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Studies in Second Language Acquisition最新文献

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Learning cognates, false cognates, and noncognates contextually through reading Do contextual support and cross-linguistic awareness matter? 语境支持和跨语言意识重要吗？
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-06-17 DOI: 10.1017/s0272263126101831
Breno Silva, Małgorzata Foryś-Nogala, Katarzyna Kutyłowska, Jakub Szewczyk, Agnieszka Otwinowska
{"title":"Learning cognates, false cognates, and noncognates contextually through reading Do contextual support and cross-linguistic awareness matter?","authors":"Breno Silva, Małgorzata Foryś-Nogala, Katarzyna Kutyłowska, Jakub Szewczyk, Agnieszka Otwinowska","doi":"10.1017/s0272263126101831","DOIUrl":"https://doi.org/10.1017/s0272263126101831","url":null,"abstract":"Lexical acquisition often occurs through reading, yet little research has compared how cognates, false cognates, and noncognates are learned contextually through reading. To this end, we conducted a week-long pretest-training-posttest study with 54 adult Polish learners of English. During three sessions on consecutive days, participants read 45 short stories (170–317 words) containing 90 target keywords (30 cognates, 30 noncognates, 30 false cognates). We examined how word type, context informativeness, and number of keywords occurrences affected keyword learning. Additionally, participants were randomly assigned to a control or awareness-raising group, the latter trained to notice cross-linguistic similarities. Mixed-effects models showed learning of all word types at immediate posttest, with cognates being learned the most and false cognates the least. Higher context informativeness and more keyword occurrences improved learning for all keywords, but false cognates benefited the most from contextual clues. However, raising awareness of cross-linguistic similarity did not enhance contextual learning.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"38 1","pages":"1-25"},"PeriodicalIF":4.1,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285900","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 effects of contextual diversity on incidental vocabulary learning 语境多样性对附带词汇学习的影响
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-06-11 DOI: 10.1017/s0272263126101818
Gaia Oikawa, Takumi Uchihara
{"title":"The effects of contextual diversity on incidental vocabulary learning","authors":"Gaia Oikawa, Takumi Uchihara","doi":"10.1017/s0272263126101818","DOIUrl":"https://doi.org/10.1017/s0272263126101818","url":null,"abstract":"This study investigated the effects of contextual diversity (CD) on second language incidental vocabulary learning. A total of 124 Japanese learners of English were allocated to a control group or 2 experimental groups, either a high contextual diversity (HCD) or a low contextual diversity (LCD) group. Participants in the HCD group encountered target words across three different texts that varied in genre and topic, while those in the LCD group read three different texts that shared the same genre and topic. Meaning recall and recognition tests were conducted at pretest, immediate posttest, and delayed posttest. Results showed that HCD outperformed LCD on meaning recognition at the delayed posttest. Moreover, learners with greater prior vocabulary knowledge tended to benefit more from contextually varied input, whereas such input may have adverse effects on learners with lower lexical proficiency. This study offers insights into the role of CD in incidental vocabulary acquisition and provides pedagogical implications for optimally incorporating input variability into L2 vocabulary instruction.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"177 1","pages":"1-27"},"PeriodicalIF":4.1,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285902","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
Screen inferiority in L2 reading: The role of working memory, proficiency, and digital device usage 第二语言阅读中的屏幕劣势：工作记忆、熟练程度和数字设备使用的作用
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-06-09 DOI: 10.1017/s0272263126101752
Hyeran Ryu, Ekaterina Sudina
{"title":"Screen inferiority in L2 reading: The role of working memory, proficiency, and digital device usage","authors":"Hyeran Ryu, Ekaterina Sudina","doi":"10.1017/s0272263126101752","DOIUrl":"https://doi.org/10.1017/s0272263126101752","url":null,"abstract":"Screen-based reading has frequently been associated with lower comprehension than reading on paper, a phenomenon known as <jats:italic>screen inferiority</jats:italic> . Although cognitive capacity, linguistic knowledge, and digital usage vary across learners, it remains underexplored how individual-difference factors shape medium effects in second-language (L2) reading among adolescents. We investigated how reading on paper versus tablets affects L2 reading comprehension among 240 Korean eighth graders learning English and whether medium effects are moderated by working memory, L2 proficiency, and tablet experience. Participants completed comprehension tests under both conditions, along with a reading span task, a proficiency test, and a tablet-usage questionnaire. Results showed that participants performed worse on tablets than on paper; these gaps were larger among learners with higher spans and proficiency. In contrast, tablet experience did not interact with reading medium. These findings underscore the need for explicit instruction to support effective L2 reading on digital devices, even for high-performing learners.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"3 1","pages":"1-29"},"PeriodicalIF":4.1,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285904","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 CLEAR-Qual Framework: Guidelines for Open Qualitative L2 Research 清晰的质量框架：开放式定性第二语言研究指南
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-06-01 DOI: 10.1017/s0272263126101685
Sofiya Shahiwala, D. R. Rahul, Marwa Sidheeque
{"title":"The CLEAR-Qual Framework: Guidelines for Open Qualitative L2 Research","authors":"Sofiya Shahiwala, D. R. Rahul, Marwa Sidheeque","doi":"10.1017/s0272263126101685","DOIUrl":"https://doi.org/10.1017/s0272263126101685","url":null,"abstract":"While the movement toward open science (OS) has gained substantial traction among quantitative inquiries, qualitative research, particularly in second language (L2) contexts, remains underrepresented. L2 qualitative research is characterized by complex, multimodal, multilayered, and contextually situated linguistic and non-linguistic data; yet existing openness debates underplay the ethical and relational dimensions essential to this inquiry. In response, this paper introduces guidelines on conducting L2 ethical and accountable research in qualitative contexts (CLEAR-Qual), the first practitioner-informed, phase-by-phase framework designed to operationalize openness for L2 qualitative work as an ethical, reflexive, and collaborative stance rather than an all-or-nothing technical fix. Developed using the Delphi method, CLEAR-Qual distinguishes openness <jats:italic>on</jats:italic> research (i.e., outward reporting) from openness <jats:italic>with</jats:italic> research (i.e., processual, participant-centered practices) and aligns OS principles with the contextual, emergent nature of qualitative second language research. The framework articulates core and advisory practices across five phases (pre-study, data collection, analysis, reporting, and post-study). Key recommendations include preregistration, tiered consent acquisition, rigorous anonymization, reflexive documentation, knowledge co-creation, secure data management, and ethical data-use agreements for secondary access. By situating accountability at the center of the research process, CLEAR-Qual provides actionable guidelines for researchers, reviewers, and editors committed to transparent, ethically robust qualitative research in L2 contexts.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"155 1","pages":"1-29"},"PeriodicalIF":4.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285948","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
Predicting lexico-grammatical competence in L2 Spanish writing through multiple lexical diversity measures 通过多种词汇多样性测量预测二语西班牙语写作的词汇语法能力
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-15 DOI: 10.1017/s0272263126101715
Earl Kjar Brown, Brett Hashimoto, Alan V. Brown
{"title":"Predicting lexico-grammatical competence in L2 Spanish writing through multiple lexical diversity measures","authors":"Earl Kjar Brown, Brett Hashimoto, Alan V. Brown","doi":"10.1017/s0272263126101715","DOIUrl":"https://doi.org/10.1017/s0272263126101715","url":null,"abstract":"The present study compares several lexical diversity (LD) measures to determine which measure, or measures, best predict receptive lexico-grammatical ability in written L2 Spanish, and whether a composite LD score is better than any single measure. We analyzed 1,225 written responses with eight different LD measures: six popular measures, a composite score based on Principal Component Analysis (PCA) of those six measures, and the traditional TTR to be used as a baseline against which to compare the other measures. Other predictor variables included the age and gender of the writers, the age of first exposure to Spanish, the number of years studying Spanish, and study abroad participation. The results of a series of mixed-effect logistic regression models suggest that the composite LD measure is best, and that among the LD measures studied, two predicted lexico-grammatical ability nearly equally well. We conclude with the recommendation that L2 language researchers use multiple LD measures, including a composite measure based on PCA, rather than any single LD measure.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"102 1","pages":"1-32"},"PeriodicalIF":4.1,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286000","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
Audiovisual (a)synchrony 视听同步
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-12 DOI: 10.1017/s0272263126101703
Jonathan Malone, Bronson Hui
{"title":"Audiovisual (a)synchrony","authors":"Jonathan Malone, Bronson Hui","doi":"10.1017/s0272263126101703","DOIUrl":"https://doi.org/10.1017/s0272263126101703","url":null,"abstract":"Prior research has reported vocabulary learning benefits from reading while listening (RWL), but few testable predictions have been made regarding an underlying mechanism for benefits. In this study, reading ahead of the audio was examined as a potential source of benefits during RWL. Fifty-nine participants had their eye movements tracked during a contextualized RWL task embedded with 25 pseudowords 10 times each, followed by three learning outcome measures: form recognition, meaning recognition, and meaning recall. Results indicated that (a) reading ahead facilitated initial form decoding as indexed by gaze durations, especially during early instances; (b) it only predicted the deepest level of vocabulary knowledge tested—meaning recall. These findings indicate that reading ahead may reflect the critical alignment between auditory input, orthographic decoding, and phonological encoding processes during reading, thereby facilitating faster processing when reading ahead than not reading ahead, as well as form-meaning mapping for new words.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"28 1","pages":"350-372"},"PeriodicalIF":4.1,"publicationDate":"2026-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286008","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
Bridging barriers 桥接的障碍
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263125101101
Areen Badri, Suzanne Graham, Pengchong Zhang
{"title":"Bridging barriers","authors":"Areen Badri, Suzanne Graham, Pengchong Zhang","doi":"10.1017/s0272263125101101","DOIUrl":"https://doi.org/10.1017/s0272263125101101","url":null,"abstract":"Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first language (L1) explanations, and aural input manipulation (AIM) with CS (AIMCS), where increased volume emphasized words alongside CS explanations. Pre-, post-, and delayed post-tests indicated that AIMCS led to better short-term vocabulary retention for both groups, with no significant differences longer term. VI learners benefited more overall, and learners with lower initial vocabulary showed the greatest gains. Listening proficiency moderated the effects, with AIMCS offering greater short-term benefits for learners with higher listening proficiency. The study suggests AIMCS enhances short-term vocabulary learning, particularly for VI learners, but listening proficiency is critical.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"12 1","pages":"118-139"},"PeriodicalIF":4.1,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285854","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
Disability and foreign language learning: Countering systemic ableism in secondary and postsecondary education 残疾与外语学习：反对中学和高等教育中的系统性残疾歧视
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263125101071
Richard Sparks, Allyson Harrison
{"title":"Disability and foreign language learning: Countering systemic ableism in secondary and postsecondary education","authors":"Richard Sparks, Allyson Harrison","doi":"10.1017/s0272263125101071","DOIUrl":"https://doi.org/10.1017/s0272263125101071","url":null,"abstract":"Ableist ideologies in schools and among clinicians have impeded equity for students with disabilities. By excluding individuals with diagnoses of learning disability (SLD) and attention deficit hyperactivity disorder (ADHD) from foreign language (FL) courses, professionals and schools discriminate against students who could benefit from participation. This essay reviews evidence falsifying the notion of an FL learning disability and contradicting the practice of FL substitutions for students with SLDs and ADHD. Evidence demonstrates that most students with SLDs and ADHD can pass FL classes. We maintain that clinicians who make these diagnoses and educators who recommend FL substitutions have no expertise in determining students’ suitability for FL learning. Their automatic assumptions regarding exclusion from rather than inclusion in FL courses are a form of systemic ableism that ignores the intent of disability law and denies agency to these students. We explore how the myth of an FL “learning disability” emerged and why the myth persists despite evidence to the contrary.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"2 1","pages":"204-223"},"PeriodicalIF":4.1,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285855","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
Reimagining research ethics in applied linguistics and SLA 应用语言学和二语习得研究伦理的重构
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263125101356
Rosa Dene David, Alexandra Amoret Ross
{"title":"Reimagining research ethics in applied linguistics and SLA","authors":"Rosa Dene David, Alexandra Amoret Ross","doi":"10.1017/s0272263125101356","DOIUrl":"https://doi.org/10.1017/s0272263125101356","url":null,"abstract":"This paper calls for a critical re-evaluation of research ethics in applied linguistics (AL) and second language acquisition (SLA) research, particularly concerning the ethical treatment of members of the disabled community. Historically, AL and SLA research has often perpetuated deficit views of disability by focusing on cognitive or affective differences. This paper examines the ethical implications of deficit-based research and tensions between institutional research policies and everyday ethical dilemmas through a disability justice lens. To address these gaps within the field, we propose an emancipatory, rights-based framework that fundamentally reimagines research ethics in AL and SLA by centering respect, representation and reciprocity, informed consent, privacy and confidentiality, and accessibility. Through a focus on disability rights and actionable guidelines, this framework seeks to dismantle systemic barriers in research ethics. It also highlights more equitable and inclusive research practices for disabled people and marginalized groups in AL and SLA research.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"11 1","pages":"224-241"},"PeriodicalIF":4.1,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286013","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
Does morphological awareness assessment matter for Chinese-English bilingual children with reading difficulties? A systematic review and meta-analysis 形态意识评估对有阅读困难的中英双语儿童有影响吗？系统回顾和荟萃分析
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263126101557
Sihui Ke, Shuxin Liu
{"title":"Does morphological awareness assessment matter for Chinese-English bilingual children with reading difficulties? A systematic review and meta-analysis","authors":"Sihui Ke, Shuxin Liu","doi":"10.1017/s0272263126101557","DOIUrl":"https://doi.org/10.1017/s0272263126101557","url":null,"abstract":"This meta-analysis aimed to determine whether Chinese-English bilingual children with reading difficulties (RD) have significant deficits in morphological awareness (MA), phonological awareness, and word reading, in both their first and second languages (L1 and L2). It also evaluated the influence of RD severity, age, diglossia context, and methodological design on effect sizes. The study included 29 samples ( <jats:italic>N</jats:italic> = 4,516) from 14 studies on children with RD in L1 morphosyllabic Chinese and L2 morphophonemic English. Results showed medium effect sizes for MA ( <jats:italic>g</jats:italic> = −0.722) and PA ( <jats:italic>g</jats:italic> = −0.625), and a large effect size for word reading ( <jats:italic>g</jats:italic> = −2.042) in L1 Chinese. In L2 English, medium to large effect sizes were found for MA ( <jats:italic>g</jats:italic> = −1.083), PA ( <jats:italic>g</jats:italic> = −0.857), and word reading ( <jats:italic>g</jats:italic> = −0.730). Age was the only significant moderator, with larger deficits observed as age increased. These findings align with studies on monolinguals with dyslexia and bilinguals with normal abilities or disabilities, recommending MA tasks in assessments.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"55 1","pages":"42-70"},"PeriodicalIF":4.1,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286062","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
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