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Studies in Second Language Acquisition最新文献

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Relative importance of lexical features in word processing during L2 English reading 词汇特征在二语阅读中文字处理的相对重要性
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-29 DOI: 10.1017/s0272263125101137
Shingo Nahatame, Satoru Uchida
{"title":"Relative importance of lexical features in word processing during L2 English reading","authors":"Shingo Nahatame, Satoru Uchida","doi":"10.1017/s0272263125101137","DOIUrl":"https://doi.org/10.1017/s0272263125101137","url":null,"abstract":"<p>Word processing during reading is known to be influenced by lexical features, especially word length, frequency, and predictability. This study examined the relative importance of these features in word processing during second language (L2) English reading. We used data from an eye-tracking corpus and applied a machine-learning approach to model word-level eye-tracking measures and identify key predictors. Predictors comprised several lexical features, including length, frequency, and predictability (e.g., surprisal). Additionally, sentence, passage, and reader characteristics were considered for comparison. The analysis found that word length was the most important variable across several eye-tracking measures. However, for certain measures, word frequency and predictability were more important than length, and in some cases, reader characteristics such as proficiency were more significant than lexical features. These findings highlight the complexity of word processing during reading, the shared processes between first language (L1) and L2 reading, and their potential to refine models of eye-movement control.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"20 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915390","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 timing matter?: Exploring different windows of maximal opportunity to enhance the effectiveness of high variability phonetic training 时机重要吗？探索不同的最大机会窗口，以提高高变异性语音训练的有效性
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-26 DOI: 10.1017/s0272263125101083
Charlie Nagle, Jose A Mompean, Jonás Fouz-González
{"title":"Does timing matter?: Exploring different windows of maximal opportunity to enhance the effectiveness of high variability phonetic training","authors":"Charlie Nagle, Jose A Mompean, Jonás Fouz-González","doi":"10.1017/s0272263125101083","DOIUrl":"https://doi.org/10.1017/s0272263125101083","url":null,"abstract":"<p>A large body of literature has examined perceptual training, especially using the high variability phonetic training (HVPT) technique, where multiple talkers are included in the training set to help learners develop more accurate additional (second) language (L2) speech sound categories. Yet, most experimental studies focus on relatively short-term gains using a pre-post–delayed design, providing limited insight into longer-term training effects and how the timing of training might regulate its effectiveness. To begin addressing this gap, we implemented HVPT at two contextually relevant windows of opportunity during a university study program. Thirty-six first (native) language Spanish students participated in this study. Students were randomly assigned to two groups. One group (G1) received training at the beginning of their study program, which coincided with the onset of intensive L2 exposure; the second group (G2) received training in the second year, while enrolled in an English phonetics and phonology course. Both groups completed four HVPT sessions (identification tasks) focusing on a set of challenging L2 English vowels (/iː ɪ æ ʌ ɜː e ɒ ɔː/). Perception was measured at four testing times (in years 1 and 2, before and after HVPT) with identification tasks. The results showed that HVPT had a positive impact regardless of the timing of its implementation. However, students also improved outside of training, which suggests that intensive language study can facilitate some perceptual learning.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"12 1","pages":"1-27"},"PeriodicalIF":4.1,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898108","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
Effects of Sociophonetic Variability on L2 Vocabulary Learning 社会语音变异对二语词汇学习的影响
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-26 DOI: 10.1017/s0272263125100648
Friederike Fichtner, Joe Barcroft, Mitchell Sommers, Paul Olejarczuk
{"title":"Effects of Sociophonetic Variability on L2 Vocabulary Learning","authors":"Friederike Fichtner, Joe Barcroft, Mitchell Sommers, Paul Olejarczuk","doi":"10.1017/s0272263125100648","DOIUrl":"https://doi.org/10.1017/s0272263125100648","url":null,"abstract":"<p><span>Acoustic variability</span> refers to variations in speech that do not alter linguistic content. Previous studies have demonstrated that acoustic variability improves second language (L2) word learning when varying talker, speaking style, or speaking rate but not amplitude or fundamental frequency (Barcroft &amp; Sommers, 2005; Sommers &amp; Barcroft, 2007). The current study examined the effects of region-based sociophonetic variability. In Experiment 1, English speakers attempted to learn German nouns while viewing pictures and listening to the words with low sociophonetic variability (six speakers of one regional variety, one repetition per speaker) and high sociophonetic variability (six speakers of each of six different regional varieties, one repetition per speaker). Participants completed picture-to-L2 and L2-to-first language (L1) posttests. Experiment 2 replicated Experiment 1 while counterbalancing word groups and learning conditions. Results of both experiments revealed increased accuracy for high over low variability, suggesting that regionally varied exemplars of words lead to more robust developing lexical representations.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"14 1","pages":"1-25"},"PeriodicalIF":4.1,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898021","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
Resolving the crisis in L2 motivational self-system research: Constructive dialogue and argument-based validation 解决第二语言动机自我系统研究中的危机：建设性对话和基于论证的验证
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-22 DOI: 10.1017/s0272263125000166
Meng Liu, Alastair Henry
{"title":"Resolving the crisis in L2 motivational self-system research: Constructive dialogue and argument-based validation","authors":"Meng Liu, Alastair Henry","doi":"10.1017/s0272263125000166","DOIUrl":"https://doi.org/10.1017/s0272263125000166","url":null,"abstract":"Al-Hoorie, Hiver, and In’nami (2024) offer compelling arguments for why L2 motivational self-system research is currently in a state of validation crisis. Seeking a constructive resolution to the crisis, in this response we argue that two fundamental conditions are needed for the field to emerge stronger: psychological readiness and methodological maturity. For psychological readiness, we call for a reframing of the “crisis” narrative. We highlight the need to value controversy, to normalize failure and (self-)correction, and to resist the allure of novelty. For methodological maturity, we suggest that an argument-based approach to validation can provide a constructive solution to current controversies. We present an integrated framework that can guide systematic validation efforts, and we demonstrate its application using a recent validation study as an example.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"70 1","pages":"1-15"},"PeriodicalIF":4.1,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901693","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
Saving the reliability of inhibitory control measures? An extension of Huensch (2024) and Hui and Wu (2024) 节省抑制控制措施的可靠性？珲春（2024年）和回吴（2024年）的延伸
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-12 DOI: 10.1017/s0272263125101095
Zhiyi Wu, Ruirui Jia, Bronson Hui
{"title":"Saving the reliability of inhibitory control measures? An extension of Huensch (2024) and Hui and Wu (2024)","authors":"Zhiyi Wu, Ruirui Jia, Bronson Hui","doi":"10.1017/s0272263125101095","DOIUrl":"https://doi.org/10.1017/s0272263125101095","url":null,"abstract":"<p>In a close replication study of Darcy et al., (2016), Huensch (2024) reported a lack of clear relationships between inhibitory control (IC) and phonological processing, contrary to the initial findings. Given the general unreliability of response-time differences, which are often the basis of IC measures and could potentially mask small effects, we performed secondary analyses on Huensch’s (2024) open data set to investigate (a) the extent to which the reliability of IC measures could be improved using model-based approaches (Hui &amp; Wu, 2024), (b) the correlations between the different IC tasks, and (c) their predictive power for phonological processing, based on the more reliable indices. Results showed that model-based approaches generally improved reliability, and particularly for the Stroop and Simon tasks to acceptable levels. Yet, correlations between IC tasks remained low, and partial correlation and hierarchical regression still failed to reveal significant relationships between IC and phonological processing, further confirming Huensch’s (2024) findings.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"38 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144819948","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
Usage-based analysis of L2 oral proficiency: Characteristics of argument structure construction use 基于用法的第二语言口语水平分析：论点结构结构使用的特点
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-08-04 DOI: 10.1017/s0272263125100995
Hakyung Sung, Kristopher Kyle
{"title":"Usage-based analysis of L2 oral proficiency: Characteristics of argument structure construction use","authors":"Hakyung Sung, Kristopher Kyle","doi":"10.1017/s0272263125100995","DOIUrl":"https://doi.org/10.1017/s0272263125100995","url":null,"abstract":"<p>Analyzing the relationship between argument structure construction (ASC) use and language learning has been an important area of investigation in second language (L2) studies from a usage-based constructionist approach. Previous studies have shown that advanced L2 learners’ language use demonstrates greater ASC diversity, less frequent ASC-verb combinations, and stronger ASC-verb associations. However, these investigations have been limited by methodological challenges in identifying ASCs and have predominantly focused on the written texts. To address these limitations, we employ a fine-tuned model to automatically extract ASCs from target and reference corpora, considering their semantic aspects. We then calculate ASC-based indices and, both alone and in combination with other lexicogrammatical indices, use them to predict L2 oral proficiency scores assigned by human judges. Our findings show that ASC-based indices alone explain 44% of the variance in scores. When combined with other indices, they provide complementary insights that enhance multivariate modeling of L2 oral proficiency.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"733 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769884","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 first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences 母语技能、工作记忆和焦虑在二语阅读中的作用：对具有特殊学习差异的语言学习者的评估意义
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-07-22 DOI: 10.1017/s0272263125101010
Judit Kormos
{"title":"The role of first language skills, working memory, and anxiety in second language reading: Implications for assessment of language learners with specific learning differences","authors":"Judit Kormos","doi":"10.1017/s0272263125101010","DOIUrl":"https://doi.org/10.1017/s0272263125101010","url":null,"abstract":"<p>This paper reports a study that investigated how first language (L1) reading comprehension, L1 low-level skills, working memory capacity, and reading anxiety are related to the accuracy of responses and completion time in a second language (L2) reading test. The data obtained from Hungarian secondary school learners of English showed that anxiety related to processing the L2 reading text, time pressure, and the response tasks as well as L1 reading comprehension scores and backward digit span were significant predictors of L2 reading scores. L1 low-level skills did not contribute significantly to L2 reading accuracy. Higher levels of reading-related anxiety were associated with slower reading, and L2 learners with concurrently lower levels of L1 and L2 reading ability needed more time to complete the reading test. These findings highlight that L2 reading tests should be flexibly timed so that everyone, including test takers with literacy-related difficulties such as dyslexia, can demonstrate their abilities.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"76 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677253","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
Exploring ableism in English language education in DHH university students’ lived experiences: A critical disability studies perspective 从残障研究的角度探讨DHH大学生生活经历中的英语教育残障歧视
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-07-22 DOI: 10.1017/s0272263125100983
Reza Rezvani, Hessameddin Ghanbar, Yasamin Pourhemat Khanshir
{"title":"Exploring ableism in English language education in DHH university students’ lived experiences: A critical disability studies perspective","authors":"Reza Rezvani, Hessameddin Ghanbar, Yasamin Pourhemat Khanshir","doi":"10.1017/s0272263125100983","DOIUrl":"https://doi.org/10.1017/s0272263125100983","url":null,"abstract":"<p>This study, grounded in critical disability studies, explores ableism in language education and its impact on Deaf and hard of hearing (DHH) students learning English as a foreign or third language (L3). Using interpretative phenomenological analysis, the lived experiences of 14 Iranian DHH undergraduate students, proficient in Esharani (sign language used by the Iranian Deaf community) and Persian, were analyzed. Participants recounted their experiences with ableism in English education through interviews. Analyzing interviews resulted in the emergence of three key themes: a) lack of awareness of (dis)ability and ableism throughout their English education, b) the prevalence of overt and covert ableism viewing deafness as a marker of “otherness,” and c) the need for advocacy and more inclusive practices and environments for DHH learners acquiring L3. This study highlights the challenges DHH learners face in L3 acquisition and calls for more inclusive language education policies to better support disabled students.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"10 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677252","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
Formal computational modelling in second language sentence processing research 第二语言句子处理研究中的形式计算建模
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-07-18 DOI: 10.1017/s0272263125101009
Hiroki Fujita
{"title":"Formal computational modelling in second language sentence processing research","authors":"Hiroki Fujita","doi":"10.1017/s0272263125101009","DOIUrl":"https://doi.org/10.1017/s0272263125101009","url":null,"abstract":"<p>Various theories have been proposed in the field of second language (L2) sentence processing research and have significantly advanced our understanding of the mechanisms underlying L2 sentence interpretation processes. However, many existing theories have only been formulated verbally, and little progress has been made towards formal modelling. Formal modelling offers several advantages, including enhancing the clarity and verifiability of theoretical claims. This paper aims to address this gap in the literature by introducing formal computational modelling and demonstrating its application in L2 sentence processing research. Through practical demonstrations, the paper also emphasises the importance of formal modelling in the formulation and development of theory.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"24 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144652090","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
Data skepticism and capacity for data-based decisions: The case of reclassifying English learners with disabilities 数据怀疑主义和基于数据的决策能力：残疾英语学习者重新分类的案例
IF 4.1 1区 文学
Studies in Second Language Acquisition Pub Date : 2025-07-16 DOI: 10.1017/s0272263125100971
Sara E. N. Kangas, Molly Ruiz
{"title":"Data skepticism and capacity for data-based decisions: The case of reclassifying English learners with disabilities","authors":"Sara E. N. Kangas, Molly Ruiz","doi":"10.1017/s0272263125100971","DOIUrl":"https://doi.org/10.1017/s0272263125100971","url":null,"abstract":"English learners (ELs) with disabilities are disproportionately less likely than their EL peers without disabilities to be reclassified as <jats:italic>Fluent English Proficient</jats:italic> (FEP) in US public schools. Research has begun to explore how state reclassification policies, specifically the criteria needed to be considered FEP, may contribute to reclassification disparities. Given the complexities of measuring and understanding English language proficiency (ELP) growth for ELs with disabilities, there have been calls for states to incorporate teacher or team input as a criterion for reclassification. Research, however, has yet to examine how teachers make sense of ELP data for ELs with disabilities and ultimately make reclassification recommendations. This qualitative case study fills this gap, investigating the data interpretation and decision-making of teachers in one urban school district. It documents how teachers’ beliefs about standardized ELP assessment data coupled with a scarcity of resources and training contributed to reclassification decision-making driven not by data but by teachers’ values and instincts.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144640051","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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