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Optionality, Complexity, Difficulty: The Next Step: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 选择性、复杂性、难度:下一步:关于 "第二语言习得中的复杂性和难度:理论与方法概述
IF 4.4 1区 文学
Language Learning Pub Date : 2024-10-21 DOI: 10.1111/lang.12692
Benedikt Szmrecsanyi, Tanguy Dubois
{"title":"Optionality, Complexity, Difficulty: The Next Step: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”","authors":"Benedikt Szmrecsanyi, Tanguy Dubois","doi":"10.1111/lang.12692","DOIUrl":"https://doi.org/10.1111/lang.12692","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"33 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486783","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
Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension 任务指令对第二语言句子理解过程中预测性眼动和单词识别的影响
IF 4.4 1区 文学
Language Learning Pub Date : 2024-10-18 DOI: 10.1111/lang.12684
Aine Ito
{"title":"Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension","authors":"Aine Ito","doi":"10.1111/lang.12684","DOIUrl":"https://doi.org/10.1111/lang.12684","url":null,"abstract":"This study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like <jats:italic>The woman … will read/buy one of the newspapers</jats:italic> while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (<jats:italic>read</jats:italic>) or unpredictable (<jats:italic>buy</jats:italic>) from the verb meaning. Participants looked at the target longer and were quicker to move the mouse to it when instructed to predict sentence continuation than when they were merely instructed to comprehend sentences. This result held true both when the target was predictable and unpredictable. Furthermore, only when instructed to predict did the participants make more clicking errors when the target was unpredictable than predictable, which suggested that encouraging prediction can interfere with word recognition accuracy in unpredictable contexts due to reduced cognitive resources or failed predictions.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"12 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142449425","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 Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study 任务重复对通过视频授课任务处理和习得专业词汇的影响:混合方法研究
IF 4.4 1区 文学
Language Learning Pub Date : 2024-10-15 DOI: 10.1111/lang.12679
Danni Shi, Andrea Révész, Ana Pellicer‐Sánchez
{"title":"The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study","authors":"Danni Shi, Andrea Révész, Ana Pellicer‐Sánchez","doi":"10.1111/lang.12679","DOIUrl":"https://doi.org/10.1111/lang.12679","url":null,"abstract":"This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"7 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440154","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
Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage-Based Perspective Sojourner 日记中整体公式性、公式序列和词汇复杂性的纵向发展:基于动态用法的视角
IF 3.5 1区 文学
Language Learning Pub Date : 2024-09-27 DOI: 10.1111/lang.12680
Zeynep Köylü, Nurullah Eryılmaz, Carmen Pérez-Vidal, Marjolijn Verspoor, Hana Gustafsson
{"title":"Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage-Based Perspective","authors":"Zeynep Köylü,&nbsp;Nurullah Eryılmaz,&nbsp;Carmen Pérez-Vidal,&nbsp;Marjolijn Verspoor,&nbsp;Hana Gustafsson","doi":"10.1111/lang.12680","DOIUrl":"10.1111/lang.12680","url":null,"abstract":"<p>Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb–argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical measures. This study traces the development of these constructs over time in written diary texts of 26 Catalan/Spanish bilingual sojourners in an Anglophone country during study abroad. It adopts a dynamic usage-based perspective, underlining the importance of frequency of exposure and individual variability in developmental trajectories. Generalized additive mixed model analyses, which take individual nonlinear behavior into account, showed significant gains toward holistic formulaicity, but not in use of formulaic sequences nor in lexical complexity measures. We argue that at advanced stages some measures may have reached ceiling, but that sojourners may still progress in becoming more finely attuned to the conventionalized ways of saying things in the speech community.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S2","pages":"116-147"},"PeriodicalIF":3.5,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328991","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}
引用次数: 0
Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development 海外留学生在不同语言环境中的社会接触及其与英语使用和发展的关系
IF 3.5 1区 文学
Language Learning Pub Date : 2024-09-25 DOI: 10.1111/lang.12674
Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher
{"title":"Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development","authors":"Sybille Heinzmann,&nbsp;Robert Hilbe,&nbsp;Kristina Ehrsam,&nbsp;Lukas Bleichenbacher","doi":"10.1111/lang.12674","DOIUrl":"10.1111/lang.12674","url":null,"abstract":"<p>Our contribution draws on quantitative data from a longitudinal mixed-methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires pre, during, and post sojourn. English oral proficiency gains were measured using the Oral Proficiency Interview by Computer (OPIc) test before and after the stay. Latent profile analysis yielded four profiles of social contacts, which differed in terms of the degree of integration into the community of locals or international students. Students with distinct profiles differ significantly with respect to language use but not in terms of language gains. Regression analyses indicate that comparable progress in oral proficiency was made by students across profiles of social contacts and also by those in an English as a lingua franca (ELF) context suggesting that different SA context and networking patterns are conducive to second language (L2) gains.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S2","pages":"24-57"},"PeriodicalIF":3.5,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321541","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}
引用次数: 0
Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability 通过语音训练让儿童学习非母语元音对比:任务和可变性的作用
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-25 DOI: 10.1111/lang.12677
Gwen Brekelmans, Bronwen G. Evans, Elizabeth Wonnacott
{"title":"Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability","authors":"Gwen Brekelmans, Bronwen G. Evans, Elizabeth Wonnacott","doi":"10.1111/lang.12677","DOIUrl":"https://doi.org/10.1111/lang.12677","url":null,"abstract":"Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized phonetic training for 50 Dutch 7‐year‐olds and 39 11‐year‐olds trained on English vowel contrasts in a 2‐week study in a classroom setting. Half received multitalker, and half received single‐talker input (i.e., high variability vs. low variability; HV vs. LV), with learning evaluated by a battery of tests. Both groups improved in training; however, 11‐year‐olds improved more. Moreover, 11‐year‐olds showed generalization to novel talkers, and 7‐year‐olds did not, with Bayes factor analyses providing evidence for the null. Generalisation in 11‐year‐olds was no greater following HV than LV input, with evidence for the null on one of two tasks where generalization was found. Results are discussed in terms of the interplay between age, task demands, and talker variability.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"17 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321809","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
Lexico‐Semantic Attrition of Native Language: Evidence From Russian–Hebrew Bilinguals 母语的词汇-语义损耗:俄语-希伯来语双语者的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-19 DOI: 10.1111/lang.12678
Federico Gallo, Beatriz Bermúdez‐Margaretto, Anastasia Malyshevskaya, Yury Shtyrov, Hamutal Kreiner, Mikhail Pokhoday, Anna Petrova, Andriy Myachykov
{"title":"Lexico‐Semantic Attrition of Native Language: Evidence From Russian–Hebrew Bilinguals","authors":"Federico Gallo, Beatriz Bermúdez‐Margaretto, Anastasia Malyshevskaya, Yury Shtyrov, Hamutal Kreiner, Mikhail Pokhoday, Anna Petrova, Andriy Myachykov","doi":"10.1111/lang.12678","DOIUrl":"https://doi.org/10.1111/lang.12678","url":null,"abstract":"Native language (L1) attrition is ubiquitous in modern globalized society, but its cognitive/psycholinguistic mechanisms are poorly understood. We investigated lexico‐semantic L1 attrition in L1 Russian immigrants in Israel, who predominantly use their second language (L2), Hebrew, in daily life. We included Russian monolinguals as a control group. We tested two potential causal mechanisms of attrition: L2 interference versus L1 disuse. Participants completed a fill‐the‐gap task in two conditions: accuracy (producing one exactly matching word) and scope (providing as many synonyms as possible). We expected L2 interference and L1 disuse to lead to the differential reduction of accuracy and scope features, respectively. Lower scores for attriters emerged in the accuracy but not in the scope condition. Moreover, attitude towards L1 influenced attriters’ accuracy—but not scope—performance, with higher L1 preference predicting higher accuracy. We provide evidence for lexico‐semantic attrition in adult immigrants, pointing to L2 interference as the primary cause of impaired lexical retrieval.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"11 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306399","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
Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis 第二语言句子理解中句法统一的神经证据:时间频率分析
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-19 DOI: 10.1111/lang.12676
Yoonsang Song, Yu Li, Patrick C. M. Wong
{"title":"Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis","authors":"Yoonsang Song, Yu Li, Patrick C. M. Wong","doi":"10.1111/lang.12676","DOIUrl":"https://doi.org/10.1111/lang.12676","url":null,"abstract":"This study investigates whether syntactic unification occurs during online L2 sentence comprehension using time‐frequency analysis. We measured the oscillatory power changes in native English speakers and L1‐Cantonese L2‐English speakers while they were reading well‐formed English sentences, syntactically intact nonsense sentences, and random word lists. Additionally, we conducted traditional ERP analyses to test L2 speakers’ sensitivity to NP‐internal number (dis)agreement. The results show that low‐beta power significantly increased in the L2 group when reading not only well‐formed sentences but also nonsense sentences, replicating the pattern found in the L1 group. This suggests that syntactic unification occurs in L2 comprehension as reliably as in L1 comprehension. However, L2 speakers did not show increased positivity for NP‐internal number disagreement, indicating that they have not developed native‐like sensitivity to this syntactic error. The implications of these time‐frequency and ERP data for L2 sentence processing and syntactic development are discussed.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"25 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306396","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
Order Effects in Second Language Learning 第二语言学习中的顺序效应
IF 4.4 1区 文学
Language Learning Pub Date : 2024-09-17 DOI: 10.1111/lang.12675
Laurence Romain, Petar Milin, Dagmar Divjak
{"title":"Order Effects in Second Language Learning","authors":"Laurence Romain, Petar Milin, Dagmar Divjak","doi":"10.1111/lang.12675","DOIUrl":"https://doi.org/10.1111/lang.12675","url":null,"abstract":"We explore how general principles of learning apply to and combine with usage‐based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects of order of exposure to the input remain understudied. In this study, we tested whether order of exposure to information in the L2 plays a role in L2 learning and whether an optimal order where the most reliable cues are introduced first ensures that foreign language learners are better equipped to form representations that allow flexible, yet accurate generalisations. We analysed data collected through a training study that teaches the English article system to first language (L1) speakers whose language does not have markers of definiteness.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"3 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236761","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
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":"2 1","pages":""},"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
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