Studies in Second Language Acquisition最新文献_第9页

Mind the gap: Psycholinguistic and individual factors affecting expressive and receptive vocabulary skills in English-Gaelic bilingual children 注意差距:影响英语-盖尔语双语儿童表达性和接受性词汇技能的心理语言学和个体因素

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-06-20 DOI: 10.1017/s0272263123000293

Vicky Chondrogianni, Morna Butcher

{"title":"Mind the gap: Psycholinguistic and individual factors affecting expressive and receptive vocabulary skills in English-Gaelic bilingual children","authors":"Vicky Chondrogianni, Morna Butcher","doi":"10.1017/s0272263123000293","DOIUrl":"https://doi.org/10.1017/s0272263123000293","url":null,"abstract":"\u0000 This study investigated the psycholinguistic and child-related variables that modulate vocabulary development and the so-called receptive–expressive gap in child L2 learners of Gaelic with English as their L1. In total, 50 6- to 8-year-old English-Gaelic bilingual children attending Gaelic-medium immersion education were administered the English and the Gaelic Crosslinguistic Receptive and Expressive Lexical Tasks (CLTs). On the Gaelic CLT, children performed better on nouns than verbs. Accuracy was modulated by item-related variables such as the estimated age when a word is acquired and its morphophonological complexity. The receptive–expressive gap was larger in the minority L2 than in the majority L1 and did not narrow after 1 year of schooling. The gap was smaller for nouns than verbs in English but not in Gaelic. Exposure to English differentially affected the receptive–expressive gap across languages. This study offers new insights into the psycholinguistic and individual factors affecting the receptive–expressive gap in bilingual children in immersion education.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836174","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

Cross-linguistic differences in predicting L2 sentence structure: The use of categorical and gradient verb constraints 预测二语句子结构的跨语言差异：分类和梯度动词约束的使用

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-06-15 DOI: 10.1017/s0272263123000256

D. F. Şafak, H. Hopp

{"title":"Cross-linguistic differences in predicting L2 sentence structure: The use of categorical and gradient verb constraints","authors":"D. F. Şafak, H. Hopp","doi":"10.1017/s0272263123000256","DOIUrl":"https://doi.org/10.1017/s0272263123000256","url":null,"abstract":"\u0000 This study investigates whether cross-linguistic differences affect how adult second language (L2) learners use different types of verb subcategorization information for prediction in real-time sentence comprehension. Using visual world eye-tracking, we tested if first language (L1) German and L1 Turkish intermediate-to-advanced learners of L2 English make use of categorical and gradient probabilistic selectional information of ditransitive verbs to predict whether the verbs would be followed by prepositional-object or double-object dative constructions. L1 German learners used both categorical (“pay/*donate the woman the money”) and gradient (“pay/#send the woman the money”) constraints for prediction in a target-like manner. In contrast, L1 Turkish learners were delayed in recruiting categorical verb information and were only selectively sensitive to gradient verb information. We argue that target-like predictive processing across categorical and gradient verb information is attainable for L2 learners, but differences in L1-L2 word order may curtail the utility of prediction by verb subcategorization information in L2 processing.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488023","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 congruency effect in L2 collocational processing: The underlying mechanism and moderating factors 二语搭配加工中的一致性效应：潜在机制和调节因素

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-06-06 DOI: 10.1017/s0272263123000281

Yingzhao Chen

{"title":"The congruency effect in L2 collocational processing: The underlying mechanism and moderating factors","authors":"Yingzhao Chen","doi":"10.1017/s0272263123000281","DOIUrl":"https://doi.org/10.1017/s0272263123000281","url":null,"abstract":"\u0000 The congruency effect—that is, faster and more accurate processing of congruent multiword units, has been demonstrated in multiple studies. It is still unclear, however, what its underlying mechanism is, and how congruency may interact with other factors. Using an acceptability judgement task, this study examined the congruency effect in immersive (Experiment 1) and nonimmersive (Experiment 2) L2 learners’ collocational processing while taking into account L2 collocation frequency, immersive learners’ L2 use, their length and starting age of immersion, nonimmersive learners’ length of instruction, and their L2 proficiency. The study also tested whether L1 counterparts of words in L2 collocations were activated. Nonmmersive learners showed a congruency effect in both processing speed and accuracy. In contrast, immersive learners were affected by congruency only in processing accuracy. Higher L2 collocation frequency, greater length of instruction, and higher L2 proficiency did not reduce the congruency effect, whereas longer duration of immersion improved the processing of incongruent items. An effect of L1 lexical frequency was found, an indication of L1 activation. Results were discussed in light of how L2 proficiency and experiences changed the amount of L1 influence in L2 collocational processing.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46089415","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

Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills 学生对教学语言和课堂作文的语言距离与英语阅读和听力技能的关系

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-06-05 DOI: 10.1017/s0272263123000268

Nils Jaekel, M. Ritter, J. Jaekel

{"title":"Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills","authors":"Nils Jaekel, M. Ritter, J. Jaekel","doi":"10.1017/s0272263123000268","DOIUrl":"https://doi.org/10.1017/s0272263123000268","url":null,"abstract":"\u0000 Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45136049","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

Estimating reliability for response-time difference measures: Toward a standardized, model-based approach 评估响应时间差测量的可靠性：走向标准化、基于模型的方法

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-29 DOI: 10.1017/s027226312300027x

Bronson Hui, Zhiyi Wu

引用次数: 1

Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English – ERRATUM 共同文本，语境和听力熟练程度是非母语英语使用者可理解性的关键变量-勘误

1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-25 DOI: 10.1017/s027226312300030x

Veronika Thir

引用次数: 1

Motivational dispositions predict qualitative differences in oral task performance 动机倾向预测口头任务表现的质性差异

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-23 DOI: 10.1017/s0272263123000220

Mostafa Papi, Mijin Eom, Yiran Zhang, Yang Zhou, Zach Whiteside

引用次数: 2

Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English 共同文本、语境和听力熟练程度是非母语英语使用者可理解性的关键变量

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-02 DOI: 10.1017/s0272263123000207

Veronika Thir

引用次数: 1

SLA volume 45 issue 2 Cover and Back matter SLA第45卷第2期封面和封底

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-01 DOI: 10.1017/s0272263123000244

引用次数: 0

SLA volume 45 issue 2 Cover and Front matter SLA第45卷第2期封面和封面事项

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2023-05-01 DOI: 10.1017/s0272263123000232

引用次数: 0