Language Learning最新文献

{"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":"73 S2","pages":"11-16"},"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":"73 S2","pages":"172-181"},"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}

{"title":"Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language- and Modality-Specific Factors","authors":"Russell S. Rosen,&nbsp;David Quinto-Pozos","doi":"10.1111/lang.12609","DOIUrl":"10.1111/lang.12609","url":null,"abstract":"<p>Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their first language. This raises questions about the role of both language and modality in the L2/Ln learning of sign languages for non-signers. In other cases, deaf and hearing signers of a sign language learn a different sign language, raising questions about L2/Ln learning in the signed modality. This <i>Special Issue</i> consists of empirical contributions and a conceptual review article that examine how language and modality shape the learning of sign languages as additional languages. Theoretical issues concerning learning a sign language as another language are discussed.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"5-32"},"PeriodicalIF":4.4,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435333","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":"Even in a Relatively New Field We Can Learn From the Past to Build a More Robust Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Cristina Sanz","doi":"10.1111/lang.12611","DOIUrl":"10.1111/lang.12611","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"168-171"},"PeriodicalIF":4.4,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183297","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":"Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study","authors":"Jody H. Cripps,&nbsp;Russell S. Rosen,&nbsp;Aimee M. Sever-Hall,&nbsp;Sheryl B. Cooper,&nbsp;Ronald Fenicle","doi":"10.1111/lang.12615","DOIUrl":"10.1111/lang.12615","url":null,"abstract":"<p>Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"164-196"},"PeriodicalIF":4.4,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435338","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 Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)","authors":"Deborah Chen Pichler (she/her),&nbsp;Elena Koulidobrova (she/her)","doi":"10.1111/lang.12607","DOIUrl":"10.1111/lang.12607","url":null,"abstract":"<p>Second language acquisition (SLA) research offers valuable insight on how languages are learned and how they coexist and influence each other. Sign language learners offer unique perspectives on SLA, allowing researchers to test theories that are otherwise constrained by access to only one modality. Current literature on sign language learning focuses primarily on bimodal bilinguals, mostly hearing adults learning their first sign language (M2L2 learners). However, other groups of L2 signers exist, including deaf learners who have previously acquired a sign language and are learning a new one (M1L2 learners). M1L2 acquisition offers unique insights into complex interactions including multilingualism, modality, and timing of acquisition. We argue that M1L2 signers are a key comparison group for investigations of various L2 and so-called modality effects and also represent a crucial test case for re-examining the traditional constructs of “native speaker/signer” and the effects of initial language delay or deprivation on subsequent language acquisition.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"197-233"},"PeriodicalIF":4.4,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435353","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":"Midadolescents’ Language Learning at School: A Response to Open Peer Commentaries","authors":"Paola Uccelli","doi":"10.1111/lang.12606","DOIUrl":"10.1111/lang.12606","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"252-267"},"PeriodicalIF":4.4,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44759701","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":"Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools","authors":"Benjamin D. Zinszer,&nbsp;Joelle Hannon,&nbsp;Aya Élise Kouadio,&nbsp;Hermann Akpé,&nbsp;Fabrice Tanoh,&nbsp;Anqi Hu,&nbsp;Zhenghan Qi,&nbsp;Kaja Jasińska","doi":"10.1111/lang.12603","DOIUrl":"10.1111/lang.12603","url":null,"abstract":"<p>Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, China, Europe, and the United States, and we preregistered an adaptation for Côte d'Ivoire, where students are educated in French and speak a local language at home. We recruited 117 sixth-graders from primary schools in several villages and tested for correlations greater than .30 between statistical learning and literacy with 80–90% power. We found no evidence for these correlations between statistical learning and literacy, but visual statistical learning was correlated with L2 phonological awareness, a crucial emergent-literacy skill. This finding underscores the need to include L2 acquisition contexts in literacy research.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 4","pages":"1039-1086"},"PeriodicalIF":4.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055041","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":"Computational Modeling of Language Learning in the Era of Generative Artificial Intelligence: A Response to Open Peer Commentaries","authors":"Qihui Xu,&nbsp;Ping Li","doi":"10.1111/lang.12605","DOIUrl":"10.1111/lang.12605","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"83-94"},"PeriodicalIF":4.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42243721","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":"The Evolution of Science in Second Language Acquisition Research: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Viorica Marian","doi":"10.1111/lang.12599","DOIUrl":"10.1111/lang.12599","url":null,"abstract":"&lt;p&gt;In 1998, while at a symposium in New York City organized by applied linguist Professor Aneta Pavlenko, I was introduced to one of the other panelists whose last name started with “Van” and who turned out to be from the same small village in the Netherlands as my Dutch in-laws. That day, a professional camaraderie was born, one that saw us reconnecting at conferences and meetings in many countries and universities over the years. It saw us start faculty positions, establish and run laboratories, design experiments, write papers, teach and mentor students, earn tenure, then promotion, then even more service. It also saw us raise children, cope with aging parents, and navigate life. Decades summed in one paragraph, because academic journals leave out the intertwined work and life challenges of the professoriate. And yet, academia is punctuated by precisely this type of professional relationships built over decades of conference conversations in the pursuit of knowledge—the short-term ontogeny of individual lives evolving alongside the long-term phylogeny of science.&lt;/p&gt;&lt;p&gt;Science can seem relentless at times—there are always more questions to be answered, and asked, new things to be discovered, knowledge to be gained. Especially when it comes to a field as young as neuroscience, where new tools and methodologies drive discoveries every day. It can be exciting to figure out the answers to questions that nobody in the world knows yet. In the case of second language (L2) learning and processing, these are questions about how the brain learns and manages two or more languages.&lt;/p&gt;&lt;p&gt;Professor Janet van Hell's contributions to understanding the neurocognitive correlates of L2 learning and processing have helped shape the field over the years. Her keynote article has offered readers a comprehensive review of the neuroscience of L2 processing, starting with the basics of electroencephalography and functional magnetic resonance imaging technologies through the many variables that impact L2 neural, structural, and functional changes, all the way to the neural networks that support language processing in multilingual speakers, as well as current challenges and future directions. It has provided a concise overview of the literature and is an excellent introduction to the field for newcomers who want to understand its evolution.&lt;/p&gt;&lt;p&gt;Although in science at large the monolingual prism has continued to dominate, those who study language are acutely aware of the diversity of language experiences around the world and know that language experience shapes the brain. The studies discussed in this review have clearly shown that as language experiences change, so do the neural networks subserving them. The networks activated by language are not identical across speakers with different language backgrounds and indeed not even within speakers as their language experiences evolve.&lt;/p&gt;&lt;p&gt;Moment by moment, individual experiences, including language experiences, continual","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"143-146"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48353426","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}