Language Learning最新文献

{"title":"Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition: Introduction to the Special Issue SLA for All?","authors":"Aline Godfroid,&nbsp;Sible Andringa","doi":"10.1111/lang.12620","DOIUrl":"10.1111/lang.12620","url":null,"abstract":"<p>The social sciences have grappled with sampling biases, perhaps most notably the prevalent reliance on convenience samples drawn from university student populations. Researchers in second language acquisition (SLA) have likewise taken steps to assess and address the scope of these biases and their effects on theory construction. This special issue presents a collection of replications and registered replication reports comprising one such initiative, titled <i>SLA for All?</i> The replications aimed to evaluate the generalizability of findings from foundational SLA studies, which were obtained with university-educated participants, to nonuniversity participant groups. In this introduction to the special issue, we review and discuss the general failure to replicate the initial results, the complex notion of replication, and questions of research ethics. We offer an in-depth reflection on how our perspectives, practices, and future plans have evolved and conclude with a vision for a more inclusive, diverse, and informative approach to SLA research going forward.</p>","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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455834","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}

{"title":"Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory","authors":"Maki Kubota,&nbsp;Jorge González Alonso,&nbsp;Merete Anderssen,&nbsp;Isabel Nadine Jensen,&nbsp;Alicia Luque,&nbsp;Sergio Miguel Pereira Soares,&nbsp;Yanina Prystauka,&nbsp;Øystein A. Vangsnes,&nbsp;Jade Jørgen Sandstedt,&nbsp;Jason Rothman","doi":"10.1111/lang.12608","DOIUrl":"10.1111/lang.12608","url":null,"abstract":"<p>The current study investigated gender (control) and number (target) agreement processing in Northern and non-Northern Norwegians living in Northern Norway. Participants varied in exposure to Northern Norwegian (NN) dialect(s), where number marking differs from most other Norwegian dialects. In a comprehension task involving reading NN dialect writing, P600 effects for number agreement were significantly affected by NN exposure. The more exposure the NN nonnatives had, the larger the P600 was, driven by the <i>presence</i> of number agreement (ungrammatical in NN). In contrast, less exposure correlated to the inverse: P600 driven by the <i>absence</i> of number agreement (ungrammatical in most other dialects). The NN natives showed P600 driven by the <i>presence</i> of number agreement regardless of exposure. These findings suggests that bilectalism entails the representation of distinct mental grammars for each dialect. However, like all instances of bilingualism, bilectalism exists on a continuum whereby linguistic processing is modulated by linguistic experience.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455832","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}

{"title":"Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review","authors":"Adriana Weisleder,&nbsp;Margaret Friend,&nbsp;Angeline Sin Mei Tsui,&nbsp;Virginia A. Marchman","doi":"10.1111/lang.12617","DOIUrl":"10.1111/lang.12617","url":null,"abstract":"<p>A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455831","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}

{"title":"Measuring Teenage Learners’ Automatized, Explicit, and/or Implicit Knowledge: A Question of Context?","authors":"Alexandra Schurz","doi":"10.1111/lang.12624","DOIUrl":"10.1111/lang.12624","url":null,"abstract":"<p>The present study administered six test instruments to 13- to 14-year-old learners of English in Austria and Sweden (<i>N</i> = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative test, and elicited imitation, labelled in this study Automatized and/or Implicit Knowledge, and a factor including an untimed grammaticality judgment test and a metalinguistic knowledge test, named in this study Explicit Knowledge. In the Swedish context, goodness-of-fit indices provided some evidence that a single-factor model shows a better fit, although a comparison of this model with two-factor models did not reach statistical significance. The findings point to the potential importance of considering the specificities of a learning environment in interpreting learner achievement on measures of the implicit versus explicit knowledge spectrum.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455830","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}

{"title":"Self-Repair in Hearing L2 Learners’ Spontaneous Signing: A Developmental Study","authors":"Johanna Mesch,&nbsp;Krister Schönström","doi":"10.1111/lang.12612","DOIUrl":"10.1111/lang.12612","url":null,"abstract":"<p>This study presents a corpus-based investigation of self-repairs in hearing adult L2 (M2L2, second modality and second language) learners of Swedish Sign Language (<i>Svenskt teckenspråk</i>, STS). This study analyses M2L2 learners’ STS conversations with a deaf signer and examines the learners’ self-repair practices and whether there are differences among learners of different proficiency levels. This provides a description of characteristics of self-repair made by M2L2 learners as well as the frequency and distribution of self-repair categories. The results show that the frequency of self-repair decreases with increased proficiency, at least after the initial stage. Furthermore, the self-initiated repair categories of the beginners are often phonological repairs, while intermediate learners tend to carry out self-repairs at the lexical and syntactic level. The results also reveal a specific type of STS repair linked to fingerspelling repairs. We discuss the effects of second modality learning as well as the relationship between monitoring and language proficiency.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71525035","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}

{"title":"Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries","authors":"Emma Marsden,&nbsp;Kara Morgan-Short","doi":"10.1111/lang.12614","DOIUrl":"10.1111/lang.12614","url":null,"abstract":"<p>We thank our esteemed colleagues who provided insightful commentaries on our feature article “(Why) are open research practices the future for the study of Language Learning?” (Marsden &amp; Morgan-Short). Their responses very usefully illustrated and amplified points in our review, provided nuance and extension to some of our ideas, and pushed us to make stronger statements and deeper considerations of some of the facets and consequences of open research practices.</p><p>Three common and prominent themes seemed to emerge from the responses, which we identify as: Community; Equity, Diversity, and Inclusion; and Changing Culture, and we organize our own response around these themes. We note that some of the issues raised by our generous commentators were addressed in arguments that had originally been included in our submitted manuscript (Marsden &amp; Morgan-Short) but, due to length considerations, had to be moved to its Appendix. That Appendix can be found in the online Supporting Information for the Marsden &amp; Morgan-Short article and is also held on the Open Science Framework (OSF) at https://osf.io/ru5n4. We refer to some of those arguments in our response here.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12614","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135932923","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}

{"title":"The Acquisition of Strategies to Express Plurality in Hearing Second Language Learners of Sign Language of the Netherlands","authors":"Eveline Boers-Visker","doi":"10.1111/lang.12610","DOIUrl":"10.1111/lang.12610","url":null,"abstract":"<p>This study reports on strategies to indicate plural referents in hearing learners of Sign Language of the Netherlands. This is the first explorative study that focuses on L2 expressions of plurality in a sign language. Using data from two datasets, I examined when learners start to express plural and which strategies they apply, and I noted typical learner characteristics. The first study examined spontaneous conversations of three learners, during the first 18 months of their learning. The second study analyzed elicited data from 11 learners during their first year of learning. The data reveal that learners are able to express plural referents in early stages, using strategies that are familiar to them (quantifiers) as well as strategies that do not occur in their mother tongue (reduplication of the noun, use of spatial devices). The early emergence might be explained by the salient nature of the devices and the resemblance with gestural portrayals.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417033","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}

{"title":"Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study","authors":"Kathy MinHye Kim,&nbsp;Ryo Maie,&nbsp;Kiyo Suga,&nbsp;Zachary F. Miller,&nbsp;Bronson Hui","doi":"10.1111/lang.12616","DOIUrl":"10.1111/lang.12616","url":null,"abstract":"<p>This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams's (2005) study with a similar group of academic learners enrolled at university as well as a group of non-college-educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa &amp; Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417032","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}

{"title":"Editorial Introduction to the Jubilee Special Issue of Language Learning","authors":"Lourdes Ortega","doi":"10.1111/lang.12619","DOIUrl":"10.1111/lang.12619","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169485","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}

{"title":"The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook: A Response to Open Peer Commentaries","authors":"Janet G. van Hell","doi":"10.1111/lang.12618","DOIUrl":"10.1111/lang.12618","url":null,"abstract":"<p>Writing a review of the neural underpinnings of second language (L2) learning and processing, with a serious eye to future avenues for research, is among the most fun writing invitations that I have ever received. If not curtailed by <i>Language Learning</i>’s word limit, this article would have become a full issue, or even a book! I am thrilled that my passion for this field and enthusiasm for the future of neurocognitive inquiries into L2 learning and processing is shared by eminent and highly esteemed colleagues in the field who read and commented on this keynote article. These commentators lauded the field's amazing achievements, offered their praise and thoughtful insights on future promises and avenues outlined in my review, and extended several of these ideas in interesting and engaging directions.</p><p>In my review paper, I started with two lines of classical studies that set the research stage and sparked highly productive lines of research. I then illustrated the field's impressive achievements by selectively reviewing electrophysiological and neuroimaging research on L2 processing and bilingual brain organization and outlined major insights acquired over the past 25 years. I also discussed changing perspectives (including individual variability and experience-based perspectives, neural network approaches, neuroplasticity and L2-learning related neural changes) and identified challenges, promises and future directions in order to better understand the neurocognitive underpinnings of L2 learning and processing. Such future directions include revisiting the native-speaker benchmark for L2 attainment and related methodological implications, applying advanced electrophysiological and neuroimaging techniques to better capture newer perspectives in the field, increasing linguistic diversity in neurocognitive research on L2 processing, enhancing the ecological validity of neurocognitive experimentation, intensifying research on child L2 learners’ brain, and adopting a lifelong approach to L2 learning.</p><p>One theme that emerged from the commentaries is the overall agreement on the critical importance of incorporating individual differences perspectives and approaches in future research on L2 learning and processing to push knowledge forward (as explicitly voiced by Martin and Stoehr, Wong, Rossi and Nakamura, Birdsong, and Marian). As I had concluded in my article, future research should move beyond studying the roles of age of acquisition and L2 proficiency and embrace a wider focus on learner-internal and learner-external variables that shape L2 learning trajectories and L2 learners’ neurocognitive profiles. We need to better capture how L2 learners’ experiences (including age of acquisition but also current language uses and environmental context; see, e.g., DeLuca et al., <span>2019</span>; Gullifer et al., <span>2018</span>) and variability in cognitive functions (e.g., cognitive control, working memory, declarative and procedural m","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417034","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}