Studies in Second Language Acquisition最新文献_第10页

The 2022 Albert Valdman Award 2022年艾伯特·瓦尔德曼奖

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-03-01 DOI: 10.1017/s0272263123000098

A. Valdman, Kazuya Saito, Hui Sun, Magdalena Kachlicka, John Robert Carvajal Alayo, T. Nakata, A. Tierney

{"title":"The 2022 Albert Valdman Award","authors":"A. Valdman, Kazuya Saito, Hui Sun, Magdalena Kachlicka, John Robert Carvajal Alayo, T. Nakata, A. Tierney","doi":"10.1017/s0272263123000098","DOIUrl":"https://doi.org/10.1017/s0272263123000098","url":null,"abstract":"We express our gratitude to the review board of SSLA for granting our article the Albert Valdman award for outstanding publication this year. In the field of cognitive psychology, scholars have thoroughly examined the significance of auditory processing, that is, the ability to perceive pitch and temporal characteristics of nonverbal sounds, in determining the rate of L1 development and delay. Within the context of 139 post-pubertal L2 learners of English with diverse biographical backgrounds, our study represents one of the initial endeavors to explore the extent to which this domain-general auditory perception can explain individual differences in their segmental, prosodic, lexical, and morphosyntactic proficiency in naturalistic settings. The outcomes of our study support the domain-general view that precise auditory processing constitutes a critical component of the mechanisms underlying and propelling human language acquisition throughout the lifespan. We are elated about this recognition because our work not only enriches the field of SLA but also arouses curiosity and interest in SLA among related disciplines, such as cognitive psychology and neuroscience. It is our hope that our work will encourage more researchers to view SLA as an interesting testing ground for their own topics, leading to evenmore interdisciplinary research across various dimensions.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758306","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

Kimberly Geeslin, In Memoriam Kimberly Geeslin，《回忆》

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-03-01 DOI: 10.1017/s0272263123000190

Luke Plonsky, S. Gass, B. Vanpatten

引用次数: 0

SLA volume 45 issue 1 Cover and Back matter SLA第45卷第1期封面和封底

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-03-01 DOI: 10.1017/s0272263123000116

引用次数: 0

SLA volume 45 issue 1 Cover and Front matter SLA第45卷第1期封面和封面事项

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-03-01 DOI: 10.1017/s0272263123000104

引用次数: 0

Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study 中国英语读者自主学习特征的个体差异:一项序贯解释性混合方法研究

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-02-16 DOI: 10.1017/s0272263122000584

Jiangping Chen, C. Lin, Gaowei Chen, Huafang Fu

{"title":"Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study","authors":"Jiangping Chen, C. Lin, Gaowei Chen, Huafang Fu","doi":"10.1017/s0272263122000584","DOIUrl":"https://doi.org/10.1017/s0272263122000584","url":null,"abstract":"\u0000 This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual’s profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45169907","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: 3

Variability as a functional marker of second language development in older adult learners 变异性作为老年学习者第二语言发展的功能标志

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-02-15 DOI: 10.1017/s0272263123000013

S. Pfenninger, M. Kliesch

引用次数: 3

Development of automaticity in processing L2 collocations: The roles of L1 collocational knowledge and practice condition 二语搭配加工自动化的发展：一语搭配知识与实践条件的作用

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-01-27 DOI: 10.1017/s0272263122000547

Hyojin Jeong, R. Dekeyser

{"title":"Development of automaticity in processing L2 collocations: The roles of L1 collocational knowledge and practice condition","authors":"Hyojin Jeong, R. Dekeyser","doi":"10.1017/s0272263122000547","DOIUrl":"https://doi.org/10.1017/s0272263122000547","url":null,"abstract":"\u0000 This study examined the development of automaticity in processing L2 collocations, and the roles of L1 collocational knowledge and practice conditions in the development process. Korean learners of English were assigned to one of two practice conditions (practice in identical or varied contexts). The learning gains for word combinations with and without equivalent counterparts in the L1 (L1-only and L2-only collocations) were assessed using response times (RTs) and coefficients of variation (CV) from a phrasal decision task. The results demonstrated that the learners in both groups showed significantly improved collocation processing for both types of items in terms of speed (RT) and automaticity (CV) over time. The RT and CV analyses indicated that both groups’ improvements in collocation processing in the later stages of learning were associated with automatization. Interestingly, L1 collocational knowledge played a facilitative role in processing speed only in the early stages of learning. No reliable evidence for the differential effects of the two types of practice conditions on developing automaticity in collocation processing was found.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670390","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: 2

Construction and validation of a questionnaire to study engagement in informal second language learning 非正式第二语言学习参与度问卷的构建与验证

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-01-26 DOI: 10.1017/s0272263122000572

H. Arndt

{"title":"Construction and validation of a questionnaire to study engagement in informal second language learning","authors":"H. Arndt","doi":"10.1017/s0272263122000572","DOIUrl":"https://doi.org/10.1017/s0272263122000572","url":null,"abstract":"\u0000 This article reports on the development and validation of the Informal Second Language Engagement questionnaire (ISLE) for capturing various aspects of learner engagement with informal second language practices. Whereas other questionnaires have primarily focused on learner behavior (the frequency, quantity, and diversity of informal activities in which learners engage), the ISLE additionally targets affective, cognitive, and linguistic aspects of engagement. Consequently, this questionnaire has the potential to help second language acquisition researchers better understand individual differences and variability in informal language engagement, how it changes over time, and the ways in which engagement affects language learning. The ISLE was developed and evaluated in three stages with a total of 382 German secondary school learners of English as a foreign language. The initial instrument development was informed by qualitative findings from focus group interviews. Subsequently, the questionnaire was piloted, and Exploratory Factor Analysis was applied to the data to uncover the underlying factor structures and reduce the number of items per construct. Finally, the revised instrument was evaluated further using Confirmatory Factor Analysis.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484877","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: 1

Scale quality in second-language anxiety and WTC: A methodological synthesis 第二语言焦虑和WTC的量表质量:一种方法学综合

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-01-17 DOI: 10.1017/s0272263122000560

Ekaterina Sudina

引用次数: 2

Scrutinizing LLAMA D as a measure of implicit learning aptitude 仔细检查LLAMA D作为内隐学习能力的衡量标准

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-01-09 DOI: 10.1017/s0272263122000559

Takehiro Iizuka, R. Dekeyser

{"title":"Scrutinizing LLAMA D as a measure of implicit learning aptitude","authors":"Takehiro Iizuka, R. Dekeyser","doi":"10.1017/s0272263122000559","DOIUrl":"https://doi.org/10.1017/s0272263122000559","url":null,"abstract":"\u0000 Since Gisela Granena’s influential work, LLAMA D v2, a sound recognition subtest of LLAMA aptitude tests, has been used as a measure of implicit learning aptitude in second language acquisition research. The validity of this test, however, is little known and the results of studies with this instrument have been somewhat inconsistent. In this study, we tested the hypothesis that researchers’ variable test instructions are the source of the inconsistent results. One hundred fourteen English monolinguals were randomly assigned to take LLAMA D v2 under one of three test instruction conditions. They also completed two implicit aptitude tests, three explicit aptitude tests, and a sound discrimination test. The results showed that, regardless of the type of test instructions, LLAMA D scores did not align with implicit aptitude test scores, indicating no clear evidence of the test being implicit. On the contrary, LLAMA D scores were negatively associated with scores on one implicit aptitude test, the Serial Reaction Time (SRT) task, but only in the condition where the instructions drew participants’ focal attention to the stimuli. This negative association was interpreted as focal attention working against learning in the SRT task. Implicit learning aptitude may be the degree to which one is able to process input without focal attention.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292634","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: 2