JLLT Volume 17 (2026) Issue 2

Articles

Zitierfunktionen in deutsch- und chinesischsprachigen Zeitschriftenartikeln: Eine kontrastive Analyse segmentübergreifender wissenschaftlicher Legitimation

Shing-Lung Chen (National Kaohsiung University of Science and Technology, Taiwan)

Abstract (Deutsch)

Der vorliegende Beitrag untersucht, wie Zitationen in deutsch- und chinesischsprachigen linguistischen Fachartikeln die segmentübergreifende Interaktion zwischen Einleitung, Forschungsstand und Schlussfolgerung strukturieren. Ausgangspunkt ist die Annahme, dass wissenschaftliche Geltung nicht in isolierten Textsegmenten entsteht, sondern aus deren argumentativer Verknüpfung hervorgeht. Auf der Grundlage eines Korpus von 160 wissenschaftlich begutachteten Artikeln aus den Jahren 2016 bis 2025 werden Zitationen als diskursive Ressourcen der Problemexposition, theoretischen Fundierung und Beitragspositionierung untersucht. Die Ergebnisse zeigen deutliche kulturpragmatische Unterschiede: In deutschsprachigen Texten werden explizite Defizitmarkierungen und kontraktive Argumentationsmuster bevorzugt, in chinesischsprachigen Texten hingegen integrative, expansive Strukturen und konsensorientierte Legitimationsverfahren. Damit wird deutlich, dass Zitationen nicht nur der Bezugnahme auf Vorarbeiten dienen, sondern maßgeblich zur segmentübergreifenden Herstellung wissenschaftlicher Kohärenz und Legitimität beitragen.

Abstract (English)

This article investigates how citations structure the cross-segmental interaction among the Introduction, Literature Review, and Conclusion in German- and Chinese linguistics research articles. It is based on the premise that academic legitimacy is not established within isolated textual segments, but emerges through their argumentative integration. Drawing on a corpus of 160 peer-reviewed articles published between 2016 and 2025, the study examines citations as discursive resources for constructing research problems, providing theoretical grounding, and positioning authorial contributions. The findings reveal marked cross-cultural pragmatic differences: German articles tend to rely on explicit deficit marking and contractive patterns of argumentation, whereas Chinese-language articles more often employ integrative, expansive structures and consensus-oriented strategies of legitimation. The study thus shows that citations do more than acknowledge prior research; they play a constitutive role in establishing cross-segmental academic coherence and legitimacy.

An Overview of Teaching Chinese for Specific Purposes in the UK: AI Modes and Emerging Trends

Minjie Xing & Amily W. Guenier (University of Manchester, UK)

Abstract (English)

This paper provides an overview of Chinese language education in the United Kingdom, focusing specifically on Chinese for Specific Purposes (CSP). It examines the historical and institutional development of CSP, outlines its core characteristics, and surveys current programme offerings across different educational sectors. The study explores key factors driving the expansion of CSP – such as growing student interest, supportive policy frameworks, and evolving UK-China relations – while also addressing the challenges that hinder broader implementation. Additionally, the paper examines how artificial intelligence (AI) technologies are being integrated into CSP. It highlights AI's potential to enhance domain-specific relevance, learner engagement, and graduate employability, suggesting that AI could play a pivotal role in the future evolution of CSP in the UK and internationally.

Abstract (Chinese)

本论文全面阐述了英国中文教育,尤其是专门用途中文的发展历程与制度背景，界定了其核心特征,并考察了英国不同教育阶段课程体系与项目设置。研究分析了推动专门用途中文扩展的关键因素, 包括不断增长的学生需求、支持性的政策环境以及不断进展的英中贸易关系, 同时也指出了制约其更广泛推广的若干挑战。论文进一步探讨了人工智能技术在专门用途中文的应用, 并提出AI在提升专业领域关联性、增强学习者参与度以及促进就业能力等方面具有积极的作用，有望在未来英国乃至更广泛范围内推动CSP进入一个具有变革性的全新阶段。

Pragmatic Awareness as a Catalyst for Multilingualism, Reflective Competence, and Intercultural Growth in Language Education: A Case Study

Brikena Xhaferi & Gezim Xhaferi (South East European University, North Macedonia)

Abstract

In multilingual educational settings, pragmatic competence is essential for navigating diverse communicative situations. This study investigates how explicit pragmatics instruction supports the development of multilingual abilities, reflective learning, and intercultural awareness among English and German majors at South East European University. Utilising a mixed-methods design consisting of a Pragmatic Awareness Questionnaire and Reflective Learning Journals, this research examines two constructs: pragmatic sensitivity – the ability to interpret contextual cues – and pragmatic adaptability – the capacity to adjust language use strategically. The results indicate that students effectively identify appropriate speech acts, interpret indirect meanings, and apply politeness strategies, demonstrating a strong attunement to contextual and cultural norms. Overall, the findings suggest that integrating explicit pragmatics instruction with reflective learning significantly enhances learners' pragmatic sensitivity and intercultural competence, equipping them to communicate effectively in diverse social and academic environments.

Exploring the Relationship between Study Level and Pragmatic Competence in Yemeni EFL Learners: Insights from Apology Strategies

Abdullah Al-Eryani & Abeer Abdullah Al-Yaremi (Thamar University, Yemen)

Abstract

This study investigates the pragmatic competence of Yemeni learners of English as a Foreign Language (EFL) in producing apologies, focusing on how academic level relates to pragmatic performance. Using a descriptive research design, we analysed the apology strategies of 61 Yemeni EFL students (27 second-year and 34 fourth-year students) alongside those of 27 American English Native Speakers (American ENSs). Data were gathered through a Discourse Completion Task (DCT) with nine hypothetical apology scenarios and coded using Olshtain and Cohen's (1983) framework. The Yemeni EFL students demonstrated limited pragmatic competence, with their selection and structure of semantic formulas differing markedly from American ENS norms. Specifically, the groups diverged in formula frequency, reliance on binary semantic structures, explanation depth, and repair patterns. Notably, academic level did not correlate positively with pragmatic competence: second-year students adhered more closely to American ENS norms than fourth-year students, demonstrating that longer academic exposure does not automatically yield greater pragmatic competence.