Language Learning最新文献

{"title":"Neural Basis of Second Language Speech Learning – Past and Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Patrick C. M. Wong","doi":"10.1111/lang.12600","DOIUrl":"10.1111/lang.12600","url":null,"abstract":"<p>The state-of-the-art article by van Hell provided an excellent overview of the current state of the science in the neural and neurocognitive basis of second language (L2) processing and learning. While the target article devoted much effort to reviewing studies related to the syntactic and semantic components of language and to a lesser extent to the lexicon, it is important to also consider the phonetic and phonological components of language in L2 research. I have highlighted some of the findings in this area of research and discussed some potential new directions.</p><p>Successful (spoken) L2 learning includes extracting phonetic and phonological information from the speech stream. The issues raised by van Hell such as the critical period hypothesis, age of acquisition, proficiency, and individual differences have also been studied in the context of these components (e.g., Golestani & Zatorre, <span>2004</span>). This line of research often focused on individual differences and demonstrated that pretraining neural differences may forecast learning success at the group level (e.g., Sheppard et al., <span>2012</span>). Future studies can explore how individual differences in neural speech tracking of different chunk sizes (e.g., Ding et al., <span>2015</span>) may lead to differences in L2 learning outcomes.</p><p>To investigate individual differences, research must augment analytics that are designed for observing group-level performance by also using methods that are precise enough for making individual-level predictions. In research on first language acquisition (Wong et al., <span>2021</span>), machine learning techniques have been adopted to make predictions about individual learners’ learning outcomes with very promising prediction performance. The use of such techniques has begun in L2 learning as well (Feng et al., 2021). In addition to forecasting learning success, future research can also predict differences in response to different types of interventions, so that training can be altered before it even begins in order to optimize learning for every learner.</p><p>In addition to investigating learner-internal individual difference variables, as reviewed by van Hell (see Wong et al., <span>2022</span>, for potential genetic variables), L2 research has also examined how different learner-external variables (e.g., training methods such as explicit training) lead to better or worse outcomes as discussed in the target article. To inform pedagogical practice, research must also consider how subject-internal and subject-external variables interact. Some of this learner-by-training research has been conducted in phonetic and phonological learning as well. Different training methods can lead to different brain activities in foreign speech learning (Deng et al., <span>2018</span>). Methods that allow for more precise individual-level prediction such as machine learning, coupled with studies that investigate how different types of training ","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"139-142"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631565","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":"A Growth Mindset for Understanding How Second Language Learning and Processing Shape the Brain: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Taomei Guo","doi":"10.1111/lang.12593","DOIUrl":"10.1111/lang.12593","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"164-167"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41460923","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":"Whither Bilinguals, Natives, and Variability? A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"David Birdsong","doi":"10.1111/lang.12597","DOIUrl":"10.1111/lang.12597","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"147-150"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887164","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":"Moving Second Language Processing Beyond an Isolationist View: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Jorge R. Valdés Kroff (he/him), Keng-Yu Lin (he/him)","doi":"10.1111/lang.12596","DOIUrl":"10.1111/lang.12596","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"151-154"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150504","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":"In Search of Variables Explaining Individual Differences in Second Language Learning and Processing: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Clara D. Martin, Antje Stoehr","doi":"10.1111/lang.12595","DOIUrl":"10.1111/lang.12595","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"155-159"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265253","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":"Merging the Neuroscience of Second Language Processing With Variability in Social Variables: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”","authors":"Eleonora Rossi, Megan Nakamura","doi":"10.1111/lang.12594","DOIUrl":"10.1111/lang.12594","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"160-163"},"PeriodicalIF":4.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48263248","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 Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook","authors":"Janet G. van Hell","doi":"10.1111/lang.12601","DOIUrl":"10.1111/lang.12601","url":null,"abstract":"<p>The past decades have seen an explosion of research using electrophysiological or neuroimaging techniques for studying the neurocognitive underpinnings of second language (L2) processing. Although this field has a shorter history than does research on language learning more generally, important insights into the neurocognitive basis of L2 processing have driven it to the center stage of language science. In this target article for <i>Language Learning</i>’s 75th Jubilee volume, I illustrate the field's impressive achievements by selectively reviewing electrophysiological and neuroimaging research on L2 processing and bilingual brain organization. I also review changing perspectives in the field (including individual difference and experience-based perspectives, neural network approaches, neuroplasticity, and L2-learning related neural changes) and identified challenges, promises, and future directions (revisit native-speaker benchmark, increase linguistic diversity, enhance ecological validity, intensify research on child L2 learners’ brain, adopt lifelong approach to L2 learning) that can lead to a better understanding of the neural underpinnings of L2 learning and processing.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S2","pages":"95-138"},"PeriodicalIF":4.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46623731","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 Explicit Memory Across Second Language Syntactic Development: A Structural Priming Study","authors":"Marion Coumel,&nbsp;Merel Muylle,&nbsp;Katherine Messenger,&nbsp;Robert J. Hartsuiker","doi":"10.1111/lang.12604","DOIUrl":"10.1111/lang.12604","url":null,"abstract":"<p>We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker &amp; Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would prevent explicit recall of primes during target production. Both groups primed more under low than high load. The effect of load was similar across groups, but exploratory analyses with proficiency as a continuous variable suggested that, with increasing proficiency, participants primed less under high load. We discuss how these findings support the idea that learners exploit explicit memory more during priming in early versus later stages of acquisition. Overall, this study showed that explicit memory influences syntactic processing across the L2 learning trajectory.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 2","pages":"402-435"},"PeriodicalIF":4.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503737","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":"Benefits of Testing and Production for Learning Turkish As a New Language","authors":"Maya C. Rose,&nbsp;Patricia J. Brooks,&nbsp;Arshia K. Lodhi,&nbsp;Angela Cortez","doi":"10.1111/lang.12602","DOIUrl":"10.1111/lang.12602","url":null,"abstract":"<p>This study examined putative benefits of testing and production for learning new languages. Undergraduates (<i>N</i> = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"74 2","pages":"365-401"},"PeriodicalIF":4.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46990472","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":"Which Aspects of Visual Motivation Aid the Implicit Learning of Signs at First Exposure?","authors":"Julia Hofweber,&nbsp;Lizzy Aumônier,&nbsp;Vikki Janke,&nbsp;Marianne Gullberg,&nbsp;Chloë Marshall","doi":"10.1111/lang.12587","DOIUrl":"10.1111/lang.12587","url":null,"abstract":"<p>We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (<i>n</i> = 40) or twice (<i>n</i> = 42); a control group did not (<i>n</i> = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meaning assignment with respect to item occurrence frequency and three facets of visual motivation: iconicity, transparency, and gesture similarity. Meaning assignment was enhanced by exposure and item frequency, thereby providing evidence for implicit language learning in a new modality, even under challenging naturalistic conditions. Accuracy was also contingent upon iconicity and transparency, but not upon gesture similarity. Meaning assignment at first exposure is thus visually motivated, although the overall low accuracy rates and further qualitative analyses suggest that visually motivated meaning assignment is not always successful.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 S1","pages":"33-63"},"PeriodicalIF":4.4,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618745","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}