Journal of Second Language Studies最新文献_第4页

Acoustic analysis of Chinese tone production by Thai-speaking learners of L2 Chinese 二语泰语学习者汉语声调产生的声学分析

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2020-12-31 DOI: 10.1075/jsls.19035.zha

Ling Zhang, Liu Shi

引用次数: 0

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition 显性语法解释时间与二语习得个体差异的相互作用

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-10-08 DOI: 10.1075/jsls.19003.kac

Ilina Kachinske, R. Dekeyser

引用次数: 1

The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback 工作记忆的个体差异与即时和延迟纠正反馈的有效性之间的关系

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-10-08 DOI: 10.1075/jsls.19002.fu

Mengxia Fu, Shaofeng Li

{"title":"The associations between individual differences in working memory and the effectiveness of immediate and delayed\u0000 corrective feedback","authors":"Mengxia Fu, Shaofeng Li","doi":"10.1075/jsls.19002.fu","DOIUrl":"https://doi.org/10.1075/jsls.19002.fu","url":null,"abstract":"\u0000 This paper reports on a study investigating the role of working memory in predicting L2 development under\u0000 immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three\u0000 groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six\u0000 focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received\u0000 feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not\u0000 receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving\u0000 any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working\u0000 memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only\u0000 of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a\u0000 heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their\u0000 procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue\u0000 for the superiority of immediate feedback over delayed feedback.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44827322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A comparative analysis of the effect of using translation, definition, etymology, and imageable expressions on the retention of idioms 习语的翻译、定义、词源和形象表达对习语保留影响的比较分析

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.17004.JAH

A. Jahangard, Mozhgan Sedaghatkar

引用次数: 0

The role of input in native Spanish Late learners’ production and perception of English phonetic segments 输入在母语西班牙语晚期学习者英语语音片段的产生和感知中的作用

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.00004.FLE

J. Flege, Ratree Wayland

{"title":"The role of input in native Spanish Late learners’ production and perception of English phonetic\u0000 segments","authors":"J. Flege, Ratree Wayland","doi":"10.1075/JSLS.00004.FLE","DOIUrl":"https://doi.org/10.1075/JSLS.00004.FLE","url":null,"abstract":"\u0000 This study evaluated the effect of input variation on the production and perception of English phonetic segments by native Spanish\u0000 adults who had immigrated to the United States after the age of 16 years. The native Spanish (NS) participants were assigned to\u0000 three groups of 20 each according to years of English input (years of U.S. residence multiplied by percent English use outside the\u0000 home). Experiment 1 assessed the perceived relation between English and Spanish vowels. It yielded similar results for the NS\u0000 groups designated “Low input” (M = 0.2 years of input), “Mid” (M = 1.2 years) and “High”\u0000 (M = 3.0 years). Experiments 2–4 examined English vowel discrimination, vowel production and consonant\u0000 discrimination. Apart from a modest improvement in vowel discrimination, these experiments showed little improvement as years of\u0000 English input increased. One possible explanation for the essentially null finding of this study is that input matters little or\u0000 not at all when an L2 is learned naturalistically following the closure of a critical period. Another possibility is that adequate\u0000 native speaker input is crucial for L2 speech learning but the input differences evaluated here were insufficient to yield\u0000 measurable improvements in performance. We conclude the article by illustrating a new technique that might be used to choose\u0000 between these competing explanations.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Lexical complexity of academic presentations 学术报告的词汇复杂性

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.18003.ZAR

Alla Zareva

引用次数: 9

What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum? 什么是有效的第二语言接触？它与整个课程中基于内容的教学和语言有何关系？

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.18002.CHU

E. Chu

{"title":"What is effective second language exposure and how does it relate to content-based instruction and language across the\u0000 curriculum?","authors":"E. Chu","doi":"10.1075/JSLS.18002.CHU","DOIUrl":"https://doi.org/10.1075/JSLS.18002.CHU","url":null,"abstract":"\u0000 Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2\u0000 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic\u0000 contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories\u0000 and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim\u0000 Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril\u0000 Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches,\u0000 Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with\u0000 special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school\u0000 managers/L2 policy makers need to actively revamp the curriculum.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Topic prominence in L2 acquisition 二语习得中的话题突出

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.17016.GON

Zhiqi Gong

{"title":"Topic prominence in L2 acquisition","authors":"Zhiqi Gong","doi":"10.1075/JSLS.17016.GON","DOIUrl":"https://doi.org/10.1075/JSLS.17016.GON","url":null,"abstract":"\u0000 This study investigated the topic-prominent characteristics of the interlanguage development of native speakers of\u0000 Chinese learning English as a foreign language (EFL). Two groups of Chinese EFL learners – an intermediate group and an advanced\u0000 group – were recruited to complete two production tasks: a written Chinese-to-English translation task and an oral story-retelling\u0000 task. The findings showed that Chinese EFL learners at each proficiency level transferred Chinese topic-prominent structures to\u0000 their target language production at a varying degree. The topic-prominent constructions in the learners’ production, based on a\u0000 hierarchy of difficulty, were placed on two slightly different Gradation Zones, one for written production and the other for oral\u0000 production. Gradation Zones were a generalized reflection of how discourse and pragmatic relations in topic-prominent Chinese were\u0000 gradually reanalyzed as syntactic relations with the development of learners’ English proficiency level. There was a tendency for\u0000 topic-prominent features to decrease and subject-prominent features to increase as EFL learners’ proficiency level progressed. It\u0000 was also argued that sources of these topic-prominent properties in interlanguage were an interaction of factors, including degree\u0000 of markedness, perceptual saliency, second language (L2) input, and language production task type.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42148052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Enacting voices 制定的声音

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2019-04-18 DOI: 10.1075/JSLS.17027.LAS

Darren K. LaScotte

引用次数: 3

L2 acquisition in childhood, adulthood and old age 儿童、成年和老年的第二语言习得

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2018-08-27 DOI: 10.1075/JSLS.00003.SIN

D. Singleton, S. Pfenninger

引用次数: 12