Pub Date : 2024-03-06DOI: 10.1017/s0272263124000081
Manuel F. Pulido
Usage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not explored the impact that cognitive traits (e.g., working memory) have on the effectiveness of skewed or balanced input. The experiment reported here tested learners’ ability to develop new L2 categories of adjectives that guide lexical selection in Spanish verbs of “becoming.” The results showed that, when explicit rules are provided, low-working memory learners benefitted from reduced variability in skewed input, while high-working memory individuals benefitted from balanced input, which better allows for rule-based hypothesis testing. The findings help clarify the mixed findings in previous studies and suggest a way forward for optimizing the L2 input based on individual traits.
{"title":"Optimizing the input for learning of L2-specific constructions: the roles of Zipfian and balanced input, explicit rules and working memory","authors":"Manuel F. Pulido","doi":"10.1017/s0272263124000081","DOIUrl":"https://doi.org/10.1017/s0272263124000081","url":null,"abstract":"<p>Usage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not explored the impact that cognitive traits (e.g., working memory) have on the effectiveness of skewed or balanced input. The experiment reported here tested learners’ ability to develop new L2 categories of adjectives that guide lexical selection in Spanish verbs of “becoming.” The results showed that, when explicit rules are provided, low-working memory learners benefitted from reduced variability in skewed input, while high-working memory individuals benefitted from balanced input, which better allows for rule-based hypothesis testing. The findings help clarify the mixed findings in previous studies and suggest a way forward for optimizing the L2 input based on individual traits.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043673","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 : 2024-03-01DOI: 10.1017/s0272263124000160
{"title":"Announcing the 2024 Susan Gass Award for Impact in SLA","authors":"","doi":"10.1017/s0272263124000160","DOIUrl":"https://doi.org/10.1017/s0272263124000160","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140401720","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 : 2024-03-01DOI: 10.1017/s0272263124000159
{"title":"2023 Valdman Award Acceptance Note","authors":"","doi":"10.1017/s0272263124000159","DOIUrl":"https://doi.org/10.1017/s0272263124000159","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140407675","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 : 2024-03-01DOI: 10.1017/s0272263124000056
{"title":"SLA volume 46 issue 1 Cover and Front matter","authors":"","doi":"10.1017/s0272263124000056","DOIUrl":"https://doi.org/10.1017/s0272263124000056","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140402651","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 : 2024-03-01DOI: 10.1017/s0272263124000044
{"title":"SLA volume 46 issue 1 Cover and Back matter","authors":"","doi":"10.1017/s0272263124000044","DOIUrl":"https://doi.org/10.1017/s0272263124000044","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140403061","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 : 2024-02-26DOI: 10.1017/s0272263123000591
J. Kahng
The development of L2 utterance fluency has been extensively researched, whereas that of cognitive fluency has rarely been examined. This study investigated the longitudinal development of L2 utterance and cognitive fluency and their relationship. Thirty-one Chinese learners of English completed speaking tasks and a set of tasks for cognitive fluency before and after 5 months’ study abroad. The results showed that participants made a significant improvement in mean syllable duration, end-clause pause frequency, and the speed of syntactic encoding and articulation but not in mid-clause pause frequency or lexical retrieval speed. Mixed-effects modeling confirmed a significant relationship between syntactic encoding speed and mean syllable duration and mid-clause pausing. Furthermore, the significant relationships were maintained over time. The findings highlight (a) the differences between mid-clause and end-clause pausing in terms of their developmental patterns and relationship with cognitive fluency and (b) a significant role of syntactic encoding speed in L2 utterance fluency.
{"title":"Longitudinal development of second language utterance fluency, cognitive fluency, and their relationship","authors":"J. Kahng","doi":"10.1017/s0272263123000591","DOIUrl":"https://doi.org/10.1017/s0272263123000591","url":null,"abstract":"\u0000 The development of L2 utterance fluency has been extensively researched, whereas that of cognitive fluency has rarely been examined. This study investigated the longitudinal development of L2 utterance and cognitive fluency and their relationship. Thirty-one Chinese learners of English completed speaking tasks and a set of tasks for cognitive fluency before and after 5 months’ study abroad. The results showed that participants made a significant improvement in mean syllable duration, end-clause pause frequency, and the speed of syntactic encoding and articulation but not in mid-clause pause frequency or lexical retrieval speed. Mixed-effects modeling confirmed a significant relationship between syntactic encoding speed and mean syllable duration and mid-clause pausing. Furthermore, the significant relationships were maintained over time. The findings highlight (a) the differences between mid-clause and end-clause pausing in terms of their developmental patterns and relationship with cognitive fluency and (b) a significant role of syntactic encoding speed in L2 utterance fluency.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428226","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 : 2024-02-14DOI: 10.1017/s0272263124000019
Rachida Ganga, Haoyan Ge, Marijn E. Struiksma, Virginia Yip, Aoju Chen
It has been proposed that second language (L2) learners differ from native speakers in processing due to either influence from their native language or an inability to integrate information from multiple linguistic domains in a second language. To shed new light on the underlying mechanism of L2 processing, we used an event-related potentials (ERP) paradigm to examine the processing of sentences with only in English by native speakers of English and advanced Dutch learners of English. Successful processing of sentences with only requires rapid integration of prosodic information with semantic and syntactic information. We found that L2 listeners showed native-like processing of the acoustics of contrastive pitch accents when adjacent to only. However, they needed more cues than L1 listeners to perform native-like in forming expectations for focus placement. Our results thus provide first ERP-based evidence for difficulty in the integration of information for focus expectation in difficult L2 constructs.
{"title":"Prosodic processing in sentences with ‘only’ in L1 and L2 English","authors":"Rachida Ganga, Haoyan Ge, Marijn E. Struiksma, Virginia Yip, Aoju Chen","doi":"10.1017/s0272263124000019","DOIUrl":"https://doi.org/10.1017/s0272263124000019","url":null,"abstract":"It has been proposed that second language (L2) learners differ from native speakers in processing due to either influence from their native language or an inability to integrate information from multiple linguistic domains in a second language. To shed new light on the underlying mechanism of L2 processing, we used an event-related potentials (ERP) paradigm to examine the processing of sentences with <jats:italic>only</jats:italic> in English by native speakers of English and advanced Dutch learners of English. Successful processing of sentences with <jats:italic>only</jats:italic> requires rapid integration of prosodic information with semantic and syntactic information. We found that L2 listeners showed native-like processing of the acoustics of contrastive pitch accents when adjacent to <jats:italic>only.</jats:italic> However, they needed more cues than L1 listeners to perform native-like in forming expectations for focus placement. Our results thus provide first ERP-based evidence for difficulty in the integration of information for focus expectation in difficult L2 constructs.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139745434","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 : 2024-02-06DOI: 10.1017/s0272263124000020
Abdullah Alamer, Florian Schuberth, Jörg Henseler
Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements define and form the construct and not the other way around. These constructs are referred to as emergent variables (also called components, formative constructs, and composite constructs). Because emergent variables are composed of elements/parts, they should be assessed through confirmatory composite analysis (CCA). Elements of emergent variables represent unique facets of the construct. Thus, such constructs cannot be properly assessed by confirmatory factor analysis (CFA) because CFA and its underlying common factor model regard these elements to be similar and interchangeable. Conversely, the elements of an emergent variable uniquely define and form the construct, i.e., they are not similar or interchangeable. Thus, CCA is the preferred approach to empirically validate emergent variables such as language skills L2 students’ behavioral engagement and language learning strategies. CCA is based on the composite model, which captures the characteristics of emergent variables more accurately. Aside from the difference in the underlying model, CCA consists of the same steps as CFA, i.e., model specification, model identification, model estimation, and model assessment. In this paper, we explain these steps. and present an illustrative example using publicly available data. In doing so, we show how CCA can be conducted using graphical software packages such as Amos, and we provide the code necessary to conduct CCA in the R package lavaan.
第二语言（L2）和教育领域的研究人员使用不同的统计方法来评估他们感兴趣的构式。许多 L2 构建都是从要素/部分中产生的，也就是说，要素决定并形成了构建，而不是相反。这些构式被称为新兴变量（也称为成分、形成构式和复合构式）。由于突现变量是由要素/部分组成的，因此应通过确认性综合分析（CCA）对其进行评估。新出现变量的要素代表了建构的独特方面。因此，这类构念无法通过确证因子分析（CFA）进行正确评估，因为确证因子分析及其基本的共同因子模型认为这些要素是相似和可互换的。反之，新出现变量的要素则唯一地定义和形成了构念，也就是说，它们并不相似或可以互换。因此，CCA 是实证验证新兴变量（如语言技能 L2 学生的行为参与和语言学习策略）的首选方法。CCA 以复合模型为基础，能更准确地捕捉突发变量的特征。除了基础模型不同之外，CCA 与 CFA 的步骤相同，即模型规范、模型识别、模型估计和模型评估。在本文中，我们将解释这些步骤，并使用公开数据举例说明。在此过程中，我们展示了如何使用 Amos 等图形软件包进行 CCA，并在 R 软件包 lavaan 中提供了进行 CCA 所需的代码。
{"title":"When and how to use confirmatory composite analysis (CCA) in second language research","authors":"Abdullah Alamer, Florian Schuberth, Jörg Henseler","doi":"10.1017/s0272263124000020","DOIUrl":"https://doi.org/10.1017/s0272263124000020","url":null,"abstract":"<p>Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements <span>define</span> and <span>form</span> the construct and not the other way around. These constructs are referred to as emergent variables (also called components, formative constructs, and composite constructs). Because emergent variables are composed of elements/parts, they should be assessed through confirmatory composite analysis (CCA). Elements of emergent variables represent unique facets of the construct. Thus, such constructs cannot be properly assessed by confirmatory factor analysis (CFA) because CFA and its underlying common factor model regard these elements to be similar and interchangeable. Conversely, the elements of an emergent variable uniquely define and form the construct, i.e., they are not similar or interchangeable. Thus, CCA is the preferred approach to empirically validate emergent variables such as language skills L2 students’ behavioral engagement and language learning strategies. CCA is based on the composite model, which captures the characteristics of emergent variables more accurately. Aside from the difference in the underlying model, CCA consists of the same steps as CFA, i.e., model specification, model identification, model estimation, and model assessment. In this paper, we explain these steps. and present an illustrative example using publicly available data. In doing so, we show how CCA can be conducted using graphical software packages such as Amos, and we provide the code necessary to conduct CCA in the R package lavaan.</p>","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139695935","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 : 2024-01-04DOI: 10.1017/s027226312300058x
Janire Zalbidea
This study investigates the extent to which (a) Spanish heritage (HL) and second language (L2) writers’ linguistic complexity differs across register contexts and (b) Spanish proficiency and writing motivational beliefs differentially affect HL and L2 writers’ performance. Participants were 58 HL and 54 L2 Spanish learners who completed two persuasive writing tasks—the Email to Friend and Letter to Dean tasks—designed to be topically similar while eliciting different registers. Proficiency measures included an elicited imitation task (EIT) and a cloze test. Mixed-effects models indicated that both HL and L2 writers evidenced greater lexico-syntactic complexity in the Letter to Dean task; nonetheless, HL writers demonstrated more robust cross-register distinctions in syntactic complexity. The EIT and cloze test positively predicted syntactic and lexical complexity, respectively, although differential patterns were also observed by group. Intrinsic/interest and cognitive/linguistic value beliefs about Spanish writing emerged as positive and negative predictors of linguistic complexity, respectively.
{"title":"Variability in heritage and second language writers’ linguistic complexity: Roles of proficiency and motivational beliefs","authors":"Janire Zalbidea","doi":"10.1017/s027226312300058x","DOIUrl":"https://doi.org/10.1017/s027226312300058x","url":null,"abstract":"This study investigates the extent to which (a) Spanish heritage (HL) and second language (L2) writers’ linguistic complexity differs across register contexts and (b) Spanish proficiency and writing motivational beliefs differentially affect HL and L2 writers’ performance. Participants were 58 HL and 54 L2 Spanish learners who completed two persuasive writing tasks—the Email to Friend and Letter to Dean tasks—designed to be topically similar while eliciting different registers. Proficiency measures included an elicited imitation task (EIT) and a cloze test. Mixed-effects models indicated that both HL and L2 writers evidenced greater lexico-syntactic complexity in the Letter to Dean task; nonetheless, HL writers demonstrated more robust cross-register distinctions in syntactic complexity. The EIT and cloze test positively predicted syntactic and lexical complexity, respectively, although differential patterns were also observed by group. Intrinsic/interest and cognitive/linguistic value beliefs about Spanish writing emerged as positive and negative predictors of linguistic complexity, respectively.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139110380","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 : 2023-12-13DOI: 10.1017/s027226312300061x
N. Mifka-Profozic, David O’Reilly, Leonarda Lovrović
{"title":"Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading – ERRATUM","authors":"N. Mifka-Profozic, David O’Reilly, Leonarda Lovrović","doi":"10.1017/s027226312300061x","DOIUrl":"https://doi.org/10.1017/s027226312300061x","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005203","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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