Journal of the European Second Language Association最新文献_第2页

Structure-sensitive constraints in non-native sentence processing 非母语句子加工中的结构敏感约束

Journal of the European Second Language Association Pub Date : 2019-07-18 DOI: 10.22599/JESLA.52

C. Felser

{"title":"Structure-sensitive constraints in non-native sentence processing","authors":"C. Felser","doi":"10.22599/JESLA.52","DOIUrl":"https://doi.org/10.22599/JESLA.52","url":null,"abstract":"Studies examining the real-time application of structure-sensitive constraints in second-language (L2) sentence processing have shown that depending on the type of constraint under investigation, the constraint may be more likely, equally (un)likely, or less likely to be violated during L2 than during native (first-language, L1) processing. Several attempts have been made in the past to attribute L1/L2 processing differences to a specific underlying cause, including cognitive resource limitations, reduced sensitivity to grammatical information, or increased susceptibility to memory interference during L2 processing. Focusing on recent findings on the processing of referential and filler-gap dependencies, I argue that trying to reduce L1/L2 processing differences to a single cause is misguided. What is called for instead is a more careful investigation of how different types of constraint and information sources interact during L2 comprehension, taking into account what linguistic cues need to be extracted from the input or need to be re-accessed in order for a given constraint to be applied. This should provide us with a more nuanced picture of how the relative weighting or timing of constraints or information sources might differ in L2 in comparison to L1 processing.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"6 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":"128281708","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

Policy recommendations for language learning: Linguists’ contributions between scholarly debates and pseudoscience 语言学习的政策建议:语言学家在学术辩论和伪科学之间的贡献

Journal of the European Second Language Association Pub Date : 2019-05-28 DOI: 10.22599/JESLA.50

Raphael Berthele

{"title":"Policy recommendations for language learning: Linguists’ contributions between scholarly debates and pseudoscience","authors":"Raphael Berthele","doi":"10.22599/JESLA.50","DOIUrl":"https://doi.org/10.22599/JESLA.50","url":null,"abstract":"Some language-acquisition researchers not only pursue their scholarly agenda but also act outside academia as experts in language policy-making. However, the relationship between scholarly quality and political impact is complicated, and oftentimes policy is not based on robust scholarly evidence. In this contribution, I focus on research findings in language learning that have been taken up in language planning and policy (e.g., the notion of linguistic interdependence). Drawing on concrete cases, I discuss problems of individual expertise and quality of research. Where there are methodological inadequacies and/or lack of expertise, problematic or even utterly false conclusions can be drawn from research. A critical review of influential claims in the field of applied linguistics with respect to robustness of the evidence and its fit to the actual policy problem should allow us to determine which theories and research strands may be useful for language-policy recommendations and which are probably not. A critical review of linguists’ involvement in policy-making suggests that often a more appropriate appellation for so-called evidence-based policy would be policy-based evidence. In my discussion, I address two delimitation problems: defining the boundary between pseudoscience and real science (in the wide sense of the term, including social sciences and humanities) and defining the boundary between scholarly rigor and political advocacy by academics.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124702165","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

Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language 任务复杂性对以葡萄牙语为外语的中国学习者口语产出的影响

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.40

S. Santos

{"title":"Effects of task complexity on the oral production of Chinese learners of\u0000 Portuguese as a foreign language","authors":"S. Santos","doi":"10.22599/JESLA.40","DOIUrl":"https://doi.org/10.22599/JESLA.40","url":null,"abstract":"This study aims to investigate the effects of task complexity on the oral performance of Chinese learners of European Portuguese as a foreign language (PFL). In the current investigation, the cognitive task demands were manipulated along the resource-directing and resource-dispersing dimensions of the Triadic Componential Framework (Robinson, 2001, 2003, 2005, 2010, 2011, 2015). The variables chosen were respectively ±few elements and ±planning time. Using a 2 . 2 design, 39 university learners of PFL performed two monologic information-giving oral tasks: a simple task (two elements) and a complex task (six elements). Half of the learners (n = 19) were given pre-task planning time, but for the other half (n = 20) the planning time was removed. The order of the tasks was counterbalanced. The participants’ output was analysed by general and specific measures of syntactic complexity and accuracy, lexical diversity and fluency (CALF). Pre-task planning time had significant effects on accuracy. Increasing the number of elements of the task led to greater accuracy and lexical diversity and longer clause length. There were no significant effects on fluency. These findings partially support Robinson’s Cognition Hypothesis. To the best of our knowledge, this study is the first CALF study to measure the oral performance of learners of PFL. These results provide new insights for research and learning in the field of instructed second language acquisition (ISLA).","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123831000","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

Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom 外语课堂沟通意愿的学习者-内部和学习者-外部预测因子

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.37

Jean–Marc Dewaele, Livia Dewaele

{"title":"Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom","authors":"Jean–Marc Dewaele, Livia Dewaele","doi":"10.22599/JESLA.37","DOIUrl":"https://doi.org/10.22599/JESLA.37","url":null,"abstract":"Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dornyei, Clement & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. The present study attempts to identify the strongest predictors of WTC from 189 British pupils in two high-achieving London secondary schools studying mostly French, German and Spanish as FLs. Correlation analyses followed by multiple regression analyses showed that the strongest predictors of WTC were FL classroom anxiety, frequent FL use by the teacher, a positive attitude towards the FL (a neglected macro intergroup dimension in recent research), followed by high levels of social FL Enjoyment and age. The pedagogical implication is that FL teachers can boost learners’ WTC by creating a positive emotional classroom climate where pupils can overcome their anxiety. Moreover, by generating a genuine interest in the FL and using the FL a lot, teachers can increase their pupils’ levels of WTC.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114825259","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: 94

Language Ecology in Cyprus, Sweden and Estonia: Bilingual Russian-Speaking Families in Multicultural Settings 塞浦路斯、瑞典和爱沙尼亚的语言生态:多元文化背景下的双语俄语家庭

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.41

Sviatlana Karpava, Natalia Ringblom, Anastassia Zabrodskaja

{"title":"Language Ecology in Cyprus, Sweden and Estonia: Bilingual Russian-Speaking Families in Multicultural Settings","authors":"Sviatlana Karpava, Natalia Ringblom, Anastassia Zabrodskaja","doi":"10.22599/JESLA.41","DOIUrl":"https://doi.org/10.22599/JESLA.41","url":null,"abstract":"We investigated language transmission in Russian-speaking families in multilingual settings in Cyprus, Estonia and Sweden. What they have in common is their Russian-language background and the minority status of their native language. In Cyprus and Sweden, participants mainly come from immigrant and mixed-marriage communities, while in Estonia they live in a bilingual society, where Estonian is a prestigious language and Russian has low status. To investigate the complex contexts of the informants’ language choices, the language ecology theory was chosen as a theoretical framework. Particular attention was paid to similarities and differences in the three country groups under investigation. Written questionnaires and oral sociolinguistic interviews were used for data collection among Russian-speaking informants in the three countries. We asked whether Russian as the first language was transmitted to the second generation and why. The attitudes towards bilingualism and Russian language transmission (including the change of these attitudes over time) – depending on the parents’ success in bringing up children bilingually – seemed to matter. Parental language choice is one of the main factors contributing to successful transmission. A lot depends on whether there was a desire for integration with the dominant language community, for staying isolated and only preserving the home language, or for having a balanced bilingual/multilingual approach and positive attitude towards both majority and minority languages. The socio-economic status, level of education and mother’s employment status played crucial roles in language transmission and attitudes. The linguistic repertoire of the father (minority, majority, or mixed) also had an effect.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129394955","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: 13

Relative difficulty in the L2 acquisition of the Spanish dorsal fricative 第二语言习得西班牙语背摩擦音的相对困难

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.48

M. Patience

{"title":"Relative difficulty in the L2 acquisition of the Spanish dorsal fricative","authors":"M. Patience","doi":"10.22599/JESLA.48","DOIUrl":"https://doi.org/10.22599/JESLA.48","url":null,"abstract":"Research on relative difficulty in L2 production has revealed that learners target the most salient parameter when acquiring new sounds (Colantoni & Steele, 2008). For example, L1 English-L2 French learners acquire the more salient fricative manner of the French /ʁ/ before the voicing and duration parameters (Colantoni & Steele, 2007, 2008). Previous work in this framework has not compared the acquisition of place and manner parameters. If the more salient parameter is targeted first, we should expect L2 learners to acquire the manner of articulation before the place of articulation, given that manner is a more salient feature than place (Miller & Nicely, 1955; Bedoin et al., 2013). This hypothesis was tested by investigating the L2 production of the Spanish voiceless dorsal fricative by L1 English speakers living in Madrid, a region in which the fricative has a strident realization (Hualde, 2014) and a uvular place of articulation (Ibabe et al., 2016). Fourteen L1 English-L2 Spanish speakers and 14 native Spanish controls performed a picture description task that elicited the target in two vocalic contexts: [aχe, eχa]. An acoustic analysis revealed that the L2 speakers produced fricatives with a similar amplitude compared to controls. However, in the [eχa] context, the learners produced fricatives with a more anterior place of articulation and less frication. The results are consistent with the finding from previous work that learners focus on the most salient property when learning new segments, and provide further evidence that vocalic context is an important factor in production difficulty.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116810109","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: 1

Mastering complex Swedish NPs: A comparison of non-immersion pupils and immersion L1 Finnish pupils 掌握复杂的瑞典语NPs:非浸入式学生和浸入式L1芬兰学生的比较

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.33

Eeva-Liisa Nyqvist

{"title":"Mastering complex Swedish NPs: A comparison of non-immersion pupils and\u0000 immersion L1 Finnish pupils","authors":"Eeva-Liisa Nyqvist","doi":"10.22599/JESLA.33","DOIUrl":"https://doi.org/10.22599/JESLA.33","url":null,"abstract":"The aim of this article is to study the extent to which some of the most complex types of Swedish noun phrases (NPs) have been mastered in a grammaticality judgement test in L2 Swedish of Finnish-speaking 16-year-old non-immersion pupils (n = 44) compared with 15-year-old immersion pupils (n = 86). The study concentrates on double definiteness, NPs with both possessive/genitive and adjective attributes, and NPs with the synonymous demonstrative pronouns den har and denna (“this”). In previous studies, these NPs have been difficult for L2 learners irrespective of their L1, including immersion students. The studied NP types represent two types of complexity: formal complexity and complexity of the relationship between form and meaning. The research questions concern the order in which the studied forms are mastered, the hierarchy of difficulty for the different types of complexity, and the differences between non-immersion and immersion students. Analyses at the individual level show that formally complex NPs are used accurately more often than those with a complex relationship between form and meaning in both groups. This result is similar to the one achieved in a previous study with the same test with 12- and 15-year-old immersion students as informants. The differences between non-immersion and immersion students are small and usually statistically insignificant, i.e., the studied structures were difficult for the informants irrespective of the learning context.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844269","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

Definite generic vs. definite unique in L2 acquisition 二语习得中的确定一般与确定唯一

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.46

Neal Snape

{"title":"Definite generic vs. definite unique in L2 acquisition","authors":"Neal Snape","doi":"10.22599/JESLA.46","DOIUrl":"https://doi.org/10.22599/JESLA.46","url":null,"abstract":"This study examines the role of universal meanings in second language (L2) acquisition by specifically looking at whether Japanese L2 learners of English can distinguish between definite generic the and definite unique the. Japanese is a language that has no definite (or indefinite) article, but the meanings expressed with definite generic and definite unique in the L2 should be accessible to L2 learners if they have full access to universal meanings. The difficulty for L2 learners is mapping features from the L1 to new L2 morphology (Lardiere, 2016). We employed a picture matching task (PMT) and a forced-choice elicitation task (FCET). For the PMT, participants had to match a sentence with one or more than one picture in each set of four pictures. Definite generic can refer to more than one individual when it is accompanied by a predicate like be extinct: one picture of a single dodo bird AND a picture of a set of dodo birds can refer to the entire species of dodo bird. Definite unique is when the definite article refers to one individual. The FCET required participants to select an article to fill-in-a-blank with an article they felt most appropriate. We recruited 47 Japanese L2 learners of English in total and 26 native speakers of English. The results show that L2 learners perform as well as the native speaker controls on the PMT for definite generic and definite unique, but the FCET results reveal differences between the two groups for definite generic and definite unique.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129078805","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: 7

Written repetition vs. oral repetition: Which is more conducive to L2 vocabulary learning? 书面重复和口头重复:哪个更有利于二语词汇学习?

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.44

Sarah Candry, J. Deconinck, June Eyckmans

{"title":"Written repetition vs. oral repetition: Which is more conducive to L2 vocabulary learning?","authors":"Sarah Candry, J. Deconinck, June Eyckmans","doi":"10.22599/JESLA.44","DOIUrl":"https://doi.org/10.22599/JESLA.44","url":null,"abstract":"Structural elaboration, i.e. increased attention to word-form, can aid an L2 learner in retrieving the form of a newly learned word (Barcroft, 2002), which is crucial for language production. However, the possibilities for developing meaningful interactions with the form of new words are rather limited. Previous research has proposed word writing as a structural elaboration technique (e.g. Candry, Elgort, Deconinck, & Eyckmans, 2017; Eyckmans, Stengers, & Deconinck, 2017) and has demonstrated that word writing promotes L2 word-form retrieval as compared to a semantically elaborative condition (Candry et al., 2017; Elgort, Candry, Boutorwick, Eyckmans, & Brysbaert, 2016). The advantage of word writing with reference to other structurally elaborative conditions has not been investigated yet. Therefore, the present study compared a written repetition condition with a condition in which learners said the new L2 vocabulary out loud repeatedly. 67 Dutch-speaking learners of German learned 24 unknown German words in one of these two conditions or a control condition. Both immediate and delayed measures of word knowledge were administered. The results showed that immediate form recall is marginally better when words are learned through written repetition than through oral repetition, though this advantage disappeared after one week. When it comes to meaning recall and implicit word knowledge, no differences between the two conditions were observed.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133973208","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

Mental simulation of object orientation and size: A conceptual replication with second language learners 对象取向和大小的心理模拟:第二语言学习者的概念复制

Journal of the European Second Language Association Pub Date : 2018-08-31 DOI: 10.22599/JESLA.39

Dietha Koster, Teresa Cadierno, Marco Chiarandini

{"title":"Mental simulation of object orientation and size: A conceptual replication with second language learners","authors":"Dietha Koster, Teresa Cadierno, Marco Chiarandini","doi":"10.22599/JESLA.39","DOIUrl":"https://doi.org/10.22599/JESLA.39","url":null,"abstract":"Previous research suggests that native (L1) speakers employ “mental simulations” for language comprehension. Empirical work shows that intrinsic object properties (shape, size and color) are indeed simulated, but the evidence for extrinsic properties (orientation) is less convincing. There is little work on simulation in second language (L2) learners, but since they have similar perceptual experiences as L1 speakers there is good reason to think that L2 learners too use simulation to comprehend L2 sentences. This paper aims to conceptually replicate previous simulation studies into object size and orientation with L2 learners (N = 223) and two L1 speaker control groups (N = 64). An important difference with previous work is that we use language-specific forms indicating size (Spanish augmentative suffixes) and orientation (German placement verbs). We expected that language-specific forms would cause simulation for both the intrinsic and extrinsic property under investigation. We employed a sentence-picture verification task and analyzed Yes/No responses and reaction times (RTs). RT results on mis/match trials reveal no orientation effect, but a size match effect. Findings support previous research with null results for orientation and add support for size simulation. We suggest that future studies examine whether L2 learners make simulations for both implied and explicit sentences, whether they simulate with or without prior language instruction and whether they also simulate shape and color.","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116175099","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