Language Learning最新文献_第6页

Correction to ‘Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries’ 对 "开放研究中的社区、公平和文化变革 "的更正：对开放式同行评论的回应

IF 4.4 1区文学

Language Learning Pub Date : 2024-05-02 DOI: 10.1111/lang.12651

引用次数: 0

Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture-Naming and Paragraph-Reading Tasks 用手势编码可视发音改善第二语言元音发音：图片命名和段落阅读任务的证据

IF 3.5 1区文学

Language Learning Pub Date : 2024-04-29 DOI: 10.1111/lang.12647

Xiaotong Xi, Peng Li, Pilar Prieto

{"title":"Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture-Naming and Paragraph-Reading Tasks","authors":"Xiaotong Xi, Peng Li, Pilar Prieto","doi":"10.1111/lang.12647","DOIUrl":"10.1111/lang.12647","url":null,"abstract":"This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety-nine Catalan–Spanish bilingual students were trained to differentiate English /æ/ and /ʌ/, which differ in the visible lip aperture and nonvisible tongue position, with training involving no gestures, gestures representing the lip aperture, or gestures representing the tongue position. Before, immediately after, and 1 week after the training, participants’ perception of the targets was assessed through a word-identification task, and their production was tested through paragraph-reading, picture-naming, and word-imitation tasks. Although all participants improved in perception and production, the lip hand gesture was more effective in adjusting lip aperture than the other two conditions in the paragraph-reading and picture-naming tasks. These results suggest that hand gestures encoding visible rather than nonvisible articulation features are more effective for improving second language pronunciation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 4","pages":"884-916"},"PeriodicalIF":3.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140818104","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

An Introduction to the Cognitive Neuroscience of Language Embodiment and Relativity Special Issue of the Language Learning Cognitive Neuroscience Series 语言学习认知神经科学丛书特刊：语言体现与相对论认知神经科学导论

IF 4.4 1区文学

Language Learning Pub Date : 2024-04-23 DOI: 10.1111/lang.12643

Guillaume Thierry, Rasha Abdel Rahman, Panos Athanasopoulos

引用次数: 0

Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners 图示和手势共同促进非听力盲人初次接触第二语言手势的学习

IF 3.5 1区文学

Language Learning Pub Date : 2024-04-10 DOI: 10.1111/lang.12636

Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega

{"title":"Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners","authors":"Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega","doi":"10.1111/lang.12636","DOIUrl":"10.1111/lang.12636","url":null,"abstract":"When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign language. In this study, we investigated how both these phenomena may contribute jointly to the acquisition of sign language vocabulary by hearing nonsigners. Participants were presented with three types of signs in the Sign Language of the Netherlands (NGT): arbitrary signs, iconic signs with high or low gesture overlap. Signs that were both iconic and highly overlapping with gestures boosted learning most at first exposure, and this effect remained the day after. Findings highlight the influence of modality-specific attributes supporting the acquisition of a signed lexicon.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 4","pages":"781-813"},"PeriodicalIF":3.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545426","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

Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event-Related Potential Study 通过对新语法词素的简短训练诱导注意力和注意力视觉处理的转移：事件相关电位研究

IF 4.4 1区文学

Language Learning Pub Date : 2024-04-10 DOI: 10.1111/lang.12642

Yuyan Xue, John Williams

引用次数: 0

Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals 汉英双语者对抽象概念空间隐喻的体现存在语言差异

IF 4.4 1区文学

Language Learning Pub Date : 2024-04-04 DOI: 10.1111/lang.12632

Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry

{"title":"Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals","authors":"Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry","doi":"10.1111/lang.12632","DOIUrl":"10.1111/lang.12632","url":null,"abstract":"Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words as being presented from above or below their sitting position. English bilinguals responded faster for congruent presentations of high-power words (presented above) but not for congruent presentations of low-power words (presented below) in both languages. Low-power words together also failed to modulate N400 amplitude or interact with language. However, follow-up analyses on high-power words showed congruency effects on N400 amplitude in Chinese but not in English. Finally, English controls showed no effect. This suggests that spatial embodiment differs across languages in bilinguals, but the roles of culture and proficiency require further research.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S1","pages":"224-257"},"PeriodicalIF":4.4,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534140","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

Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perception 食品标签的跨语言差异不会产生味觉差异

IF 4.4 1区文学

Language Learning Pub Date : 2024-04-03 DOI: 10.1111/lang.12641

Emanuel Bylund, Steven Samuel, Panos Athanasopoulos

引用次数: 0

Does Early Unit Size Impact the Formation of Linguistic Predictions? Grammatical Gender as a Case Study 早期单位大小会影响语言预测的形成吗？以语法性别为例

IF 3.5 1区文学

Language Learning Pub Date : 2024-04-02 DOI: 10.1111/lang.12638

Rana Abu-Zhaya, Inbal Arnon

引用次数: 0

Awakening the Proto-Lexicon: A Proto-Lexicon Gives Learning Advantages for Intentionally Learning a Language 唤醒原词典：原词典为有意学习语言提供学习优势

IF 3.5 1区文学

Language Learning Pub Date : 2024-03-28 DOI: 10.1111/lang.12635

Wakayo Mattingley, Forrest Panther, Simon Todd, Jeanette King, Jennifer Hay, Peter J. Keegan

{"title":"Awakening the Proto-Lexicon: A Proto-Lexicon Gives Learning Advantages for Intentionally Learning a Language","authors":"Wakayo Mattingley, Forrest Panther, Simon Todd, Jeanette King, Jennifer Hay, Peter J. Keegan","doi":"10.1111/lang.12635","DOIUrl":"10.1111/lang.12635","url":null,"abstract":"Previous studies report that exposure to the Māori language on a regular basis allows New Zealand adults who cannot speak Māori to build a proto-lexicon of Māori—an implicit memory of word forms without detailed knowledge of meaning. How might this knowledge feed into explicit language learning? Is it possible to “awaken” the proto-lexicon in the context of overt language learning? We investigate whether implicit linguistic knowledge represented in a proto-lexicon gives any advantages for intentional language learning in a tertiary educational environment. We conducted a three-task experiment which: (a) assessed participants’ Māori proto-lexicon, (b) assessed their phonotactic knowledge, and (c) tested them on Māori vocabulary that they had been exposed to during the course at two time points. The results show that students with larger Māori proto-lexicons learn more words in a classroom setting. This study shows that proto-lexicon acquired from ambient exposure can lead to significant benefits in language learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 3","pages":"744-776"},"PeriodicalIF":3.5,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331239","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

Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education? 中学阶段学习拉丁语能否预测高等教育的学习成绩？

IF 3.5 1区文学

Language Learning Pub Date : 2024-03-28 DOI: 10.1111/lang.12639

Cathy Hauspie, Stijn Schelfhout, Nicolas Dirix, Lot Fonteyne, Mark Janse, Arnaud Szmalec, Alexandra Vereeck, Wouter Duyck

引用次数: 0