Language Learning最新文献_第5页

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 3.5 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":"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":"75 2","pages":"424-457"},"PeriodicalIF":3.5,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12672","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":"OA","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 3.5 1区文学

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

Rachel L. Shively, she/her

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 3.5 1区文学

Language Learning Pub Date : 2024-09-10 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":"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":"75 2","pages":"379-423"},"PeriodicalIF":3.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12671","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":"OA","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 3.5 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 3.5 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":"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":"75 2","pages":"458-492"},"PeriodicalIF":3.5,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12668","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview 第二语言习得的复杂性和难度：理论和方法综述

IF 3.5 1区文学

Language Learning Pub Date : 2024-08-19 DOI: 10.1111/lang.12669

Bram Bulté, Alex Housen, Gabriele Pallotti

引用次数: 0

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 3.5 1区文学

Language Learning Pub Date : 2024-08-14 DOI: 10.1111/lang.12670

Phil Hiver, Ali H. Al-Hoorie, Akira Murakami

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 3.5 1区文学

Language Learning Pub Date : 2024-08-05 DOI: 10.1111/lang.12664

Aline Godfroid (she/her), Brittany Finch (she/her), Joanne Koh (she/her)

{"title":"Reporting Eye-Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field-Specific Guidelines","authors":"Aline Godfroid (she/her), Brittany Finch (she/her), Joanne Koh (she/her)","doi":"10.1111/lang.12664","DOIUrl":"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":"75 1","pages":"250-294"},"PeriodicalIF":3.5,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12664","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":"OA","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 3.5 1区文学

Language Learning Pub Date : 2024-08-04 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":"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 (n = 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":"75 1","pages":"42-76"},"PeriodicalIF":3.5,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12665","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":"OA","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 3.5 1区文学

Language Learning Pub Date : 2024-08-02 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":"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 (n = 203) or two more distant languages (n = 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":"75 2","pages":"347-378"},"PeriodicalIF":3.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12666","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0