Studies in Second Language Acquisition最新文献

Why are some articles highly cited in applied linguistics? A bibliometric study 为什么一些文章在应用语言学中被高度引用？文献计量学研究

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-13 DOI: 10.1017/s0272263124000743

Sai Zhang, Vahid Aryadoust

{"title":"Why are some articles highly cited in applied linguistics? A bibliometric study","authors":"Sai Zhang, Vahid Aryadoust","doi":"10.1017/s0272263124000743","DOIUrl":"https://doi.org/10.1017/s0272263124000743","url":null,"abstract":"This study investigated factors influencing the citations of highly cited applied linguistics research over two decades. With a pool of 302 of the top 1% most cited articles in the field, we identified 11 extrinsic factors that were independent of scientific merit but could significantly predict citation counts, including journal-related, author-related, and article-related features. Specifically, the results of multiple linear regression models showed that the time-normalized article citations were significantly predicted by the number of authors, subfield, methodology, title length, CiteScore, accessibility, and scholar h-index. The remaining factors did not exhibit any statistical significance, including the number of references, funding, internationality, and geographical origin. The combined predictive power of all these factors (R²=.208, p<.05) verifies the role of nonscientific factors contributing to high citations for applied linguistics research. These results encourage applied linguistics researchers and practitioners to recognize the underlying forces affecting research impact and highlight the need for a reward system that exclusively favors sound academic practices.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"82 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142968102","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

Modulating motion event categorization through brief training: Meaning-focused versus form-focused instructional conditions 调节运动事件分类通过简短的培训:Meaning-focused与form-focused教学条件

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-13 DOI: 10.1017/s0272263124000433

Yuyan Xue, John N. Williams

{"title":"Modulating motion event categorization through brief training: Meaning-focused versus form-focused instructional conditions","authors":"Yuyan Xue, John N. Williams","doi":"10.1017/s0272263124000433","DOIUrl":"https://doi.org/10.1017/s0272263124000433","url":null,"abstract":"There is evidence that learning a second language (L2) can shift cognition toward that predicted for the L2 and that this effect might vary with L2 proficiency, age of acquisition, length of immersion, etc. Here we explore the previously neglected variable of language instructional conditions. Participants categorized motion events in a triads-matching task after being trained on two novel linguistic labels highlighting (in)transitivity through one of three instructional conditions. Participants who learned the relevant knowledge under a meaning-focused instructional condition (memorizing meanings of exemplar sentences) showed a higher likelihood of categorizing based on motion (in)transitivity immediately after training than a control group; those who learned under a required rule search instructional condition showed this effect only after additional practice; while those who learned through another type of form-focused instructional condition (direct metalinguistic explanation) did not show this effect even after such practice. These differences were obtained despite the fact that the three groups were matched on awareness of the target system at the level of understanding and near-perfect performance on a grammaticality judgment task. The findings are discussed in terms of the depth of processing in instructed SLA and models of language–cognition interactions.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"24 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142968100","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

Optimizing distributed practice online: A conceptual replication of Cepeda et al. (2009) 在线优化分布式实践：Cepeda等人（2009）的概念复制

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-08 DOI: 10.1017/s0272263124000706

John Rogers, Tatsuya Nakata, Ming Ming Chiu

引用次数: 0

Embarrassment in English language classrooms: Conceptualization, antecedents, and consequences 英语课堂中的尴尬：概念、前因和后果

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-07 DOI: 10.1017/s027226312400072x

Gholam Hassan Khajavy, Dávid Smid, Sarah Mercer, Carlos Murillo-Miranda

{"title":"Embarrassment in English language classrooms: Conceptualization, antecedents, and consequences","authors":"Gholam Hassan Khajavy, Dávid Smid, Sarah Mercer, Carlos Murillo-Miranda","doi":"10.1017/s027226312400072x","DOIUrl":"https://doi.org/10.1017/s027226312400072x","url":null,"abstract":"This study is designed to understand embarrassment in the second/foreign language (L2) context. Following a mixed-method design, in Phase 1, a sample of 141 tertiary-level Austrian English language learners were asked to write a narrative about their experiences of embarrassment in their language learning histories. Analyzing the narratives showed that L2 embarrassment is a multidimensional construct that is frequently experienced by a range of language learners. In Phase 2, we developed and validated an L2 classroom speaking embarrassment (L2CSE) scale among a sample of 402 international English language learners drawing on the literature and analysis of the narratives. Data showed that L2 embarrassment is best represented by a bifactor exploratory structural equation model, capturing both general and specific aspects of L2 embarrassment. We found that a supportive classroom environment and fostering a growth mindset can decrease the risk of L2 embarrassment. As expected, L2 embarrassment was a negative predictor of willingness to communicate and self-perceived language proficiency. These initial findings suggest that L2 embarrassment could be an important and influential emotion in the language learning classroom context which requires further research.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"17 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935386","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

Contextual learning and retention of phrasal verbs: The effects of definition placement and typographic enhancement 语境学习与动词短语记忆：定义放置与排版强化的影响

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-03 DOI: 10.1017/s0272263124000718

Mojtaba Tadayonifar, Irina Elgort, Anna Siyanova-Chanturia

引用次数: 0

Different variables hold varying significance from childhood to adolescence: Exploring individual differences in grammar development of Japanese heritage speakers 从童年到青春期，不同的变量具有不同的意义：探讨日语母语者语法发展的个体差异

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2025-01-02 DOI: 10.1017/s0272263124000615

Maki Kubota, Yuka Goto, Satsuki Kurokawa, Yuko Matsuoka, Masashi Otani, Jason Rothman

{"title":"Different variables hold varying significance from childhood to adolescence: Exploring individual differences in grammar development of Japanese heritage speakers","authors":"Maki Kubota, Yuka Goto, Satsuki Kurokawa, Yuko Matsuoka, Masashi Otani, Jason Rothman","doi":"10.1017/s0272263124000615","DOIUrl":"https://doi.org/10.1017/s0272263124000615","url":null,"abstract":"The current study examined the comprehension and production of classifiers, case marking, and morphological passive structures among 414 child Japanese heritage speakers (mean age = 10.01 years; range = 4.02 – 18.18). Focusing on individual differences, we extracted latent experiential factors via the Q-BEx questionnaire (De Cat, Kašćelan, Prévost, Serratrice, Tuller, Unsworth, & The Q.-Be Consortium, 2022), which were then used to predict knowledge and use of these grammatical structures. The findings reveal that: (i) experiential factors such as heritage language (HL) engagement at home and within the community modulate grammatical performance differentially from childhood through adolescence, and (ii) HL proficiency, immersion experiences, and literacy systematically predict HL grammatical outcomes. These results indicate that particular language background factors hold differential significance at distinct developmental stages and that higher proficiency, richer immersion experiences, and literacy engagement in the HL are crucial for the development of core grammatical structures.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"137 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142911665","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

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 语音加工与二语心理词汇：回顾与前进

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 加工目标在第二语言预测加工中的作用：韩语敬语协议的视觉世界眼动追踪研究

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}

引用次数: 0

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