IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-15 DOI: 10.1016/j.system.2025.103953

Mutleb Alnafisah

{"title":"Lexical stress saliency perception and categorization: A mixed-methods study of comprehensibility raters with diverse L1 phonological systems","authors":"Mutleb Alnafisah","doi":"10.1016/j.system.2025.103953","DOIUrl":"10.1016/j.system.2025.103953","url":null,"abstract":"<div><div>It is well established in rater-mediated assessment literature that raters' backgrounds can have a direct impact on how they evaluate second language speech. However, in scoring comprehensibility (ease of understanding), the saliency of lexical stress to raters from typologically different first language (L1) stress systems and their sensitivity to various stress categories in spontaneous speech is understudied. This study considered three groups of experienced raters: stress-based language (Arabic L1 raters), non-stress tonal language (Mandarin L1 raters), and English L1 raters. Following Isaacs and Trofimovich’s (2012) framework, the saliency of lexical stress among linguistic features was examined, and the English Word Stress Error Gravity Hierarchy (Ghosh & Levis, 2021) was employed to explore raters' potential differential sensitivity to various stress error categories. Raters assessed 114 samples obtained from two speaking tasks and provided written reports. Findings showed that raters, to a good extent, uniformly reacted to measures of lexical stress features, and no indication of a first-language-stress-system effect was found. Additionally, lexical stress was fairly salient to raters, especially Mandarin L1 and English L1 raters, as it was reported in 50 % of the reports. However, inspection of raters' profiles revealed that low phonetic literacy and high familiarity with L2 speech may have underestimated this saliency. Lastly, this study suggests that lexical stress, particularly when combined with vowel qualities, may be among the perceptually salient features influencing interaction and should be further examined in assessments that account for differences in listeners' linguistic training and exposure to global Englishes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103953"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145796955","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

Managing interactional (In)competence through laughter in peer L2 word search sequences 通过笑声在同伴二语单词搜索序列中管理互动能力

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-15 DOI: 10.1016/j.system.2025.103918

Aki Siegel

{"title":"Managing interactional (In)competence through laughter in peer L2 word search sequences","authors":"Aki Siegel","doi":"10.1016/j.system.2025.103918","DOIUrl":"10.1016/j.system.2025.103918","url":null,"abstract":"<div><div>This study examines how laughter is used to manage interactional (in)competence during word search sequences in peer L2 English interactions. While research has highlighted the diverse roles of laughter in L1 interaction and L2 classroom discourse, little attention has been paid to its role in L2 peer talk, particularly in online environments. Drawing on 548 min of Zoom conversations among 16 university students in Sweden and Japan, this study employs conversation analysis (CA) to explore how laughter emerges in during word search sequences–moments where speakers display difficulty retrieving a lexical item. Analysis identifies four recurrent positions for laughter: post-candidate word, pre-candidate word, with candidate word, and post-word search marker. Findings show that laughter functions not merely as an affective marker, but as an interactional resource that can (a) display difficulty in lexical retrieval, (b) pre-emptively flag a candidate word as potentially problematic, and (c) invite interlocutor to join the word search. However, the effectiveness of laughter as an interactional resource depends on a shared context, explicit cues, and the affordances of online communication. In some cases, laughter failed to facilitate progressivity, leading to prolonged or abandoned searches. Beyond its interactional role, laughter also reveals tensions between speakers’ current linguistic repertoire and their awareness of the linguistic repertoire they need. The study argues that laughter reveals both interactional competence–through cooperative management of trouble–and interactional incompetence, through reliance on laughter and their interlocutor. The findings suggest the need to raise awareness of explicit word search markers to enhance communicative clarity.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103918"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528116","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

Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks 任务类型、任务要素和第二语言砂砾：计算机介导的口语任务中ESL学习者行为投入的预测因素

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-20 DOI: 10.1016/j.system.2025.103925

Xuyan Qiu , Gavin Bui , Xinxin Yao

{"title":"Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks","authors":"Xuyan Qiu , Gavin Bui , Xinxin Yao","doi":"10.1016/j.system.2025.103925","DOIUrl":"10.1016/j.system.2025.103925","url":null,"abstract":"<div><div>The behavioural dimension of task engagement, defined as learners' concentration, attention, and efforts during task execution, plays a vital role in second language acquisition. This study explores how task type (narrative vs. decision-making tasks) and the number of elements (more vs. fewer task elements) affect L2 learners' behavioural engagement, and investigates how learners with different L2 grit dispositions engage in tasks of varying types and element numbers. Sixty English-as-a-second-language (ESL) learners performed two narrative tasks and two decision-making tasks involving different numbers of elements in synchronous video-based computer-mediated communication. They also completed a L2 grit scale, measuring their persistence of effort (POE) and consistency of interest (COI). Linear mixed-effects models were employed to examine the effects of task type, number of elements, and L2 grit on behavioural engagement. Task type significantly impacted behavioural engagement, with narrative tasks fostering higher engagement than decision-making tasks. Learners also showed greater engagement in tasks with more elements, but no interaction effects were found between task type and number of elements. L2 grit, particularly COI, affected the impact of task type on behavioural engagement, with gritty learners demonstrating greater engagement in narrative tasks. These findings highlight the crucial role of L2 grit in behavioural engagement across different levels of complexity and types, offering pedagogical insights for tailoring tasks to learners’ unique characteristics.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103925"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624229","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

From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice 从积极心理学到存在积极心理学：理论、研究和实践的新方向

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-10 DOI: 10.1016/j.system.2025.103928

Ali Derakhshan , Peter MacIntyre

{"title":"From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice","authors":"Ali Derakhshan , Peter MacIntyre","doi":"10.1016/j.system.2025.103928","DOIUrl":"10.1016/j.system.2025.103928","url":null,"abstract":"<div><div>For years, research on psychology was dominated by negative emotions and stressors in life and academia. However, with the second wave of positive psychology (PP) and the emergence of existential positive psychology (EPP), an approach of polarity highlighting both positive and negative emotions came into vogue in educational psychology. The literature on EPP in second/foreign language (L2) education is in its initial stages and requires more research. To shed light on the importance of moving from PP to EPP, the present conceptual study makes an effort to explain the theoretical basis of EPP and how it can be incorporated into theory, research, and practice in L2 education contexts. The definitions, models, waves, theories, and future directions are eloquently explicated in this theoretical study. It is also suggested that EPP can make several contributions to the theory, research, and practice of L2 education. Theoretically, EPP informs PP, L2 identity, and motivation theories and models, especially in the age of anthropogenic changes. Practically, our conceptual paper assists L2 teachers and learners in the detection and regulation of existential challenges and the all-too common negativities in the L2 learning process. In terms of research, a list of uncharted territories pertaining to Artificial Intelligence (AI), monomodal and multimodal AI technologies, complex dynamic system theory, and the ecological perspective of EPP themes is provided. Our paper advances research and understanding of EPP as a bridge toward cultivating growth and well-being among L2 educators through life adversities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103928"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748411","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

TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status 任务型教学与超越传统课堂的同伴互动：探索任务参与及其与学习者社会经济地位的关系

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-06 DOI: 10.1016/j.system.2025.103915

Olesia Pavlenko , Dmitrii Pastushenkov , Curtis Green-Eneix

{"title":"TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status","authors":"Olesia Pavlenko , Dmitrii Pastushenkov , Curtis Green-Eneix","doi":"10.1016/j.system.2025.103915","DOIUrl":"10.1016/j.system.2025.103915","url":null,"abstract":"<div><div>Previous research has offered valuable insights into second language (L2) learners' engagement in task-based peer interaction but has mostly focused on traditional classrooms, limiting the generalizability of findings. Guided by Svalberg's engagement model, this study expands task-based language teaching (TBLT) research by examining how Russian-speaking adults learning English outside academia engage in communicative tasks. Recognizing that L2 learning is influenced by broader sociodemographic factors, the study also examines how socioeconomic status (SES), an under-researched individual difference (ID), shapes this engagement. Thirty-two learners representing five SES categories completed three online tasks (picture differences, consensus, and conversation). Engagement was analyzed through the number, type, and resolution of language-related episodes (LREs) at the dyad level, and through cognitive, affective, and social dimensions at the individual level. Most LREs focused on vocabulary (62% resolved correctly), with learners frequently showing enjoyment and responsiveness. Fewer LREs occurred during the scholarship task, likely due to limited authenticity. Lower-SES individuals showed reduced engagement when dyads had fewer shared experiences related to travel and similar topics. Although qualitative patterns suggested a relationship between SES and engagement, no significant correlations emerged. The findings demonstrate the potential of TBLT beyond traditional classrooms and highlight the importance of designing authentic, inclusive tasks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103915"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624230","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

Strategic use of digital dictionaries in L2 reading: A multimodal analysis of eye-tracking, lookup logs, and learner awareness 数字词典在二语阅读中的策略性使用：眼动追踪、查找日志和学习者意识的多模态分析

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-09 DOI: 10.1016/j.system.2025.103934

You-Hsuan Chang , Tzu-Chien Liu

{"title":"Strategic use of digital dictionaries in L2 reading: A multimodal analysis of eye-tracking, lookup logs, and learner awareness","authors":"You-Hsuan Chang , Tzu-Chien Liu","doi":"10.1016/j.system.2025.103934","DOIUrl":"10.1016/j.system.2025.103934","url":null,"abstract":"<div><div>This study investigated effective dictionary use strategies in second language (L2) reading by comparing the behaviors of high- and low-performance readers (N = 73) using computer-mediated dictionaries. A multimodal dataset was collected, integrating eye-tracking, dictionary lookup logs, a self-report instrument called the Lookup Strategy Scale, and semi-structured interviews, to examine both observable behaviors and learners' awareness of their strategy use. Results showed that high-performance readers displayed more strategic behaviors when selecting dictionary information, such as the simplification strategy, which was associated with better comprehension. Semi-structured interviews enriched the findings by revealing learners’ reasoning behind strategy use and meaning selection. Discrepancies between self-reported and actual strategy use were also observed, indicating limited metacognitive awareness among lower-performance learners. The results inform the design of targeted instructional interventions that reflect actual learner behavior and promote strategic dictionary use in digital reading environments.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103934"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748414","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

Using LLAMA_B as a predictor of L2 vocabulary learning by young learners LLAMA_B作为二语学习者词汇学习的预测因子

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-19 DOI: 10.1016/j.system.2025.103921

Carmen Muñoz , Ariane Ruiz de Apodaca

{"title":"Using LLAMA_B as a predictor of L2 vocabulary learning by young learners","authors":"Carmen Muñoz , Ariane Ruiz de Apodaca","doi":"10.1016/j.system.2025.103921","DOIUrl":"10.1016/j.system.2025.103921","url":null,"abstract":"<div><div>Studies of language learning aptitude with young learners are scarce. This study aims to contribute to this area by examining the role of aptitude in foreign language vocabulary acquisition among primary school learners and comparing it to the well-established predictive role of vocabulary size. Participants were 95 Catalan-Spanish bilingual learners of English (ages ranged from 10 to 12 years old). We examined two different measures of aptitude – LLAMA_B (from the LLAMA Battery) and Number Learning from the Catalan adaptation of the Elementary Modern Language Aptitude Test (MLAT-EC) – and found that the former was a stronger discriminator of individual differences in aptitude for this learner group than the latter. Additionally, we compared the predictive strength of LLAMA_B with that of previous vocabulary size, as measured by a Vocabulary Size Test, for two vocabulary learning tasks: a Flashcard task (verbal-visual associations) and a Wordlist task (verbal-verbal associations). Both LLAMA_B and previous vocabulary size appeared as significant predictors of vocabulary learning, confirming the predictive strength of vocabulary size and yielding evidence for the appropriateness of LLAMA_B for children at this age. Finally, we examined the potential impact of shared modality between LLAMA_B and the Flashcard task but did not find the expected effect. The discussion considers the role of multimodality and cognitive load, among other factors, and concludes that further research is needed to precisely assess the suitability of aptitude tests for different ages within young learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103921"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580105","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 interplay between corrective feedback timing, task complexity and working memory in L2 development 二语发展中纠正反馈时间、任务复杂性和工作记忆的相互作用

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-17 DOI: 10.1016/j.system.2025.103955

Ehsan Rassaei

{"title":"The interplay between corrective feedback timing, task complexity and working memory in L2 development","authors":"Ehsan Rassaei","doi":"10.1016/j.system.2025.103955","DOIUrl":"10.1016/j.system.2025.103955","url":null,"abstract":"<div><div>Although previous research has examined various factors influencing the processing of corrective feedback (CF) in language classrooms, the interaction among factors contributing to its cognitive and processing demands remains underexplored. To address this gap, the present study investigated the effects of task complexity as a task feature, CF timing as a task condition, and working memory (WM) as an individual cognitive ability on the effectiveness of CF. Participants were 137 EFL learners assigned to four treatment conditions (varying by CF timing and task complexity) and two comparison groups. Language development was assessed using two measures at three time points, and WM was measured using the Operation Span task. Mixed-effects regression modelling indicated that both immediate and delayed CF facilitated L2 development, with delayed feedback showing a relative advantage. Task complexity significantly influenced CF effectiveness, with immediate CF proving less effective in complex tasks. Results also revealed significant interactions between CF timing and WM, and a three-way interaction involving CF timing, task complexity, and WM. Findings suggest WM moderates the effectiveness of immediate CF when task demands are high. Overall, the results highlight that the moderating effects of CF timing depend on task features and individual learner differences.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103955"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145796954","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 effect of social media use on language learning: A meta-analysis 社交媒体使用对语言学习的影响：一项元分析

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-25 DOI: 10.1016/j.system.2025.103931

Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda

{"title":"The effect of social media use on language learning: A meta-analysis","authors":"Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda","doi":"10.1016/j.system.2025.103931","DOIUrl":"10.1016/j.system.2025.103931","url":null,"abstract":"<div><div>This meta-analysis with a random-effects model investigated the effect of the use of social media on college students' foreign language learning outcomes and identified the conditions that moderate the effect. The analysis included 40 independent effect sizes from 40 primary studies in which the effect of various social media on language learning was examined. Our analysis yielded a weighted average Hedges’ effect size of 1.68 with a 95 % confidence interval (CI) from 0.86 to 2.50, meaning that the use of social media has a strong positive impact on language learning. A heterogeneity test revealed that there was significant variability across the 40 effect sizes included in this study (<em>Q</em>[39] = 773.37, <em>p</em> < .001, <span><math><mrow><msup><mi>τ</mi><mn>2</mn></msup><mo>=</mo><mn>6.77</mn></mrow></math></span>; <span><math><mrow><msup><mi>I</mi><mn>2</mn></msup><mo>=</mo><mn>98.93</mn><mo>%</mo></mrow></math></span>). While year of publication and publication type were found to be significant moderators; social media platforms, interlocutor, modality, context, quality of the study, and learning objectives were not found to be significant moderators, suggesting some unknown factors influence the variability in effect sizes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103931"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691411","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

Developing the Productive Academic Formulas Test: Evidence from Rasch and factor analysis and cognitive fluency analysis 开发生产性学术公式测试：来自Rasch和因子分析和认知流畅性分析的证据

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-19 DOI: 10.1016/j.system.2025.103922

Kotaro Takizawa , Shungo Suzuki

{"title":"Developing the Productive Academic Formulas Test: Evidence from Rasch and factor analysis and cognitive fluency analysis","authors":"Kotaro Takizawa , Shungo Suzuki","doi":"10.1016/j.system.2025.103922","DOIUrl":"10.1016/j.system.2025.103922","url":null,"abstract":"<div><div>The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous modeling, the convergent and discriminant validity of the PAFT was examined through confirmatory factor analysis (CFA). The four theoretical CFA models were tested: (1) single-factor model (<em>vocabulary knowledge</em>), (2) two-factor model (<em>single vocabulary</em> vs. <em>multiword sequence</em>), (3) two-factor model (<em>receptive vocabulary</em> vs. <em>productive vocabulary</em>), and (4) three-factor model (<em>single vocabulary</em> vs. <em>productive multiword sequence</em> vs. <em>receptive multiword sequence</em>). The predictive power of the PAFT was also examined by predicting L2 utterance fluency measures (speed, breakdown, and repair fluency) elicited from an argumentative speech task. The results indicated that the PAFT demonstrated satisfactory psychometric properties (unidimensionality and high reliability) and construct validity as a measure of productive multiword sequence knowledge. Regression analyses with dominance analysis procedure revealed that the PVLT scores contributed most strongly to most of the fluency measures (dominance weight: 34.9 %–59.1 %), followed by the scores of PAFT (20.1 %–30.2 %) and PVST (13.2 %–45.1 %). Implications for vocabulary testing and for the contribution of vocabulary knowledge to fluency are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103922"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580108","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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