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Revisiting Blocking Effects in Second Language Learning: A Close Replication of Ellis and Sagarra (2010b) 重新审视第二语言学习中的阻碍效应：Ellis和Sagarra （2010）
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-31 DOI: 10.1111/lang.70005
Kevin McManus, Kelly Bayas, Katherine Kerschen, Yulia Khoruzhaya, Jingyuan Zhuang, Alex Magnuson
{"title":"Revisiting Blocking Effects in Second Language Learning: A Close Replication of Ellis and Sagarra (2010b)","authors":"Kevin McManus, Kelly Bayas, Katherine Kerschen, Yulia Khoruzhaya, Jingyuan Zhuang, Alex Magnuson","doi":"10.1111/lang.70005","DOIUrl":"https://doi.org/10.1111/lang.70005","url":null,"abstract":"We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English‐speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. To date, however, no replication has fully confirmed these findings, resulting in open questions about the nature and role of blocking in L2 learning. Unlike prior studies, we addressed these concerns without modifying the initial study's materials and procedures. Our close replication did not confirm the initial study's findings due to performance following verb pretraining: Pretraining on verbs did not bias attention to verbs in subsequent use. Theoretical refinements and methodological implications of this replication study are discussed, especially roles for prior experience, competition, and the linguistic properties of cues.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"58 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766105","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
How Flexible Are Grammars Past Puberty? The Case of Relative Clauses in Turkish‐American Returnees 青春期过后的语法有多灵活？土耳其-美国归国人员的关系从句案例
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-23 DOI: 10.1111/lang.70003
Aylin Coşkun Kunduz, Silvina Montrul
{"title":"How Flexible Are Grammars Past Puberty? The Case of Relative Clauses in Turkish‐American Returnees","authors":"Aylin Coşkun Kunduz, Silvina Montrul","doi":"10.1111/lang.70003","DOIUrl":"https://doi.org/10.1111/lang.70003","url":null,"abstract":"How flexible are grammars after puberty? To answer this, we test returnees: heritage speakers (HS) born in an immigration context who returned to their homeland in later years. If returnees are targetlike, then language is still malleable after puberty; in contrast, if maturational effects are in play, postpuberty returnees will show variability. Thirty‐two Turkish‐American returnees, 30 Turkish HS in the United States, and 30 monolinguals completed an acceptability judgment task and a sentence repetition task on a vulnerable structure in Turkish HS, namely relative clauses. Results showed that (a) returnees patterned with monolinguals, who significantly outperformed HS in both tasks; and (b) age of return to Turkey, length of residence, and contact with English upon return were not significant predictors of returnees’ performance. This suggests that complex morphosyntax is malleable after puberty. These findings provide a unique angle on the roles of age and input variables in bilingual language acquisition and maintenance.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"33 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693929","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 an Automatic Pronunciation Scorer: Aligning Speech Evaluation Models and Applied Linguistics Constructs 语音自动评分系统的开发：语音评价模型与应用语言学构念
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-15 DOI: 10.1111/lang.70000
Danwei Cai, Ben Naismith, Maria Kostromitina, Zhongwei Teng, Kevin P. Yancey, Geoffrey T. LaFlair
{"title":"Developing an Automatic Pronunciation Scorer: Aligning Speech Evaluation Models and Applied Linguistics Constructs","authors":"Danwei Cai, Ben Naismith, Maria Kostromitina, Zhongwei Teng, Kevin P. Yancey, Geoffrey T. LaFlair","doi":"10.1111/lang.70000","DOIUrl":"https://doi.org/10.1111/lang.70000","url":null,"abstract":"Globalization and increases in the numbers of English language learners have led to a growing demand for English proficiency assessments of spoken language. In this paper, we describe the development of an automatic pronunciation scorer built on state‐of‐the‐art deep neural network models. The model is trained on a bespoke human‐rated dataset that reflects current perspectives on pronunciation and intelligibility. The new scorer is evaluated along three criteria: How well it explains expert human ratings, how it compares to other state‐of‐the‐art automatic pronunciation scorers in explaining expert human ratings, and the extent to which it exhibits bias toward different groups of test takers. Results indicate that the proposed scorer shows strong positive correlations with expert human ratings and outperforms other scorers. However, the scorer shows some bias related to audio quality and language family groups. We conclude with future directions for mitigating bias and argue that this scorer holds potential for use in operational settings.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"26 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144629779","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
Transdisciplinary Intersections in Second Language Pronunciation Learning and Teaching 第二语言语音学习与教学的跨学科交叉
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-15 DOI: 10.1111/lang.70001
Okim Kang, Shelley Staples
{"title":"Transdisciplinary Intersections in Second Language Pronunciation Learning and Teaching","authors":"Okim Kang, Shelley Staples","doi":"10.1111/lang.70001","DOIUrl":"https://doi.org/10.1111/lang.70001","url":null,"abstract":"As we work to advance the field of second language (L2) pronunciation teaching and learning, we look to other fields that have guided advancements in the teaching of other aspects of language learning. Fields such as corpus linguistics, pragmatics, instructed second language acquisition (SLA), psycholinguistics, technology, and assessment have served to inform and shape major changes in applied linguistics, and their impacts have been eminent in the field of L2 pronunciation teaching and learning as well. In fact, the current popularity of artificial intelligence (AI) and automated speech recognition (ASR) development have been particularly facilitative in this collaborative movement, as they offer vast opportunities in applications and practices in L2 pronunciation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"15 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144629772","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
Prosody in Pragmatic Competence: Proficiency Impact on Pitch and Fluency Features in Request‐Making in Second Language Chinese 韵律在语用能力中的作用：熟练程度对第二语言汉语请求音高和流畅性特征的影响
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-11 DOI: 10.1111/lang.70002
Mo Chen, Shuai Li, Naoko Taguchi, Yunhuai Zhang, Hengchen Guo, Chunyin Li
{"title":"Prosody in Pragmatic Competence: Proficiency Impact on Pitch and Fluency Features in Request‐Making in Second Language Chinese","authors":"Mo Chen, Shuai Li, Naoko Taguchi, Yunhuai Zhang, Hengchen Guo, Chunyin Li","doi":"10.1111/lang.70002","DOIUrl":"https://doi.org/10.1111/lang.70002","url":null,"abstract":"This cross‐sectional study examines the sociopragmatic use of pitch and fluency features in requests among second language (L2) Chinese learners at two proficiency levels alongside native Chinese speakers. Twenty‐eight L2 learners completed a 40‐item oral discourse task with two types of request‐making situations: (a) a high‐imposition request to a higher status person and (b) a low‐imposition request to an equal‐status person. Similarly to native speakers, both higher proficiency and lower proficiency learners adjusted fluency features (e.g., speech rate, pauses) according to situational demands. However, only higher proficiency learners showed nativelike adjustment in pitch range, and neither group adjusted pitch value (F0) in different situations. These results suggest that the development of L2 learners’ sociopragmatic use of prosody is dependent on specific prosodic features.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"12 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603064","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
Incorporating Co‐occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment 二语发音与口语能力评估中言语不流畅的共同发生与操作化
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-09 DOI: 10.1111/lang.12724
Xun Yan, Yulin Pan
{"title":"Incorporating Co‐occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment","authors":"Xun Yan, Yulin Pan","doi":"10.1111/lang.12724","DOIUrl":"https://doi.org/10.1111/lang.12724","url":null,"abstract":"Current L2 utterance fluency literature tends to operationalize disfluency as isolated, individual features. However, disfluency features often co‐occur at one location or across multiple locations in one utterance. This study explores the co‐occurrence of L2 disfluency features in a speech corpus from 71 L1 and L2 speakers of English across proficiency levels on an elicited imitation task and an oral listen‐to‐summarize task. We segmented each participant's speech into analysis of speech (AS) units (<jats:italic>k</jats:italic> = 2,704), extracted 2,972 individual disfluency chains based on 15 disfluency variables, and subjected them to principal components analysis and hierarchical‐based K‐means clustering analysis to identify disfluency co‐occurrence patterns and speaker profiles across tasks. Results showed that different disfluency co‐occurrences can be interpreted around various repair behaviors, and these repair behaviors also differ across tasks. Further analysis concerning the disfluency–proficiency relationship suggests that whereas some disfluency co‐occurrences are meaningfully associated with proficiency, others might not be.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"21 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144586311","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
Spontaneous Strategies Used During Novel Word Learning 新单词学习中的自发策略
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-09 DOI: 10.1111/lang.12725
Matti Laine, Claudia Peñaloza, Tilda Eräste, Anton Kunnari, Antoni Rodríguez‐Fornells
{"title":"Spontaneous Strategies Used During Novel Word Learning","authors":"Matti Laine, Claudia Peñaloza, Tilda Eräste, Anton Kunnari, Antoni Rodríguez‐Fornells","doi":"10.1111/lang.12725","DOIUrl":"https://doi.org/10.1111/lang.12725","url":null,"abstract":"This online study examined spontaneous strategies of English‐speaking adults during associative word learning, the relationship of these strategies with learning outcomes and within‐task evolution of strategy use. Participants were to learn to name 14 object–pseudoword pairs across five successive encoding/recall blocks, followed by delayed recall 2 days later. Participants (<jats:italic>n</jats:italic> = 210) were randomized to learn novel object–pseudoword associations (<jats:italic>n</jats:italic> = 93) or familiar object–pseudoword associations (<jats:italic>n</jats:italic> = 117). Open‐ended strategy reports followed each block. The participants’ learning curves were similar in both conditions. Most participants in both groups (60–70%) reported strategy use, with some qualitative group differences in preferred strategy types. Manipulation strategies like creating associations were related to superior performance in the first learning blocks but did not predict better delayed recall. Strategic choices gradually stabilized during learning. Our results show the prevalence of associative strategies when adults learn new word–referent mappings and highlight the importance of strategy use in individual differences in the progress of learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"21 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594467","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 Prosody in International Communication in English in Call Center Interactions 韵律在呼叫中心英语国际交流中的作用
IF 4.4 1区 文学
Language Learning Pub Date : 2025-07-02 DOI: 10.1111/lang.12723
Lucy Pickering, Eric Friginal, Shigehito Menjo
{"title":"The Role of Prosody in International Communication in English in Call Center Interactions","authors":"Lucy Pickering, Eric Friginal, Shigehito Menjo","doi":"10.1111/lang.12723","DOIUrl":"https://doi.org/10.1111/lang.12723","url":null,"abstract":"This paper examines outsourced call center interactions to illustrate how these contexts can enhance pronunciation analysis and training. Public opinion in the United States and the United Kingdom regarding the perceived “pronunciation problems” of agents based in call centers in Outer‐Circle English‐speaking countries is typically negative. However, it is often difficult for researchers to pinpoint the specific issues involved, as access to authentic calls is scarce. This paper reports an investigation into the role that the differing use of prosodic conventions can play in call center interactions recorded in the Philippines between Filipinos and North Americans. A microethnographic analysis of call center data focused on prosodic features of interaction suggests that, where conflict occurs, it is mirrored in the prosodic features of the interaction. This has important implications for modeling effective interaction and training for high‐stakes contexts.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"19 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144547075","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
Listening, Reading, or Both? Rethinking the Comprehension Benefits of Reading‐While‐Listening 听，读，还是两者都有？重新思考边听边读的理解益处
IF 4.4 1区 文学
Language Learning Pub Date : 2025-06-12 DOI: 10.1111/lang.12721
Bronson Hui, Aline Godfroid
{"title":"Listening, Reading, or Both? Rethinking the Comprehension Benefits of Reading‐While‐Listening","authors":"Bronson Hui, Aline Godfroid","doi":"10.1111/lang.12721","DOIUrl":"https://doi.org/10.1111/lang.12721","url":null,"abstract":"The rising popularity of audiobooks in language learning has highlighted the need to understand their potential benefits in enhancing comprehension and the mechanisms driving these effects. In this registered report, we explored the hypothesis that reading‐while‐listening can enhance lower‐level decoding skills, in turn freeing up cognitive resources to support comprehension. In a within‐participant design, eighty‐six intermediate‐to‐advanced Chinese learners of English read, read and listened, and listened to different excerpts of a novel. Contrary to our preregistered hypotheses, participants comprehended the text less well when reading‐while‐listening than when reading it silently. Both reading conditions yielded better comprehension than listening‐only. Individual differences in segmentation skills and orthographic decoding supported comprehension but did not interact with the input condition in the way that theory would predict. These results confirm the importance of orthographic decoding and speech segmentation for comprehension, but they also point to gaps in theoretical understanding of reading‐while‐listening's presumed pedagogical advantages for comprehension.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"7 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290194","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
Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions 人工智能生成的反馈对第二语言可理解性的影响和感知的探索性干预研究
IF 4.4 1区 文学
Language Learning Pub Date : 2025-05-15 DOI: 10.1111/lang.12719
Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin
{"title":"Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions","authors":"Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin","doi":"10.1111/lang.12719","DOIUrl":"https://doi.org/10.1111/lang.12719","url":null,"abstract":"This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT‐like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (<jats:italic>N</jats:italic> = 90) received visual and narrative feedback (<jats:italic>n</jats:italic> = 30), visual‐only feedback (<jats:italic>n</jats:italic> = 29), and no feedback (<jats:italic>n</jats:italic> = 31) in an online self‐paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI‐based pronunciation feedback are provided.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"57 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066095","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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