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Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta‐Analysis 深入探讨语言流利度与第二语言熟练程度之间的关系：一项元分析
IF 4.4 1区 文学
Language Learning Pub Date : 2025-01-13 DOI: 10.1111/lang.12701
Xun Yan, Yuyun Lei, Yulin Pan
{"title":"Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta‐Analysis","authors":"Xun Yan, Yuyun Lei, Yulin Pan","doi":"10.1111/lang.12701","DOIUrl":"https://doi.org/10.1111/lang.12701","url":null,"abstract":"Abundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta‐analysis employed a multilevel modeling approach to synthesize fluency–proficiency relationships from 71 empirical studies from 1959–2023. Additionally, we examined several moderator variables, including task type, learning context, age, and proficiency measure. The correlations found were strongly positive for <jats:italic>speed</jats:italic> (<jats:italic>r</jats:italic> = .55), moderately positive for <jats:italic>productivity</jats:italic> (<jats:italic>r</jats:italic> = .38), moderately negative for <jats:italic>breakdown</jats:italic> (<jats:italic>r</jats:italic> = −.33), and weakly negative for <jats:italic>repair</jats:italic> (<jats:italic>r</jats:italic> = −.11). Moderator analyses revealed that task, learning context, and proficiency measure influence fluency–proficiency relationships in the repair, productivity, and speed dimensions, respectively. Post hoc analyses also suggested that the operationalization of breakdown features might make a difference in fluency–proficiency relationships. This study has both theoretical and methodological implications for second language fluency research.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"42 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142968185","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
Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom 附带非言语听觉学习在外语课堂中为语音、类别和单词学习架起了桥梁
IF 4.4 1区 文学
Language Learning Pub Date : 2025-01-11 DOI: 10.1111/lang.12700
Seth Wiener, Timothy K. Murphy, Lori L. Holt
{"title":"Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom","authors":"Seth Wiener, Timothy K. Murphy, Lori L. Holt","doi":"10.1111/lang.12700","DOIUrl":"https://doi.org/10.1111/lang.12700","url":null,"abstract":"There is considerable lab‐based evidence for successful incidental learning, in which a learner's attention is directed away from the to‐be‐learned stimulus and towards another stimulus. In this study, we extend incidental learning research into the language learning classroom. Three groups of adult second language (L2) learners (<jats:italic>N</jats:italic> = 52) engaged in structured classroom Mandarin learning took part in an 8‐week study. One group served as a classroom‐only control group. The second group underwent additional intentional auditory training involving Mandarin speech and explicit feedback. The third group underwent additional incidental learning combined with nonspeech “perceptual building block” categories—categories that share critical perceptual dimensions with target L2 speech categories but that are not perceived as speech. We demonstrate that when supplemented with structured classroom learning, incidental learning involving nonspeech analogs promotes phonetic, category, and word learning equivalent to learning from more traditional intentional auditory training.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"4 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967744","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
Meaning‐Inferencing Versus Meaning‐Given Procedures: The Case of Idioms 意义推理与意义给定程序：习语的案例
IF 4.4 1区 文学
Language Learning Pub Date : 2025-01-09 DOI: 10.1111/lang.12702
Frank Boers, Xi Yu, Xiaofei Wang
{"title":"Meaning‐Inferencing Versus Meaning‐Given Procedures: The Case of Idioms","authors":"Frank Boers, Xi Yu, Xiaofei Wang","doi":"10.1111/lang.12702","DOIUrl":"https://doi.org/10.1111/lang.12702","url":null,"abstract":"Inferring the meaning of words and then verifying one's interpretations is widely believed to create relatively strong memories of the items. According to the available research, it is when the inferences are accurate that the learning outcomes are the most promising. The present study extends this inquiry to idioms. Fifty‐six ESL learners were presented with 21 English idioms (e.g., <jats:italic>toe the line</jats:italic>) in brief contexts and they were either prompted to infer the meaning of each idiom or they were given the meaning directly. After each inferencing attempt, the correct meaning was given as feedback. This initial learning stage was followed in the same session by a meaning‐recall task where the learners were again given the correct meanings as feedback. The results of a posttest administered one week later indicate that prompting learners to make inferences is beneficial compared to directly giving the meanings on condition that the inferencing was successful.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"118 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142939781","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
Dialect‐Specific Modes Influence Second Language Production: Evidence From Bidialectal Shanghai–Mandarin Chinese Learners of English Within the Second Language Linguistic Perception Model 方言特定模式影响第二语言产生：来自上海-普通话双方言英语学习者在第二语言感知模型中的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2025-01-06 DOI: 10.1111/lang.12699
Xiaoluan Liu, Lan Bai, Paola Escudero
{"title":"Dialect‐Specific Modes Influence Second Language Production: Evidence From Bidialectal Shanghai–Mandarin Chinese Learners of English Within the Second Language Linguistic Perception Model","authors":"Xiaoluan Liu, Lan Bai, Paola Escudero","doi":"10.1111/lang.12699","DOIUrl":"https://doi.org/10.1111/lang.12699","url":null,"abstract":"The present study investigates the impact of bidialectalism on L2 production, focusing on the role of dialect modes. Shanghai–Mandarin Chinese bidialectal speakers were recruited to produce second language (L2) English vowels under the influence of either Shanghai or Mandarin Chinese mode. Results showed that in the Shanghai mode, participants’ English vowel production closely resembled that of native English speakers. Notably, Shanghai Chinese significantly influenced English vowel production in the Shanghai mode, and Mandarin Chinese had a strong impact on English vowel production in the Mandarin mode. This highlights that each first language (L1) dialect—that is, the activated dialect mode—significantly influences L2 English vowel production. The present study reveals that bidialectal speakers have differential L2 production performance depending on the L1 dialect mode that they activate. These results are interpreted within the framework of the second language linguistic perception (L2LP) model, contributing to the theoretical understanding of how L1 dialect modes influence L2 acquisition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"13 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935042","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 Forest and the Trees: Investigating Groups and Individuals in Longitudinal Second Language English Speaking Development 森林与树木：调查第二语言英语口语纵向发展中的群体与个人
IF 4.4 1区 文学
Language Learning Pub Date : 2024-12-13 DOI: 10.1111/lang.12698
Vanessa De Wilde, Wander Lowie
{"title":"The Forest and the Trees: Investigating Groups and Individuals in Longitudinal Second Language English Speaking Development","authors":"Vanessa De Wilde, Wander Lowie","doi":"10.1111/lang.12698","DOIUrl":"https://doi.org/10.1111/lang.12698","url":null,"abstract":"Studies looking into second language development have shown that findings about a group of learners cannot be transferred to individual learners. In this study, we explored ways to meaningfully group individuals starting from the data and investigated whether this grouping can give extra information about learning trajectories that goes beyond the individual learner. We followed 61 learners for 10 months, collected information about various individual difference variables at the start of the study, and investigated speaking development by collecting data on a weekly basis. We investigated whether it was possible to discern learner types through cluster analysis starting from five individual difference variables. This resulted in three learner types that differ from each other in their speaking development. Within each learner type, there are differences but also clear similarities across learners. The study shows that adopting a person‐centered approach to grouping learners can contribute to uncovering patterns in learners’ development.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"17 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820759","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
Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis 通过字幕观看附带词汇习得：一项元分析
IF 4.4 1区 文学
Language Learning Pub Date : 2024-12-10 DOI: 10.1111/lang.12697
Satsuki Kurokawa, Aung Myo Hein, Takumi Uchihara
{"title":"Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis","authors":"Satsuki Kurokawa, Aung Myo Hein, Takumi Uchihara","doi":"10.1111/lang.12697","DOIUrl":"https://doi.org/10.1111/lang.12697","url":null,"abstract":"Second language (L2) viewing with captions (i.e., L2 on‐screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta‐analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary studies (i.e., independent experiments), we fitted a multilevel meta‐analysis model with restricted maximum likelihood estimation to calculate the overall effect size based on a standardized mean difference of gain scores between captioned viewing and uncaptioned viewing groups. The results showed a medium effect of captioning on L2 vocabulary learning, <jats:italic>g</jats:italic> = 0.56, <jats:italic>p</jats:italic> &lt;.001. Moderator analysis indicated moderating effects of instructional level, target audience of video materials, and administration of vocabulary pretest. These results are discussed with the aim of guiding future research and language learning through viewing.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"61 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804607","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
Complexity Is a “Markedly Complex Idea”—But How Complex Should It Be to Serve as a Useful Construct in Second Language Research?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 复杂性是一个“明显复杂的概念”——但在第二语言研究中，作为一个有用的结构应该有多复杂？《第二语言习得的复杂性与难度：理论与方法综述》述评
IF 4.4 1区 文学
Language Learning Pub Date : 2024-12-03 DOI: 10.1111/lang.12696
Magali Paquot
{"title":"Complexity Is a “Markedly Complex Idea”—But How Complex Should It Be to Serve as a Useful Construct in Second Language Research?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”","authors":"Magali Paquot","doi":"10.1111/lang.12696","DOIUrl":"https://doi.org/10.1111/lang.12696","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"37 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142763355","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
Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad: A Longitudinal Investigation Using Dynamic Computational Social Network Analysis 留学期间同伴互动动态与第二语言学习轨迹：利用动态计算社交网络分析进行纵向调查
IF 3.5 1区 文学
Language Learning Pub Date : 2024-11-06 DOI: 10.1111/lang.12681
Michał B. Paradowski, Nicole Whitby, Michał Czuba, Piotr Bródka
{"title":"Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad: A Longitudinal Investigation Using Dynamic Computational Social Network Analysis","authors":"Michał B. Paradowski,&nbsp;Nicole Whitby,&nbsp;Michał Czuba,&nbsp;Piotr Bródka","doi":"10.1111/lang.12681","DOIUrl":"10.1111/lang.12681","url":null,"abstract":"<p>Using computational Social Network Analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on the second language (L2) gains of a complete cohort of 41 U.S. sojourners enrolled in a 3-month intensive study-abroad Arabic program in Jordan. Unlike extant research, our study focuses on students’ interactions with alma mater classmates, reconstructing their complete network, tracing the impact of individual students’ positions in the social graph using centrality metrics, and incorporating a developmental perspective with three measurement points. Objective proficiency gains were influenced by predeparture proficiency (negatively), multilingualism, perceived integration of the peer learner group (negatively), and the number of fellow learners speaking to the student. Analyses reveal relatively stable same-gender cliques, but with changes in the patterns and strength of interaction. We also discuss interesting divergent trajectories of centrality metrics, L2 use, and progress; predictors of self-perceived progress across skills; and the interplay of context and gender.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S2","pages":"58-115"},"PeriodicalIF":3.5,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594705","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 Interplay of Complexity, Genre, and Second Language Proficiency: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 复杂性、体裁与第二语言能力的相互作用：评 "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 : 2024-11-05 DOI: 10.1111/lang.12685
Sachiko Yasuda
{"title":"The Interplay of Complexity, Genre, and Second Language Proficiency: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”","authors":"Sachiko Yasuda","doi":"10.1111/lang.12685","DOIUrl":"https://doi.org/10.1111/lang.12685","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"243 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142588708","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
Classroom Instruction During Study Abroad: A Comparative Exploration of Chinese Second Language Acquisition 留学期间的课堂教学：汉语第二语言习得的比较研究
IF 3.5 1区 文学
Language Learning Pub Date : 2024-11-05 DOI: 10.1111/lang.12693
Junming Chen, Martin Howard
{"title":"Classroom Instruction During Study Abroad: A Comparative Exploration of Chinese Second Language Acquisition","authors":"Junming Chen,&nbsp;Martin Howard","doi":"10.1111/lang.12693","DOIUrl":"https://doi.org/10.1111/lang.12693","url":null,"abstract":"<p>Exploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task-based language teaching and a comparison group following a traditional approach at two proficiency levels. Spoken task data are analyzed within the framework of complexity, accuracy, and fluency. Quantitative findings point to enhanced linguistic development on the various measures used over the course of instruction abroad across the groups irrespective of instructional treatment and proficiency level. However, relative differences between the two groups point to an advantage of task-based learning in a study-abroad context. The findings are discussed in relation to the insights they allow into the role of different instructional treatments during study abroad, along with some directions for future research.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S2","pages":"148-176"},"PeriodicalIF":3.5,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142674006","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
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