Journal of Second Language Studies最新文献_第5页

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":null,"pages":null},"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

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

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":null,"pages":null},"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

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

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":null,"pages":null},"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":null,"pages":null},"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

On over- and underuse in learner corpus research and multifactoriality in corpus linguistics more generally 论学习者语料库研究中的过度和不足以及语料库语言学中的多因素性

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2018-08-27 DOI: 10.1075/JSLS.00005.GRI

S. Gries

{"title":"On over- and underuse in learner corpus research and multifactoriality in corpus linguistics more\u0000 generally","authors":"S. Gries","doi":"10.1075/JSLS.00005.GRI","DOIUrl":"https://doi.org/10.1075/JSLS.00005.GRI","url":null,"abstract":"\u0000 This paper critically discusses how corpus linguistics in general, but learner corpus research in particular, has been dealing with\u0000 all sorts of frequency data in general, but over- and underuse frequencies in particular. I demonstrate on the basis of learner\u0000 corpus data the pitfalls of using aggregate data and lacking statistical control that much work is unfortunately characterized by.\u0000 In fact, I will demonstrate that monofactorial methods have very little to offer at all to research on observational data. While\u0000 this paper is admittedly very didactic and methodological, I think the discussion of the empirical data offered here – a\u0000 reanalysis of previously published work – shows how misleading many studies potentially and provides far-reaching implications for\u0000 much of corpus linguistics and learner corpus research. Ideally/maximally, this paper together with Paquot & Plonsky (2017, Intntl. J. of Learner Corpus Research) would lead to a complete\u0000 revision of how learner corpus linguists use quantitative methods and study over-/underuse; minimally, this paper would stimulate\u0000 a much-needed discussion of currently lacking methodological sophistication.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44529375","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: 29

Meta-analysis in second language acquisition research 第二语言习得研究中的元分析

IF 1 4区教育学

Journal of Second Language Studies Pub Date : 2018-08-27 DOI: 10.1075/JSLS.00002.ELL

R. Ellis

{"title":"Meta-analysis in second language acquisition research","authors":"R. Ellis","doi":"10.1075/JSLS.00002.ELL","DOIUrl":"https://doi.org/10.1075/JSLS.00002.ELL","url":null,"abstract":"\u0000 Meta-analysis has become increasingly popular in second language acquisition research (SLA) and has provided valuable summative\u0000 information about a number of key areas. There are, however, dangers. This article examines a number of key issues that need to be\u0000 considered in conducting a meta-analysis – inclusiveness, the heterogeneity of language learners, the definition of the\u0000 independent and dependent variables, the need to consider alternative explanations of observed effects, the importance of\u0000 examining the quality of the studies included in the analysis, and the apples and oranges problem. These issues are illustrated in\u0000 a discussion of number of SLA meta-analyses (e.g. Norris and Ortega, 2000; Plonsky, 2011; Qureshi, 2016; Spada and Tomita, 2010). The article concludes by suggesting a number of factors that\u0000 need to be considered in deciding whether to conduct a meta-analysis and when carrying one out. I argue the need for systematic\u0000 reviews but suggest that these can often best present their findings in narrative form rather than statistically. I also suggest\u0000 that a preliminary narrative account of the findings of s systematic review can indicate whether a meta-analysis is\u0000 appropriate.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48384294","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: 8