The Impact of Emotional Text and Sleep Consolidation on Incidental Vocabulary Learning in a Second Language

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2026-04-08 DOI:10.1111/lang.70029

Yanan Liu, Siyi Jiang, Baoguo Chen

引用次数: 0

Abstract

This study examined the effects of emotional valence (positive, negative, neutral) of English texts and sleep consolidation on the incidental acquisition of second language (L2) vocabulary in Chinese–English bilinguals. Each participant was exposed to three English texts with different emotional valences, each containing three English pseudowords. These pseudowords were also embedded into low‐constraint sentences used for the posttest. Eye‐tracking technology was utilized to monitor participants’ reading patterns during text comprehension and posttest sentence reading. Two experiments were conducted. The interval between the two posttests was 24 hours in Experiment 1 and 12 hours in Experiment 2 (with a wake control group). The results revealed that emotional texts and sleep condition facilitated lexical consolidation, with sleep delaying early lexical access but reducing cognitive demands involved in late‐stage integration. These findings suggested that reading emotional texts and adequate sleep were conducive to incidental L2 vocabulary acquisition.

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情绪性语篇和睡眠巩固对二语附带词汇学习的影响

本研究考察了英语文本的情绪效价（积极、消极、中性）和睡眠巩固对中英双语者附带习得第二语言词汇的影响。每个参与者都接触了三篇不同情绪效价的英语课文，每篇课文都包含三个英语假词。这些假词也被嵌入后测低约束句中。采用眼动追踪技术监测参与者在文本理解和测试后句子阅读过程中的阅读模式。进行了两个实验。实验1为24 h，实验2为12 h（有尾流对照组）。结果表明，情绪文本和睡眠条件促进了词汇巩固，睡眠延迟了早期词汇获取，但减少了后期整合的认知需求。这些研究结果表明，阅读情绪文本和充足的睡眠有助于二语词汇附带习得。

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.