Studies in Second Language Acquisition最新文献

Replication Studies in Second Language Acquisition Research: Definitions, Issues, Resources, and Future Directions 第二语言习得研究中的复制研究：定义、问题、资源和未来方向

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-12-16 DOI: 10.1017/s0272263124000652

Kevin McManus

引用次数: 0

Phonological processing and the L2 mental lexicon: Looking back and moving forward

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-12-05 DOI: 10.1017/s0272263124000482

Isabelle Darcy, Miquel Llompart, Rachel Hayes-Harb, Joan C. Mora, Miren Adrian, Svetlana Cook, Mirjam Ernestus

{"title":"Phonological processing and the L2 mental lexicon: Looking back and moving forward","authors":"Isabelle Darcy, Miquel Llompart, Rachel Hayes-Harb, Joan C. Mora, Miren Adrian, Svetlana Cook, Mirjam Ernestus","doi":"10.1017/s0272263124000482","DOIUrl":"https://doi.org/10.1017/s0272263124000482","url":null,"abstract":"Twenty-five years ago, the publication of an article by Pallier, Colomé, and Sebastián-Gallés (2001) launched a new and rapidly evolving research program on how second language (L2) learners represent the phonological forms of words in their mental lexicons. Many insights are starting to form an overall picture of the unique difficulties for establishing functional and precise phonolexical representations in L2; however, for the field to move forward it is pertinent to outline its major emerging research questions and existing challenges. Among significant obstacles for further research, the paper explores the current lack of theoretical agreement on the concept of phonolexical representations and the underlying mechanism involved in establishing them, as well as the variable use of the related terminology (e.g., fuzziness and target-likeness). Methodological challenges involved in investigating phonological processing and phonolexical representations as well as their theoretical implications are also discussed. To conclude, we explore the significance of L2-specific phonological representations for the bottom-up lexical access during casual, conversational speech and how our emerging knowledge of L2 lexical representations can be applied in an instructional setting as two potentially fruitful research avenues at the forefront of the current research agenda.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"83 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142776575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of processing goals in second language predictive processing: A visual–world eye–tracking study of Korean honorific agreement

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-12-04 DOI: 10.1017/s0272263124000639

Hyunwoo Kim, Kitaek Kim, Joonhee Kim

{"title":"The role of processing goals in second language predictive processing: A visual–world eye–tracking study of Korean honorific agreement","authors":"Hyunwoo Kim, Kitaek Kim, Joonhee Kim","doi":"10.1017/s0272263124000639","DOIUrl":"https://doi.org/10.1017/s0272263124000639","url":null,"abstract":"This study investigates how second language (L2) learners engage in prediction based on their processing goals. While prediction is a prominent feature of human sentence comprehension in first–language speakers, it remains less understood when and how L2 learners engage in predictive processing. By conducting a visual–world eye–tracking experiment involving Chinese–speaking L2 learners of Korean, we tested the hypothesis that L2 learners determine whether to engage in prediction by evaluating the costs and benefits of anticipatory processing. The experiment specifically focused on the impact of a top–down comprehension goal for L2 learners’ predictive use of an honorific form in Korean by providing them with different types of task instruction. Our results indicated that all groups engaged in predictive processing in early and entire predictive regions. However, in the late predictive region, L2 learners presented with a prediction–oriented task, but not those with a simple comprehension task, actively generated expectations about the honorific status of an upcoming referent. These findings lend support to the utility account of L2 prediction, suggesting that L2 learners’ engagement in prediction depends on their current goals and strategies for processing efficiency.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"199 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142763353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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A meta-analysis of the reliability of second language reading comprehension assessment tools 对第二语言阅读理解能力评估工具可靠性的荟萃分析

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-25 DOI: 10.1017/s0272263124000627

Huijun Zhao, Vahid Aryadoust

{"title":"A meta-analysis of the reliability of second language reading comprehension assessment tools","authors":"Huijun Zhao, Vahid Aryadoust","doi":"10.1017/s0272263124000627","DOIUrl":"https://doi.org/10.1017/s0272263124000627","url":null,"abstract":"The present study aims to meta-analyze the reliability of second language (L2) reading assessments and identify the potential moderators of reliability in L2 reading comprehension tests. We examined 3,247 individual studies for possible inclusion and assessed 353 studies as eligible for the inclusion criteria. Of these, we extracted 150 Cronbach’s alpha estimates from 113 eligible studies (years 1998–2024) that reported Cronbach’s alpha coefficients properly and coded 27 potential predictors comprising of the characteristics of the study, the test, and test takers. We subsequently conducted a reliability generalization (RG) meta-analysis to compute the average reliability coefficient of L2 reading comprehension tests and identify potential moderators from 27 coded predictor variables. The RG meta-analysis found an average reliability of 0.79 (95% CI [0.78, 0.81]). The number of test items, test piloting, test takers’ educational institution, study design, and testing mode were found to respectively explain 16.76%, 5.92%, 4.91%, 2.58%, and 1.36% of variance in reliability coefficients. The implications of this study and future directions are further discussed.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"43 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Bayesian approach to (re)examining learning effects of cognitive linguistics–inspired instruction: A close replication of Wong, Zhao, and MacWhinney (2018) 贝叶斯方法（重新）检验认知语言学启发式教学的学习效果：对Wong、Zhao和MacWhinney (2018)的密切复制

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-22 DOI: 10.1017/s0272263124000603

Man Ho Ivy Wong, Jakob Prange

引用次数: 0

Validation crisitunity: A response to Al-Hoorie, Hiver, and In’nami (2024) 验证危机：对 Al-Hoorie、Hiver 和 In'nami (2024) 的回应

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-13 DOI: 10.1017/s0272263124000597

W. L. Quint Oga-Baldwin

引用次数: 0

Do they like me?: Exploring the role of metaperception in L1–L2 speaker interaction 他们喜欢我吗？探索元感知在 L1-L2 说话者互动中的作用

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-11 DOI: 10.1017/s0272263124000469

Chaoqun Zheng, Pavel Trofimovich, Rachael Lindberg, Kim McDonough, Masatoshi Sato

{"title":"Do they like me?: Exploring the role of metaperception in L1–L2 speaker interaction","authors":"Chaoqun Zheng, Pavel Trofimovich, Rachael Lindberg, Kim McDonough, Masatoshi Sato","doi":"10.1017/s0272263124000469","DOIUrl":"https://doi.org/10.1017/s0272263124000469","url":null,"abstract":"People are frequently concerned about the impressions they make on others (referred to as metaperceptions), but their insights are often inaccurate. Illustrating the phenomenon called the liking gap, speakers interacting in their first language (L1) and second language (L2) tend to underestimate how much they are liked by their interlocutor, and these judgments often predict their desire to engage in future interaction and collaboration. To understand the scope of this bias and its consequences, we focused on L1–L2 dyadic interaction, examining metaperception as a potential barrier to conversations between university students. We recruited 58 previously unacquainted university students to perform a 10-min academic discussion task between one L1 and one L2 speaker. Afterward, the speakers (a) assessed each other’s interpersonal liking, speaking skill, and interactional behavior; (b) provided their metaperceptions of their interlocutor’s assessments of the same dimensions; and (c) estimated their interest in future interaction with the same interlocutor. All speakers showed a reliable metaperception bias to underestimate their interpersonal liking, speaking skill, and interactional behavior. However, only L1 speakers’ desire to engage in future interaction was associated with their metaperceptions of interpersonal liking. We discuss implications of this finding for understanding and promoting academic communication.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"33 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142598290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning without awareness revisited and reconsidered: A conceptual replication and extension 重新审视和思考无意识学习：概念的复制与扩展

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-07 DOI: 10.1017/s0272263124000500

John N. Williams, Yuyan Xue

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Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners 探讨理想的 L2 写作自我、成长型 L2 写作心态和 L2 写作砂砾在 EFL 学习者 L2 写作成就中的作用

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-05 DOI: 10.1017/s0272263124000536

Jalil Fathi, Mirosław Pawlak, S. Yahya Hejazi

{"title":"Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners","authors":"Jalil Fathi, Mirosław Pawlak, S. Yahya Hejazi","doi":"10.1017/s0272263124000536","DOIUrl":"https://doi.org/10.1017/s0272263124000536","url":null,"abstract":"Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"10 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142580315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do reading times predict word learning? An eye–tracking study with novel words 阅读时间能预测单词学习吗？新词眼动追踪研究

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-11-04 DOI: 10.1017/s0272263124000585

Irina Elgort, Elisabeth (Lisi) Beyersmann

{"title":"Do reading times predict word learning? An eye–tracking study with novel words","authors":"Irina Elgort, Elisabeth (Lisi) Beyersmann","doi":"10.1017/s0272263124000585","DOIUrl":"https://doi.org/10.1017/s0272263124000585","url":null,"abstract":"Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive processes, the need to infer novel word meanings from context was deliberately manipulated. One hundred and two adult first– and second–language English language speakers read sixty passages containing pseudowords while their eye movements were recorded. The passages were either preceded or followed by pseudoword definitions. After reading, participants completed posttests of cued meaning recall and form recognition. Meaning recall was positively associated with (i) individual cumulative reading times and (ii) participants’ general vocabulary knowledge, but not when definitions were provided before reading. Form recognition was unaffected by cumulative reading times. Our findings call for a cautious approach in making causative links between eye–movement measures and vocabulary learning from reading.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"241 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0