Pub Date : 2023-08-04DOI: 10.1017/s0272263123000335
X. He, S. Loewen
Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the characters, pinyin, and English meaning of L2 Chinese vocabulary, by recruiting 69 English native speakers to study 30 Chinese words in these formats. Learning outcomes were indexed with vocabulary gain scores from pretest to posttest. Learner perceptions of the learning process were recorded with ratings and reasons for preference among these formats. The quantitative results showed the adjacent format generally led to higher gain scores than the other two formats and that L2 proficiency also contributed positively. To learners, the adjacent format was the least preferred, but preference ratings were not associated with gain scores. The qualitative findings suggested format familiarity and layout features as main factors of learner preference.
{"title":"How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions","authors":"X. He, S. Loewen","doi":"10.1017/s0272263123000335","DOIUrl":"https://doi.org/10.1017/s0272263123000335","url":null,"abstract":"\u0000 Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the characters, pinyin, and English meaning of L2 Chinese vocabulary, by recruiting 69 English native speakers to study 30 Chinese words in these formats. Learning outcomes were indexed with vocabulary gain scores from pretest to posttest. Learner perceptions of the learning process were recorded with ratings and reasons for preference among these formats. The quantitative results showed the adjacent format generally led to higher gain scores than the other two formats and that L2 proficiency also contributed positively. To learners, the adjacent format was the least preferred, but preference ratings were not associated with gain scores. The qualitative findings suggested format familiarity and layout features as main factors of learner preference.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44078453","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 : 2023-07-31DOI: 10.1017/s0272263123000384
María Díez-Ortega, K. Kyle
Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research has examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken lexical use develops over time or whether observed trends are stable across L2s. This study adds to previous research on the development of spoken vocabulary by investigating lexical features of L2 Spanish learners over a 21-month period, using the LANGSNAP corpus. Multiple lexical richness indices used in previous studies were examined including lexical diversity, word frequency, word concreteness, and bigram strength of association. Linear mixed-effects models were run to examine changes over time. The results suggest that although some features of lexical richness (e.g., word frequency) see meaningful change over time, others (e.g., bigram T score) may not be indicative of L2 oral development.
{"title":"Measuring the development of lexical richness of L2 Spanish: A longitudinal learner corpus study","authors":"María Díez-Ortega, K. Kyle","doi":"10.1017/s0272263123000384","DOIUrl":"https://doi.org/10.1017/s0272263123000384","url":null,"abstract":"\u0000 Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research has examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken lexical use develops over time or whether observed trends are stable across L2s. This study adds to previous research on the development of spoken vocabulary by investigating lexical features of L2 Spanish learners over a 21-month period, using the LANGSNAP corpus. Multiple lexical richness indices used in previous studies were examined including lexical diversity, word frequency, word concreteness, and bigram strength of association. Linear mixed-effects models were run to examine changes over time. The results suggest that although some features of lexical richness (e.g., word frequency) see meaningful change over time, others (e.g., bigram T score) may not be indicative of L2 oral development.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600073","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 : 2023-07-31DOI: 10.1017/s0272263123000396
Reza Norouzian, Gavin Bui
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{"title":"Meta-analysis of second language research with complex research designs – ADDENDUM","authors":"Reza Norouzian, Gavin Bui","doi":"10.1017/s0272263123000396","DOIUrl":"https://doi.org/10.1017/s0272263123000396","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135208541","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 : 2023-07-19DOI: 10.1017/s0272263123000311
R. Norouzian, G. Bui
Meta-analyses play an instrumental role in informing second language (L2) theory and practice. However, current (i.e., classic) approaches to meta-analysis are limited in their ability to do so because they often fail to capture the complexity inherent in primary studies’ research designs. As we argue in this article, when complex L2 studies are represented by simplistic meta-analyses, the latter cannot reach its potential to contribute to the development of cumulative knowledge. To mitigate this issue, we first discuss the fundamental problems of the classic approaches to meta-analysis of complex L2 research. Second, we introduce an alternative meta-analytic framework that will address those problems. Third, we apply the meta-analytic framework discussed to a complex L2 domain. Fourth, we offer free software to facilitate the conduct of the alternative meta-analytic approach described. Finally, we discuss the implications of this alternative framework for making evidence-based recommendations to the relevant stakeholders.
{"title":"Meta-analysis of second language research with complex research designs","authors":"R. Norouzian, G. Bui","doi":"10.1017/s0272263123000311","DOIUrl":"https://doi.org/10.1017/s0272263123000311","url":null,"abstract":"\u0000 Meta-analyses play an instrumental role in informing second language (L2) theory and practice. However, current (i.e., classic) approaches to meta-analysis are limited in their ability to do so because they often fail to capture the complexity inherent in primary studies’ research designs. As we argue in this article, when complex L2 studies are represented by simplistic meta-analyses, the latter cannot reach its potential to contribute to the development of cumulative knowledge. To mitigate this issue, we first discuss the fundamental problems of the classic approaches to meta-analysis of complex L2 research. Second, we introduce an alternative meta-analytic framework that will address those problems. Third, we apply the meta-analytic framework discussed to a complex L2 domain. Fourth, we offer free software to facilitate the conduct of the alternative meta-analytic approach described. Finally, we discuss the implications of this alternative framework for making evidence-based recommendations to the relevant stakeholders.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532754","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 : 2023-07-19DOI: 10.1017/s0272263123000323
Amanda Huensch
This study explored the effect of speaking task on midclause pausing characteristics in the L1 and L2 speech of the same speakers to gain further insights into the potential relationship between pause location and stages of speech production. Participants included English L1 learners of L2 French (n = 29) or Spanish (n = 27) from the publicly available, longitudinal LANGSNAP corpus. Participants completed two oral tasks in their L1 and L2: a picture-based narrative and a semistructured interview. The rate, duration, and proportion of midclause pauses were compared between tasks in the L1 as well as in the L2 before and during residence abroad. In the L1, results indicated more fluent performance in the narrative task except for rate. When speaking in their L2, participants showed improvement on each measure in the narrative task but ultimately remained less fluent in their L2 in comparison to their L1. In the interview task, the only measure of midclause pausing that consistently differentiated L1 from L2 speech was midclause pause rate. The findings call for a nuanced interpretation of connections between midclause pausing and formulation and suggest that midclause pause rate is least influenced by speaking task.
{"title":"Effects of speaking task and proficiency on the midclause pausing characteristics of L1 and L2 speech from the same speakers","authors":"Amanda Huensch","doi":"10.1017/s0272263123000323","DOIUrl":"https://doi.org/10.1017/s0272263123000323","url":null,"abstract":"\u0000 This study explored the effect of speaking task on midclause pausing characteristics in the L1 and L2 speech of the same speakers to gain further insights into the potential relationship between pause location and stages of speech production. Participants included English L1 learners of L2 French (n = 29) or Spanish (n = 27) from the publicly available, longitudinal LANGSNAP corpus. Participants completed two oral tasks in their L1 and L2: a picture-based narrative and a semistructured interview. The rate, duration, and proportion of midclause pauses were compared between tasks in the L1 as well as in the L2 before and during residence abroad. In the L1, results indicated more fluent performance in the narrative task except for rate. When speaking in their L2, participants showed improvement on each measure in the narrative task but ultimately remained less fluent in their L2 in comparison to their L1. In the interview task, the only measure of midclause pausing that consistently differentiated L1 from L2 speech was midclause pause rate. The findings call for a nuanced interpretation of connections between midclause pausing and formulation and suggest that midclause pause rate is least influenced by speaking task.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786180","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 : 2023-07-01DOI: 10.1017/s0272263123000360
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
{"title":"SLA volume 45 issue 3 Cover and Front matter","authors":"","doi":"10.1017/s0272263123000360","DOIUrl":"https://doi.org/10.1017/s0272263123000360","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805013","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 : 2023-07-01DOI: 10.1017/s0272263123000372
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
{"title":"SLA volume 45 issue 3 Cover and Back matter","authors":"","doi":"10.1017/s0272263123000372","DOIUrl":"https://doi.org/10.1017/s0272263123000372","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805014","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 : 2023-06-20DOI: 10.1017/s0272263123000293
Vicky Chondrogianni, Morna Butcher
This study investigated the psycholinguistic and child-related variables that modulate vocabulary development and the so-called receptive–expressive gap in child L2 learners of Gaelic with English as their L1. In total, 50 6- to 8-year-old English-Gaelic bilingual children attending Gaelic-medium immersion education were administered the English and the Gaelic Crosslinguistic Receptive and Expressive Lexical Tasks (CLTs). On the Gaelic CLT, children performed better on nouns than verbs. Accuracy was modulated by item-related variables such as the estimated age when a word is acquired and its morphophonological complexity. The receptive–expressive gap was larger in the minority L2 than in the majority L1 and did not narrow after 1 year of schooling. The gap was smaller for nouns than verbs in English but not in Gaelic. Exposure to English differentially affected the receptive–expressive gap across languages. This study offers new insights into the psycholinguistic and individual factors affecting the receptive–expressive gap in bilingual children in immersion education.
{"title":"Mind the gap: Psycholinguistic and individual factors affecting expressive and receptive vocabulary skills in English-Gaelic bilingual children","authors":"Vicky Chondrogianni, Morna Butcher","doi":"10.1017/s0272263123000293","DOIUrl":"https://doi.org/10.1017/s0272263123000293","url":null,"abstract":"\u0000 This study investigated the psycholinguistic and child-related variables that modulate vocabulary development and the so-called receptive–expressive gap in child L2 learners of Gaelic with English as their L1. In total, 50 6- to 8-year-old English-Gaelic bilingual children attending Gaelic-medium immersion education were administered the English and the Gaelic Crosslinguistic Receptive and Expressive Lexical Tasks (CLTs). On the Gaelic CLT, children performed better on nouns than verbs. Accuracy was modulated by item-related variables such as the estimated age when a word is acquired and its morphophonological complexity. The receptive–expressive gap was larger in the minority L2 than in the majority L1 and did not narrow after 1 year of schooling. The gap was smaller for nouns than verbs in English but not in Gaelic. Exposure to English differentially affected the receptive–expressive gap across languages. This study offers new insights into the psycholinguistic and individual factors affecting the receptive–expressive gap in bilingual children in immersion education.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836174","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 : 2023-06-15DOI: 10.1017/s0272263123000256
D. F. Şafak, H. Hopp
This study investigates whether cross-linguistic differences affect how adult second language (L2) learners use different types of verb subcategorization information for prediction in real-time sentence comprehension. Using visual world eye-tracking, we tested if first language (L1) German and L1 Turkish intermediate-to-advanced learners of L2 English make use of categorical and gradient probabilistic selectional information of ditransitive verbs to predict whether the verbs would be followed by prepositional-object or double-object dative constructions. L1 German learners used both categorical (“pay/*donate the woman the money”) and gradient (“pay/#send the woman the money”) constraints for prediction in a target-like manner. In contrast, L1 Turkish learners were delayed in recruiting categorical verb information and were only selectively sensitive to gradient verb information. We argue that target-like predictive processing across categorical and gradient verb information is attainable for L2 learners, but differences in L1-L2 word order may curtail the utility of prediction by verb subcategorization information in L2 processing.
{"title":"Cross-linguistic differences in predicting L2 sentence structure: The use of categorical and gradient verb constraints","authors":"D. F. Şafak, H. Hopp","doi":"10.1017/s0272263123000256","DOIUrl":"https://doi.org/10.1017/s0272263123000256","url":null,"abstract":"\u0000 This study investigates whether cross-linguistic differences affect how adult second language (L2) learners use different types of verb subcategorization information for prediction in real-time sentence comprehension. Using visual world eye-tracking, we tested if first language (L1) German and L1 Turkish intermediate-to-advanced learners of L2 English make use of categorical and gradient probabilistic selectional information of ditransitive verbs to predict whether the verbs would be followed by prepositional-object or double-object dative constructions. L1 German learners used both categorical (“pay/*donate the woman the money”) and gradient (“pay/#send the woman the money”) constraints for prediction in a target-like manner. In contrast, L1 Turkish learners were delayed in recruiting categorical verb information and were only selectively sensitive to gradient verb information. We argue that target-like predictive processing across categorical and gradient verb information is attainable for L2 learners, but differences in L1-L2 word order may curtail the utility of prediction by verb subcategorization information in L2 processing.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488023","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 : 2023-06-06DOI: 10.1017/s0272263123000281
Yingzhao Chen
The congruency effect—that is, faster and more accurate processing of congruent multiword units, has been demonstrated in multiple studies. It is still unclear, however, what its underlying mechanism is, and how congruency may interact with other factors. Using an acceptability judgement task, this study examined the congruency effect in immersive (Experiment 1) and nonimmersive (Experiment 2) L2 learners’ collocational processing while taking into account L2 collocation frequency, immersive learners’ L2 use, their length and starting age of immersion, nonimmersive learners’ length of instruction, and their L2 proficiency. The study also tested whether L1 counterparts of words in L2 collocations were activated. Nonmmersive learners showed a congruency effect in both processing speed and accuracy. In contrast, immersive learners were affected by congruency only in processing accuracy. Higher L2 collocation frequency, greater length of instruction, and higher L2 proficiency did not reduce the congruency effect, whereas longer duration of immersion improved the processing of incongruent items. An effect of L1 lexical frequency was found, an indication of L1 activation. Results were discussed in light of how L2 proficiency and experiences changed the amount of L1 influence in L2 collocational processing.
{"title":"The congruency effect in L2 collocational processing: The underlying mechanism and moderating factors","authors":"Yingzhao Chen","doi":"10.1017/s0272263123000281","DOIUrl":"https://doi.org/10.1017/s0272263123000281","url":null,"abstract":"\u0000 The congruency effect—that is, faster and more accurate processing of congruent multiword units, has been demonstrated in multiple studies. It is still unclear, however, what its underlying mechanism is, and how congruency may interact with other factors. Using an acceptability judgement task, this study examined the congruency effect in immersive (Experiment 1) and nonimmersive (Experiment 2) L2 learners’ collocational processing while taking into account L2 collocation frequency, immersive learners’ L2 use, their length and starting age of immersion, nonimmersive learners’ length of instruction, and their L2 proficiency. The study also tested whether L1 counterparts of words in L2 collocations were activated. Nonmmersive learners showed a congruency effect in both processing speed and accuracy. In contrast, immersive learners were affected by congruency only in processing accuracy. Higher L2 collocation frequency, greater length of instruction, and higher L2 proficiency did not reduce the congruency effect, whereas longer duration of immersion improved the processing of incongruent items. An effect of L1 lexical frequency was found, an indication of L1 activation. Results were discussed in light of how L2 proficiency and experiences changed the amount of L1 influence in L2 collocational processing.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46089415","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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