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Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability 第二语言写作中任务重复效果的建模：研究个体间和个体内的差异性
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-14 DOI: 10.1111/lang.12670
Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami
{"title":"Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability","authors":"Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami","doi":"10.1111/lang.12670","DOIUrl":"https://doi.org/10.1111/lang.12670","url":null,"abstract":"In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (<jats:italic>T</jats:italic> = 7). Intermediate‐level Saudi learners of English (<jats:italic>N</jats:italic> = 93) performed a written task biweekly over the course of a whole semester. To control for text type, mode and tenor were fixed at each data elicitation moment, but field was varied in these writing tasks to keep learners engaged. Using Bayesian generalized additive mixed models and mixed location‐scale models, we analyzed specific ways that groups and individuals changed across time over the course of each task iteration and in relation to previous points. Our results showed that learners’ task performance demonstrated nonlinearity, stability, and variability with meaningfully different effects on individual and group‐level development over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986235","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
Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines 报告第二语言习得和二语习得中的眼动跟踪研究：综述与特定领域指南
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-06 DOI: 10.1111/lang.12664
Aline Godfroid, Brittany Finch, Joanne Koh
{"title":"Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines","authors":"Aline Godfroid, Brittany Finch, Joanne Koh","doi":"10.1111/lang.12664","DOIUrl":"https://doi.org/10.1111/lang.12664","url":null,"abstract":"Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects of reporting, such as descriptions of auxiliary assumptions, equipment, and setup, were consistently implemented, we found significant variation and sometimes complete omission of crucial details surrounding aspects of data quality and of data preprocessing and cleaning. This lack of information hinders the evaluation of methodological rigor and overall study quality of eye‐tracking research. We propose a set of field‐specific reporting guidelines in the form of a checklist to improve the quality of data collected and contribute to the larger goal of advancing the replication and reproducibility of eye‐tracking research in SLA and bilingualism.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899398","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
Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users 教学结束后第二语言的流失是否不可避免？对高级第二语言使用者的纵向探索性研究
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-05 DOI: 10.1111/lang.12665
Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell
{"title":"Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users","authors":"Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell","doi":"10.1111/lang.12665","DOIUrl":"https://doi.org/10.1111/lang.12665","url":null,"abstract":"Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (<jats:italic>n</jats:italic> = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141895272","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 Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition 同声传译和语言距离在同步双语儿童高效词汇习得中的作用
IF 4.4 1区 文学
Language Learning Pub Date : 2024-08-03 DOI: 10.1111/lang.12666
Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth
{"title":"The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition","authors":"Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth","doi":"10.1111/lang.12666","DOIUrl":"https://doi.org/10.1111/lang.12666","url":null,"abstract":"This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word‐level similarities and language‐level similarities, while also exploring the role of individual‐level variation in age, exposure, and nontarget language proficiency. Children simultaneously acquiring two closely related languages (<jats:italic>n</jats:italic> = 203) or two more distant languages (<jats:italic>n</jats:italic> = 109) performed extended versions of the LITMUS Cross‐Linguistic Lexical Task (Haman et al., 2015), a productive vocabulary test with words varying in their phonological similarity to their translation equivalents. Children speaking closely related languages obtained higher vocabulary scores than children speaking more distant languages, who showed a stronger positive effect of phonological similarity. The effect of language distance on vocabulary was not solely driven by the presence of (near‐)identical cognates in the test. These findings show that similarities beyond specific test items and/or beyond the phonological level play a role in vocabulary acquisition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887412","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
Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian 心目中的搭配：调查意大利语第二语言使用者的搭配引物
IF 4.4 1区 文学
Language Learning Pub Date : 2024-07-31 DOI: 10.1111/lang.12663
Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci
{"title":"Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian","authors":"Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci","doi":"10.1111/lang.12663","DOIUrl":"https://doi.org/10.1111/lang.12663","url":null,"abstract":"Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study, we sought to investigate this phenomenon in L1 and L2 speakers of Italian. We used a lexical decision task to explore collocational priming in verb–noun and noun–adjective collocations differing in frequency and collocational strength. Both L1 and L2 speakers were found sensitive to the frequency of collocations. Importantly, exposure to L2 Italian was found to play a role. The results suggest that collocational priming occurs both in L1 and L2 speakers, and that the mechanisms associated with collocation processing and representation in L1 and L2 speakers may be comparable.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862352","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
Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language 作为主要语言和遗产语言的西班牙语中的形态标记和性别一致处理的时间动态
IF 4.4 1区 文学
Language Learning Pub Date : 2024-07-29 DOI: 10.1111/lang.12662
Gregory D. Keating
{"title":"Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language","authors":"Gregory D. Keating","doi":"10.1111/lang.12662","DOIUrl":"https://doi.org/10.1111/lang.12662","url":null,"abstract":"For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye‐tracking data from Keating's (2022) study on the processing of noun‐adjective gender agreement in speakers of Spanish as a majority and a heritage language. Pairwise comparisons by noun class showed that both groups displayed sensitivity to gender violations with masculine nouns earlier in the time course of agreement processing than they did to violations with feminine nouns, although sensitivity to errors with both classes emerged later for heritage speakers. The time course advantage for detecting gender violations with masculine nouns disappeared when a word occurred between nouns and adjectives. In sum, the native Spanish parser utilizes markedness information during online computation of gender agreement dependencies, even when exposure to native language input is significantly reduced.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794574","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
Syntactic Adaptation and Word Learning in 3‐ to 4‐Year‐Olds 3 至 4 岁儿童的句法适应和单词学习
IF 4.4 1区 文学
Language Learning Pub Date : 2024-07-24 DOI: 10.1111/lang.12661
Yukun Yu, Naomi Havron, Cynthia Fisher
{"title":"Syntactic Adaptation and Word Learning in 3‐ to 4‐Year‐Olds","authors":"Yukun Yu, Naomi Havron, Cynthia Fisher","doi":"10.1111/lang.12661","DOIUrl":"https://doi.org/10.1111/lang.12661","url":null,"abstract":"In a recent study, preschoolers adapted their syntactic expectations about a familiar phrase in French; this adaptation affected later word learning. In two experiments, we probed the generality of this finding by replicating the experiment and extending it to a different expression in English. We examined the ambiguous phrase <jats:italic>the baby</jats:italic>, which can be followed by nouns (<jats:italic>the baby monkeys</jats:italic>) or verbs (<jats:italic>the baby sleeps</jats:italic>). In induction trials, <jats:italic>the baby</jats:italic> consistently preceded either familiar nouns (noun condition) or verbs (verb condition). In later novel‐word trials, children in the verb condition were more likely to interpret novel words following <jats:italic>the baby</jats:italic> (<jats:italic>The baby gorps!</jats:italic>) as verbs than were children in the noun condition. In Experiment 2, a modified design isolated the effect of experience with the critical phrase from possible effects of task structure, and an added baseline condition showed the adaptation effect to be asymmetrical, suggesting frequency or surprisal effects on adaptation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755153","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
Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences 学习不可接受性：反复接触可接受句子可提高成人学习者对不可接受句子的识别能力
IF 4.4 1区 文学
Language Learning Pub Date : 2024-06-21 DOI: 10.1111/lang.12660
Karina Tachihara, Adele E. Goldberg
{"title":"Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences","authors":"Karina Tachihara, Adele E. Goldberg","doi":"10.1111/lang.12660","DOIUrl":"https://doi.org/10.1111/lang.12660","url":null,"abstract":"Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult learners. We report a preregistered study that provided undergraduates in Spanish classes with three days of exposure to conventional Spanish sentences without feedback. Judgment data reveal a significant effect of statistical preemption, particularly on intermediate learners, as predicted: Repeatedly witnessing conventional sentences led learners to subsequently judge as significantly lower the corresponding unconventional formulations in comparison to unrelated unconventional sentences. Current findings indicate that adult learners can take advantage of statistical preemption to learn the unacceptability of unconventional sentences from repeated exposure to acceptable alternatives, without explicit instruction or feedback.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448155","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
Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents 交错练习的不良难度：初始阻断练习对低成绩青少年陈述性知识发展的重要性
IF 4.4 1区 文学
Language Learning Pub Date : 2024-06-04 DOI: 10.1111/lang.12659
Hyun-Bin Hwang
{"title":"Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents","authors":"Hyun-Bin Hwang","doi":"10.1111/lang.12659","DOIUrl":"https://doi.org/10.1111/lang.12659","url":null,"abstract":"This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387686","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
Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networks 语言符号支持具体概念的形成，但也能促成抽象概念的形成：来自大脑约束深度神经网络的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-19 DOI: 10.1111/lang.12646
Fynn R. Dobler, Malte R. Henningsen-Schomers, Friedemann Pulvermüller
{"title":"Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networks","authors":"Fynn R. Dobler,&nbsp;Malte R. Henningsen-Schomers,&nbsp;Friedemann Pulvermüller","doi":"10.1111/lang.12646","DOIUrl":"10.1111/lang.12646","url":null,"abstract":"<p>Concrete symbols (e.g., <i>sun</i>, <i>run</i>) can be learned in the context of objects and actions, thereby grounding their meaning in the world. However, it is controversial whether a comparable avenue to semantic learning exists for abstract symbols (e.g., <i>democracy</i>). When we simulated the putative brain mechanisms of conceptual/semantic grounding using brain-constrained deep neural networks, the learning of instances of concrete concepts outside of language contexts led to robust neural circuits generating substantial and prolonged activations. In contrast, the learning of instances of abstract concepts yielded much reduced and only short-lived activity. Crucially, when conceptual instances were learned in the context of wordforms, circuit activations became robust and long-lasting for both concrete and abstract meanings. These results indicate that, although the neural correlates of concrete conceptual representations can be built from grounding experiences alone, abstract concept formation at the neurobiological level is enabled by and requires the correlated presence of linguistic forms.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141074289","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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