Studies in Second Language Acquisition最新文献_第2页

Second language knowledge can influence native language performance in exclusively native contexts: An approximate replication of Van Hell & Dijkstra (2002) 第二语言知识会影响母语在纯母语语境中的表现：Van Hell 和 Dijkstra（2002 年）的近似复制

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Studies in Second Language Acquisition Pub Date : 2024-11-04 DOI: 10.1017/s0272263124000457

Eric Pelzl, Rafał Jończyk, Janet G. van Hell

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Differential effects of identification and discrimination training tasks on L2 vowel identification and discrimination 识别和辨别训练任务对 L2元音识别和辨别的不同影响

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Studies in Second Language Acquisition Pub Date : 2024-11-01 DOI: 10.1017/s0272263124000408

Juli Cebrian, Núria Gavaldà, Celia Gorba, Angélica Carlet

{"title":"Differential effects of identification and discrimination training tasks on L2 vowel identification and discrimination","authors":"Juli Cebrian, Núria Gavaldà, Celia Gorba, Angélica Carlet","doi":"10.1017/s0272263124000408","DOIUrl":"https://doi.org/10.1017/s0272263124000408","url":null,"abstract":"High variability phonetic training using perceptual tasks such as identification and discrimination tasks has often been reported to improve L2 perception. However, studies comparing the efficacy of different tasks on different measures are rare. Forty-four Catalan/Spanish bilingual learners of English were trained with identification or categorical discrimination tasks and were tested on both measures. Results showed that both methods were successful in improving the identification and discrimination of English vowels. Training with nonword stimuli generalized to new nonwords and real word stimuli, and improvement was maintained four months later. Cross-task effects may be related to the categorical nature of the discrimination task, which may entail a level of processing similar to that of identification training. Interestingly, whereas identification training improved identification more than discrimination training, discrimination training did not enhance discrimination more than identification training. This asymmetry may be explained by task differences in the amount and type of feedback used.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"33 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142562121","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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Is L2 pronunciation affected by increased task complexity in pronunciation-unfocused speaking tasks? 在不注重发音的口语任务中，任务复杂度的增加是否会影响 L2 的发音？

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-10-31 DOI: 10.1017/s0272263124000470

Ingrid Mora-Plaza, Joan C. Mora, Mireia Ortega, Cristina Aliaga-Garcia

{"title":"Is L2 pronunciation affected by increased task complexity in pronunciation-unfocused speaking tasks?","authors":"Ingrid Mora-Plaza, Joan C. Mora, Mireia Ortega, Cristina Aliaga-Garcia","doi":"10.1017/s0272263124000470","DOIUrl":"https://doi.org/10.1017/s0272263124000470","url":null,"abstract":"This study examines the effects of task complexity on second language (L2) pronunciation accuracy and global pronunciation measures in pronunciation-unfocused tasks and assesses the relationship between acoustic and listener-based pronunciation measures. Eighty-two Catalan/Spanish learners of English performed simple and complex versions of a problem-solving monologic speaking task, for which the oral stops /p, t, k/ and vowel contrasts /iː/-/ɪ/ and /æ/-/ᴧ/ were embedded in the lexical items used to perform the task. Pronunciation accuracy was gauged through acoustic measurements of laryngeal timing (voice onset time), vowel contrastiveness and nativelikeness (Mahalanobis distances), and native speakers’ ratings of comprehensibility and accentedness. Results revealed detrimental effects of increased task complexity on the productions of oral stops and speech comprehensibility and accentedness; however, no consistent task complexity effects were found on vowel accuracy. The analysis also revealed an association between segmental accuracy and global dimensions of L2 speech.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"61 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556151","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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Manufactured crisis: A response to Al-Hoorie et al. (2024) 制造危机：对胡里等人（2024）的回应

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-10-31 DOI: 10.1017/s0272263124000494

Mostafa Papi, Yasser Teimouri

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Task design, L1 literacy, and second language oracy: A close replication of Tavakoli and Foster (2008) 任务设计、第一语言读写能力和第二语言口语能力：对 Tavakoli 和 Foster（2008 年）研究的密切复制

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-10-31 DOI: 10.1017/s0272263124000445

Jonathon Ryan, Pauline Foster, Yi Wang, Anthea Fester, Jia Rong Yap

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Lexical coverage in L1 and L2 viewing comprehension L1 和 L2 观看理解中的词汇覆盖率

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Studies in Second Language Acquisition Pub Date : 2024-10-23 DOI: 10.1017/s0272263124000391

Marion Durbahn, Michael Rodgers, Marijana Macis, Elke Peters

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Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008) 西班牙语从句第二语言习得中的显性信息和工作记忆：Fernández (2008) 的复制和扩展

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-10-16 DOI: 10.1017/s0272263124000524

Nick Henry, Briana Villegas, Kara Morgan-Short

{"title":"Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008)","authors":"Nick Henry, Briana Villegas, Kara Morgan-Short","doi":"10.1017/s0272263124000524","DOIUrl":"https://doi.org/10.1017/s0272263124000524","url":null,"abstract":"An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training with EI (PI) to training without it (structured input; SI). In addition to methodological changes that balance the amount of exposure between groups, this study also includes a control group that received exposure to the target form (C+). Extending the original study, we also assessed the durability of training and whether its effects interact with individual differences in working memory (WM). Results indicate advantages for the PI group during training, supporting Fernández’s conclusions. Immediate post-tests show advantages for the PI group that are not sustained on delayed post-tests. Analyses also indicate benefits for higher WM but only for the PI and C+ groups, although this was only sustained for the C+ group. Thus, findings indicate that when paired with SI, EI and high WM may influence the initial learning of the Spanish subjunctive, but their influence may dissipate over time.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"13 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440155","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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Structural priming facilitates L2 learning of the dative alternation in Mandarin 结构引物促进普通话中助词交替的第二语言学习

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-09-18 DOI: 10.1017/s027226312400041x

Yanxin (Alice) Zhu, Theres Grüter

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Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses 第二语言语音生成中的任务生成过程：探索无声停顿期间任务复杂性的神经相关性

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-09-18 DOI: 10.1017/s0272263124000421

Andrea Révész, Hyeonjeong Jeong, Shungo Suzuki, Haining Cui, Shunsui Matsuura, Kazuya Saito, Motoaki Sugiura

{"title":"Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses","authors":"Andrea Révész, Hyeonjeong Jeong, Shungo Suzuki, Haining Cui, Shunsui Matsuura, Kazuya Saito, Motoaki Sugiura","doi":"10.1017/s0272263124000421","DOIUrl":"https://doi.org/10.1017/s0272263124000421","url":null,"abstract":"The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates of task-related variation in L2 oral production. To advance research methodology, we also tested the utility of a neuroimaging technique, functional magnetic resonance imaging (fMRI), in examining the impact of task-related variables on L2 speech production when combined with cognitive–behavioral tools (speech analysis, expert and learner judgments). Our research focus was the effects of task complexity on silent pausing. Twenty-four Japanese learners of English completed eight simple and complex versions of decision-making tasks, half in their first language and half in their L2. The dataset for the present study included the L2 speech and fMRI data, expert judgments, and participants’ difficulty ratings of the L1 and L2 tasks they completed. Based on our findings, we concluded that brain imaging and L1 task difficulty ratings were more sensitive to detecting task complexity effects than L2 self-ratings and pausing measures. These results point to the benefits of triangulating cognitive and neural data to study task-based neurocognitive processes.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"13 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236760","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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Explicit information and practice type can affect the L2 acquisition of plural marking: Empirical insights from web-based contrastive instruction 明确信息和练习类型会影响第二语言复数标记的习得：基于网络的对比教学的经验启示

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2024-09-16 DOI: 10.1017/s027226312400038x

Matt Lucas

{"title":"Explicit information and practice type can affect the L2 acquisition of plural marking: Empirical insights from web-based contrastive instruction","authors":"Matt Lucas","doi":"10.1017/s027226312400038x","DOIUrl":"https://doi.org/10.1017/s027226312400038x","url":null,"abstract":"Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six online treatment sessions across four conditions: (1) non-contrastive EI (pluralization rule explanation) + L2 practice, (2) contrastive EI + L2 practice, (3) as per Condition 2 + additional L1 practice (application of L2 pluralization to L1 through the Japanese suffix –tachi), and (4) using prepositions as a control, non-contrastive EI (prepositional rule explanation) + L2 practice. Accuracy was tested at pre/post/delayed intervals using an acceptability judgement task (reading) and a picture description task (writing). Statistical analyses demonstrated greater gains from the contrastive variables in the immediate post-test, with L1 practice appearing especially beneficial, despite improvements diminishing in the delayed post-test. Supplementary data from retroactive interviews and questionnaire responses indicated favourable orientations towards the intervention. The study advances understanding of how EI and practice type can be used to maximize L2 learning through web-based practices tailored to the nature of the learning problem.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"47 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235325","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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