Revisiting Blocking Effects in Second Language Learning: A Close Replication of Ellis and Sagarra (2010b)

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-07-31 DOI:10.1111/lang.70005

Kevin McManus, Kelly Bayas, Katherine Kerschen, Yulia Khoruzhaya, Jingyuan Zhuang, Alex Magnuson

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引用次数: 0

Abstract

We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English‐speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. To date, however, no replication has fully confirmed these findings, resulting in open questions about the nature and role of blocking in L2 learning. Unlike prior studies, we addressed these concerns without modifying the initial study's materials and procedures. Our close replication did not confirm the initial study's findings due to performance following verb pretraining: Pretraining on verbs did not bias attention to verbs in subsequent use. Theoretical refinements and methodological implications of this replication study are discussed, especially roles for prior experience, competition, and the linguistic properties of cues.

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重新审视第二语言学习中的阻碍效应：Ellis和Sagarra （2010）

我们仔细复制了Ellis和Sagarra （2010b）的一项开创性研究，该研究证明了阻塞在第二语言（L2）学习中的明显影响。在该研究中，以英语为母语的学习者完成了不同类型的拉丁语时态表达（副词、动词、无时态）的预训练，以调查关于特定线索的知识如何影响二语学习结果。结果表明，预训练的类型对口译和生产有很大的影响。然而，到目前为止，还没有复制完全证实这些发现，这导致了关于L2学习中阻碍的性质和作用的开放性问题。与先前的研究不同，我们在不修改初始研究材料和程序的情况下解决了这些问题。由于动词预训练后的表现，我们的密切复制并没有证实最初的研究结果：对动词进行预训练不会使注意力偏向于动词的后续使用。本文讨论了该重复性研究的理论完善和方法意义，特别是在先验经验、竞争和线索的语言特性方面的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.