Language Learning最新文献_第7页

Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production 预测第二语言口语任务完成情况的交际意愿、口语自我效能感和认知交际能力

IF 3.5 1区文学

Language Learning Pub Date : 2024-03-28 DOI: 10.1111/lang.12640

Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin

{"title":"Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production","authors":"Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin","doi":"10.1111/lang.12640","DOIUrl":"10.1111/lang.12640","url":null,"abstract":"This study investigated how students’ self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross-validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self-efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight-minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21).","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 4","pages":"917-949"},"PeriodicalIF":3.5,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331250","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

Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language 事件边界因方面而延伸和压缩：第一语言和第二语言中的时间分割

IF 4.4 1区文学

Language Learning Pub Date : 2024-03-28 DOI: 10.1111/lang.12629

Norbert Vanek, Haoruo Zhang

{"title":"Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language","authors":"Norbert Vanek, Haoruo Zhang","doi":"10.1111/lang.12629","DOIUrl":"10.1111/lang.12629","url":null,"abstract":"Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event-internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., breaking a wall), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1-specific encoding of ongoingness.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S1","pages":"104-135"},"PeriodicalIF":4.4,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331267","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

Testing the Relationship of Linguistic Complexity to Second Language Learners’ Comparative Judgment on Text Difficulty 测试语言复杂性与第二语言学习者对文本难度的比较判断之间的关系

IF 3.5 1区文学

Language Learning Pub Date : 2024-03-25 DOI: 10.1111/lang.12633

Xiaopeng Zhang, Xiaofei Lu

引用次数: 0

Transient and Long-Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidation 视觉感知的短暂和长期语言影响：随着记忆巩固而变化的大脑动力

IF 4.4 1区文学

Language Learning Pub Date : 2024-03-21 DOI: 10.1111/lang.12631

Martin Maier, Rasha Abdel Rahman

{"title":"Transient and Long-Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidation","authors":"Martin Maier, Rasha Abdel Rahman","doi":"10.1111/lang.12631","DOIUrl":"10.1111/lang.12631","url":null,"abstract":"Linguistic categories can impact visual perception. For instance, learning that two objects have different names can enhance their discriminability. Previous studies have identified a typical pattern of categorical perception, characterized by faster discrimination of stimuli from different categories, a neural mismatch response during early visual processing (100–200 ms), and effects restricted to the right visual field. However, it remains unclear whether language affects perception online or through long-term changes to mental representations in memory. To address this, we tested the impact of newly learned object categories with and without memory consolidation during sleep. We replicated the canonical pattern of categorical perception for categories that underwent consolidation. Without consolidation, linguistic categories still influenced early visual processing but with distinct neural dynamics. Therefore, we found evidence of both transient and long-term effects of language on perception and conclude that memory consolidation plays a crucial role in shaping how linguistic categories modulate perception.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 S1","pages":"157-184"},"PeriodicalIF":4.4,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192826","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

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":"74 3","pages":"707-743"},"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":"74 3","pages":"606-637"},"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

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":"74 3","pages":"574-605"},"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":"74 3","pages":"547-573"},"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