Language Learning最新文献_第5页

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 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 (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":"36 1","pages":""},"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 3.5 1区文学

Language Learning Pub Date : 2024-07-30 DOI: 10.1111/lang.12663

Irene Fioravanti, Anna Siyanova-Chanturia, Alessandro Lenci

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 3.5 1区文学

Language Learning Pub Date : 2024-07-28 DOI: 10.1111/lang.12662

Gregory D. Keating

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 3.5 1区文学

Language Learning Pub Date : 2024-07-23 DOI: 10.1111/lang.12661

Yukun Yu, Naomi Havron, Cynthia Fisher

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 3.5 1区文学

Language Learning Pub Date : 2024-06-20 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":"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":"75 1","pages":"77-116"},"PeriodicalIF":3.5,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12660","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":"OA","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 3.5 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":"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":"75 1","pages":"5-41"},"PeriodicalIF":3.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12659","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":"OA","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, Malte R. Henningsen-Schomers, Friedemann Pulvermüller","doi":"10.1111/lang.12646","DOIUrl":"10.1111/lang.12646","url":null,"abstract":"Concrete symbols (e.g., sun, run) 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., democracy). 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.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S1","pages":"258-295"},"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

Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study 内隐学习缺陷与阅读障碍是否同时存在？一项 fMRI 和行为研究

IF 3.5 1区文学

Language Learning Pub Date : 2024-05-13 DOI: 10.1111/lang.12652

Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel-Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska

{"title":"Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study","authors":"Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel-Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska","doi":"10.1111/lang.12652","DOIUrl":"10.1111/lang.12652","url":null,"abstract":"What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between-group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 4","pages":"985-1025"},"PeriodicalIF":3.5,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919859","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

Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages 两种语言中分类感知的沃尔夫双重分离的电生理学证据

IF 4.4 1区文学

Language Learning Pub Date : 2024-05-10 DOI: 10.1111/lang.12648

Aina Casaponsa, M. Acebo García-Guerrero, Alejandro Martínez, Natalia Ojeda, Guillaume Thierry, Panos Athanasopoulos

{"title":"Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages","authors":"Aina Casaponsa, M. Acebo García-Guerrero, Alejandro Martínez, Natalia Ojeda, Guillaume Thierry, Panos Athanasopoulos","doi":"10.1111/lang.12648","DOIUrl":"10.1111/lang.12648","url":null,"abstract":"Taza in Spanish refers to cups and mugs in English, whereas glass refers to different glass types in Spanish: copa and vaso. It is still unclear whether such categorical distinctions induce early perceptual differences in speakers of different languages. In this study, for the first time, we report symmetrical effects of terminology on preattentive indices of categorical perception across languages. Native speakers of English or Spanish saw arrays of cups, mugs, copas, and vasos flashed in streams. Visual mismatch negativity, an implicit electrophysiological correlate of perceptual change in the peripheral visual field, was modulated for categorical contrasts marked in the participants’ native language but not for objects designated by the same label. Conversely, P3a, an index of attentional orienting, was modulated only for missing contrasts in the participants’ native language. Thus, whereas native labels influenced participants’ preattentive perceptual encoding of objects, nonverbally encoded dissociations reoriented their attention at a later processing stage.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S1","pages":"136-156"},"PeriodicalIF":4.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910651","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