{"title":"Comparing early-stage L2 processing of derived and inflected words: a conceptual replication of Jacob et al. (2018) with Chinese learners of L2 English","authors":"Zhaohong Wu, Melinda Fricke","doi":"10.1017/s0272263125101368","DOIUrl":"https://doi.org/10.1017/s0272263125101368","url":null,"abstract":"This study presents a conceptual replication of Jacob et al.’s (2018) comparison of L2 early-stage processing of derived vs. inflected words. Previous studies on this issue focused predominantly on L2 learners from morphologically complex, alphabetic L1s, and generally showed L2 decompositional processing of derived but not inflected words. This replication study examined whether the previous claim for a qualitative difference in L2 early-stage processing of derived and inflected words could generalize to L2 English learners from a morphologically isolating, logographic L1, i.e., Chinese learners of L2 English. Results from a masked priming lexical decision task showed qualitatively the same magnitude of priming in the derivational, inflectional, and form control conditions for Chinese learners of English, suggesting reliance on surface form information in the early-stage processing of both derived and inflected words. Results of the current study add to the literature on L2 early-stage processing of derived vs. inflected words.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"39 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277421","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}
{"title":"The Impact of L1 Speaking Style, Task Mode, and L2 Proficiency on L2 Fluency: A Within-subject Study of Monologic and Dialogic Speech","authors":"Pauliina Peltonen, Sandra Götz, Pekka Lintunen","doi":"10.1017/s0272263125101289","DOIUrl":"https://doi.org/10.1017/s0272263125101289","url":null,"abstract":"Fluency is an essential aspect of second language (L2) oral proficiency. Recent studies have demonstrated that L1 individual speaking style is connected to L2 fluency, suggesting that L2 speech fluency does not solely represent L2-specific skills. Furthermore, task mode (monologue vs. dialogue) has been shown to influence fluency. The present study examines the extent to which these two factors (L1 speaking style and task mode) can predict L2 speech fluency, and how such connections are modified by the learners’ L2 proficiency level. The data consist of monologic and dialogic speech samples from 50 advanced students of English in their L1 (Finnish) and L2 (English). The samples were analyzed for speed, breakdown, repair, and composite fluency. The results of multiple linear regressions demonstrated high predictive power for speed, breakdown, and composite fluency dimensions, while the model for repair fluency showed weak predictive power. The results have implications for L2 fluency research.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145241851","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}
{"title":"The love factor in variationist SLA","authors":"Mason A. Wirtz","doi":"10.1017/s0272263125101320","DOIUrl":"https://doi.org/10.1017/s0272263125101320","url":null,"abstract":"The love factor in the field of second language acquisition has gained considerable traction since the turn of the century. This article is the first to take a variationist perspective to investigate how multilingual coupledom affects sociolinguistic development in the second language (L2). Participants were 76 users of L2 German living in Austria, all of whom were in a romantic relationship with an Austrian partner. We analyzed the effects of multilingual coupledom on self-reported changes in learners’ use of, attitudes toward, and proficiency in standard German, the Austrian dialect variety, and first language(s), and whether (psycho-)social variables moderate this relationship. Individual differences in psychological and social variables (e.g., adaptability, Open-mindedness, length of residence, orientation toward the Austrian dialect) predicted reported changes in the sociolinguistic repertoire. Qualitative analysis revealed a blended operation of socioaffective and exposure-related factors, which helped explain <jats:italic>why</jats:italic>, <jats:italic>how</jats:italic>, and <jats:italic>for whom</jats:italic> multilingual coupledom affects (socio-)linguistic development.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"15 1","pages":"1-24"},"PeriodicalIF":4.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242014","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}
{"title":"Timing matters for interactive task-based learning","authors":"Yuichi Suzuki, Takayuki Nozawa, Takumi Uchihara, Sachiko Nakamura, Atsuko Miyazaki, Hyeonjeong Jeong","doi":"10.1017/s0272263125101290","DOIUrl":"https://doi.org/10.1017/s0272263125101290","url":null,"abstract":"To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based interaction, hyperscanning with fNIRS was used to measure inter-brain synchronization (IBS). Results showed that pre-task vocabulary practice led to greater learning, while post-task practice resulted in higher IBS in the brain region underlying language processing. Better vocabulary practice performance predicted more automatic use of multiword expressions in the post-task condition. IBS in the brain regions underlying social cognition and language processing predicted multiword learning. These findings reveal how practice timing influences neural synchronization and language acquisition, highlighting the importance of balancing lexical learning with communication processes in task-based language teaching.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"9 1","pages":"1-26"},"PeriodicalIF":4.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242021","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}
{"title":"The role of statistical learning in the L2 acquisition and use of nonadjacent predicate-argument constructions","authors":"Jiaqi Feng Guo, Pascual Pérez-Paredes","doi":"10.1017/s0272263125101307","DOIUrl":"https://doi.org/10.1017/s0272263125101307","url":null,"abstract":"While statistical learning of adjacent constructions is well-documented in SLA, our knowledge of this cognitive mechanism concerning nonadjacent constructions remains limited. To address this, we investigated the acquisition of Mandarin predicate-argument constructions containing the preposition <jats:italic>duì.</jats:italic> Specifically, via a corpus-based approach, we probed whether learners’ core predicate use within these nonadjacent constructions mirrors the patterns of frequency and contingency in their natural language input. Our findings show that learners’ usage aligns with target language distributional regularities, which is consistent with statistical learning. However, our study underscores the necessity of going beyond a sole focus on distributional factors within learners’ input to more fully comprehend L2 production choices and the intricacies of statistical learning. This includes examining variables that shape learners’ exposure to input, such as input accessibility, proficiency, and prototypicality. Finally, we demonstrate the suitability of mixed-effects negative binomial regression to effectively address non-normality and overdispersion in linguistic data.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145188400","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}
{"title":"Revisiting the link between second-language sound identification and word recognition with an eye on methodological similarity","authors":"Miquel Llompart, Celia Gorba, Pilar Prieto","doi":"10.1017/s0272263125101113","DOIUrl":"https://doi.org/10.1017/s0272263125101113","url":null,"abstract":"This study revisits the relationship between second-language (L2) learners’ ability to distinguish sounds in non-native phonological contrasts and to recognize spoken words when recognition depends on these sounds, while addressing the role of methodological similarity. Bilingual Catalan/Spanish learners of English were tested on the identification of two vowel contrasts (VI) of diverging difficulty, /i/-/ɪ/ (difficult) and /ɛ/-/æ/ (easy), in monosyllabic minimal pairs, and on their recognition of the same pairs in a word-picture matching task (WPM). Learners performed substantially better with /i/-/ɪ/ in VI than in WPM, and individual scores were only weakly correlated. By replicating previous findings through a more symmetrical design, we show that an account of prior work rooted in methodological dissimilarity is improbable and provide additional support for the claim that accuracy in sound identification does not guarantee improvements in word recognition. This has implications for our understanding of L2-speech acquisition and L2 pronunciation training.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"69 1","pages":"1-13"},"PeriodicalIF":4.1,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056756","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}
Liuqi Zhu, Patrick Rebuschat, Jessie S. Nixon, Padraic Monaghan
{"title":"Learning morphology from cross-situational statistics","authors":"Liuqi Zhu, Patrick Rebuschat, Jessie S. Nixon, Padraic Monaghan","doi":"10.1017/s027226312510106x","DOIUrl":"https://doi.org/10.1017/s027226312510106x","url":null,"abstract":"<p>Non-native languages tend to be acquired through a combination of explicit and implicit learning, where implicit learning requires coordination of language information with referents in the environment. In this study, we examined how learners use both language input and environmental cues to acquire vocabulary and morphology in a novel language and how their language background influences this process. We trained 105 adults with native languages (L1s) varying in morphological richness (English, German, Mandarin) on an artificial language comprising nouns and verbs with morphological features (number, tense, and subject-verb [SV] agreement) appearing alongside referential visual scenes. Participants were able to learn both word stems and morphological features from cross-situational statistical correspondences between language and the environment, without any instruction. German-speakers learned SV agreement worse than other morphological features, which were acquired equally effectively by English or Mandarin speakers, indicating the subtle and varied influence of L1 morphological richness on implicit non-native language learning.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"13 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009266","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}
{"title":"Understanding proficiency assessment practices in SLA research: Insights from researcher beliefs and practices","authors":"Hae In Park, Megan Solon, Kwangmin Lee","doi":"10.1017/s0272263125101058","DOIUrl":"https://doi.org/10.1017/s0272263125101058","url":null,"abstract":"<p>While much discussion has focused on what researchers do and should do in second language proficiency assessment, less attention has been given to why persistent trends continue. This study investigated second language acquisition (SLA) researchers’ beliefs, reported practices, and decision-making rationales regarding proficiency assessment. Using an online survey, we collected responses from 111 SLA researchers. Findings revealed that while researchers generally endorsed recommended methodological standards, practical constraints—such as time, accessibility, and ease of administration—frequently influenced their reported practices. A consistent belief–practice gap emerged across several key areas. Notably, reduced redundancy tests were rated favorably for both validity and practicality, reflecting a growing shift toward efficient, validated tools. These findings suggest that although methodological awareness is high, practical barriers continue to challenge the adoption of more rigorous proficiency assessment practices in SLA research.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"3 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144987314","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}
Jiuzhou Hao, Eleonora Rossi, Megan Nakamura, Alicia Luque, Jason Rothman
{"title":"Individual differences matter in heritage language bilingual processing: An electroencephalography (EEG) study of grammatical gender","authors":"Jiuzhou Hao, Eleonora Rossi, Megan Nakamura, Alicia Luque, Jason Rothman","doi":"10.1017/s0272263125101149","DOIUrl":"https://doi.org/10.1017/s0272263125101149","url":null,"abstract":"<p>The present study investigated if/how individual differences in heritage language (HL) experience modulate gender agreement processing among Spanish heritage speakers (HSs). We reanalyzed the data from Luque and colleagues (2023), which reported an aggregate biphasic N400–P600. The present analysis revealed that sensitivity to morphological markedness was positively modulated by HL proficiency and exposure/use. Higher proficiency led to increased P600 across markedness conditions—the typical signature of L1-dominant processing—while increased Spanish exposure/use resulted in increased N400 for Default Errors—a signature attested only in HSs in this domain. Formal instruction led to increased N400 but reduced P600 for Feature Clash Errors. We interpret these results to suggest that the N400 reflects a morphophonological pattern-matching strategy with some HSs relying (more) on this mechanism as Spanish exposure and use increases. Markedness also modulated the relative engagement of pattern-matching (N400) versus automatic grammatical processing (P600), depending on the transparency/saliency of morphophonological patterns.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"33 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144987386","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}
{"title":"Aligning linguistic complexity with the difficulty of English texts for L2 learners based on CEFR levels","authors":"Xiaopeng Zhang, Xiaofei Lu","doi":"10.1017/s0272263125101125","DOIUrl":"https://doi.org/10.1017/s0272263125101125","url":null,"abstract":"<p>Selecting appropriate texts for second language (L2) learners is essential for effective education. However, current text difficulty models often inadequately classify materials for L2 learners by proficiency levels. This study addresses this deficiency by employing the Common European Framework of Reference for Languages (CEFR) as its foundational framework. A cohort of expert English-L2 educators classified 1,181 texts from the CommonLit Ease of Readability corpus into CEFR levels. A random forest model was then trained using 24 linguistic complexity features to predict the CEFR levels of English texts for L2 learners. The model achieved 62.6% exact-level accuracy across the six granular CEFR levels and 82.6% across the three overarching levels, outperforming a baseline model based on three existing readability formulas. Additionally, it identified shared and unique linguistic features across different CEFR levels, highlighting the necessity to adjust text classification models to accommodate the distinct linguistic profiles of low- and high-proficiency readers.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"52 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144930575","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}