Vigo International Journal of Applied Linguistics最新文献

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Association of lexical and collocation knowledge: A comparative analysis of native speakers and nonnative learners of English 词汇和搭配知识的关联：英语母语者与非母语学习者的比较分析

Vigo International Journal of Applied Linguistics Pub Date : 2024-01-15 DOI: 10.35869/vial.v0i21.4165

Sung-Yeon Kim, Dongkwang Shin, Kyung-Sook Kim

{"title":"Association of lexical and collocation knowledge: A comparative analysis of native speakers and nonnative learners of English","authors":"Sung-Yeon Kim, Dongkwang Shin, Kyung-Sook Kim","doi":"10.35869/vial.v0i21.4165","DOIUrl":"https://doi.org/10.35869/vial.v0i21.4165","url":null,"abstract":"To provide a comprehensive estimate of Korean college students’ lexical competence, this study compared L2 learners’ (EFL) use of single words and collocations with that of native speakers (NSs). The study compiled two text corpora, one from an existing native corpus and the other with texts from Korean EFL learners at three proficiency levels. There were significant differences between the two corpora in lexical diversity, although the difference between advanced EFL learners and NSs was non-significant, indicating that advanced learners were on par with NSs in terms of using a diverse range of words. In a comparison of lexical distribution of single words, however, these advanced learners were found to use words between the 1K and 4K level, whereas NSs used words beyond this level. This suggests the need to cover a wider range of words in classroom teaching and assessment. Regarding collocational knowledge, the difference between the NSs and EFL group was apparent and statistically significant, regardless of learners’ proficiency levels. Namely, EFL learners used far fewer collocations in a smaller range than their counterparts. The learners’ limited collocational competence indicates that collocations should be considered an integral component of the curriculum, instruction, and assessment.","PeriodicalId":518055,"journal":{"name":"Vigo International Journal of Applied Linguistics","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140531549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online processing and vocabulary learning in massed versus spaced repeated reading 大量重复阅读与间隔重复阅读中的在线处理和词汇学习

Vigo International Journal of Applied Linguistics Pub Date : 2024-01-15 DOI: 10.35869/vial.v0i21.4402

Raquel Serrano, A. Pellicer‐Sánchez

{"title":"Online processing and vocabulary learning in massed versus spaced repeated reading","authors":"Raquel Serrano, A. Pellicer‐Sánchez","doi":"10.35869/vial.v0i21.4402","DOIUrl":"https://doi.org/10.35869/vial.v0i21.4402","url":null,"abstract":"The present exploratory study analyzed the effect of two different implementations of repeated reading (massed vs. spaced) on the online processing of the text and unknown vocabulary, as well as on incidental vocabulary learning. The relationship between processing and learning of target vocabulary in massed versus spaced repeated reading was also examined. A group of Spanish undergraduate students read the same text in English three times under either a massed (three times consecutively) or spaced (once a week) schedule, while their eye movements were recorded. Knowledge of a set of target words from the text was assessed in immediate and delayed multiple-choice, meaning-recognition tests. The results of this study suggest that repeated reading led to a decrease in total reading time and number of fixations in the massed group but not in the spaced group. However, there were no significant differences between the two conditions in the processing of target words or immediate vocabulary gains. Finally, it was observed that longer processing time on the target words was related to larger immediate vocabulary gains, but only in the spaced group.","PeriodicalId":518055,"journal":{"name":"Vigo International Journal of Applied Linguistics","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140531710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Second-Language Experience on Native-Language Processing. 第二语言经验对母语加工的影响。

Vigo International Journal of Applied Linguistics Pub Date : 2011-01-01

Margarita Kaushanskaya, Jeewon Yoo, Viorica Marian

{"title":"The Effect of Second-Language Experience on Native-Language Processing.","authors":"Margarita Kaushanskaya, Jeewon Yoo, Viorica Marian","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Previous work on bilingual language processing indicates that native-language skills can influence second-language acquisition. The goal of the present work was to examine the influence of second-language experiences on native-language vocabulary and reading skills in two groups of bilingual speakers. English-Spanish and English-Mandarin bilingual adults were tested on vocabulary knowledge and reading fluency in English, their native language. Participants also provided detailed information regarding their history of second-language acquisition, including age of L2 acquisition, degree of L2 exposure, L2 proficiency, and preference of L2 use. Comparisons across the two bilingual groups revealed that both groups performed similarly on native-language vocabulary and reading measures. However, in English-Spanish bilinguals, higher self-reported reading skills in Spanish were associated with higher English reading-fluency scores, while in English-Mandarin bilinguals, higher self-reported reading skills in Mandarin were associated with lower English reading-fluency scores. These findings suggest that second-language experiences influence native-language performance, and can facilitate or reduce it depending on the properties of the second-language writing system.</p>","PeriodicalId":518055,"journal":{"name":"Vigo International Journal of Applied Linguistics","volume":"8 ","pages":"54-77"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3484981/pdf/nihms368747.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31027535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0