar Profile involved two steps: 1) adding grammatical categories for the example sentences, and 2) reorganizing the school level where the grammatical categories are recommended to be taught. The resulting changes were implemented in the 2022 Korean National English Curriculum, which began being applied nationwide to English education in 2024.
Although bilinguals use both auditory and visual cues, the cognitive cost of language switching in audiovisual contexts is unclear. We investigated the cost in Tibetan–Chinese bilinguals using a task with audiovisual, visual and auditory modalities. In Study 1, the audiovisual modality yielded the fastest reaction times, reflecting improved processing efficiency. ERP data revealed smaller positive amplitudes in the early window (200–350 ms) for audiovisual modality, indicating reduced neural demand, while only auditory modality showed significant divergence in the later window (350–700 ms). Moreover, audiovisual context, L2-to-L1 switching and early neural responses predicted switching behavior. Study 2 replicated the behavioral and ERP findings of Study 1 and demonstrated that auditory input and second-language processing exacerbated switch costs. These findings shed light on multisensory integration in language switching by demonstrating that audiovisual cues reduce switch costs, whereas auditory input and second-language processing exacerbate them, with implications for language education and cognitive interventions.
What is the optimal level of questionnaire detail required to measure bilingual language experience? This empirical evaluation compares alternative measures of language exposure of varying cost (i.e., questionnaire detail) in terms of their performance as predictors of oral language outcomes. The alternative measures were derived from Q-BEx questionnaire data collected from a diverse sample of 121 heritage bilinguals (5–9 years of age) growing up in France, the Netherlands and the UK. Outcome data consisted of morphosyntax and vocabulary measures (in the societal language) and parental estimates of oral proficiency (in the heritage language). Statistical modelling exploited information-theoretic and cross-validation approaches to identify the optimal language exposure measure. Optimal cost–benefit was achieved with cumulative exposure (for the societal language) and current exposure in the home (for the heritage language). The greatest level of questionnaire detail did not yield more reliable predictors of language outcomes.
This chapter discusses the crucial concept of effect sizes in quantitative research, particularly within the field of applied linguistics. Understanding effect sizes is essential for interpreting research findings, as they provide a measure of the strength of relationships or differences observed in data. We will explore various types of effect sizes, including Cohen’s d, Hedges’s g, Glass’s delta, eta squared, and partial eta squared, as well as odds and risk ratios, the phi coefficient, and Cramer’s V. You will learn how to calculate and interpret these effect sizes, gaining practical insights into their application in applied linguistics studies. Additionally, the chapter examines correlational effect sizes, such as the Pearson product moment correlation coefficient, Spearman’s rank correlation coefficient, and Kendall’s tau correlation coefficient, along with the coefficient of determination (R²). By the end of this chapter, you will not only see the importance of effect sizes but also be able to differentiate between them, calculate them, and interpret their implications for analyzing data in applied linguistics research.
This chapter explores the stages involved in qualitative research data analysis and how to conduct it effectively. We begin by defining qualitative data analysis and explaining its purpose, which is to derive meaning from nonnumeric data, often gathered through interviews, observations, or textual sources. We then discuss the coding process, a key element in qualitative data analysis, explaining its role in organizing data into meaningful categories and how it can be conducted. We distinguish between different types of coding, such as open and axial coding. Throughout, we emphasize the importance of rigor and validity in ensuring credible results. We also provide an overview of various methods used in qualitative data analysis, including content analysis, thematic analysis, discourse analysis, and grounded theory, highlighting how these approaches can be applied to identify patterns, themes, and insights from the data. By the end of the chapter, you will have a comprehensive understanding of qualitative data analysis and the skills to apply these methods effectively.
This chapter explores qualitative research design with a focus on its application in applied linguistics. You will be introduced to key qualitative research designs, including ethnography, grounded theory, case study, narrative inquiry, and discourse studies. The chapter also discusses discourse analysis, examining subtypes such as conversational analysis, interaction analysis, and critical discourse analysis. Through this chapter, you will gain a solid understanding of the distinctive features of each design, learn how they differ, and develop the ability to identify when a particular design is most appropriate. By the end, you will know how to critically evaluate various qualitative research designs, understanding their strengths, limitations, and applicability to different research questions in applied linguistics.
This chapter offers a comprehensive guide to conducting an effective literature review and developing research questions—both essential components of the research process. We begin by defining a literature review and discussing its importance in shaping effective research. The chapter outlines the steps for conducting a thorough review, including identifying relevant sources, evaluating study quality, and synthesizing findings. We explore various types of literature reviews, their characteristics, and specific purposes, providing a clear understanding of what constitutes a good literature review. Additionally, the chapter guides you through developing research questions, emphasizing their significance and key characteristics. It also discusses various sources for formulating research questions and demonstrates how to create clear, concise, and effective questions for both qualitative and quantitative research. By the end of this chapter, you will be able to create effective literature reviews and research questions, which provide a solid foundation for your research projects.
This chapter aims to provide a comprehensive understanding of reliability and validity in qualitative research. While in quantitative studies, reliability refers to the consistency of measurements, such as obtaining the same test results when administered repeatedly to the same group, qualitative research interprets these concepts differently. In qualitative research, reliability refers to consistency in the researcher’s observations and interpretations, while validity addresses the trustworthiness of the data collected. This chapter will emphasize the critical role of these concepts in ensuring robust qualitative studies. It explores key aspects like credibility, transferability, dependability, and confirmability, which serve as foundational measures of reliability and validity in qualitative studies. Practical strategies for ensuring reliability and validity, such as member checking, prolonged engagement, and triangulation, are also discussed in depth. By the end of the chapter, you will be prepared to apply these concepts and strategies to enhance the reliability and validity of your qualitative research, leading to more credible and trustworthy findings.
This chapter focuses on the role of quantitative research design in applied linguistics. It enables you to systematically gather and analyze data, providing a foundation for measuring variables, testing hypotheses, and making predictions. The chapter explores various types of quantitative research designs commonly used in the field, including experimental, quasi-experimental, correlational, and survey research designs. It also discusses the characteristics of each design, highlighting their unique subtypes, advantages, and limitations. By the end of this chapter, you will be equipped to distinguish between different quantitative research designs, critically evaluate their application in applied linguistics research, and effectively apply these methods in your own research projects.
This chapter examines the essential role of research in the field of applied linguistics, outlining its nature, scope, and significance in addressing real-world language-related challenges. It begins by defining applied linguistics, providing a foundation for understanding its multifaceted applications in areas such as language teaching, learning, communication, and language use. The chapter also traces the historical development of applied linguistics as an independent research discipline, emphasizing the theoretical and practical relevance of research in advancing the field. You will explore key domains of applied linguistics research, identifying their importance and interconnections, as well as the central research questions that drive inquiry. By examining the benefits and values of applied linguistics research, you will gain an understanding of how research informs and enhances practices within the field. By the end of this chapter, you will comprehend the nature and scope of applied linguistics as a discipline and recognize the contributions of research to your understanding of language-related issues.