Language Learning最新文献

{"title":"Measuring Teenage Learners’ Automatized, Explicit, and/or Implicit Knowledge: A Question of Context?","authors":"Alexandra Schurz","doi":"10.1111/lang.12624","DOIUrl":"10.1111/lang.12624","url":null,"abstract":"<p>The present study administered six test instruments to 13- to 14-year-old learners of English in Austria and Sweden (<i>N</i> = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative test, and elicited imitation, labelled in this study Automatized and/or Implicit Knowledge, and a factor including an untimed grammaticality judgment test and a metalinguistic knowledge test, named in this study Explicit Knowledge. In the Swedish context, goodness-of-fit indices provided some evidence that a single-factor model shows a better fit, although a comparison of this model with two-factor models did not reach statistical significance. The findings point to the potential importance of considering the specificities of a learning environment in interpreting learner achievement on measures of the implicit versus explicit knowledge spectrum.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 2","pages":"506-541"},"PeriodicalIF":4.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455830","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}

{"title":"Self-Repair in Hearing L2 Learners’ Spontaneous Signing: A Developmental Study","authors":"Johanna Mesch,&nbsp;Krister Schönström","doi":"10.1111/lang.12612","DOIUrl":"10.1111/lang.12612","url":null,"abstract":"<p>This study presents a corpus-based investigation of self-repairs in hearing adult L2 (M2L2, second modality and second language) learners of Swedish Sign Language (<i>Svenskt teckenspråk</i>, STS). This study analyses M2L2 learners’ STS conversations with a deaf signer and examines the learners’ self-repair practices and whether there are differences among learners of different proficiency levels. This provides a description of characteristics of self-repair made by M2L2 learners as well as the frequency and distribution of self-repair categories. The results show that the frequency of self-repair decreases with increased proficiency, at least after the initial stage. Furthermore, the self-initiated repair categories of the beginners are often phonological repairs, while intermediate learners tend to carry out self-repairs at the lexical and syntactic level. The results also reveal a specific type of STS repair linked to fingerspelling repairs. We discuss the effects of second modality learning as well as the relationship between monitoring and language proficiency.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"136-163"},"PeriodicalIF":4.4,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71525035","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}

{"title":"Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries","authors":"Emma Marsden,&nbsp;Kara Morgan-Short","doi":"10.1111/lang.12614","DOIUrl":"10.1111/lang.12614","url":null,"abstract":"<p>We thank our esteemed colleagues who provided insightful commentaries on our feature article “(Why) are open research practices the future for the study of Language Learning?” (Marsden &amp; Morgan-Short). Their responses very usefully illustrated and amplified points in our review, provided nuance and extension to some of our ideas, and pushed us to make stronger statements and deeper considerations of some of the facets and consequences of open research practices.</p><p>Three common and prominent themes seemed to emerge from the responses, which we identify as: Community; Equity, Diversity, and Inclusion; and Changing Culture, and we organize our own response around these themes. We note that some of the issues raised by our generous commentators were addressed in arguments that had originally been included in our submitted manuscript (Marsden &amp; Morgan-Short) but, due to length considerations, had to be moved to its Appendix. That Appendix can be found in the online Supporting Information for the Marsden &amp; Morgan-Short article and is also held on the Open Science Framework (OSF) at https://osf.io/ru5n4. We refer to some of those arguments in our response here.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"430-443"},"PeriodicalIF":4.4,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12614","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135932923","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}

{"title":"The Acquisition of Strategies to Express Plurality in Hearing Second Language Learners of Sign Language of the Netherlands","authors":"Eveline Boers-Visker","doi":"10.1111/lang.12610","DOIUrl":"10.1111/lang.12610","url":null,"abstract":"<p>This study reports on strategies to indicate plural referents in hearing learners of Sign Language of the Netherlands. This is the first explorative study that focuses on L2 expressions of plurality in a sign language. Using data from two datasets, I examined when learners start to express plural and which strategies they apply, and I noted typical learner characteristics. The first study examined spontaneous conversations of three learners, during the first 18 months of their learning. The second study analyzed elicited data from 11 learners during their first year of learning. The data reveal that learners are able to express plural referents in early stages, using strategies that are familiar to them (quantifiers) as well as strategies that do not occur in their mother tongue (reduplication of the noun, use of spatial devices). The early emergence might be explained by the salient nature of the devices and the resemblance with gestural portrayals.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"101-135"},"PeriodicalIF":4.4,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417033","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}

{"title":"Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study","authors":"Kathy MinHye Kim,&nbsp;Ryo Maie,&nbsp;Kiyo Suga,&nbsp;Zachary F. Miller,&nbsp;Bronson Hui","doi":"10.1111/lang.12616","DOIUrl":"10.1111/lang.12616","url":null,"abstract":"<p>This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams's (2005) study with a similar group of academic learners enrolled at university as well as a group of non-college-educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa &amp; Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 4","pages":"1087-1126"},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417032","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}

{"title":"Editorial Introduction to the Jubilee Special Issue of Language Learning","authors":"Lourdes Ortega","doi":"10.1111/lang.12619","DOIUrl":"10.1111/lang.12619","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"11-16"},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169485","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}

{"title":"The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook: A Response to Open Peer Commentaries","authors":"Janet G. van Hell","doi":"10.1111/lang.12618","DOIUrl":"10.1111/lang.12618","url":null,"abstract":"&lt;p&gt;Writing a review of the neural underpinnings of second language (L2) learning and processing, with a serious eye to future avenues for research, is among the most fun writing invitations that I have ever received. If not curtailed by &lt;i&gt;Language Learning&lt;/i&gt;’s word limit, this article would have become a full issue, or even a book! I am thrilled that my passion for this field and enthusiasm for the future of neurocognitive inquiries into L2 learning and processing is shared by eminent and highly esteemed colleagues in the field who read and commented on this keynote article. These commentators lauded the field's amazing achievements, offered their praise and thoughtful insights on future promises and avenues outlined in my review, and extended several of these ideas in interesting and engaging directions.&lt;/p&gt;&lt;p&gt;In my review paper, I started with two lines of classical studies that set the research stage and sparked highly productive lines of research. I then illustrated the field's impressive achievements by selectively reviewing electrophysiological and neuroimaging research on L2 processing and bilingual brain organization and outlined major insights acquired over the past 25 years. I also discussed changing perspectives (including individual variability and experience-based perspectives, neural network approaches, neuroplasticity and L2-learning related neural changes) and identified challenges, promises and future directions in order to better understand the neurocognitive underpinnings of L2 learning and processing. Such future directions include revisiting the native-speaker benchmark for L2 attainment and related methodological implications, applying advanced electrophysiological and neuroimaging techniques to better capture newer perspectives in the field, increasing linguistic diversity in neurocognitive research on L2 processing, enhancing the ecological validity of neurocognitive experimentation, intensifying research on child L2 learners’ brain, and adopting a lifelong approach to L2 learning.&lt;/p&gt;&lt;p&gt;One theme that emerged from the commentaries is the overall agreement on the critical importance of incorporating individual differences perspectives and approaches in future research on L2 learning and processing to push knowledge forward (as explicitly voiced by Martin and Stoehr, Wong, Rossi and Nakamura, Birdsong, and Marian). As I had concluded in my article, future research should move beyond studying the roles of age of acquisition and L2 proficiency and embrace a wider focus on learner-internal and learner-external variables that shape L2 learning trajectories and L2 learners’ neurocognitive profiles. We need to better capture how L2 learners’ experiences (including age of acquisition but also current language uses and environmental context; see, e.g., DeLuca et al., &lt;span&gt;2019&lt;/span&gt;; Gullifer et al., &lt;span&gt;2018&lt;/span&gt;) and variability in cognitive functions (e.g., cognitive control, working memory, declarative and procedural m","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"172-181"},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417034","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}

{"title":"Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language- and Modality-Specific Factors","authors":"Russell S. Rosen,&nbsp;David Quinto-Pozos","doi":"10.1111/lang.12609","DOIUrl":"10.1111/lang.12609","url":null,"abstract":"<p>Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their first language. This raises questions about the role of both language and modality in the L2/Ln learning of sign languages for non-signers. In other cases, deaf and hearing signers of a sign language learn a different sign language, raising questions about L2/Ln learning in the signed modality. This <i>Special Issue</i> consists of empirical contributions and a conceptual review article that examine how language and modality shape the learning of sign languages as additional languages. Theoretical issues concerning learning a sign language as another language are discussed.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"5-32"},"PeriodicalIF":4.4,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435333","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}

{"title":"Even in a Relatively New Field We Can Learn From the Past to Build a More Robust Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Cristina Sanz","doi":"10.1111/lang.12611","DOIUrl":"10.1111/lang.12611","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"168-171"},"PeriodicalIF":4.4,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183297","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}

{"title":"Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study","authors":"Jody H. Cripps,&nbsp;Russell S. Rosen,&nbsp;Aimee M. Sever-Hall,&nbsp;Sheryl B. Cooper,&nbsp;Ronald Fenicle","doi":"10.1111/lang.12615","DOIUrl":"10.1111/lang.12615","url":null,"abstract":"<p>Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"164-196"},"PeriodicalIF":4.4,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435338","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}