Language Learning最新文献_第6页

Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study 第二语言社会语言能力发展的特征动态：微观纵向强化研究的证据

IF 3.5 1区文学

Language Learning Pub Date : 2024-03-15 DOI: 10.1111/lang.12634

Mason A. Wirtz, Simone E. Pfenninger

{"title":"Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study","authors":"Mason A. Wirtz, Simone E. Pfenninger","doi":"10.1111/lang.12634","DOIUrl":"10.1111/lang.12634","url":null,"abstract":"This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro-Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity- and agency-related variables alongside more intensive social interaction with target-variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners’ emerging multivarietal repertoires.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142132","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

Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning 语言与环境中的冗余与互补：联运信息如何结合起来制约学习

IF 3.5 1区文学

Language Learning Pub Date : 2024-02-23 DOI: 10.1111/lang.12628

Padraic Monaghan, Heather Murray, Heiko Holz

{"title":"Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning","authors":"Padraic Monaghan, Heather Murray, Heiko Holz","doi":"10.1111/lang.12628","DOIUrl":"10.1111/lang.12628","url":null,"abstract":"To acquire language, learners have to map the language onto the environment, but languages vary as to how much information they include to constrain how a sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross-situational artificial language learning study, participants listened to transitive sentences and viewed two scenes, and selected which scene was described by the sentence. There were three conditions, involving different language variants. All variants had free word order but varied as to whether or not they contained morphosyntactic information that defined the subject and object roles of nouns in the sentence. We found that participants were able to learn information about word order and vocabulary from each variant, demonstrating that learners are not reliant on information within a language only, but can combine constraints from language and environment to support acquisition. Data and analyses are available at: https://osf.io/hxqzc/?view_only=ea6ba6fff6bb468e8de2e8596f029dca","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938998","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

Measuring Lexical Diversity in Texts: The Twofold Length Problem 衡量文本中的词汇多样性：双重长度问题

IF 3.5 1区文学

Language Learning Pub Date : 2024-02-08 DOI: 10.1111/lang.12630

Yves Bestgen

引用次数: 0

Correction to Possessive Processing in Bilingual Comprehension 纠正双语理解中的所有格处理

IF 4.4 1区文学

Language Learning Pub Date : 2024-01-29 DOI: 10.1111/lang.12637

引用次数: 0

Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure 揭示第二语言词汇重音加工的复杂性：第一语言迁移、第二语言能力和接触的影响

IF 3.5 1区文学

Language Learning Pub Date : 2024-01-16 DOI: 10.1111/lang.12627

Nuria Sagarra, Laura Fernández-Arroyo, Cristina Lozano-Argüelles, Joseph V. Casillas

{"title":"Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure","authors":"Nuria Sagarra, Laura Fernández-Arroyo, Cristina Lozano-Argüelles, Joseph V. Casillas","doi":"10.1111/lang.12627","DOIUrl":"10.1111/lang.12627","url":null,"abstract":"We investigated the role of cue weighting, second language (L2) proficiency, and L2 daily exposure in L2 learning of suprasegmentals different from the first language (L1), using eye-tracking. Spanish monolinguals, English–Spanish learners, and Mandarin–Spanish learners saw a paroxytone and an oxytone verb (e.g., FIRma–firMÓ “s/he signs–signed”), listened to a sentence containing one of the verbs, and chose the one that they heard. The three languages have contrastive lexical stress, but suprasegmentals have a greater functional load in Mandarin than in English. Monolinguals predicted suffixes accurately with both stress conditions and favored oxytones, but learners predicted suffixes accurately only with oxytones, the condition activating fewer lexical competitors. Monolinguals predicted suffixes accurately sooner but at a slower rate than did learners. L2 proficiency, but not L1 or L2 exposure, facilitated L2 predictions. In conclusion, learners of a contrastive-stress L1 rely on L2 suprasegmentals to the same extent as monolinguals, regardless of their L1. Lower L2 proficiency and higher cognitive load (more lexical competitors) reduce learners’ reliance on suprasegmentals.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139489784","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

Toddlers’ Verb-Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well-Formed Child-Directed Speech: A Preregistered Corpus Analysis 幼儿的动词标记错误是由形式良好的儿童引导性言语中无偏正序列的相对频率预测的：预登记语料库分析

IF 3.5 1区文学

Language Learning Pub Date : 2024-01-08 DOI: 10.1111/lang.12626

Hannah Sawyer, Colin Bannard, Julian Pine

{"title":"Toddlers’ Verb-Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well-Formed Child-Directed Speech: A Preregistered Corpus Analysis","authors":"Hannah Sawyer, Colin Bannard, Julian Pine","doi":"10.1111/lang.12626","DOIUrl":"10.1111/lang.12626","url":null,"abstract":"Verb-marking errors such as she play football and daddy singing are a hallmark feature of English-speaking children's speech. We investigated the proposal that these errors are input-driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well-formed child-directed speech. We tested this proposal via a preregistered corpus analysis and asked at what level the effects occur: Is it the relative frequency of specific subject + unmarked verb sequences in the input that is important, or is it simply that verbs become entrenched, such that their frequency of appearance with any third person singular subject accounts for errors? We found that the best predictor of children's verb-marking errors is the relative frequency of unmarked forms of specific subject + verb sequences. Our results supported the proposal that children's apparent omissions of certain grammatical morphemes are in fact input-driven errors of commission and provided insight into the mechanisms by which this occurs.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139436909","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

Effects of Form-Focused Practice and Feedback: A Multisite Replication Study of Yang and Lyster (2010) 以形式为中心的实践和反馈的影响:Yang和Lyster(2010)的多站点复制研究

IF 4.4 1区文学

Language Learning Pub Date : 2023-11-29 DOI: 10.1111/lang.12623

Nadia Mifka-Profozic, Jennifer Behney, Susan M. Gass, Marijana Macis, Gaia Chiuchiù, Giulia Bovolenta

引用次数: 0

Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013) 多词单位的重复与附带学习:Webb、Newton和Chang(2013)的概念多站点复制研究

IF 4.4 1区文学

Language Learning Pub Date : 2023-11-27 DOI: 10.1111/lang.12621

Elke Peters, Eva Puimège, Paweł Szudarski

{"title":"Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013)","authors":"Elke Peters, Eva Puimège, Paweł Szudarski","doi":"10.1111/lang.12621","DOIUrl":"10.1111/lang.12621","url":null,"abstract":"This multisite study replicates Webb, Newton, and Chang's (2013) study on the effect of repetition on incidental learning of multiword units (MWUs). Even though more researchers have started to investigate MWUs, most data have been collected from university students. Furthermore, the large effect of MWU repetition on learning reported by Webb et al. has not yet been corroborated. Data in our study were collected from two university samples (EFL students in Poland and Flanders) and one nonuniversity sample (Flemish EFL learners in secondary schools). Unlike Webb et al., we adopted a counterbalanced within-participants design. Participants read and listened to a modified graded reader in which target MWUs occurred 1, 5, 10, or 15 times. In line with the initial study, we found a positive effect of repetition. However, the learning gains were smaller, and the number of repetitions needed was different. The findings were consistent across the university and nonuniversity samples. The study concludes with a discussion of these findings in relation to both pedagogical implications and the benefits of multisite replication research.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455835","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

Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000) 未知词汇密度与阅读理解:复制胡与民族(2000)

IF 4.4 1区文学

Language Learning Pub Date : 2023-11-27 DOI: 10.1111/lang.12622

Benjamin Kremmel, Bimali Indrarathne, Judit Kormos, Shungo Suzuki

引用次数: 0

L2 Learners’ Signed Language Processing Relates, in Part, to Perspective-Taking Skills 第二语言学习者的手语处理在一定程度上与换位思考能力有关

IF 4.4 1区文学

Language Learning Pub Date : 2023-11-23 DOI: 10.1111/lang.12613

David Quinto-Pozos, Taylor Renee Joyce, Abhra Sarkar, Michael DiLeo, Lynn Hou

{"title":"L2 Learners’ Signed Language Processing Relates, in Part, to Perspective-Taking Skills","authors":"David Quinto-Pozos, Taylor Renee Joyce, Abhra Sarkar, Michael DiLeo, Lynn Hou","doi":"10.1111/lang.12613","DOIUrl":"10.1111/lang.12613","url":null,"abstract":"The comprehension of signed language requires linguistic and visual–spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual–spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-taking and the comprehension of non-spatial (i.e., non-scene based) constructions. We examine the performance of 95 intermediate signers of American Sign Language (ASL) on linguistic and non-linguistic perspective-taking tests. Half the participants completed a test of narrative comprehension that included visual–spatial scenes, and half took a test of signed phonological and morphophonological discrimination. Performance on linguistic perspective-taking correlated moderately with performance on the narrative, but not with the discrimination test. These findings support the claim that perspective-taking skills are yoked to some—but not all—aspects of signed language learning.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455833","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