Language Learning最新文献_第3页

Towards Greater Conceptual Clarity in Complexity and Difficulty: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 在 "复杂性与难度 "中实现更清晰的概念：评述 "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 : 2024-10-22 DOI: 10.1111/lang.12688

Xiaofei Lu

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Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective 语言学习者情感的变化：复杂动态系统理论视角

IF 4.4 1区文学

Language Learning Pub Date : 2024-10-22 DOI: 10.1111/lang.12686

Katalin Piniel, Ágnes Albert

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Developing Second Language Mandarin Fluency Through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration 通过教学干预和出国留学培养第二语言普通话流利程度：计划时间、语速和反应时间

IF 3.5 1区文学

Language Learning Pub Date : 2024-10-21 DOI: 10.1111/lang.12694

Jiayi Wang, Nicola Halenko

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Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 这（成为）第二语言习得理论吗？第二语言习得中的复杂性与难度：理论与方法综述 "的评论：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.12689

Jonas Granfeldt

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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

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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

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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

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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, Nurullah Eryılmaz, Carmen Pérez-Vidal, Marjolijn Verspoor, 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, Robert Hilbe, Kristina Ehrsam, 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