发布求助
文献互助 智能选刊 最新文献

Language Learning最新文献

筛选
英文 中文
Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions 词汇对第二语言语法习得的影响：测试心理语言学和神经认知预测
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-13 DOI: 10.1111/lang.12672
Holger Hopp, Jana Reifegerste, Michael T. Ullman
{"title":"Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions","authors":"Holger Hopp, Jana Reifegerste, Michael T. Ullman","doi":"10.1111/lang.12672","DOIUrl":"https://doi.org/10.1111/lang.12672","url":null,"abstract":"Second language (L2) grammar learning is difficult. Two frameworks—the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model—predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest–posttest syntactic adaptation study of English relative‐clause attachment preferences. First‐language German speakers listened to relative clauses disambiguated to the English low‐attachment preference (<jats:italic>secretaries of</jats:italic> <jats:italic>the professor</jats:italic> <jats:italic>who</jats:italic> <jats:italic>is/naps</jats:italic> <jats:italic>at home</jats:italic>)—via either a copula (e.g., <jats:italic>is</jats:italic>), which should be processed rapidly (copula group; <jats:italic>n</jats:italic> = 48), or a lexical verb (e.g., <jats:italic>naps</jats:italic>), which should be processed more slowly (lexical group; <jats:italic>n</jats:italic> = 48). Only the copula group showed significant pretest‐to‐posttest learning. Moreover, the amount of learning was predicted by procedural learning abilities in the copula group, but by vocabulary size in the lexical group. The results, which are consistent with both frameworks, show that the L2 lexicon impacts L2 grammar learning, and reveal moderating psycholinguistic and neurocognitive variables.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231598","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
“That Was a Good One”: Talking About Irony in Study Abroad "这是个好主意"：谈留学中的讽刺
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-12 DOI: 10.1111/lang.12673
Rachel L. Shively
{"title":"“That Was a Good One”: Talking About Irony in Study Abroad","authors":"Rachel L. Shively","doi":"10.1111/lang.12673","DOIUrl":"https://doi.org/10.1111/lang.12673","url":null,"abstract":"Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive learning outcomes of pedagogical interventions involving this technique but have not closely examined the nature of the talk about pragmatics among students and local people. The goal of this study is to examine talk about irony in Spanish elicited through an instructional activity carried out by study‐abroad students in Mexico and their Mexican interlocutors, focusing on the information that the latter provide. The findings revealed that Mexican interlocutors provided examples of irony, metapragmatic explanations, and corrective feedback but that there was considerable individual variation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142174484","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
Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project 模拟两岁幼儿非词重复能力与词汇量增长之间的关系：来自语言 0-5 项目的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-11 DOI: 10.1111/lang.12671
Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter
{"title":"Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project","authors":"Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter","doi":"10.1111/lang.12671","DOIUrl":"https://doi.org/10.1111/lang.12671","url":null,"abstract":"A strong predictor of children's language is performance on non‐word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A complicating factor is that most studies focus on school‐aged children, who have already mastered key language skills. Here, we present a new NWR task for English‐learning 2‐year‐olds, use it to assess the effect of NWR performance on concurrent and later vocabulary development, and compare the children's performance with that of an experience‐based computational model (CLASSIC). The new NWR task produced reliable results; replicating wordlikeness effects, word‐length effects, and the relationship with concurrent and later language ability we see in older children. The model also simulated all effects, suggesting that the relationship between vocabulary and NWR performance can be explained by language experience‐/knowledge‐based theories.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171266","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
Mixed‐Effects Modeling with a Multinomial Dependent Variable 多变量混合效应模型
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-26 DOI: 10.1111/lang.12667
Aarnes Gudmestad, Thomas A. Metzger
{"title":"Mixed‐Effects Modeling with a Multinomial Dependent Variable","authors":"Aarnes Gudmestad, Thomas A. Metzger","doi":"10.1111/lang.12667","DOIUrl":"https://doi.org/10.1111/lang.12667","url":null,"abstract":"In this Methods Showcase Article, we illustrate mixed‐effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future‐time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step‐by‐step procedures for multinomial logistic regression with fixed and random effects, and we discuss the interpretation of the model and its advantages and limitations.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084649","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
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words 陈述性和自动化语音词汇知识：第二语言词汇的识别、回忆、词义判断和以听力为重点的就业能力
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-21 DOI: 10.1111/lang.12668
Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida
{"title":"Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words","authors":"Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida","doi":"10.1111/lang.12668","DOIUrl":"https://doi.org/10.1111/lang.12668","url":null,"abstract":"This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (<jats:italic>n</jats:italic> = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021865","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
Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability 第二语言写作中任务重复效果的建模：研究个体间和个体内的差异性
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-14 DOI: 10.1111/lang.12670
Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami
{"title":"Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability","authors":"Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami","doi":"10.1111/lang.12670","DOIUrl":"https://doi.org/10.1111/lang.12670","url":null,"abstract":"In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (<jats:italic>T</jats:italic> = 7). Intermediate‐level Saudi learners of English (<jats:italic>N</jats:italic> = 93) performed a written task biweekly over the course of a whole semester. To control for text type, mode and tenor were fixed at each data elicitation moment, but field was varied in these writing tasks to keep learners engaged. Using Bayesian generalized additive mixed models and mixed location‐scale models, we analyzed specific ways that groups and individuals changed across time over the course of each task iteration and in relation to previous points. Our results showed that learners’ task performance demonstrated nonlinearity, stability, and variability with meaningfully different effects on individual and group‐level development over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986235","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
Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines 报告第二语言习得和二语习得中的眼动跟踪研究：综述与特定领域指南
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-06 DOI: 10.1111/lang.12664
Aline Godfroid, Brittany Finch, Joanne Koh
{"title":"Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines","authors":"Aline Godfroid, Brittany Finch, Joanne Koh","doi":"10.1111/lang.12664","DOIUrl":"https://doi.org/10.1111/lang.12664","url":null,"abstract":"Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects of reporting, such as descriptions of auxiliary assumptions, equipment, and setup, were consistently implemented, we found significant variation and sometimes complete omission of crucial details surrounding aspects of data quality and of data preprocessing and cleaning. This lack of information hinders the evaluation of methodological rigor and overall study quality of eye‐tracking research. We propose a set of field‐specific reporting guidelines in the form of a checklist to improve the quality of data collected and contribute to the larger goal of advancing the replication and reproducibility of eye‐tracking research in SLA and bilingualism.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899398","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
Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users 教学结束后第二语言的流失是否不可避免？对高级第二语言使用者的纵向探索性研究
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-05 DOI: 10.1111/lang.12665
Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell
{"title":"Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users","authors":"Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell","doi":"10.1111/lang.12665","DOIUrl":"https://doi.org/10.1111/lang.12665","url":null,"abstract":"Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (<jats:italic>n</jats:italic> = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141895272","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 Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition 同声传译和语言距离在同步双语儿童高效词汇习得中的作用
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-03 DOI: 10.1111/lang.12666
Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth
{"title":"The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition","authors":"Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth","doi":"10.1111/lang.12666","DOIUrl":"https://doi.org/10.1111/lang.12666","url":null,"abstract":"This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word‐level similarities and language‐level similarities, while also exploring the role of individual‐level variation in age, exposure, and nontarget language proficiency. Children simultaneously acquiring two closely related languages (<jats:italic>n</jats:italic> = 203) or two more distant languages (<jats:italic>n</jats:italic> = 109) performed extended versions of the LITMUS Cross‐Linguistic Lexical Task (Haman et al., 2015), a productive vocabulary test with words varying in their phonological similarity to their translation equivalents. Children speaking closely related languages obtained higher vocabulary scores than children speaking more distant languages, who showed a stronger positive effect of phonological similarity. The effect of language distance on vocabulary was not solely driven by the presence of (near‐)identical cognates in the test. These findings show that similarities beyond specific test items and/or beyond the phonological level play a role in vocabulary acquisition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887412","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
Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian 心目中的搭配：调查意大利语第二语言使用者的搭配引物
IF 4.4 1区 文学
Language Learning Pub Date : 2024-07-31 DOI: 10.1111/lang.12663
Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci
{"title":"Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian","authors":"Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci","doi":"10.1111/lang.12663","DOIUrl":"https://doi.org/10.1111/lang.12663","url":null,"abstract":"Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study, we sought to investigate this phenomenon in L1 and L2 speakers of Italian. We used a lexical decision task to explore collocational priming in verb–noun and noun–adjective collocations differing in frequency and collocational strength. Both L1 and L2 speakers were found sensitive to the frequency of collocations. Importantly, exposure to L2 Italian was found to play a role. The results suggest that collocational priming occurs both in L1 and L2 speakers, and that the mechanisms associated with collocation processing and representation in L1 and L2 speakers may be comparable.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862352","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信