Journal of the European Second Language Association最新文献

Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems LLAMA测试的语言中立性探讨:黏着语言和多种书写系统的情况

Journal of the European Second Language Association Pub Date : 2021-07-15 DOI: 10.22599/jesla.71

Momo Mikawa, Nivja H. de Jong

{"title":"Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems","authors":"Momo Mikawa, Nivja H. de Jong","doi":"10.22599/jesla.71","DOIUrl":"https://doi.org/10.22599/jesla.71","url":null,"abstract":"The ability to learn a foreign language, language aptitude, is known to differ between individuals. To better understand second-language learning, language aptitude tests, tapping into the different components of second-language learning aptitude, are widely used. For valid conclusions on comparisons of learners with different language backgrounds, it is crucial that such tests be language neutral. Several studies have investigated the language neutrality of the freely available LLAMA tests (Granena, 2013; Rogers et al., 2016, 2017). So far, comparing a number of L1 backgrounds, including those using different writing systems such as Arabic and Mandarin, no significant differences between participants have been found. However, until now, neither participants with agglutinative language backgrounds nor with first-language backgrounds that use multiple writing systems have been included. Therefore, this study selected participants from three different first-language backgrounds: Dutch (non-agglutinative, phonogram/Latin alphabet), Hungarian (agglutinative, phonogram/Latin alphabet), and Japanese (agglutinative, phonogram/syllabic alphabet and logogram/Japanese kanji). The participants performed three subsets of the LLAMA test. Significant differences between the groups were found on two of these tests: The ability to implicitly recognize sounds (LLAMA_D subtest) and inductive grammar learning ability (LLAMA_F), but no differences were found on vocabulary learning ability (LLAMA_B). Additionally, for LLAMA_B, the number of languages learnt was a significant covariate, confirming earlier findings that some subtests seem to be linked to language learning experience. We discuss the implications of our findings on the validity of the LLAMA_D and LLAMA_F subtests.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130145916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The (mis-)use of the English definite article in relation to the ‘of-phrase’ construction by speakers of Jordanian-Arabic and Cypriot-Greek 英语定冠词在约旦-阿拉伯语和塞浦路斯-希腊语中与“of-phrase”结构相关的(错误)用法

Journal of the European Second Language Association Pub Date : 2021-07-14 DOI: 10.22599/jesla.64

Asma Al-hawi, Sviatlana Karpava

{"title":"The (mis-)use of the English definite article in relation to the ‘of-phrase’ construction by speakers of Jordanian-Arabic and Cypriot-Greek","authors":"Asma Al-hawi, Sviatlana Karpava","doi":"10.22599/jesla.64","DOIUrl":"https://doi.org/10.22599/jesla.64","url":null,"abstract":"A plethora of second-language (L2) acquisition studies have tested the acquisition of English determiners in relation to simple noun phrases (NPs) of the generic versus non-generic type (e.g., Ionin., et al., 2008; Momenzadea & Youhanaeeb, 2014) rather than complex NPs, such as the ‘of-phrase’ construction, as in ‘the concept of love’. This study, therefore, contributes to our knowledge by addressing how first-language (L1) transfer from Jordanian-Arabic or Cypriot-Greek to English may influence the use of the definite and zero articles in relation to the configuration of the ‘of-phrase’ construction. This construction is comprised of two nominals (Ns): N1: definite noun+of+N2: bare noun. However, the definiteness feature in the equivalent L1 constructions is realised via an Arabic syntactic construct phrase and a Greek spreading feature. The statistical analyses of the data collected by a questionnaire and a forced-choice elicitation task indicated misuse of the before both Ns by the L2 groups at lower proficiency levels of English and provided evidence of L1 negative transfer, which resulted from the syntax-semantics mismatch between the participants’ L1s and L2. The results supported the Feature Reassembly Hypothesis (Lardiere, 2008, 2009). With the increase in the quality and quantity of input in the form of daily exposure to English, the L2 groups figured out how to restructure their L1 features to match the configuration of the L2 regarding their use of the. The age of the Jordanian participants and exposure to English at university/school/work of both groups influenced the use of zero and the; respectively.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114315142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Productive collocation knowledge and advanced CEFR-levels in Swedish as a second language: A conceptual replication of Forsberg Lundell, Lindqvist & Edmonds (2018) 瑞典语作为第二语言的生产搭配知识和高级cefr水平:Forsberg Lundell, Lindqvist & Edmonds(2018)的概念复制

Journal of the European Second Language Association Pub Date : 2021-05-17 DOI: 10.22599/JESLA.72

Julia Prentice, F. Lundell

{"title":"Productive collocation knowledge and advanced CEFR-levels in Swedish as a second language: A conceptual replication of Forsberg Lundell, Lindqvist & Edmonds (2018)","authors":"Julia Prentice, F. Lundell","doi":"10.22599/JESLA.72","DOIUrl":"https://doi.org/10.22599/JESLA.72","url":null,"abstract":"This study constitutes a conceptual replication of Forsberg Lundell et al. (2018), who investigated whether productive collocation knowledge – a linguistic feature known to be indicative of high-level L2 proficiency – developed between the B2 and C1 levels of the Common European Framework of Reference for Languages scale in second-language (L2) French. The results showed significant development. The present study set out to replicate these findings in L2 Swedish, in order to investigate whether the reported development would stand cross-linguistic validation. To this end, a test of productive collocation knowledge in L2 Swedish was developed based on 22 separate computerized newspaper corpora of Swedish, searchable via the corpus tool Korp at SprakbankenText (Swedish Language Bank). The method of the item selection was identical to that of the Forsberg Lundell et al., but the replication could only be conceptual since the reference corpora are different, from different languages. The test was conducted comparing participants from B2 and C1 levels in Swedish (N = 60). The results replicated the original study, confirming a significant difference in productive collocation knowledge between the B2 and C1 levels. Furthermore, in addition to the replication, the study explored frequency and Mutual Information score as potential factors for collocation item difficulty. The study found no significant effects for frequency or for Mutual Information score. Finally, the impact of cross-linguistic similarity was also investigated, grouping the results for participants with Germanic and non-Germanic first languages. This analysis did not point to any noteworthy effects.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128324748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching to the test: The effects of coaching on English-proficiency scores for university entry 应试教学:辅导对大学入学英语水平分数的影响

Journal of the European Second Language Association Pub Date : 2021-02-16 DOI: 10.22599/JESLA.74

D. Trenkic, Ruolin Hu

{"title":"Teaching to the test: The effects of coaching on English-proficiency scores for university entry","authors":"D. Trenkic, Ruolin Hu","doi":"10.22599/JESLA.74","DOIUrl":"https://doi.org/10.22599/JESLA.74","url":null,"abstract":"Despite arriving with the required language qualifications, many international students struggle with the linguistic demands of a university degree. Using the International English Language Testing System (IELTS) as an example, this study explored how short but intensive preparation programmes may affect high-stakes English-proficiency test scores with which students apply for university places. The participants were 89 Chinese speakers of English as a foreign language in Shanghai. They were tested twice, four weeks apart, on IELTS and three other measures of English ability: The Oxford Online Placement Test, a vocabulary test, and the speed and accuracy of sentence comprehension. Between the two testing points, 45 participants underwent testspecific training consisting of previous IELTS papers, offered by a large test-preparation establishment with a network of over 1,000 training centres. The remaining 44 participants did not engage in any test preparation at the time. Teaching to the test led to a half a band rise in IELTS scores above the gain from test repetition alone, suggesting that the training was effective. Importantly, the IELTS gain did not generalise to the other measures of English ability; the groups performed similarly on all other language tests at both times. This suggests that test-specific, curriculum-narrowing courses could be inflating the scores with which international students apply for university places, with important consequences for test-developers, universities and students.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128767774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages? 作为外语学习意大利语和英语的学生在享受、焦虑、态度/动机和成绩之间的关系有何不同?

Journal of the European Second Language Association Pub Date : 2020-11-30 DOI: 10.22599/jesla.65

Jean–Marc Dewaele, A. Ergün

{"title":"How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?","authors":"Jean–Marc Dewaele, A. Ergün","doi":"10.22599/jesla.65","DOIUrl":"https://doi.org/10.22599/jesla.65","url":null,"abstract":"The present study tests the implicit assumption in most SLA research that sources of individual differences in the single foreign language (FL), typically English, of a learner apply to all other FLs of that learner. We thus investigated whether the values and relationships between the same learners’ classroom emotions, attitudes and motivation in two different FLs, namely Italian and English, were identical and whether they had a similar effect on course marks in both languages. Participants were 110 Turkish pupils in an Italian immersion school in Istanbul, Turkey. A positive relationship was found between FL Enjoyment (FLE) across the FLs but no relationship existed between levels of FL Classroom Anxiety (FLCA) and attitudes/motivation in both FLs. Within-FL correlation analyses revealed that FLE and attitudes/motivation were positively correlated in both FLs. FLCA was negatively linked with FLE and with attitudes/motivation in both FLs. Multiple regression analyses showed that pupils with high FLCA had lower course marks in both FLs. Attitudes/motivation was a much stronger positive predictor of course marks in Italian than in English, where FLCA was the strongest (negative) predictor. FLE was not a significant predictor of course marks. We conclude that while broad similarities exist in the relationships between emotions, attitudes/motivation and course marks in the two FLs, it is unclear why the effect of attitudes/motivation on course marks was much stronger for the weaker FL, while FLCA was much stronger for the stronger FL. Differences could be linked to meso-level and macro-level differences between the FLs or to the effect of unseen mediating variables such as teaching style or assessment.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121157566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 35

Sentence Repetition in Farsi-English Bilingual Children 波斯语-英语双语儿童的句子重复

Journal of the European Second Language Association Pub Date : 2020-04-30 DOI: 10.22599/jesla.55

Mariam Komeili, T. Marinis, P. Tavakoli, Y. Kazemi

引用次数: 8

Elicited Subject-Verb Agreement in German Early L2 Children with Developmental Language Disorders 发展性语言障碍早期德语二语儿童的诱导主谓一致

Journal of the European Second Language Association Pub Date : 2019-12-18 DOI: 10.22599/jesla.57

Anna-Lena Scherger

{"title":"Elicited Subject-Verb Agreement in German Early L2 Children with Developmental Language Disorders","authors":"Anna-Lena Scherger","doi":"10.22599/jesla.57","DOIUrl":"https://doi.org/10.22599/jesla.57","url":null,"abstract":"The present study investigates whether subject-verb agreement (SVA) serves as a clinical indicator for developmental language disorders (DLD) in early second language learning (eL2) children. Using a LITMUS-tool (language impairment testing in multilingual settings) described by de Jong (2015) for eliciting SVA contexts, 22 German eL2 children aged six to eight years with and without DLD are tested for their ability to mark SVA in first-, second- and third-person singular forms of transitive verbs. Results show significant differences between eL2 children with and without DLD. Other factors shaping the eL2 acquisition process, namely age of onset, length of exposure, first language and the amount of second-language German input at home, do not appear to have a significant influence on the total SVA marking. However, some of the children with DLD in this age bracket have already mastered the German SVA paradigm. It is thus concluded that SVA is a reliable indicator of DLD in most cases. However, due to its diagnostic accuracy of 82% it should not be used as a screening on its own but must always be accompanied by the investigation of later acquisition phenomena in order to avoid underdiagnoses.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116425377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

An Approach to Assessing the Linguistic Difficulty of Tasks 一种评估任务语言难度的方法

Journal of the European Second Language Association Pub Date : 2019-12-18 DOI: 10.22599/jesla.61

G. Pallotti

{"title":"An Approach to Assessing the Linguistic Difficulty of Tasks","authors":"G. Pallotti","doi":"10.22599/jesla.61","DOIUrl":"https://doi.org/10.22599/jesla.61","url":null,"abstract":"This article proposes an approach to assessing the linguistic difficulty of tasks, that is, the linguistic features involved in performing a communicative task that may make it more or less challenging for language learners. The procedure follows the methodology proposed by Pallotti (2019) for operationalizing task interactional difficulty. This consists, firstly, in identifying what linguistic-communicative features are particularly difficult for language learners, based on previous research showing that they appear late in the course of acquisition. Secondly, native speakers’ performance is observed in order to determine which tasks most involve these difficult linguistic features. The dimensions observed in this study concern lexical diversity and sophistication, morphological complexity, and length and depth of syntactic constructions. Data come from 10 native speakers of Italian performing 5 communicative tasks. Results show that different dimensions of linguistic difficulty are relatively independent of each other, and that inter-individual variation is rather limited as regards the lexicon and morphology, but more pronounced for syntax. Implications for SLA research, Task-Based Language Teaching and Task-Based Language Assessment are discussed.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116012605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research 事件相关电位在二语词汇习得研究中的作用

Journal of the European Second Language Association Pub Date : 2019-12-09 DOI: 10.22599/jesla.60

B. Vandenberghe, Maribel Montero Perez, B. Reynvoet, P. Desmet

引用次数: 6

Elicited imitation as a window into developmental stages 诱导模仿是了解发育阶段的窗口

Journal of the European Second Language Association Pub Date : 2019-07-18 DOI: 10.22599/JESLA.56

Kristof Baten, F. Cornillie

{"title":"Elicited imitation as a window into developmental stages","authors":"Kristof Baten, F. Cornillie","doi":"10.22599/JESLA.56","DOIUrl":"https://doi.org/10.22599/JESLA.56","url":null,"abstract":"In the second language acquisition literature, data of naturally occurring language use are considered the most ideal data to make statements about second-language (L2) development. This study examines to what extent experimentally elicited data can provide an equally valid basis for determining L2 development, by testing predictions derived from Processability Theory regarding the L2 acquisition of the German case system. Using naturally occurring language data, previous research on L2 German case acquisition has uncovered three developmental stages. The present cross-sectional study investigates whether the same stages occur in data obtained from an experimental task (i.e., a computer oral elicited imitation task (OEIT). Thirty-six university L2 learners of German participated in the study. The results show that the elicited data prove comparable to the naturally occurring data. As such, this study corroborates a previous validation study on developmental stages in L2 English, which demonstrated the comparability of naturally occurring and experimentally elicited data. In addition, concerning methodological advancement of the OEIT design, the present study proposes to include a direct measure of comprehension.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130536731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6