Language Learning最新文献

{"title":"Lexically Independent Structural Priming in Second Language Online Sentence Comprehension","authors":"Hang Wei,&nbsp;Julie E. Boland,&nbsp;Chi Zhang,&nbsp;Anlin Yang,&nbsp;Fang Yuan","doi":"10.1111/lang.12588","DOIUrl":"10.1111/lang.12588","url":null,"abstract":"<p>This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second conjunct was read faster when it had the same structure as the first. This effect occurred for the structurally marked adjective phrases (e.g., <i>a simple to grasp problem</i>) but only showed a numerical trend for the less marked relative clauses (e.g., <i>a problem that was simple to grasp</i>). Experiment 2 compared unmarked adjective phrases and relative clauses (e.g., <i>a simple problem</i> vs. <i>a problem that was simple</i>) and found significant priming for both. Together, the two experiments showed that L2 comprehension priming could occur without repetition of the lexical head. Moreover, this priming was susceptible to inverse frequency effects, with the less frequent structure exhibiting greater priming.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 2","pages":"299-331"},"PeriodicalIF":4.4,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46868556","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":"Phonetic and Lexical Crosslinguistic Influence in Early Spanish–Basque–English Trilinguals","authors":"Antje Stoehr,&nbsp;Mina Jevtović,&nbsp;Angela de Bruin,&nbsp;Clara D. Martin","doi":"10.1111/lang.12598","DOIUrl":"10.1111/lang.12598","url":null,"abstract":"<p>A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish–Basque–English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 2","pages":"332-364"},"PeriodicalIF":4.4,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892401","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":"Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project","authors":"Noam Siegelman,&nbsp;Irina Elgort,&nbsp;Marc Brysbaert,&nbsp;Niket Agrawal,&nbsp;Simona Amenta,&nbsp;Jasmina Arsenijević Mijalković,&nbsp;Christine S. Chang,&nbsp;Daria Chernova,&nbsp;Fabienne Chetail,&nbsp;A. J. Benjamin Clarke,&nbsp;Alain Content,&nbsp;Davide Crepaldi,&nbsp;Nastag Davaabold,&nbsp;Shurentsetseg Delgersuren,&nbsp;Avital Deutsch,&nbsp;Veronika Dibrova,&nbsp;Denis Drieghe,&nbsp;Dušica Filipović Đurđević,&nbsp;Brittany Finch,&nbsp;Ram Frost,&nbsp;Carolina A. Gattei,&nbsp;Esther Geva,&nbsp;Aline Godfroid,&nbsp;Lindsay Griener,&nbsp;Esteban Hernández-Rivera,&nbsp;Anastasia Ivanenko,&nbsp;Juhani Järvikivi,&nbsp;Lea Kawaletz,&nbsp;Anurag Khare,&nbsp;Jun Ren Lee,&nbsp;Charlotte E. Lee,&nbsp;Christina Manouilidou,&nbsp;Marco Marelli,&nbsp;Timur Mashanlo,&nbsp;Ksenija Mišić,&nbsp;Koji Miwa,&nbsp;Pauline Palma,&nbsp;Ingo Plag,&nbsp;Zoya Rezanova,&nbsp;Enkhzaya Riimed,&nbsp;Jay Rueckl,&nbsp;Sascha Schroeder,&nbsp;Irina A. Sekerina,&nbsp;Diego E. Shalom,&nbsp;Natalia Slioussar,&nbsp;Neža Marija Slosar,&nbsp;Vanessa Taler,&nbsp;Kim Thériault,&nbsp;Debra Titone,&nbsp;Odonchimeg Tumee,&nbsp;Ross van de Wetering,&nbsp;Ark Verma,&nbsp;Anna Fiona Weiss,&nbsp;Denise Hsien Wu,&nbsp;Victor Kuperman","doi":"10.1111/lang.12586","DOIUrl":"10.1111/lang.12586","url":null,"abstract":"<p>This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 1","pages":"249-294"},"PeriodicalIF":4.4,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12586","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988332","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":"Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition","authors":"Jonathan Serfaty,&nbsp;Raquel Serrano","doi":"10.1111/lang.12585","DOIUrl":"10.1111/lang.12585","url":null,"abstract":"<p>This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14-day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 1","pages":"218-248"},"PeriodicalIF":4.4,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640332","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":"Open Research in Artificial Intelligence and the Search for Common Ground in Reproducibility: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”","authors":"Odd Erik Gundersen,&nbsp;Kevin Coakley","doi":"10.1111/lang.12582","DOIUrl":"10.1111/lang.12582","url":null,"abstract":"&lt;p&gt;Open research has a long tradition in the field of artificial intelligence (AI), which is our primary area of expertise. Richard Stallman, who has been affiliated with the AI laboratory at Massachusetts Institute of Technology since the early 1970s, launched the GNU project in 1983 and the Free Software Foundation in 1985. The goal of the free software movement has been to secure freedoms for software users to run, study, modify, and share software. GNU software grants these rights in licenses that enable anyone to read the code but also restrict anyone from changing the software without sharing these changes. The open data movement in AI was spearheaded by the Machine Learning Repository created in 1987 by David Aha and fellow graduate students at the University of California Irvine. This repository still hosts a collection of datasets that can be used for machine learning. One of the first digital-first scientific journals was the &lt;i&gt;Journal of Artificial Intelligence Research&lt;/i&gt; (JAIR), established in 1993 on the initiative of Steven Minton. The journal is an open access, peer-reviewed scientific publication and has been community driven since its inception. It has no publishing fees, and all expenses have been covered by donations. Since it is hosted online, it supports publishing digital source material, such as code and data.&lt;/p&gt;&lt;p&gt;AI research is a young science that is continuously seeking to improve research methodology and the quality of the published research. Although there currently is a movement towards publishing research in journals, a substantial number of scientific articles in AI are still published through conference proceedings. The conferences with the highest impact, such as those of the Association for the Advancement of Artificial Intelligence, Neural Information Processing Systems, International Conference on Machine Learning, and International Joint Conference on Artificial Intelligence, are community driven, and the articles presented and published in these venues are open access. Some of the proceedings are published by the &lt;i&gt;Journal of Machine Learning Research&lt;/i&gt;, established as an open access alternative to the journal &lt;i&gt;Machine Learning&lt;/i&gt; in 2001 to allow authors to publish for free and retain copyright. All these venues also promote and facilitate public sharing of research artifacts.&lt;/p&gt;&lt;p&gt;Among many open research practices in our field of expertise, some of the most impactful have targeted research reproducibility. In this commentary, we have therefore focused on reproducibility, in the hopes that researchers in language sciences might benefit from the experience of AI scholars. One recent initiative in AI research involved reproducibility checklists introduced at all the most impactful AI conferences to improve the rigor of the research presented and published there. These checklists must be completed by all authors when submitting articles to conferences, and they cover various aspects of research met","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"407-413"},"PeriodicalIF":4.4,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44836991","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":"Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense","authors":"Yang Li,&nbsp;Aina Casaponsa,&nbsp;Manon Jones,&nbsp;Guillaume Thierry","doi":"10.1111/lang.12584","DOIUrl":"10.1111/lang.12584","url":null,"abstract":"<p>Chinese learners of English often experience difficulty with English tense presumably because their native language is tenseless. We showed that this difficulty relates to their incomplete conceptual representations for tense rather than their poor grammatical rule knowledge. Participants made acceptability judgments on sentences describing two-event sequences that were either temporally plausible or misaligned according to verb tense (time clash). Both upper-intermediate Chinese learners of English and native English speakers were able to detect time clashes between events, showing that Chinese participants could apply tense rules explicitly. However, a predicted modulation of the N400 event-related brain potential elicited by time clashes in English-speaking participants was entirely absent in Chinese participants. In contrast, the same Chinese participants could semantically process time information when it was lexically conveyed in both languages. Thus, despite their mastery of English grammar, high-functioning Chinese learners of English failed to process the meaning of tense-conveyed temporal information in real time.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 1","pages":"184-217"},"PeriodicalIF":4.4,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47754478","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":"Open Research Practices and Cultural Change: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”","authors":"Isabel Steinhardt,&nbsp;Sylvi Mauermeister,&nbsp;Rebecca Schmidt","doi":"10.1111/lang.12583","DOIUrl":"10.1111/lang.12583","url":null,"abstract":"<p>In their article, Marsden and Morgan-Short argue that “open research is indeed a large part of our future, and most—if not all—challenges are surmountable, but doing so requires significant changes for many aspects of the research process.” We share Marsden and Morgan-Short's premise that open research practices will play an important role in the future but that many questions about how to implement them successfully are still open and need to be discussed. Taking up and extending their thoughts on the cultural embeddedness of open research practices, this commentary argues that open research can only be the future if there is a cultural change based on changes in practices. We ask why and how change can occur from a praxeological perspective.</p><p>Marsden and Morgan-Short's article identified and comprehensively reflected on the opportunities and challenges of open research. This makes it a wonderful starting point for exposing practices in science and the prevailing inequalities of the science system. Therefore, to reduce inequalities in an open research culture, researchers must continue to engage in a critical reflection and analysis of open science practices.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"426-429"},"PeriodicalIF":4.4,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12583","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46644925","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":"Voices of Three Junior Scholars: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”","authors":"Bronson Hui,&nbsp;he/him,&nbsp;Joanne Koh,&nbsp;she/her,&nbsp;Sanshiroh Ogawa,&nbsp;he/him","doi":"10.1111/lang.12571","DOIUrl":"10.1111/lang.12571","url":null,"abstract":"&lt;p&gt;Open research can (soon) become the norm in language sciences. Major funders and journals have begun to encourage or require more open and transparent research practices, from making materials and data available to disseminating results. Marsden and Morgan-Short closed their review article by suggesting that open research practices are the future. As junior researchers (an early-career scholar and two graduate students), we, too, are sometimes referred to as the future of the field. For some of us as junior researchers, there are no nonopen research practices to abandon because we have already been encouraged to carry out research in an open and transparent manner thanks to our mentors who have wholeheartedly supported open scholarship. Thus, junior scholars going through research training during the open research movement can provide insights and drive important changes in the field. We begin this commentary by illustrating how junior scholars can benefit from open research practices as an integral part of research training. We then discuss what junior scholars can offer. We conclude by extending Marsden and Morgan-Short's call for an incentive structure that will move the field toward openness and transparency.&lt;/p&gt;&lt;p&gt;Junior scholars can learn about and take advantage of various open research practices, including those identified by Marsden and Morgan-Short, as part of their research training. For example, new data analysis techniques and methods are uncovered when analytical code is shared. Furthermore, preregistration obliges researchers to lay out methodological details, including the more practical aspects of data collection, processing, and analysis. Perhaps the most important advantage for junior scholars practicing open scholarship comes through their being pushed to critically examine various aspects of a study more thoroughly than they would normally do. For example, when considering a replication attempt, researchers should decide which variable changes might have the greatest theoretical implications. They must also assess the extent to which the methodology of the initial study is appropriate for new study participants and provide evaluations of the validity and reliability of the instrument(s). These opportunities extended by open research practices can allow junior researchers to sharpen their critical thinking and analytical skills that are indispensable for an academic career.&lt;/p&gt;&lt;p&gt;Time is the first challenge to open research that Marsden and Morgan-Short discussed. As junior researchers call for more training in open research practices (Zečević et al., &lt;span&gt;2021&lt;/span&gt;), we argue that strong mentorship practices, including hands-on experience provided by established researchers, are warranted. In no way are we arguing that senior researchers should exploit their junior colleagues to perform tedious tasks. On the contrary, mutually beneficial relationships between more and less experienced researchers can facilitate crucial ","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"414-417"},"PeriodicalIF":4.4,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49361013","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":"Commercially Driven Science – A Challenge for Open Research: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”","authors":"Manuela Fernández Pinto,&nbsp;Juliana Gutiérrez Valderrama","doi":"10.1111/lang.12575","DOIUrl":"10.1111/lang.12575","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"397-401"},"PeriodicalIF":4.4,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47133401","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":"Error-Correction Mechanisms in Language Learning: Modeling Individuals","authors":"Adnane Ez-zizi,&nbsp;Dagmar Divjak,&nbsp;Petar Milin","doi":"10.1111/lang.12569","DOIUrl":"10.1111/lang.12569","url":null,"abstract":"<p>Since its first adoption as a computational model for language learning, evidence has accumulated that Rescorla–Wagner error-correction learning (Rescorla &amp; Wagner, 1972) captures several aspects of language processing. Whereas previous studies have provided general support for the Rescorla–Wagner rule by using it to explain the behavior of participants across a range of tasks, we focus on testing predictions generated by the model in a controlled natural language learning task and model the data at the level of the individual learner. By adjusting the parameters of the model to fit the trial-by-trial behavioral choices of participants, rather than fitting a one-for-all model using a single set of default parameters, we show that the model accurately captures participants’ choices, time latencies, and levels of response agreement. We also show that gender and working memory capacity affect the extent to which the Rescorla–Wagner model captures language learning.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 1","pages":"41-77"},"PeriodicalIF":4.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183406","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}