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Gains in Pronunciation of Lexeme‐Initial Biconsonantal Clusters Among Second Language Learners: An Individual Differences–Treatment Interaction Design 二语学习者词素-初始双辅音群的发音增益：个体差异-处理交互设计
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-10 DOI: 10.1111/lang.70010
Mohammad N. Karimi, Parisa Ashkani
{"title":"Gains in Pronunciation of Lexeme‐Initial Biconsonantal Clusters Among Second Language Learners: An Individual Differences–Treatment Interaction Design","authors":"Mohammad N. Karimi, Parisa Ashkani","doi":"10.1111/lang.70010","DOIUrl":"https://doi.org/10.1111/lang.70010","url":null,"abstract":"The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme‐initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition‐congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition‐congruent aptitudes on the learners’ pronunciation outcomes. Results from the general linear model analyses indicated a significant effect of instruction on pronunciation outcomes, as well as a superiority for explicit instruction compared with implicit instruction. The results further revealed a significant effect of the interaction of aptitude and instructional condition on the learners’ pronunciation gains. Condition‐congruent aptitudes were also found to correlate strongly with different emotions that learners experienced. Furthermore, the results of the mediated regression analyses in R revealed that emotions mediated the influence of condition‐congruent aptitudes on pronunciation outcomes.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"86 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260694","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
Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar 探索校外英语在发展隐性、自动化和显性语法知识方面的潜力
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-08 DOI: 10.1111/lang.70008
Alexandra Schurz
{"title":"Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar","authors":"Alexandra Schurz","doi":"10.1111/lang.70008","DOIUrl":"https://doi.org/10.1111/lang.70008","url":null,"abstract":"A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners’ extramural (i.e., out‐of‐class) language use in fostering implicit and/or automatized knowledge as compared to explicit knowledge. Therefore, the present study investigated the effect of extramural English (EE) on implicit, automatized, and explicit knowledge among 13‐ to 14‐year‐old learners in Austria and Sweden (<jats:italic>N</jats:italic> = 213). According to the results generated by linear mixed models, EE use can predict implicit and/or automatized knowledge. The strength of this relationship seems to be influenced by the extent, starting age, and nature of EE use, with productive but also multimodal and highly interest‐driven activities showing the greatest effect. Explicit knowledge, however, was not affected by EE use. Overall, learner reports on the role of EE and instruction in grammar learning support the findings.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"86 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145241295","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
Children's Foreign Word Recognition at First Exposure: The Role of Phonological Similarity and Utterance Position 儿童初次接触外来词的识别：语音相似性和话语位置的作用
IF 4.4 1区 文学
Language Learning Pub Date : 2025-09-19 DOI: 10.1111/lang.70009
Katie Von Holzen, Rochelle S. Newman
{"title":"Children's Foreign Word Recognition at First Exposure: The Role of Phonological Similarity and Utterance Position","authors":"Katie Von Holzen, Rochelle S. Newman","doi":"10.1111/lang.70009","DOIUrl":"https://doi.org/10.1111/lang.70009","url":null,"abstract":"The current study examined how children apply their phonological knowledge to recognize translation equivalents in a foreign language. Target words for recognition were either phonologically similar (cognate) or dissimilar (noncognate) to words they already knew in their first language. To examine how recognition of such words is impacted by their position in the utterance, target words were either embedded in an edge (Experiment 1) or non‐edge (Experiment 2) position in the carrier phrase. Results show that preschool‐aged children can recognize words from a foreign language when those words are phonologically similar to words they know in their first language, and this is not constrained by the word's location within an utterance. Children are at an advantage recognizing new lexical items in a new language if those items are similar in form to words they already know in their first language.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"17 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145088947","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
Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes 眼动、项目情态和多情态二语词汇学习：加工和结果
IF 4.4 1区 文学
Language Learning Pub Date : 2025-09-13 DOI: 10.1111/lang.70007
Jonathan Malone, Bronson Hui, Nick Pandža, Tetiana Tytko
{"title":"Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes","authors":"Jonathan Malone, Bronson Hui, Nick Pandža, Tetiana Tytko","doi":"10.1111/lang.70007","DOIUrl":"https://doi.org/10.1111/lang.70007","url":null,"abstract":"This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked. Gaze duration (GD) and total reading time (TRT) measured processing of target vocabulary, and learning outcome tests included recognition and recall tests in both visual and auditory item modalities. Eye‐tracking analyses revealed (a) a significant decrease in GD and TRT for both groups, and (b) faster reading times and greater rate of decrease across instances in RO. All learning outcomes indicated superior scores from RWL in auditory items and item modality effects in RO, but not RWL, while a group‐by‐item‐modality interaction was uncovered on two of three outcomes. Results indicated a slightly slower multimodal reading process, with superior learning of phonological information from RWL, without detriment to orthographic learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"15 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072538","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
Error Correction Learning of Second Language Verbal Morphology: Associating Imperfect Contingencies in Naturalistic Frequency Distributions 第二语言词法的纠错学习：自然频率分布中的不完全偶然关联
IF 4.4 1区 文学
Language Learning Pub Date : 2025-09-09 DOI: 10.1111/lang.70006
Justyna Mackiewicz, Petar Milin, Dagmar Divjak
{"title":"Error Correction Learning of Second Language Verbal Morphology: Associating Imperfect Contingencies in Naturalistic Frequency Distributions","authors":"Justyna Mackiewicz, Petar Milin, Dagmar Divjak","doi":"10.1111/lang.70006","DOIUrl":"https://doi.org/10.1111/lang.70006","url":null,"abstract":"We investigate what is learned from exposure to usage in verbal morphology using an error correction mechanism within an associative learning framework. We computationally simulated how second language (L2) learners would respond to naturalistic input of aspectual usage, characterized by “imperfect contingencies,” given two types of instructions: grammatical versus lexical. To test these predictions, English native speakers (<jats:italic>N</jats:italic> = 80) completed three online training sessions in two conditions (grammatical vs. lexical) over 3 days, learning 21 Polish verbs across 189 exposures; and a 63‐item posttest on Day 4 (50% seen, 50% grammatical). The results confirmed the simulation predictions: The grammatical group performed better through stronger performance in contexts that allow only one aspect; the lexical group was slightly better in contexts where both aspects were possible. Rules offer some advantage early on, especially when the exemplars are already unambiguous, whereas an exemplar‐based approach promises a more flexible system in the longer run.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"29 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056719","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
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 4.2 1区 文学
Language Learning Pub Date : 2025-07-14 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,&nbsp;Ben Naismith,&nbsp;Maria Kostromitina,&nbsp;Zhongwei Teng,&nbsp;Kevin P. Yancey,&nbsp;Geoffrey T. LaFlair","doi":"10.1111/lang.70000","DOIUrl":"10.1111/lang.70000","url":null,"abstract":"<p>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.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"170-203"},"PeriodicalIF":4.2,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.70000","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":"OA","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 4.2 1区 文学
Language Learning Pub Date : 2025-07-14 DOI: 10.1111/lang.70001
Okim Kang, Shelley Staples
{"title":"Transdisciplinary Intersections in Second Language Pronunciation Learning and Teaching","authors":"Okim Kang,&nbsp;Shelley Staples","doi":"10.1111/lang.70001","DOIUrl":"10.1111/lang.70001","url":null,"abstract":"<p>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.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"5-29"},"PeriodicalIF":4.2,"publicationDate":"2025-07-14","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 4.2 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,&nbsp;Shuai Li,&nbsp;Naoko Taguchi,&nbsp;Yunhuai Zhang,&nbsp;Hengchen Guo,&nbsp;Chunyin Li","doi":"10.1111/lang.70002","DOIUrl":"10.1111/lang.70002","url":null,"abstract":"<p>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.</p><p>A one-page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis-database.org</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"55-96"},"PeriodicalIF":4.2,"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
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