Pub Date : 2023-03-27DOI: 10.1017/s0272263123000165
Nicholas Henry
Research on input processing and processing instruction has often employed a scoring method known as trials to criterion to observe the effects of instruction that emerge during training. Despite its common use in this research (see Fernández, 2021) this metric has never been evaluated critically. The present study first discusses several challenges associated with trials to criterion, including issues with its conceptual and methodological implementation. The study then introduces three alternative approaches for analyzing accuracy data collected during training sequences: trials to accuracy threshold, growth curve analysis, and bootstrapped differences of timeseries. For each approach, advantages and disadvantages are discussed and example analyses are presented using data from previous research. This discussion shows how these alternative approaches can supplement current trials-to-criterion-based analyses, expand the methodological choices available to researchers, and permit new and interesting research questions.
{"title":"Reevaluating trials to criterion as a measure in second language research","authors":"Nicholas Henry","doi":"10.1017/s0272263123000165","DOIUrl":"https://doi.org/10.1017/s0272263123000165","url":null,"abstract":"\u0000 Research on input processing and processing instruction has often employed a scoring method known as trials to criterion to observe the effects of instruction that emerge during training. Despite its common use in this research (see Fernández, 2021) this metric has never been evaluated critically. The present study first discusses several challenges associated with trials to criterion, including issues with its conceptual and methodological implementation. The study then introduces three alternative approaches for analyzing accuracy data collected during training sequences: trials to accuracy threshold, growth curve analysis, and bootstrapped differences of timeseries. For each approach, advantages and disadvantages are discussed and example analyses are presented using data from previous research. This discussion shows how these alternative approaches can supplement current trials-to-criterion-based analyses, expand the methodological choices available to researchers, and permit new and interesting research questions.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42570216","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}
Pub Date : 2023-03-03DOI: 10.1017/s0272263123000049
Tripp Strawbridge
This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, which were shaped by the contrasting curricular models of study abroad programs.
{"title":"The relationship between social network typology, L2 proficiency growth, and curriculum design in university study abroad","authors":"Tripp Strawbridge","doi":"10.1017/s0272263123000049","DOIUrl":"https://doi.org/10.1017/s0272263123000049","url":null,"abstract":"\u0000 This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, which were shaped by the contrasting curricular models of study abroad programs.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42944619","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}
Pub Date : 2023-03-02DOI: 10.1017/s0272263123000037
R. Sparks, P. Dale
Widespread use of the Modern Language Aptitude Test (MLAT) in L2 studies of individual differences implicitly assumes that L2 aptitude is a distinct cognitive facet. There is considerable evidence for prediction from L1 abilities to L2 learning. In this longitudinal study, L1-MLAT-L2 relations were examined in 307 US secondary students based on six L1 and six L2 measures of language and literacy, and the MLAT. Mediation and regression analyses revealed that each L1 measure individually predicted all L2 scores and MLAT; the L1 measures collectively substantially predicted MLAT scores; MLAT is a significant but moderate mediator of prediction from L1 to L2 scores; and prediction from MLAT to L2 scores is significantly and substantially due to variance in L1 abilities captured by MLAT. Overall, prediction from MLAT is due primarily to its functioning as a measure of L1 abilities, although substantial L1 variance which predicts L2 scores is not captured by the MLAT.
{"title":"The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities","authors":"R. Sparks, P. Dale","doi":"10.1017/s0272263123000037","DOIUrl":"https://doi.org/10.1017/s0272263123000037","url":null,"abstract":"\u0000 Widespread use of the Modern Language Aptitude Test (MLAT) in L2 studies of individual differences implicitly assumes that L2 aptitude is a distinct cognitive facet. There is considerable evidence for prediction from L1 abilities to L2 learning. In this longitudinal study, L1-MLAT-L2 relations were examined in 307 US secondary students based on six L1 and six L2 measures of language and literacy, and the MLAT. Mediation and regression analyses revealed that each L1 measure individually predicted all L2 scores and MLAT; the L1 measures collectively substantially predicted MLAT scores; MLAT is a significant but moderate mediator of prediction from L1 to L2 scores; and prediction from MLAT to L2 scores is significantly and substantially due to variance in L1 abilities captured by MLAT. Overall, prediction from MLAT is due primarily to its functioning as a measure of L1 abilities, although substantial L1 variance which predicts L2 scores is not captured by the MLAT.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44733384","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}
Pub Date : 2023-03-01DOI: 10.1017/s0272263123000098
A. Valdman, Kazuya Saito, Hui Sun, Magdalena Kachlicka, John Robert Carvajal Alayo, T. Nakata, A. Tierney
We express our gratitude to the review board of SSLA for granting our article the Albert Valdman award for outstanding publication this year. In the field of cognitive psychology, scholars have thoroughly examined the significance of auditory processing, that is, the ability to perceive pitch and temporal characteristics of nonverbal sounds, in determining the rate of L1 development and delay. Within the context of 139 post-pubertal L2 learners of English with diverse biographical backgrounds, our study represents one of the initial endeavors to explore the extent to which this domain-general auditory perception can explain individual differences in their segmental, prosodic, lexical, and morphosyntactic proficiency in naturalistic settings. The outcomes of our study support the domain-general view that precise auditory processing constitutes a critical component of the mechanisms underlying and propelling human language acquisition throughout the lifespan. We are elated about this recognition because our work not only enriches the field of SLA but also arouses curiosity and interest in SLA among related disciplines, such as cognitive psychology and neuroscience. It is our hope that our work will encourage more researchers to view SLA as an interesting testing ground for their own topics, leading to evenmore interdisciplinary research across various dimensions.
{"title":"The 2022 Albert Valdman Award","authors":"A. Valdman, Kazuya Saito, Hui Sun, Magdalena Kachlicka, John Robert Carvajal Alayo, T. Nakata, A. Tierney","doi":"10.1017/s0272263123000098","DOIUrl":"https://doi.org/10.1017/s0272263123000098","url":null,"abstract":"We express our gratitude to the review board of SSLA for granting our article the Albert Valdman award for outstanding publication this year. In the field of cognitive psychology, scholars have thoroughly examined the significance of auditory processing, that is, the ability to perceive pitch and temporal characteristics of nonverbal sounds, in determining the rate of L1 development and delay. Within the context of 139 post-pubertal L2 learners of English with diverse biographical backgrounds, our study represents one of the initial endeavors to explore the extent to which this domain-general auditory perception can explain individual differences in their segmental, prosodic, lexical, and morphosyntactic proficiency in naturalistic settings. The outcomes of our study support the domain-general view that precise auditory processing constitutes a critical component of the mechanisms underlying and propelling human language acquisition throughout the lifespan. We are elated about this recognition because our work not only enriches the field of SLA but also arouses curiosity and interest in SLA among related disciplines, such as cognitive psychology and neuroscience. It is our hope that our work will encourage more researchers to view SLA as an interesting testing ground for their own topics, leading to evenmore interdisciplinary research across various dimensions.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758306","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}
Pub Date : 2023-03-01DOI: 10.1017/s0272263123000190
Luke Plonsky, S. Gass, B. Vanpatten
{"title":"Kimberly Geeslin, In Memoriam","authors":"Luke Plonsky, S. Gass, B. Vanpatten","doi":"10.1017/s0272263123000190","DOIUrl":"https://doi.org/10.1017/s0272263123000190","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41729030","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}
Pub Date : 2023-03-01DOI: 10.1017/s0272263123000116
{"title":"SLA volume 45 issue 1 Cover and Back matter","authors":"","doi":"10.1017/s0272263123000116","DOIUrl":"https://doi.org/10.1017/s0272263123000116","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45096213","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}
Pub Date : 2023-03-01DOI: 10.1017/s0272263123000104
{"title":"SLA volume 45 issue 1 Cover and Front matter","authors":"","doi":"10.1017/s0272263123000104","DOIUrl":"https://doi.org/10.1017/s0272263123000104","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45538765","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}
Pub Date : 2023-02-16DOI: 10.1017/s0272263122000584
Jiangping Chen, C. Lin, Gaowei Chen, Huafang Fu
This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual’s profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency.
{"title":"Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study","authors":"Jiangping Chen, C. Lin, Gaowei Chen, Huafang Fu","doi":"10.1017/s0272263122000584","DOIUrl":"https://doi.org/10.1017/s0272263122000584","url":null,"abstract":"\u0000 This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual’s profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45169907","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}
Pub Date : 2023-02-15DOI: 10.1017/s0272263123000013
S. Pfenninger, M. Kliesch
This longitudinal study with time-serial data examines for the first time whether different types of intraindividual variation in second language (L2) performance and cognitive functioning are related, and how and when they influence L2 development longitudinally in older adulthood. We analyzed the L2 development of 26 German-speaking adults aged 62–79 who were taught L2 English for 2 × 90 minutes per week over 6 months. At each of the 15 measurements, the participants completed three L2 tasks and eight cognitive measures, and they answered open-ended questions about socioaffective variables such as L2 motivation. Results of generalized additive mixed models and qualitative content analyses showed, inter alia, that L2 variability—rather than inconsistency or dispersion—had a (nonlinear) effect on L2 growth, being especially large during periods of rapid development. The qualitative analyses revealed a blended operation of internal and external states being associated with periods of significant L2 growth.
{"title":"Variability as a functional marker of second language development in older adult learners","authors":"S. Pfenninger, M. Kliesch","doi":"10.1017/s0272263123000013","DOIUrl":"https://doi.org/10.1017/s0272263123000013","url":null,"abstract":"\u0000 This longitudinal study with time-serial data examines for the first time whether different types of intraindividual variation in second language (L2) performance and cognitive functioning are related, and how and when they influence L2 development longitudinally in older adulthood. We analyzed the L2 development of 26 German-speaking adults aged 62–79 who were taught L2 English for 2 × 90 minutes per week over 6 months. At each of the 15 measurements, the participants completed three L2 tasks and eight cognitive measures, and they answered open-ended questions about socioaffective variables such as L2 motivation. Results of generalized additive mixed models and qualitative content analyses showed, inter alia, that L2 variability—rather than inconsistency or dispersion—had a (nonlinear) effect on L2 growth, being especially large during periods of rapid development. The qualitative analyses revealed a blended operation of internal and external states being associated with periods of significant L2 growth.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160733","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}
Pub Date : 2023-01-27DOI: 10.1017/s0272263122000547
Hyojin Jeong, R. Dekeyser
This study examined the development of automaticity in processing L2 collocations, and the roles of L1 collocational knowledge and practice conditions in the development process. Korean learners of English were assigned to one of two practice conditions (practice in identical or varied contexts). The learning gains for word combinations with and without equivalent counterparts in the L1 (L1-only and L2-only collocations) were assessed using response times (RTs) and coefficients of variation (CV) from a phrasal decision task. The results demonstrated that the learners in both groups showed significantly improved collocation processing for both types of items in terms of speed (RT) and automaticity (CV) over time. The RT and CV analyses indicated that both groups’ improvements in collocation processing in the later stages of learning were associated with automatization. Interestingly, L1 collocational knowledge played a facilitative role in processing speed only in the early stages of learning. No reliable evidence for the differential effects of the two types of practice conditions on developing automaticity in collocation processing was found.
{"title":"Development of automaticity in processing L2 collocations: The roles of L1 collocational knowledge and practice condition","authors":"Hyojin Jeong, R. Dekeyser","doi":"10.1017/s0272263122000547","DOIUrl":"https://doi.org/10.1017/s0272263122000547","url":null,"abstract":"\u0000 This study examined the development of automaticity in processing L2 collocations, and the roles of L1 collocational knowledge and practice conditions in the development process. Korean learners of English were assigned to one of two practice conditions (practice in identical or varied contexts). The learning gains for word combinations with and without equivalent counterparts in the L1 (L1-only and L2-only collocations) were assessed using response times (RTs) and coefficients of variation (CV) from a phrasal decision task. The results demonstrated that the learners in both groups showed significantly improved collocation processing for both types of items in terms of speed (RT) and automaticity (CV) over time. The RT and CV analyses indicated that both groups’ improvements in collocation processing in the later stages of learning were associated with automatization. Interestingly, L1 collocational knowledge played a facilitative role in processing speed only in the early stages of learning. No reliable evidence for the differential effects of the two types of practice conditions on developing automaticity in collocation processing was found.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670390","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}
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