https://apples.journal.fi/issue/feed Apples - Journal of Applied Language Studies 2021-07-15T16:54:23+03:00 Johanna Ennser Kananen, Dmitri Leontjev and Taina Saarinen apples@jyu.fi Open Journal Systems <p><em><span data-contrast="none">Apples - Journal of Applied Language Studies</span></em><span data-contrast="none">&nbsp;is a peer reviewed international&nbsp;</span><span data-contrast="none">Open Access&nbsp;</span><span data-contrast="none">journal&nbsp;</span><span data-contrast="none">housed</span><span data-contrast="none"> by the Language Campus at the University of </span><span data-contrast="none">Jyväskylä</span><span data-contrast="none">&nbsp;in</span><span data-contrast="none"> Finland. </span><em><span data-contrast="none">Apples </span></em><span data-contrast="none">tr</span><span data-contrast="none">ansgress</span><span data-contrast="none">es </span><span data-contrast="none">disciplinary </span><span data-contrast="none">boundaries </span><span data-contrast="none">and </span><span data-contrast="none">invite</span><span data-contrast="none">s </span><span data-contrast="none">submissions </span><span data-contrast="none">that </span><span data-contrast="none">broadly </span><span data-contrast="none">relate to </span><span data-contrast="none">issues </span><span data-contrast="none">of </span><span data-contrast="none">language in </span><span data-contrast="none">society</span><span data-contrast="none">. </span><span data-contrast="none">We </span><span data-contrast="none">welcome manuscripts </span><span data-contrast="none">from all areas and fields </span><span data-contrast="none">that discuss </span><span data-contrast="none">linguistic and discursive phenomena and their </span><span data-contrast="none">societal </span><span data-contrast="none">emb</span><span data-contrast="none">eddedness</span><span data-contrast="none">, </span><span data-contrast="none">by addressing </span><span data-contrast="none">in</span><span data-contrast="none">/</span><span data-contrast="none">equity, exclusion/inclusion, </span><span data-contrast="none">societal </span><span data-contrast="none">challenges and </span><span data-contrast="none">development</span><span data-contrast="none">s</span><span data-contrast="none">, </span><span data-contrast="none">or </span><span data-contrast="none">language rights</span><span data-contrast="none">.</span></p> https://apples.journal.fi/article/view/98324 Vivian about ready to choke a b*tch! – 2021-02-26T14:39:49+02:00 Matti Nikkilä matti.nikkila@student.oulu.fi <p>Drawing on nexus analysis, this study seeks to analyse some of the discursive practices and visual material produced during the Gamergate controversy. This is achieved through examining the cartoon mascot Vivian James and the discussions related to the character. The treatment of the character is discussed through the resemiotizations the character faced. Initially the character was designed with clear goals in mind to serve as a resource to perform boundary work within the community. This was achieved through an easily definable process of resemiotizations. However, the character eventually became objectified and sexualized, showing resemiotizations that were not within the initial goals of the community. This process of further resemiotizations also documents how the community was unable to maintain control over the character, which is also symptomatic of the way Gamergate was not able to sustain its efforts.</p> 2021-07-15T00:00:00+03:00 Copyright (c) 2021 Matti Nikkilä https://apples.journal.fi/article/view/99431 Response processes in L2 writing tasks with Internet access 2021-04-30T01:40:43+03:00 Dea Jespersen deajespersen@hum.ku.dk Slobodanka Dimova slobodanka.dimova@hum.ku.dk <p>Technology has changed modern L2 written communication in many ways, but how these changes have affected our understanding of the L2 writing construct needs further investigation (Weigle, 2002). Given that the Internet provides access to numerous resources available to L2 writers, the Danish Ministry of Education conducted pilots to modernize the school-leaving exams by including an L2 writing assessment in French with Internet access (DAMVAD, 2013). This study is guided by questions related to (1) differences in students' writing performance with Internet access (IA) and without Internet access (WIA), (2) students' writing behavior when they have IA or WIA, and (3) students' perceptions of the writing assessment with IA. Using a balanced design, two writing tasks in a WIA and an IA version were administered to ninth-grade L2 learners of French (N=32). Scores, window tracker logs, and a student survey were used in the analysis. Results suggested that while students strongly preferred the IA tasks, the task format (IA or WIA) did not affect their scores. The students did not use online resources beyond dictionary and conjugation sites, for either the IA or the WIA task.</p> 2021-07-15T00:00:00+03:00 Copyright (c) 2021 Dea Jespersen, Dimova Slobodanka https://apples.journal.fi/article/view/98262 Deconstructing grand narratives in Applied Linguistics: 2021-03-29T20:18:19+03:00 Marco Túlio Urzêda-Freitas marcotulioufcultura@gmail.com <p>My objective in this paper is to present some contributions from queer praxiologies to the field of language education. More specifically, I propose an inquiring analysis of the constructs education, language, beliefs, and interaction, which still reproduce a variety of concepts rooted in modern/colonial grand narratives that have operated as grand narratives themselves within Applied Linguistics. Based on a range of critical studies carried out in Brazil, the queering of these four constructs enables the comprehension of language education as queer literacies practice, that is, as an activity mediated by a set of textual repertoires which may foster the construction of new meanings of gender, sexuality, and other identity categories in the classroom. As a Brazilian/Latin American scholar, I hope my reflections work as a subversive micro-narrative from the tropics, inspiring other dialogues and teaching performances that might turn language education into a transformative activity in different contexts around the globe.</p> 2021-07-15T00:00:00+03:00 Copyright (c) 2021 Marco Túlio Urzêda-Freitas https://apples.journal.fi/article/view/99891 “I felt a bit nervous” 2021-04-30T01:44:47+03:00 Judit Háhn judit.hahn@jyu.fi <p>Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants engage in project work with foreign peers. The teams have to work across time zones, use foreign languages, manage cultural differences and apply digital tools for communication and collaboration. The virtual projects enhance the development of transversal work/life skills, which are an asset in today’s global labour market. The aim of the present study is to explore the emotional trajectory of Virtual Exchange based on the students’ e-portfolios. By analysing the self-evaluations, we can get a better understanding of the emotional experience of participating in Virtual Exchange and use the findings to develop the pedagogical facilitation of such projects. The research questions address the emotions that the students described when they were reporting on their learning experiences and the individual emotional trajectories that emerge in the students’ reports. Data was collected in the form of e-portfolios that the student participants submitted at the end of a Finnish-Polish Virtual Exchange project in 2019. The “Combining Expertise from Linguistics and Tourism: A Tale of Two Cities Told in Videos” collaboration had promotional discourse in tourism as its main theme. The participants (N=25) were university students majoring in tourism (Poland) and in foreign language studies (Finland). The e-portfolios were analysed with the help of dialogical approach combined with discourse analytical insights (Sullivan, 2012).</p> 2021-07-15T00:00:00+03:00 Copyright (c) 2021 Judit Háhn