JLLT Volume 16 (2025) Issue 1 (in progress)

This issue of the Journal of Linguistics and Language Teaching (JLLT) is currently in preparation. Upon publication, the complete issue and its respective articles will be available as open‑access PDF downloads. Each article will be assigned a DOI to guarantee accurate citation and long-term digital accessibility.

Articles

A Case Study in RP – Variation and Change in the Pronunciation of King Charles and Prince William

Joanna Dornbierer-Stuart (Birmingham City University, UK)

Journal of Linguistics and Language Teaching 16 (2025) 1

Abstract

Received Pronunciation (RP) is the accent traditionally regarded as the model for correct pronunciation in Great Britain. Largely based on the transcriptions set out in Jones’ English Pronouncing Dictionary of 1917, it appears in most current learners’ dictionaries of British English and thus continues to influence EFL teaching. However, RP is not simply a codified standard found in dictionaries but a living variety that exhibits variation and change. A few recent studies have suggested significant changes in the accent, which begs the question of whether the model accent in our dictionaries represents the speech of modern educated British society, or whether it needs updating. This article presents a detailed case study of vocalic and consonantal variation in the speech of two native RP speakers (King Charles and Prince William) from two generations of the same family over a number of years and in a variety of speech situations. Using both real-time and apparent-time constructs within the variationist framework, data is analysed to determine whether variation signals changes that are complete or in progress. The study confirms patterns of change in RP usage identified in other studies, with a distinct shift towards non-standard features found in regional Southern British English. A discussion concludes that dictionaries should reflect this trend but that any updating should be based on descriptive data rather than prescriptive social ideals. The study should help EFL teachers to acknowledge that norms for British English are evolving and that teaching practices should be adapted to reflect contemporary language use.

The Role of Linguistic Input in the Development of Lexical and Syntactic Competence in Early Childhood: A Comparative Review of Four Major Theories

Jason Chan (MCI Management Center Innsbruck, Austria)

Journal of Linguistics and Language Teaching 16 (2025) 1

Abstract

Before acquiring a foreign language, a person must first master their native tongue. The strategies that are associated with this process are highly influential in subsequent foreign language learning efforts.  First language acquisition (FLA) is a complex process influenced by a combination of biological, cognitive, and environmental factors. This article explores the role of input in developing lexical and syntactic knowledge during FLA, examining four primary theoretical frameworks: behaviorism, nativism, cognitivism, and interactionism. Behaviorism emphasises imitation and reinforcement as key mechanisms for language learning, while nativism posits an innate language faculty, or universal grammar, that guides acquisition. Cognitivism focuses on the role of cognitive development, suggesting that language acquisition is intertwined with broader cognitive abilities such as memory and problem-solving. Interactionism, on the other hand, highlights the importance of social interaction and the dynamic relationship between a child’s innate abilities and their linguistic environment. The article explores the question of how these theories inform our understanding of vocabulary (lexicon) and syntax development. Lexical knowledge begins with the recognition of sounds and progresses to the acquisition of words, with children rapidly expanding their vocabulary through strategies like fast mapping. Syntactic development involves mastering sentence structures, verb inflection, and complex grammatical rules, often through exposure to varied linguistic input. The interaction between lexicon and syntax is crucial, as children use their growing vocabulary to infer syntactic rules and vice versa. Practical implications for language education are also discussed, emphasising the need for rich, varied linguistic input to support both first and second language learners. The article concludes that while innate predispositions and cognitive abilities are essential, the quality and nature of environmental input play a critical role in shaping a child’s linguistic competence. These insights stress the importance of creating supportive, interactive, and linguistically diverse environments to foster robust language development.

Schriftliche Sprachmittlung in Zeiten Künstlicher Intelligenz – eine empirische Erhebung mit Spanischlernenden der Sekundarstufe I 

Johanna Lea Korell, Maximilian Irion & Roland Ißler (Goethe-Universität Frankfurt, Deutschland) 

Journal of Linguistics and Language Teaching 16 (2025) 1

Abstract (Deutsch)

Der Einsatz von KI-Anwendungen im Rahmen von Sprachmittlungsaktivitäten im Fremdsprachenunterricht ist mit neuen Chancen und Herausforderungen verbunden, die die Notwendigkeit von KI-spezifischen Kompetenzen auf Seiten der Lernenden hervorheben. Inwieweit Lernende KI-Anwendungen zur Bewältigung von Sprachmittlungsaufgaben einsetzen, ist bislang jedoch mehr oder minder unerforscht. Ziel des vorliegenden Beitrags ist es, anhand empirischen Datenmaterials konkrete Bearbeitungs- und Reflexionsprozesse von Spanischlernenden im Rahmen schriftlicher Sprachmittlungsaktivitäten zu analysieren und diesbezügliche Einsatzmöglichkeiten von KI-Anwendungen abzuleiten. Hierzu wurden videographische Unterrichtsbeobachtungen durchgeführt, in Verbindung mit Bildschirmaufnahmen und unterrichtsbezogenen Produkten aufbereitet und inhaltsanalytisch ausgewertet. Die Befunde verdeutlichen, dass der Einsatz von KI-Anwendungen mehr Herausforderungen als Chancen mit sich bringen kann, wenn Lernende nicht in der Lage sind, zielgerichtete Prompts einzugeben. Dies betrifft vor allem die Berücksichtigung von Kriterien einer schriftlichen Sprachmittlung. Implikationen für die Unterrichtspraxis sowie für weiterführende fremdsprachendidaktische Untersuchungen werden diskutiert. 

Resumen (Español)

El uso de aplicaciones de IA en el contexto de la mediación lingüística en la enseñanza de lenguas extranjeras ofrece tanto nuevas oportunidades como desafíos, lo que subraya la necesidad de que el alumnado desarrolle competencias específicas en IA. Sin embargo, aún no se ha investigado en qué medida, en mayor o menor grado, los estudiantes utilizan estas aplicaciones para completar tareas de mediación lingüística. El objetivo de este artículo es analizar los procesos de tratamiento y reflexión de los aprendices de español en actividades de mediación lingüística escrita, a partir de datos empíricos, y deducir posibles usos de aplicaciones de IA en este ámbito. Para ello, se llevaron a cabo observaciones videográficas en el aula, que se complementaron con grabaciones de pantalla y productos generados en clase. Los datos fueron analizados basado en el análisis de contenido. Los resultados ponen de manifiesto que el uso de aplicaciones de IA puede presentar más desafíos que beneficios si el alumnado no es capaz de introducir indicaciones precisas. Esto es especialmente relevante en relación con los criterios de mediación en la lengua escrita. Finalmente, se discuten las implicaciones para la práctica docente y para futuras investigaciones en didáctica de lenguas extranjeras.

Abstract (English)

The integration of AI applications into written mediation activities in foreign language education presents both new opportunities and challenges, underlining the need for AI-specific competences among learners. However, the extent to which learners employ AI tools to complete mediation tasks remains more or less unexplored. This article aims to analyse the concrete processing and reflection practices of secondary-level learners of Spanish in the context of written mediation tasks, drawing on empirical data to identify potential applications of AI in this domain. To this end, classroom video observations were conducted, complemented by screen recordings and learner-generated instructional materials, and analysed using qualitative content analysis. The findings indicate that the use of AI applications may pose more challenges than benefits if learners are not capable of formulating effective, goal-oriented prompts. This is particularly evident with regard to criteria relevant to written mediation. Implications for teaching practice and further research in foreign language methodology are discussed.