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Hedgehog Pillows and Squirrel Plates: Priming Semantic Structure in Children's Comprehension 刺猬枕头和松鼠盘子：儿童理解中的启动语义结构
IF 4.4 1区 文学
Language Learning Pub Date : 2025-12-05 DOI: 10.1111/lang.70020
Judit Fazekas, Leone Buckle, Holly Branigan
{"title":"Hedgehog Pillows and Squirrel Plates: Priming Semantic Structure in Children's Comprehension","authors":"Judit Fazekas, Leone Buckle, Holly Branigan","doi":"10.1111/lang.70020","DOIUrl":"https://doi.org/10.1111/lang.70020","url":null,"abstract":"We report three expression–picture‐matching experiments targeting preschoolers’ semantic processing. We assessed whether 3‐ and 4‐year‐olds’ interpretations of ambiguous novel noun–noun combinations (e.g., <jats:italic>hedgehog pillow</jats:italic> ) were affected by immediate language experience and what role lexical items played in this process. Experiment 1 demonstrated robust relational priming when prime and target combinations shared the same thematic relation with either head or modifier repetition. Experiment 2 showed inconclusive results when prime and target involved different heads and modifiers. Experiment 3 confirmed that priming was independent of visual similarities. Our results suggest that preschoolers have strong lexically dependent semantic representations that can be facilitated through individual experiences of language, though evidence is inconclusive regarding whether abstract semantic representations are stable at this age. This pattern is compatible with an adult model of lexico‐syntactic and semantic processing (Raffray et al., 2007), suggesting that usage‐based accounts of children's syntactic development might be straightforwardly extended to semantic development.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"115 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145673881","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
What Is the Ideal Time to Provide Corrective Feedback? An Approximate Replication of Li, Zhu, and Ellis (2016) 提供纠正性反馈的理想时间是什么时候？Li, Zhu, and Ellis（2016）的近似复制
IF 4.4 1区 文学
Language Learning Pub Date : 2025-12-05 DOI: 10.1111/lang.70019
Shaofeng Li, Jie Li, Jiancheng Qian
{"title":"What Is the Ideal Time to Provide Corrective Feedback? An Approximate Replication of Li, Zhu, and Ellis (2016)","authors":"Shaofeng Li, Jie Li, Jiancheng Qian","doi":"10.1111/lang.70019","DOIUrl":"https://doi.org/10.1111/lang.70019","url":null,"abstract":"This replication study examines feedback timing in vocational language learners and verifies the hypothesis that the advantage of immediate over delayed feedback found in the original study (Li, Zhu, &amp; Ellis, 2016) is due to practice opportunities in immediate feedback. Participants were 186 first‐year ESL learners at a vocational college. Four experimental groups performed two dictogloss tasks and received immediate feedback (during tasks), delayed feedback (after both tasks), interim feedback (between tasks), or no feedback (task only) on their wrong use of the English passive voice. A fifth (control) group received no instructional treatment. Results showed an advantage for interim over delayed feedback for explicit knowledge on the immediate posttest, comparable performance for interim and immediate feedback, and no notable gains in implicit knowledge for any group. The benefits of interim feedback are discussed from the perspectives of engagement, cognitive load, feedback–practice juxtaposition, and integration of form‐focused instruction in task repetition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"26 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145673880","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
Bimodal Input in Processing and Learning of Novel Vocabulary During Reading: An Eye‐Tracking Study 阅读过程中新词汇加工和学习的双峰输入：一项眼动追踪研究
IF 4.4 1区 文学
Language Learning Pub Date : 2025-11-22 DOI: 10.1111/lang.70017
Ayşen Tuzcu, Shawn Loewen
{"title":"Bimodal Input in Processing and Learning of Novel Vocabulary During Reading: An Eye‐Tracking Study","authors":"Ayşen Tuzcu, Shawn Loewen","doi":"10.1111/lang.70017","DOIUrl":"https://doi.org/10.1111/lang.70017","url":null,"abstract":"This study compared the effectiveness of written versus bimodal input on the processing and learning of novel words in a text. While their eye movements were recorded, 59 university‐level second language (L2) English readers read a 9,500‐word text containing 24 unfamiliar words over 2 consecutive days in one of two conditions: reading only and reading while listening. Vocabulary development was assessed with a real‐time sentence‐reading test and form recognition, meaning recall, and meaning recognition tests both immediately after the second day's learning session and 1 week later. Both modalities accelerated the processing of unfamiliar words across exposures during reading, but bimodal input induced numerically longer gaze durations on initial encounters and was more effective for learning word forms. However, neither modality supported fluent retrieval of the learned words in neutral contexts. Whereas exposure frequency predicted the learning of word forms and meanings, amount of attention predicted only word form learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"88 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575642","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
What Really Drives Language Learning Success: Talent or Hard Work? 到底是什么驱使语言学习成功：天赋还是努力？
IF 4.4 1区 文学
Language Learning Pub Date : 2025-11-12 DOI: 10.1111/lang.70018
Yasser Teimouri
{"title":"What Really Drives Language Learning Success: Talent or Hard Work?","authors":"Yasser Teimouri","doi":"10.1111/lang.70018","DOIUrl":"https://doi.org/10.1111/lang.70018","url":null,"abstract":"Is talent or hard work more important in language learning success? Grit research suggests that perseverance and passion predict success over and beyond talent. As such, this study aimed to address three objectives: (a) to test whether second language (L2) grit predicts proficiency beyond aptitude, (b) to examine the relative effects of grit and aptitude (and their subcomponents) on proficiency, and (c) to investigate how these cognitive and noncognitive traits interact. Data were collected from 256 undergraduates at an elite university who completed a questionnaire, a language aptitude test, and an International English Language Testing System (IELTS) reading test. Findings revealed that L2 grit and aptitude predicted English proficiency positively, with grit showing incremental validity. Moreover, interaction analyses revealed that high perseverance could offset low aptitude, and high aptitude combined with high passion and persistence led to the strongest L2 outcomes, highlighting the joint power of effort and talent.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"50 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498240","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
Head Gestures Do Not Serve as Precursors of Prosodic Focus Marking in the Second Language as They Do in the First Language 头部手势在第二语言中不像在第一语言中那样作为韵律焦点标记的前导
IF 4.4 1区 文学
Language Learning Pub Date : 2025-11-11 DOI: 10.1111/lang.70015
Lieke van Maastricht, Núria Esteve‐Gibert
{"title":"Head Gestures Do Not Serve as Precursors of Prosodic Focus Marking in the Second Language as They Do in the First Language","authors":"Lieke van Maastricht, Núria Esteve‐Gibert","doi":"10.1111/lang.70015","DOIUrl":"https://doi.org/10.1111/lang.70015","url":null,"abstract":"Research shows that children use head gestures to mark discourse focus before developing the required prosodic cues in their first language (L1), and their gestures affect the prosodic parameters of their speech. We investigated whether head gestures also act as precursors and bootstrappers of prosodic focus marking in second language (L2) acquisition. Catalan adults produced English utterances in broad, contrastive, and corrective focus. We analyzed (the alignment between) prosodic and gestural correlates of focus. Replication in an L2 context showed that learners used gestures in focus marking but transferred both prosodic and gestural L1 patterns to their L2, lengthening phrase final elements, producing them with a wider F0 range, and accompanying them with a gesture more often than nonphrase final elements. This suggests that gesture and prosody are tightly connected in this context, inhibiting the bootstrapping function of gesture. Hence, L2 learners highlight the same, possibly inaccurate, part of an utterance in both modalities.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"81 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145485601","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 Do They Feel? Processing Others’ Emotions in Second Language Discourse 他们感觉如何？二语语篇中他人情绪的加工
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-29 DOI: 10.1111/lang.70016
Andrea González‐García Aldariz, Eva M. Moreno, Alice Foucart
{"title":"How Do They Feel? Processing Others’ Emotions in Second Language Discourse","authors":"Andrea González‐García Aldariz, Eva M. Moreno, Alice Foucart","doi":"10.1111/lang.70016","DOIUrl":"https://doi.org/10.1111/lang.70016","url":null,"abstract":"Emotion that is implied rather than literally expressed requires the processing of literal and pragmatic information. Processing multiple information types is an easy, fast process in the first language (L1) but can be costlier in a second language (L2), especially when emotional content is involved. This study investigates whether late learners of a L2 infer others’ emotions that are not literally stated in discourse. Spanish L1 users’ brain activity was recorded using event‐related brain potentials (ERPs) while they read two‐sentence sequences in their L1 or L2 (English). The emotionality of each critical sentence was determined by the emotionally neutral or negative preceding context sentence. We anticipated observing distinct neural patterns between neutral and negative conditions, particularly in ERP modulations associated with semantic fit (N400) and late reanalysis processes (LPP). However, no significant effects were found between emotion conditions in either the L1 or L2. We discuss the implications of these results regarding implicit emotion processing.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"3 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382190","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
Priming Ditransitives in Native Speakers and Learners of Mandarin: Error‐Driven Learning Affects Production but Not Real‐Time Predictive Processing 汉语母语者和学习者的启动转移物：错误驱动学习影响生产，但不影响实时预测加工
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-28 DOI: 10.1111/lang.70012
Yanxin (Alice) Zhu, Theres Grüter
{"title":"Priming Ditransitives in Native Speakers and Learners of Mandarin: Error‐Driven Learning Affects Production but Not Real‐Time Predictive Processing","authors":"Yanxin (Alice) Zhu, Theres Grüter","doi":"10.1111/lang.70012","DOIUrl":"https://doi.org/10.1111/lang.70012","url":null,"abstract":"This study investigated whether structural priming, as a reflection of error‐driven implicit learning mechanisms, could lead first language speakers and classroom learners (including heritage speakers and second language learners) of Mandarin to adapt their productions and real‐time predictions of dative constructions. Participants completed a visual world eye tracking + structural priming (VWSP) task where they took turns reading aloud sentences (prime trials) and listening to sentences while looking at visual scenes (target trials) containing three entities (agent, theme, recipient). They also completed written picture description tasks eliciting dative sentences before and after the VWSP task. The results revealed no immediate priming effects or longer‐term adaptation in real‐time prediction. Nevertheless, the priming treatment led to longer‐term adaptation in production in a 1‐day delayed posttest. Notably, the patterns of change reflect error‐driven learning in accords with different initial biases of the target dative verbs among different types of language users.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"121 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382191","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
Effect of Teacher–Student Interaction on Language Learning Under Anxiety: An fNIRS‐Based Hyperscanning Study 焦虑情境下师生互动对语言学习的影响：基于近红外光谱的超扫描研究
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-28 DOI: 10.1111/lang.70013
Jiaze Li, Yuhang Li, Hanyu Wang, Jielu Chen, Rihui Li, Haoyun Zhang
{"title":"Effect of Teacher–Student Interaction on Language Learning Under Anxiety: An fNIRS‐Based Hyperscanning Study","authors":"Jiaze Li, Yuhang Li, Hanyu Wang, Jielu Chen, Rihui Li, Haoyun Zhang","doi":"10.1111/lang.70013","DOIUrl":"https://doi.org/10.1111/lang.70013","url":null,"abstract":"Teacher–student interactions are crucial in language learning, often modulated by students’ emotional status. Although the interaction quality is known to be associated with improved learning outcomes, its effect in anxious contexts remains unclear. This study objectively captured students’ classroom anxiety using heart rate variability, and innovatively assessed teacher–student interaction quality with functional near‐infrared spectroscopy (fNIRS) hyperscanning. We specifically explored how students’ anxiety levels and teacher–student interaction quality contribute to language learning. Results showed that higher anxiety levels were associated with higher teacher–student brain synchrony, which in turn negatively impacted students’ improvement in sentence complexity. This suggests that heightened anxiety may promote passive learning behaviors, leading students to rely more on their teacher and potentially hindering independent thought. Such dependence could limit language development by reducing active engagement and knowledge application. By integrating real‐time physiological and neuroimaging methods, this study advances our understanding of the neural mechanisms underlying effective language learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"356 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382193","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
Cross‐Linguistic Shareability of Word Recognition Skills Among Chinese‐Speaking English Learners: A Partial Least Squares Structural Equation Model 中文英语学习者词识别技能的跨语言可共享性：偏最小二乘结构方程模型
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-24 DOI: 10.1111/lang.70014
Xiaomeng Li, Keiko Koda
{"title":"Cross‐Linguistic Shareability of Word Recognition Skills Among Chinese‐Speaking English Learners: A Partial Least Squares Structural Equation Model","authors":"Xiaomeng Li, Keiko Koda","doi":"10.1111/lang.70014","DOIUrl":"https://doi.org/10.1111/lang.70014","url":null,"abstract":"This study examined the cross‐linguistic shareability of word recognition skills with a partial least squares structural equation model. A total of 199 Chinese‐speaking English learners were measured on their first (L1) and second language (L2) word form analysis skills (orthographic, phonological, and morphological processing skills) and L2 word recognition. The analysis demonstrated that (a) at the construct level, these L1 word form analysis skills systematically transferred to the corresponding L2 skills; (b) however, at the outcome level, their transfer to L2 word recognition differed: L1 phonological processing skills affected L2 word recognition directly and indirectly via L2 phonological processing skills, and L1 orthographic and morphological processing only indirectly affected L2 word recognition. We argued that there were fundamental differences in the cross‐linguistic shareability and thus transfer patterns across the word form analysis skills. These differences are crucial to our understanding of reading universals and L2 reading pedagogy.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"53 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382196","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 Text Readability and Processing Effort in Second Language Reading: Bayesian Analysis of Eye‐Tracking Data 第二语言阅读中的文本可读性和处理努力：眼动追踪数据的贝叶斯分析
IF 4.4 1区 文学
Language Learning Pub Date : 2025-10-24 DOI: 10.1111/lang.70011
Shingo Nahatame, Kazuhiro Yamaguchi
{"title":"Revisiting Text Readability and Processing Effort in Second Language Reading: Bayesian Analysis of Eye‐Tracking Data","authors":"Shingo Nahatame, Kazuhiro Yamaguchi","doi":"10.1111/lang.70011","DOIUrl":"https://doi.org/10.1111/lang.70011","url":null,"abstract":"Studies have explored the relationship between text readability and processing effort in second language (L2) reading—as evidenced by eye movements. However, these studies generally relied on short texts, raising concerns about the validity of the analyzed data. This study reexamined these relationships using open‐source eye‐tracking data from L2 English learners who read longer passages (those over 200 words). The passages were analyzed for different readability indices and various linguistic features, which were subsequently used to predict some passage‐level eye‐tracking measures. Bayesian analysis revealed that complex linguistic features, primarily lexical sophistication, play a significant role in predicting these measures. However, the benefits of using these features were not much greater than those of using readability indices or simple linguistic features, such as word and sentence length. This study concludes that simple linguistic features can be effective predictors of processing effort in L2 text reading, considering their interpretability and low computational cost.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"27 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397922","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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