Language Learning最新文献_第2页

Incorporating Co-occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment 二语发音与口语能力评估中言语不流畅的共同发生与操作化

IF 4.2 1区文学

Language Learning Pub Date : 2025-07-09 DOI: 10.1111/lang.12724

Xun Yan, Yulin Pan

{"title":"Incorporating Co-occurrence Into the Operationalization of Speech Disfluency for Second Language Pronunciation and Oral Proficiency Assessment","authors":"Xun Yan, Yulin Pan","doi":"10.1111/lang.12724","DOIUrl":"10.1111/lang.12724","url":null,"abstract":"Current L2 utterance fluency literature tends to operationalize disfluency as isolated, individual features. However, disfluency features often co-occur at one location or across multiple locations in one utterance. This study explores the co-occurrence of L2 disfluency features in a speech corpus from 71 L1 and L2 speakers of English across proficiency levels on an elicited imitation task and an oral listen-to-summarize task. We segmented each participant's speech into analysis of speech (AS) units (k = 2,704), extracted 2,972 individual disfluency chains based on 15 disfluency variables, and subjected them to principal components analysis and hierarchical-based K-means clustering analysis to identify disfluency co-occurrence patterns and speaker profiles across tasks. Results showed that different disfluency co-occurrences can be interpreted around various repair behaviors, and these repair behaviors also differ across tasks. Further analysis concerning the disfluency–proficiency relationship suggests that whereas some disfluency co-occurrences are meaningfully associated with proficiency, others might not be.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"242-278"},"PeriodicalIF":4.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144586311","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

Spontaneous Strategies Used During Novel Word Learning 新单词学习中的自发策略

IF 4.4 1区文学

Language Learning Pub Date : 2025-07-09 DOI: 10.1111/lang.12725

Matti Laine, Claudia Peñaloza, Tilda Eräste, Anton Kunnari, Antoni Rodríguez‐Fornells

{"title":"Spontaneous Strategies Used During Novel Word Learning","authors":"Matti Laine, Claudia Peñaloza, Tilda Eräste, Anton Kunnari, Antoni Rodríguez‐Fornells","doi":"10.1111/lang.12725","DOIUrl":"https://doi.org/10.1111/lang.12725","url":null,"abstract":"This online study examined spontaneous strategies of English‐speaking adults during associative word learning, the relationship of these strategies with learning outcomes and within‐task evolution of strategy use. Participants were to learn to name 14 object–pseudoword pairs across five successive encoding/recall blocks, followed by delayed recall 2 days later. Participants (n = 210) were randomized to learn novel object–pseudoword associations (n = 93) or familiar object–pseudoword associations (n = 117). Open‐ended strategy reports followed each block. The participants’ learning curves were similar in both conditions. Most participants in both groups (60–70%) reported strategy use, with some qualitative group differences in preferred strategy types. Manipulation strategies like creating associations were related to superior performance in the first learning blocks but did not predict better delayed recall. Strategic choices gradually stabilized during learning. Our results show the prevalence of associative strategies when adults learn new word–referent mappings and highlight the importance of strategy use in individual differences in the progress of learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"21 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594467","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 Role of Prosody in International Communication in English in Call Center Interactions 韵律在呼叫中心英语国际交流中的作用

IF 4.2 1区文学

Language Learning Pub Date : 2025-07-02 DOI: 10.1111/lang.12723

Lucy Pickering, Eric Friginal, Shigehito Menjo

引用次数: 0

Listening, Reading, or Both? Rethinking the Comprehension Benefits of Reading‐While‐Listening 听，读，还是两者都有？重新思考边听边读的理解益处

IF 4.4 1区文学

Language Learning Pub Date : 2025-06-12 DOI: 10.1111/lang.12721

Bronson Hui, Aline Godfroid

{"title":"Listening, Reading, or Both? Rethinking the Comprehension Benefits of Reading‐While‐Listening","authors":"Bronson Hui, Aline Godfroid","doi":"10.1111/lang.12721","DOIUrl":"https://doi.org/10.1111/lang.12721","url":null,"abstract":"The rising popularity of audiobooks in language learning has highlighted the need to understand their potential benefits in enhancing comprehension and the mechanisms driving these effects. In this registered report, we explored the hypothesis that reading‐while‐listening can enhance lower‐level decoding skills, in turn freeing up cognitive resources to support comprehension. In a within‐participant design, eighty‐six intermediate‐to‐advanced Chinese learners of English read, read and listened, and listened to different excerpts of a novel. Contrary to our preregistered hypotheses, participants comprehended the text less well when reading‐while‐listening than when reading it silently. Both reading conditions yielded better comprehension than listening‐only. Individual differences in segmentation skills and orthographic decoding supported comprehension but did not interact with the input condition in the way that theory would predict. These results confirm the importance of orthographic decoding and speech segmentation for comprehension, but they also point to gaps in theoretical understanding of reading‐while‐listening's presumed pedagogical advantages for comprehension.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"7 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290194","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

Roles of Domain-General Auditory Processing in Second Language Speech Learning Revisited: What Degree of Precision Makes a Difference? 领域-通用听觉加工在第二语言语音学习中的作用：精确度有多大？

IF 4.2 1区文学

Language Learning Pub Date : 2025-05-27 DOI: 10.1111/lang.12722

Kazuya Saito, Adam Tierney

{"title":"Roles of Domain-General Auditory Processing in Second Language Speech Learning Revisited: What Degree of Precision Makes a Difference?","authors":"Kazuya Saito, Adam Tierney","doi":"10.1111/lang.12722","DOIUrl":"https://doi.org/10.1111/lang.12722","url":null,"abstract":"This study expands on the practical application of the critical role of auditory processing in the rate of naturalistic L2 speech acquisition. In Study 1, the prosodic production of English by 46 Chinese college students was tracked over a five-month study abroad program in the UK. Learners with extensive L2 input opportunities demonstrated improvements in prosodic accuracy; however, those with pitch acuity below a certain threshold showed regression, potentially reinforcing L1 interference. To determine what percentage of participants fell below the auditory processing threshold determined in Study 1, Study 2 administered pitch processing tests to 400 Chinese college students learning English, all with normal hearing, and developed a provisional corpus to assess pitch acuity variation within this cohort. The comparison of findings from Studies 1 and 2 suggests that insufficient auditory precision hampers naturalistic L2 learning. Approximately the bottom 1.5 quartiles of the population (35%) may fall below this threshold. These learners could benefit from remedial strategies (e.g., explicit phonetic instruction, auditory training) to fully capitalize on their naturalistic L2 learning opportunities.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"97-138"},"PeriodicalIF":4.2,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910480","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

Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions 人工智能生成的反馈对第二语言可理解性的影响和感知的探索性干预研究

IF 4.2 1区文学

Language Learning Pub Date : 2025-05-15 DOI: 10.1111/lang.12719

Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin

{"title":"Artificial Intelligence-Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions","authors":"Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin","doi":"10.1111/lang.12719","DOIUrl":"10.1111/lang.12719","url":null,"abstract":"This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual-only feedback (n = 29), and no feedback (n = 31) in an online self-paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI-based pronunciation feedback are provided.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"204-241"},"PeriodicalIF":4.2,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066095","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

When Congruency Meets Figurativeness: Does Congruency Facilitation or Figurative Interference Persist in Second Language Collocational Processing? 当一致性满足比喻性：一致性促进还是比喻干扰在二语搭配加工中持续存在？

IF 4.4 1区文学

Language Learning Pub Date : 2025-05-14 DOI: 10.1111/lang.12720

Jinfang Shi, Yin Zhong

{"title":"When Congruency Meets Figurativeness: Does Congruency Facilitation or Figurative Interference Persist in Second Language Collocational Processing?","authors":"Jinfang Shi, Yin Zhong","doi":"10.1111/lang.12720","DOIUrl":"https://doi.org/10.1111/lang.12720","url":null,"abstract":"The present study investigates whether congruency facilitation and figurative interference—two counteractive effects—persist in L2 collocational processing when both congruency and figurativeness are present. A primed lexical decision task was administered to 44 L1‐Chinese L2‐English learners and 40 L1‐English speakers to assess response times for figurative congruent collocations, along with their matched literal congruent and figurative incongruent collocations. Results showed that while collocational priming was absent, both congruency facilitation and figurative interference emerged, with their effects modulated by L2 proficiency. Specifically, in low‐proficiency learners, congruency facilitation appeared to outweigh figurative interference, whereas in high‐proficiency learners, figurative interference became more pronounced as L1‐based facilitation was suppressed. These findings suggest that L2 learners initially rely on their activated L1 semantic network but gradually shift toward developing L2 collocational representations as proficiency increases, though these representations may remain weak and insufficient to facilitate collocate access.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"29 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143979405","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 Lexical Frequency in Predictive Processing: Higher Frequency Boosts First Language Speed and Facilitates Second Language Prediction 词汇频率对预测加工的影响：高频率提高第一语言速度，促进第二语言预测

IF 4.4 1区文学

Language Learning Pub Date : 2025-04-30 DOI: 10.1111/lang.12718

Haerim Hwang, Kitaek Kim

引用次数: 0

Contrasting Fixed‐ and Mixed‐Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020) 词汇研究中的固定效应和混合效应模型对比：再分析Laufer（2024）和McLean et al. （2020）

IF 4.4 1区文学

Language Learning Pub Date : 2025-04-22 DOI: 10.1111/lang.12715

Christopher Nicklin, Stuart McLean, Joseph P. Vitta

引用次数: 0

Instructed Second Language Acquisition and Second Language Pronunciation 指导第二语言习得和第二语言发音

IF 4.2 1区文学

Language Learning Pub Date : 2025-04-18 DOI: 10.1111/lang.12716

Dustin Crowther, Shawn Loewen

{"title":"Instructed Second Language Acquisition and Second Language Pronunciation","authors":"Dustin Crowther, Shawn Loewen","doi":"10.1111/lang.12716","DOIUrl":"10.1111/lang.12716","url":null,"abstract":"Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effectively promotes pronunciation development, (b) the types of instruction that may be more effective than others, and (c) the elements of pronunciation that may be more amenable to instruction than others. In the current paper, we first provide a state-of-the-art review of existing L2 pronunciation-based ISLA research. We next highlight avenues of future research we believe will benefit our understanding of the interaction between instructional approaches and L2 pronunciation development. Finally, in support of calls for increased research-pedagogy dialogue, we provide a set of research-informed teaching tips for L2 pronunciation instructors to consider.A one-page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis-database.org.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 S1","pages":"30-54"},"PeriodicalIF":4.2,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143849628","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