Language Learning最新文献

How Does Reading Medium Influence Mind‐Wandering During Second Language Reading? The Mediating Effect of Metacognitive Self‐Regulation 阅读媒介如何影响第二语言阅读中的走神？元认知自我调节的中介作用

IF 4.4 1区文学

Language Learning Pub Date : 2026-04-28 DOI: 10.1111/lang.70033

Xiaoming Yang, Tengfei Wang

{"title":"How Does Reading Medium Influence Mind‐Wandering During Second Language Reading? The Mediating Effect of Metacognitive Self‐Regulation","authors":"Xiaoming Yang, Tengfei Wang","doi":"10.1111/lang.70033","DOIUrl":"https://doi.org/10.1111/lang.70033","url":null,"abstract":"This study investigated whether mind wandering's frequency differs between paper‐based and mobile‐assisted L2 reading, a current gap in language‐learning literature. It further explored how reading medium influences mind wandering's occurrence by examining the mediating role of metacognitive self‐regulation and the moderating role of L2 proficiency. 225 first‐year college students learning English as a L2 participated. The study used reading comprehension tests, thought probes, and questionnaire surveys. Participants also self‐reported episodes of mind wandering whenever they noticed them during L2 reading. Mixed‐design ANOVAs suggested mobile‐assisted reading elicited more mind wandering than paper‐based reading, but this effect was only observed in the probe‐caught condition and when following paper‐based reading. A two‐condition, within‐participant mediation analysis suggested students’ metacognitive self‐regulation mediated reading media's effect on mind wandering. A moderated mediation analysis revealed students’ L2 proficiency moderated this mediation. These findings indicate reading medium and individual differences’ interaction shape learners’ attentional state during L2 reading.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"3 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147752608","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

Assessing Digital Interactional Competence for Second‐Language and First‐Language Chinese Speakers: Effects of Proficiency, Mode, and Setting 评估第二语言和第一语言汉语使用者的数字互动能力：熟练程度、模式和设置的影响

IF 4.4 1区文学

Language Learning Pub Date : 2026-04-28 DOI: 10.1111/lang.70032

David Wei Dai, Carsten Roever

引用次数: 0

Vocabulary and Processing Speed Explain Reading and Writing Disparities Between Linguistic Groups in Higher Education 词汇量和处理速度是高等教育语言群体读写差异的解释

IF 4.4 1区文学

Language Learning Pub Date : 2026-04-20 DOI: 10.1111/lang.70031

Justyna Mackiewicz, Danijela Trenkic

{"title":"Vocabulary and Processing Speed Explain Reading and Writing Disparities Between Linguistic Groups in Higher Education","authors":"Justyna Mackiewicz, Danijela Trenkic","doi":"10.1111/lang.70031","DOIUrl":"https://doi.org/10.1111/lang.70031","url":null,"abstract":"Selective admissions at universities in the United Kingdom aim to ensure a baseline language competence, yet, despite persistent achievement disparities across linguistic backgrounds, systematic comparisons of linguistic skills underpinning academic success remain rare. This study compared English proficiency among three groups of first‐year undergraduates: British (n = 60), European (n = 59), and Chinese (n = 58). Two proficiency skills—reading comprehension and text summarization—were assessed alongside 11 theoretically motivated component measures. Although previously reported gaps between British and Chinese students were replicated, European students performed comparably to British students on several measures, reflecting English proficiency variation across L2 groups consistent with sector‐level patterns of academic outcomes. Group differences in reading and writing were explained by underlying component skills, particularly vocabulary knowledge and processing efficiency. Findings carry theoretical and policy implications, highlighting the need for targeted linguistic support to address persistent group disparities in academic outcomes within increasingly diverse university settings.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"23 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147719784","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 Impact of Emotional Text and Sleep Consolidation on Incidental Vocabulary Learning in a Second Language 情绪性语篇和睡眠巩固对二语附带词汇学习的影响

IF 4.4 1区文学

Language Learning Pub Date : 2026-04-08 DOI: 10.1111/lang.70029

Yanan Liu, Siyi Jiang, Baoguo Chen

引用次数: 0

Overexplicit Second Language Reference: Evidence for the Cognitive Load Hypothesis 过度显性第二语言参考：认知负荷假说的证据

IF 4.4 1区文学

Language Learning Pub Date : 2026-04-04 DOI: 10.1111/lang.70030

Jonathon Ryan, Jie Qin

{"title":"Overexplicit Second Language Reference: Evidence for the Cognitive Load Hypothesis","authors":"Jonathon Ryan, Jie Qin","doi":"10.1111/lang.70030","DOIUrl":"https://doi.org/10.1111/lang.70030","url":null,"abstract":"In research on referring expressions (REs), multiple explanations have been proposed for second language (L2) overexplicitness—the phenomenon of intermediate‐to‐advanced learners producing fuller REs than pragmatically required. However, these explanations have rarely been empirically tested. This study examined the cognitive load hypothesis and its interaction with the error avoidance and clarity hypotheses using a mixed‐model quasi‐experimental design. Sixty‐nine Chinese learners were assigned to either a language‐focused or content‐focused group and completed three retellings of one narrative. Cognitive load was manipulated through task repetition and content familiarity, whereas the avoidance and clarity hypotheses were operationalized via task instructions targeting accuracy and communicative clarity, respectively. Results show that task repetition significantly reduced overexplicitness, largely supporting the cognitive load hypothesis. In contrast, no significant effects were observed for the other hypotheses, suggesting overexplicitness was not driven by deliberate strategies of avoidance or hyperclarity. These findings indicate effective means of fostering pragmatically appropriate referential choices.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"17 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147617451","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

Vocabulary Opens the Door; Creativity Guides the Search: Complementary Contributions to Second Language Semantic Fluency Across Domains 词汇打开大门；创造力引导搜索：跨领域对第二语言语义流畅性的互补贡献

IF 4.4 1区文学

Language Learning Pub Date : 2026-03-30 DOI: 10.1111/lang.70028

Almudena Fernández‐Fontecha

{"title":"Vocabulary Opens the Door; Creativity Guides the Search: Complementary Contributions to Second Language Semantic Fluency Across Domains","authors":"Almudena Fernández‐Fontecha","doi":"10.1111/lang.70028","DOIUrl":"https://doi.org/10.1111/lang.70028","url":null,"abstract":"Semantic fluency, the ability to retrieve words within a category, relies on lexical knowledge, semantic memory and executive control mechanisms. A richer, interconnected semantic memory and optimal executive control, as seen in creative individuals, enhance fluency through broad associative searches and quicker access to remote concepts. However, the extent to which this creativity‐related advantage in the first language (L1) extends to second language (L2) remains largely unexplored. Using a combination of inferential analyses, we examined how productive vocabulary knowledge and creativity relate to L2 semantic fluency in a sample of 60 Spanish 12th‐grade English as a Foreign Language (EFL) learners. L2 semantic fluency was measured using two semantic fluency tasks. Findings suggest that vocabulary provides the necessary basis for creativity to operate and that although creativity enhances L2 semantic fluency in semantically broad domains, verbal flexibility serves a compensatory function in more constrained categories. Further analyses of lexical production patterns and retrieval strategies lent support to these findings.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"23 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147536218","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

Seeing the Speaker's Face Enhances Second Language Shadowing: Neural and Behavioral Evidence 看说话人的脸能增强第二语言的阴影：神经和行为证据

IF 4.4 1区文学

Language Learning Pub Date : 2026-03-13 DOI: 10.1111/lang.70026

Hyeonjeong Jeong, Shuhei Kadota, Mayumi Kajiura, Hiroshi Nakanishi, Koji Kazai, Mariko Kawasaki, Yoko Nakano, Naoya Hase

{"title":"Seeing the Speaker's Face Enhances Second Language Shadowing: Neural and Behavioral Evidence","authors":"Hyeonjeong Jeong, Shuhei Kadota, Mayumi Kajiura, Hiroshi Nakanishi, Koji Kazai, Mariko Kawasaki, Yoko Nakano, Naoya Hase","doi":"10.1111/lang.70026","DOIUrl":"https://doi.org/10.1111/lang.70026","url":null,"abstract":"This functional magnetic resonance imaging (fMRI) study investigated how facial cues influence second language (L2) shadowing among 42 Japanese learners of English. Participants completed four conditions that varied by task type (listening vs. shadowing) and visual input (face vs. mosaic). Behaviorally, shadowing reproduction accuracy was higher when the speaker's face was visible. Neuroimaging revealed greater activation in the left posterior middle temporal gyrus (pMTG), right ventral pallidum, and left hippocampus during shadowing in the Face condition, reflecting enhanced audiovisual integration, engagement, and memory‐related processing. Learners with higher oral proficiency exhibited increased activation in speech‐integration areas, such as the posterior superior temporal gyrus, and those with higher listening proficiency showed reduced cerebellar engagement, suggesting proficiency‐dependent neural strategies for integrating facial cues during shadowing. These findings support embodied, multisensory, and socially grounded accounts of L2 learning, emphasizing the pedagogical importance of visible facial cues. Incorporating face‐based shadowing into L2 learning may help bridge perception and production and prepare learners for interaction‐oriented communication.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"3 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147447409","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

Correction to “Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language” 更正“对第一语言次音位差异的敏感性预测外语词汇量”

IF 4.4 1区文学

Language Learning Pub Date : 2026-03-10 DOI: 10.1111/lang.70027

引用次数: 0

Effects of Early Language Stays Abroad on the Foreign Language Proficiency of German High School Students 早期语言停留对德国高中生外语能力的影响

IF 4.4 1区文学

Language Learning Pub Date : 2026-01-10 DOI: 10.1111/lang.70023

Lars Hoffmann, Raphaela Porsch, Stefan Schipolowski

引用次数: 0

Effective When Distinctive: The Role of Phonetic Similarity in Nested Dependency Learning Across Preschool Years 不同时有效：语音相似性在学龄前嵌套依赖学习中的作用

IF 4.4 1区文学

Language Learning Pub Date : 2025-12-19 DOI: 10.1111/lang.70022

Dimitra‐Maria Kandia, Angela D. Friederici, Jutta L. Mueller, Claudia Männel

{"title":"Effective When Distinctive: The Role of Phonetic Similarity in Nested Dependency Learning Across Preschool Years","authors":"Dimitra‐Maria Kandia, Angela D. Friederici, Jutta L. Mueller, Claudia Männel","doi":"10.1111/lang.70022","DOIUrl":"https://doi.org/10.1111/lang.70022","url":null,"abstract":"Parallel tracking of distant relations between speech elements, so‐called nonadjacent dependencies (NADs), is crucial in language development but computationally demanding and acquired only in late preschool years. As processing of single NADs is facilitated when dependent elements are perceptually similar, we investigated how phonetic similarity affects parallel dependency processing in preschoolers (2–4 years old, N = 54). In a passive‐listening electrophysiology study, children heard syllable sequences with nested dependencies of the form [A 1 [A 2 C B 2 ] B 1 ], with A i predicting B i . Across sequences, either the inner, the outer, or both NADs were phonetically similar. Additional deviant sequences violated the dependencies by exchanging the last two syllables. Independent of age, children showed electrophysiological mismatch responses to dependency violations, but only when either outer or inner NADs were phonetically marked. This suggests that phonetic similarity can aid preschoolers in parallel dependency processing, but only if marking is distinctive in the linguistic structure.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"24 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145785789","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