Language Learning最新文献_第2页

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 4.4 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, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher","doi":"10.1111/lang.12674","DOIUrl":"https://doi.org/10.1111/lang.12674","url":null,"abstract":"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.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","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":null,"pages":null},"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":null,"pages":null},"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

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

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 (secretaries of the professor who is/naps at home)—via either a copula (e.g., is), which should be processed rapidly (copula group; n = 48), or a lexical verb (e.g., naps), which should be processed more slowly (lexical group; n = 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":null,"pages":null},"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

“That Was a Good One”: Talking About Irony in Study Abroad "这是个好主意"：谈留学中的讽刺

IF 4.4 1区文学

Language Learning Pub Date : 2024-09-12 DOI: 10.1111/lang.12673

Rachel L. Shively

引用次数: 0

Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project 模拟两岁幼儿非词重复能力与词汇量增长之间的关系：来自语言 0-5 项目的证据

IF 4.4 1区文学

Language Learning Pub Date : 2024-09-11 DOI: 10.1111/lang.12671

Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter

{"title":"Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project","authors":"Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter","doi":"10.1111/lang.12671","DOIUrl":"https://doi.org/10.1111/lang.12671","url":null,"abstract":"A strong predictor of children's language is performance on non‐word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A complicating factor is that most studies focus on school‐aged children, who have already mastered key language skills. Here, we present a new NWR task for English‐learning 2‐year‐olds, use it to assess the effect of NWR performance on concurrent and later vocabulary development, and compare the children's performance with that of an experience‐based computational model (CLASSIC). The new NWR task produced reliable results; replicating wordlikeness effects, word‐length effects, and the relationship with concurrent and later language ability we see in older children. The model also simulated all effects, suggesting that the relationship between vocabulary and NWR performance can be explained by language experience‐/knowledge‐based theories.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171266","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

Mixed‐Effects Modeling with a Multinomial Dependent Variable 多变量混合效应模型

IF 4.4 1区文学

Language Learning Pub Date : 2024-08-26 DOI: 10.1111/lang.12667

Aarnes Gudmestad, Thomas A. Metzger

引用次数: 0

Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words 陈述性和自动化语音词汇知识：第二语言词汇的识别、回忆、词义判断和以听力为重点的就业能力

IF 4.4 1区文学

Language Learning Pub Date : 2024-08-21 DOI: 10.1111/lang.12668

Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida

{"title":"Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words","authors":"Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida","doi":"10.1111/lang.12668","DOIUrl":"https://doi.org/10.1111/lang.12668","url":null,"abstract":"This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021865","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