Studies in Second Language Acquisition最新文献

英文中文

Variability in heritage and second language writers’ linguistic complexity: Roles of proficiency and motivational beliefs 遗产和第二语言作家语言复杂性的差异：能力和动机信念的作用

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2024-01-04 DOI: 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.

本研究调查了（a）西班牙语遗产（HL）和第二语言（L2）写作者的语言复杂性在不同语域语境中的差异程度，以及（b）西班牙语水平和写作动机信念对HL和L2写作者的表现的不同影响程度。58 名高年级西班牙语学习者和 54 名低年级西班牙语学习者完成了两项劝说性写作任务--给朋友的电子邮件和给院长的信--这两项任务的设计主题相似，但引起的语域不同。能力测量包括诱导模仿任务（EIT）和掐词测试。混合效应模型表明，在 "给院长的信 "任务中，汉语写作者和第二语言写作者都表现出了更高的词汇-句法复杂性；然而，汉语写作者在句法复杂性方面表现出了更强的跨语域差异。EIT和cloze测试分别对句法和词法复杂性有积极的预测作用，但不同组别也有不同的预测模式。对西班牙语写作的内在/兴趣和认知/语言价值信念分别对语言复杂性有积极和消极的预测作用。

引用次数: 0

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 解读 L2 显性语言知识与英语情态动词 may 和 can 的在线处理：可接受性判断与自定进度阅读的比较 - ERRATUM

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-12-13 DOI: 10.1017/s027226312300061x

N. Mifka-Profozic, David O’Reilly, Leonarda Lovrović

引用次数: 0

Inhibitory and facilitative effects of lexical neighbors in spoken word recognition: The role of language experience 词汇邻域在口语单词识别中的抑制和促进作用:语言经验的作用

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-29 DOI: 10.1017/s0272263123000578

Mona Roxana Botezatu, Dalia L. Garcia

The study evaluated whether the direction (inhibitory or facilitative) of the phonological neighborhood density effect in English spoken word recognition was modulated by the relative strength of competitor activation (neighborhood type) in two groups of English-dominant learners of Spanish who differed in language experience. Classroom learners and heritage learners of Spanish identified spoken English words from dense (e.g., BEAR) and sparse (e.g., BOAT) phonological neighborhoods presented in moderate noise. The phonological neighborhood was separately manipulated at word onset (cohort) and word offset (rhyme). Classroom learners were overall slower in recognizing spoken words from denser neighborhoods. Strongly active (onset) neighbors exerted inhibitory effects in both classroom and heritage learners. Critically, weakly active (offset) neighbors exerted inhibitory effects in classroom learners but facilitative effects in heritage learners. The results suggest that the activation of both within and cross-language neighbors should be considered in determining the direction of neighbor effects in bilingual lexical processing.

本研究在两组不同语言经验的英语主导型西班牙语学习者中，考察了竞争对手激活(邻里类型)的相对强度是否调节了语音邻里密度效应在英语口语单词识别中的方向(抑制或促进)。西班牙语的课堂学习者和传统学习者从密集(如BEAR)和稀疏(如BOAT)的语音邻域中识别出中等噪音的英语口语单词。语音邻域分别在单词起始(队列)和单词偏移(押韵)处进行操作。总体而言，课堂学习者在识别来自人口密集社区的口语单词方面速度较慢。强烈活跃的邻居在课堂和遗产学习者中都有抑制作用。重要的是，弱活跃(抵消)邻居在课堂学习者中发挥抑制作用，而在遗产学习者中发挥促进作用。结果表明，在确定双语词汇加工中邻居效应的方向时，应同时考虑语言内邻居和跨语言邻居的激活。

{"title":"Inhibitory and facilitative effects of lexical neighbors in spoken word recognition: The role of language experience","authors":"Mona Roxana Botezatu, Dalia L. Garcia","doi":"10.1017/s0272263123000578","DOIUrl":"https://doi.org/10.1017/s0272263123000578","url":null,"abstract":"The study evaluated whether the direction (inhibitory or facilitative) of the phonological neighborhood density effect in English spoken word recognition was modulated by the relative strength of competitor activation (neighborhood type) in two groups of English-dominant learners of Spanish who differed in language experience. Classroom learners and heritage learners of Spanish identified spoken English words from dense (e.g., BEAR) and sparse (e.g., BOAT) phonological neighborhoods presented in moderate noise. The phonological neighborhood was separately manipulated at word onset (cohort) and word offset (rhyme). Classroom learners were overall slower in recognizing spoken words from denser neighborhoods. Strongly active (onset) neighbors exerted inhibitory effects in both classroom and heritage learners. Critically, weakly active (offset) neighbors exerted inhibitory effects in classroom learners but facilitative effects in heritage learners. The results suggest that the activation of both within and cross-language neighbors should be considered in determining the direction of neighbor effects in bilingual lexical processing.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"112 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455108","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}

引用次数: 0

Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading 解析二语显性语言知识与英语情态动词在线加工:可接受性判断与自定阅读的比较

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-28 DOI: 10.1017/s0272263123000475

Nadia Mifka-Profozic, David O’Reilly, Leonarda Lovrovic

The present study uses self-paced reading as a measure of online processing and an acceptability judgement task as a measure of offline explicit linguistic knowledge, to understand L2 learners’ comprehension processes and their awareness of subtle differences between the modal auxiliaries may and can. Participants were two groups of university students: 42 native speakers of English and 41 native speakers of Croatian majoring in L2 English. The study is part of a larger project that has provided empirical evidence of the two modals, may and can, being mutually exclusive when denoting ability (can) and epistemic possibility (may) but equally acceptable in pragmatic choices expressing permission. The present results revealed that L1 and L2 speakers rated the acceptability of sentences in offline tasks similarly; however, L2 learners showed no sensitivity to verb–context mismatches in epistemic modality while demonstrating sensitivity when processing modals expressing ability. Implications for L2 acquisition of modals and future research are discussed.

本研究使用自定节奏阅读作为在线加工的衡量标准，使用可接受性判断任务作为离线外显语言知识的衡量标准，以了解二语学习者的理解过程以及他们对情态助词may和can之间细微差异的意识。参与者是两组大学生:42名以英语为母语的人，41名以克罗地亚语为母语的人，主修第二语言英语。这项研究是一个更大项目的一部分，该项目提供了两种情态may和can的经验证据，它们在表示能力(can)和认知可能性(may)时相互排斥，但在表示许可的语用选择中同样可以接受。本研究结果表明，母语和第二语言的说话者对离线任务中句子的可接受性的评价相似;然而，二语学习者在认知情态上对动词-语境不匹配表现出敏感性，而在情态表达能力上表现出敏感性。讨论了对二语情态习得的启示和未来的研究。

{"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","authors":"Nadia Mifka-Profozic, David O’Reilly, Leonarda Lovrovic","doi":"10.1017/s0272263123000475","DOIUrl":"https://doi.org/10.1017/s0272263123000475","url":null,"abstract":"The present study uses self-paced reading as a measure of online processing and an acceptability judgement task as a measure of offline explicit linguistic knowledge, to understand L2 learners’ comprehension processes and their awareness of subtle differences between the modal auxiliaries may and can. Participants were two groups of university students: 42 native speakers of English and 41 native speakers of Croatian majoring in L2 English. The study is part of a larger project that has provided empirical evidence of the two modals, may and can, being mutually exclusive when denoting ability (can) and epistemic possibility (may) but equally acceptable in pragmatic choices expressing permission. The present results revealed that L1 and L2 speakers rated the acceptability of sentences in offline tasks similarly; however, L2 learners showed no sensitivity to verb–context mismatches in epistemic modality while demonstrating sensitivity when processing modals expressing ability. Implications for L2 acquisition of modals and future research are discussed.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"55 7","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138449861","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}

引用次数: 0

SLA volume 45 issue 5 Cover and Back matter 图书馆协会》第 45 卷第 5 期封面和封底

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-21 DOI: 10.1017/S0272263123000566

Kimberly L. Geeslin, In Memoriam Plonsky, Gass Susan Vanpatten Luke

引用次数: 0

SLA volume 45 issue 5 Cover and Front matter SLA 第 45 卷第 5 期封面和封底

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-21 DOI: 10.1017/s0272263123000554

Jill Jegerski, Kevin McManus Pennsylvania, Kazuya Saito Ucl, Andrew Dennis Northern, Susan Gass Michigan, Bill VanPatten Michigan, Ali Al-Hoorie, Carrie Jackson Pennsylvania

scope

范围

引用次数: 0

The effectiveness of note taking through exposure to L2 input: A meta-analysis 通过接触第二语言输入来做笔记的有效性:一项荟萃分析

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-21 DOI: 10.1017/s0272263123000529

Zhouhan Jin, Stuart Webb

There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a set of potential moderators (i.e., learner variables, treatment variables, note-taking features, learning target, and measurement type). Results revealed that note taking had a small to medium positive overall effect on learning through exposure to L2 input (g = 0.56, 95% CI: 0.24–0.88). Subsequent moderator analyses revealed that variability in the size of note-taking effects across studies was explained by learner variables (context, region, orthographic scripts, institutional level), treatment variables (mode of input, material type), note-taking features (note-taking behavior, number of note-taking sessions, provision and type of note-taking strategy instruction, total length of instruction, opportunity to review notes), learning target, and measurement type. Based on the obtained findings, teachers are recommended to incorporate note taking in L2 classrooms. Pedagogical suggestions and directions for future research are also provided.

笔记在第二语言(L2)研究中的作用越来越受到关注。然而，目前还没有荟萃分析来检验通过接触第二语言输入来做笔记和学习之间的关系。我们从21项研究(N = 1992)中检索了28个效应值，以探索笔记的总体效果，并检查笔记的有效性可能随一系列潜在调节因子(即学习者变量、治疗变量、笔记特征、学习目标和测量类型)的函数而变化的程度。结果显示，通过接触L2输入，笔记对学习具有小到中等的积极总体影响(g = 0.56, 95% CI: 0.24-0.88)。随后的调节分析显示，不同研究中笔记效果大小的差异可以由学习者变量(语境、地区、正字法、机构水平)、处理变量(输入方式、材料类型)、笔记特征(笔记行为、笔记会话次数、提供和类型的笔记策略指导、教学总时长、复习笔记的机会)、学习目标和测量类型来解释。根据所获得的发现，建议教师在第二语言课堂中加入笔记。并对今后的研究提出了教学建议和方向。

{"title":"The effectiveness of note taking through exposure to L2 input: A meta-analysis","authors":"Zhouhan Jin, Stuart Webb","doi":"10.1017/s0272263123000529","DOIUrl":"https://doi.org/10.1017/s0272263123000529","url":null,"abstract":"There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a set of potential moderators (i.e., learner variables, treatment variables, note-taking features, learning target, and measurement type). Results revealed that note taking had a small to medium positive overall effect on learning through exposure to L2 input (g = 0.56, 95% CI: 0.24–0.88). Subsequent moderator analyses revealed that variability in the size of note-taking effects across studies was explained by learner variables (context, region, orthographic scripts, institutional level), treatment variables (mode of input, material type), note-taking features (note-taking behavior, number of note-taking sessions, provision and type of note-taking strategy instruction, total length of instruction, opportunity to review notes), learning target, and measurement type. Based on the obtained findings, teachers are recommended to incorporate note taking in L2 classrooms. Pedagogical suggestions and directions for future research are also provided.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"3 5","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297713","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}

引用次数: 0

The validation crisis in the L2 motivational self system tradition 二语动机自我系统传统中的验证危机

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-06 DOI: 10.1017/s0272263123000487

Ali H. Al-Hoorie, Phil Hiver, Yo In’nami

Concerns have recently been raised about the validity of scales used in the L2 motivational self system tradition, particularly in relation to sufficient discriminant validity among some of its scales. These concerns highlight the need to systematically examine the validity of scales used in this tradition. In this study, we therefore compiled a list of 18 scales in widespread use and administered them to Korean learners of English (N = 384). Testing the factorial structure of these scales using multiple exploratory and confirmatory factor-analytic criteria revealed severe discriminant validity issues. For example, the ideal L2 self was not discriminant from linguistic self-confidence, suggesting that participant responses to such ideal L2 self items is not driven by actual–ideal discrepancies as previously presumed but more likely by self-efficacy beliefs. We discuss these results in the context of the need to encourage systematic psychometric validation research in the language motivation field.

最近，人们对二语动机自我系统传统中使用的量表的有效性提出了担忧，特别是在一些量表中是否存在足够的判别有效性。这些关注突出了系统地检查这一传统中使用的量表的有效性的必要性。因此，在本研究中，我们编制了一份广泛使用的18种量表，并将其应用于韩国英语学习者（N=384）。使用多个探索性和验证性因素分析标准测试这些量表的因子结构揭示了严重的判别有效性问题。例如，理想的二语自我并不是从语言自信中区分出来的，这表明参与者对这种理想二语自我项目的反应不是由先前假设的实际-理想差异驱动的，而是更有可能由自我效能信念驱动的。我们在需要鼓励在语言动机领域进行系统的心理测量验证研究的背景下讨论了这些结果。

引用次数: 0

Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis 通过回归共性分析绘制MLAT子测验对二语成绩的预测作用

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-06 DOI: 10.1017/s0272263123000530

Philip S. Dale, Richard L. Sparks

Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use regression commonality analysis to decompose the predictive variance from the MLAT into unique components for each subtest alone and for each possible combination of subtests (duos, trios, etc.) that may have shared variance. The results, from a longitudinal study of 307 U.S. secondary students during 2 years of Spanish learning, provide strong evidence for the role of literacy-related skills in all subtests and in predicting all L2 outcomes. These and other results support a view of L1 literacy and language skills leading to metalinguistic development, which in turn leads to stronger L2 aptitude and achievement.

尽管现代语言能力倾向测试（MLAT）综合评分在预测二语成绩和熟练程度的个体差异方面得到了广泛应用和有效性，但对MLAT子测验的研究很少，尽管它们有可能阐明二语能力倾向的组成部分和预测机制。在这里，我们使用回归共性分析将MLAT的预测方差分解为单独的每个子测验和可能具有共享方差的每个可能的子测验组合（duos、trios等）的唯一分量。这项研究对307名美国中学生进行了为期2年的西班牙语学习，为识字相关技能在所有子测验和预测所有二语成绩中的作用提供了有力的证据。这些和其他结果支持了一种观点，即一级语言素养和语言技能会导致元语言发展，进而导致更强的二级语言能力和成就。

引用次数: 0

The processing advantage of multiword sequences: A meta-analysis 多词序列的处理优势：一项荟萃分析

IF 4.1 1区文学 Q1 LINGUISTICS

Studies in Second Language Acquisition

Pub Date : 2023-11-06 DOI: 10.1017/s0272263123000542

Wei Yi, Yanlu Zhong

This meta-analysis synthesized 35 English studies (130 effect sizes, N = 1,981) that employed online tasks to investigate the processing of multiword sequences (MWSs). We examined (a) to what extent MWSs enjoy a processing advantage over novel word combinations; (b) how such a processing advantage is moderated by statistical regularities (i.e., phrasal frequency, association strength), MWS type, and explicitness of experimental tasks; and (c) whether such moderating patterns differ between L1 speakers and L2 speakers. The results confirmed the processing advantage for most subtypes of MWSs, with effect sizes ranging from small to medium. For L1 speakers and L2 speakers, the processing advantage of MWSs was found across the continuum of phrasal frequency and association strength and varied. Interestingly, task explicitness moderated the processing advantage of MWSs but only for L2 speakers. Taken together, our results shed light on the understanding of MWSs as well as directions for future research.

这项荟萃分析综合了35项英语研究（130个效应大小，N=1981），这些研究采用在线任务来调查多词序列（MWS）的处理。我们研究了（a）与新颖的单词组合相比，MWS在多大程度上享有处理优势；（b）统计规律（即短语频率、联想强度）、MWS类型和实验任务的明确性如何调节这种处理优势；以及（c）L1说话者和L2说话者之间这种调节模式是否不同。结果证实了大多数MWS亚型的加工优势，效果大小从小到中等不等。对于母语为L1的人和母语为L2的人，MWS的处理优势是在短语频率和联想强度的连续体上发现的，并且是不同的。有趣的是，任务明确性调节了MWS的处理优势，但仅适用于二语使用者。总之，我们的研究结果阐明了对MWS的理解以及未来研究的方向。

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Studies in Second Language Acquisition

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀