Pub Date : 2023-05-02DOI: 10.1017/s0272263123000207
Veronika Thir
Research on intelligibility in international encounters has long focused on issues of pronunciation to the detriment of factors such as linguistic co-text and extralinguistic context, which are comparatively well-studied variables in intelligibility research concerning L1 listeners. This paper seeks to expand the scope of international intelligibility research in this respect by reporting on a large-scale study involving 423 nonnative listeners at different proficiency levels, who transcribed words spoken with another nonnative accent under four conditions that varied in the availability of syntactic, semantic, and schematic cues. The results suggest that co-text and context as well as listening proficiency are crucial variables that ought to receive greater attention in research on international intelligibility. The pedagogical implications of these findings are addressed as well.
{"title":"Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English","authors":"Veronika Thir","doi":"10.1017/s0272263123000207","DOIUrl":"https://doi.org/10.1017/s0272263123000207","url":null,"abstract":"\u0000 Research on intelligibility in international encounters has long focused on issues of pronunciation to the detriment of factors such as linguistic co-text and extralinguistic context, which are comparatively well-studied variables in intelligibility research concerning L1 listeners. This paper seeks to expand the scope of international intelligibility research in this respect by reporting on a large-scale study involving 423 nonnative listeners at different proficiency levels, who transcribed words spoken with another nonnative accent under four conditions that varied in the availability of syntactic, semantic, and schematic cues. The results suggest that co-text and context as well as listening proficiency are crucial variables that ought to receive greater attention in research on international intelligibility. The pedagogical implications of these findings are addressed as well.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42629313","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 : 2023-05-01DOI: 10.1017/s0272263123000244
For guidelines and requirements regarding manuscript submission, please consult the SSLA website at http://journals.cambridge.org/sla. Click on the Journal Information tab which will lead you to Information for Contributors. Potential authors are advised that all manuscripts are internally reviewed for both content and formatting/style in order to determine their suitability for external evaluation.
{"title":"SLA volume 45 issue 2 Cover and Back matter","authors":"","doi":"10.1017/s0272263123000244","DOIUrl":"https://doi.org/10.1017/s0272263123000244","url":null,"abstract":"For guidelines and requirements regarding manuscript submission, please consult the SSLA website at http://journals.cambridge.org/sla. Click on the Journal Information tab which will lead you to Information for Contributors. Potential authors are advised that all manuscripts are internally reviewed for both content and formatting/style in order to determine their suitability for external evaluation.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"45 1","pages":"b1 - b2"},"PeriodicalIF":4.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43066253","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 : 2023-05-01DOI: 10.1017/s0272263123000232
{"title":"SLA volume 45 issue 2 Cover and Front matter","authors":"","doi":"10.1017/s0272263123000232","DOIUrl":"https://doi.org/10.1017/s0272263123000232","url":null,"abstract":"","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"45 1","pages":"f1 - f4"},"PeriodicalIF":4.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45109261","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 : 2023-04-26DOI: 10.1017/s0272263123000219
B. Laufer
The study investigates whether comprehension of derived words in text context requires a complete understanding of word parts. It explores comprehension of derived words as a function of learner proficiency and contextual clues. Ninety English-as-a-foreign-language learners at three proficiency levels participated in three successive tests representing three clues conditions, absence of clues, availability of syntactic clues, and availability of syntactic and semantic clues. They had to supply the meaning of 22 derived pseudowords constructed with nonword stems and 22 frequent affixes—for example, stacement, gummful. The meanings of the nonword stems were provided. Test scores were compared by 3 (proficiency level) × 3 (clue condition) analysis of variance with repeated measures. The results showed effects of both variables, proficiency and clues. The largest increase in comprehension scores occurred with the addition of syntactic clues. The results imply that derived forms of familiar base words can be understood even when learners’ receptive morphological knowledge is not complete.
{"title":"Understanding L2-derived words in context: Is complete receptive morphological knowledge necessary?","authors":"B. Laufer","doi":"10.1017/s0272263123000219","DOIUrl":"https://doi.org/10.1017/s0272263123000219","url":null,"abstract":"The study investigates whether comprehension of derived words in text context requires a complete understanding of word parts. It explores comprehension of derived words as a function of learner proficiency and contextual clues. Ninety English-as-a-foreign-language learners at three proficiency levels participated in three successive tests representing three clues conditions, absence of clues, availability of syntactic clues, and availability of syntactic and semantic clues. They had to supply the meaning of 22 derived pseudowords constructed with nonword stems and 22 frequent affixes—for example, stacement, gummful. The meanings of the nonword stems were provided. Test scores were compared by 3 (proficiency level) × 3 (clue condition) analysis of variance with repeated measures. The results showed effects of both variables, proficiency and clues. The largest increase in comprehension scores occurred with the addition of syntactic clues. The results imply that derived forms of familiar base words can be understood even when learners’ receptive morphological knowledge is not complete.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"89 19","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41248398","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 : 2023-04-24DOI: 10.1017/s0272263123000177
Mason A. Wirtz, S. Pfenninger
This study is the first to investigate subject-level variability in sociolinguistic evaluative judgements by 30 adult L2 German learners and explore whether the observed variability is characterizable as a function of individual differences in proficiency, exposure, and motivation. Because group-level estimates did not paint an accurate picture of the individual, we propose methods capable of integrating population-level estimates with person- and ensemble-centered approaches so as to reconcile generalizability and individuality. Using random effects from Bayesian mixed-effects models, we found that global subject-level variability in evaluative judgements was not predicted by individual differences. By building homogeneous ensembles (i.e., subgroups of individuals with similar evaluative judgements), however, it was possible to assess whether ensembles were characteristic of certain levels of individual differences. This ensemble-centered approach presents an innovative way to address the group-to-individual generalizability issue in cross-sectional data and transcend individual variability in order to make tentative generalizations of individual cases to wider populations.
{"title":"Variability and individual differences in L2 sociolinguistic evaluations: The GROUP, the INDIVIDUAL and the HOMOGENEOUS ENSEMBLE","authors":"Mason A. Wirtz, S. Pfenninger","doi":"10.1017/s0272263123000177","DOIUrl":"https://doi.org/10.1017/s0272263123000177","url":null,"abstract":"\u0000 This study is the first to investigate subject-level variability in sociolinguistic evaluative judgements by 30 adult L2 German learners and explore whether the observed variability is characterizable as a function of individual differences in proficiency, exposure, and motivation. Because group-level estimates did not paint an accurate picture of the individual, we propose methods capable of integrating population-level estimates with person- and ensemble-centered approaches so as to reconcile generalizability and individuality. Using random effects from Bayesian mixed-effects models, we found that global subject-level variability in evaluative judgements was not predicted by individual differences. By building homogeneous ensembles (i.e., subgroups of individuals with similar evaluative judgements), however, it was possible to assess whether ensembles were characteristic of certain levels of individual differences. This ensemble-centered approach presents an innovative way to address the group-to-individual generalizability issue in cross-sectional data and transcend individual variability in order to make tentative generalizations of individual cases to wider populations.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946688","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 : 2023-04-24DOI: 10.1017/s0272263123000153
E. Botes, Jean–Marc Dewaele, Samuel Greiff, T. Goetz
Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n = 246 FL learners. The relationships between personality—operationalized as global and lower order factors in the five factor model—and the FL emotions of Foreign Language Enjoyment, Anxiety, and Boredom were examined. The global factors of Neuroticism, Extraversion, and Conscientiousness, and the lower order factors of Trust, Dutifulness, and Cheerfulness were significant predictors of FL emotions. However, the complexity of personality as a predictor variable is demonstrated in the intricacy of the results and as such the inclusion of personality in explanatory models of FL emotions ought to be approached with caution.
{"title":"Can personality predict foreign language classroom emotions? The devil’s in the detail","authors":"E. Botes, Jean–Marc Dewaele, Samuel Greiff, T. Goetz","doi":"10.1017/s0272263123000153","DOIUrl":"https://doi.org/10.1017/s0272263123000153","url":null,"abstract":"\u0000 Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n = 246 FL learners. The relationships between personality—operationalized as global and lower order factors in the five factor model—and the FL emotions of Foreign Language Enjoyment, Anxiety, and Boredom were examined. The global factors of Neuroticism, Extraversion, and Conscientiousness, and the lower order factors of Trust, Dutifulness, and Cheerfulness were significant predictors of FL emotions. However, the complexity of personality as a predictor variable is demonstrated in the intricacy of the results and as such the inclusion of personality in explanatory models of FL emotions ought to be approached with caution.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44723524","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 : 2023-04-13DOI: 10.1017/s0272263123000062
Ying Zhang
A handful of second/foreign language (L2) studies have examined the effects of practice schedules and reported the advantage of interleaved practice (i.e., practice multiple skills simultaneously) over blocked practice (i.e., practice one skill first and then proceed to the next one). However, no studies in the realm of L2 pragmatics have explored this theme. This study investigated the influence of interleaved corpus-based practice and blocked corpus-based practice on L2 pragmatic development. Sixty-three L2 learners of English from a university in China received instruction on two pragmatic features: suggestions and requests. After the instruction, they were randomly assigned to an interleaved-practice group (n = 31) or a blocked-practice group (n = 32). Results from multimedia discourse completion tasks on the immediate and delayed posttests showed facilitative and long-term effects of interleaved practice on pragmatic accuracy. Moreover, the results revealed positive and durable influence of blocked practice on fluency. Implications are discussed.
{"title":"The effects of interleaved and blocked corpus-based practice on L2 pragmatic development","authors":"Ying Zhang","doi":"10.1017/s0272263123000062","DOIUrl":"https://doi.org/10.1017/s0272263123000062","url":null,"abstract":"\u0000 A handful of second/foreign language (L2) studies have examined the effects of practice schedules and reported the advantage of interleaved practice (i.e., practice multiple skills simultaneously) over blocked practice (i.e., practice one skill first and then proceed to the next one). However, no studies in the realm of L2 pragmatics have explored this theme. This study investigated the influence of interleaved corpus-based practice and blocked corpus-based practice on L2 pragmatic development. Sixty-three L2 learners of English from a university in China received instruction on two pragmatic features: suggestions and requests. After the instruction, they were randomly assigned to an interleaved-practice group (n = 31) or a blocked-practice group (n = 32). Results from multimedia discourse completion tasks on the immediate and delayed posttests showed facilitative and long-term effects of interleaved practice on pragmatic accuracy. Moreover, the results revealed positive and durable influence of blocked practice on fluency. Implications are discussed.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43276678","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 : 2023-04-11DOI: 10.1017/s0272263123000128
María C. Sampedro Mella, C. Sánchez Gutiérrez
The use of the Spanish pronouns of address tú and usted is an intricate matter for L2 learners due to the many factors that influence their selection at the discourse and interactional level. Although the literature has traditionally focused on the challenges experienced by L1-English learners of L2-Spanish in learning these forms, less is known about speakers whose L1s also present similar (but not identical) pronouns of address. This study thus analyzes the use of tú and usted by L1-French and L1-European Portuguese learners who learn Spanish either in their home countries (i.e., France and Portugal) or in Spain as part of a study-abroad experience. Results indicate that learners in both L1 groups used tú more often while in Spain than in their home country. Additionally, students in immersion started adopting more similar criteria to those of L1-Spanish speakers in determining whether tú or usted would be appropriate in certain contexts.
{"title":"Language immersion effects in the use of tú and usted by L1-French and L1-European Portuguese learners of Spanish","authors":"María C. Sampedro Mella, C. Sánchez Gutiérrez","doi":"10.1017/s0272263123000128","DOIUrl":"https://doi.org/10.1017/s0272263123000128","url":null,"abstract":"\u0000 The use of the Spanish pronouns of address tú and usted is an intricate matter for L2 learners due to the many factors that influence their selection at the discourse and interactional level. Although the literature has traditionally focused on the challenges experienced by L1-English learners of L2-Spanish in learning these forms, less is known about speakers whose L1s also present similar (but not identical) pronouns of address. This study thus analyzes the use of tú and usted by L1-French and L1-European Portuguese learners who learn Spanish either in their home countries (i.e., France and Portugal) or in Spain as part of a study-abroad experience. Results indicate that learners in both L1 groups used tú more often while in Spain than in their home country. Additionally, students in immersion started adopting more similar criteria to those of L1-Spanish speakers in determining whether tú or usted would be appropriate in certain contexts.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56959398","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 : 2023-04-11DOI: 10.1017/S0272263123000189
Shaofeng Li
Abstract This article reports on a comprehensive synthesis of the literature on the role of working memory in second language (L2) writing. It starts with an overview and clarification of the construct and measurement of working memory, followed by an elaboration of major theoretical models informing the synthesized research. The article then presents a synthesis of the methods and results of the 16 studies that have been conducted on the associations between working memory and L2 writing. The methodological synthesis encompasses research design, methods of working memory, measurement of writing performance, methods of data elicitation for writing processes, and data analysis and reporting. The results of the synthesized studies demonstrate that (1) working memory is largely unrelated to overall writing proficiency; (2) it is predictive of specific aspects of L2 composition such as complexity, accuracy, and fluency; (3) the role of working memory varies as a function of genre, proficiency, target structure, instruction type, and task demands; and (4) verbal working memory, phonological short-term memory, visual-spatial working memory, and executive functions (inhibiting, shifting, and updating) have differential associations with the process and product aspects of L2 writing. The methods and results are discussed by identifying trends, accounting for disparities, clarifying confusion, recommending solutions, and proposing new directions.
{"title":"Working memory and second language writing: A systematic review","authors":"Shaofeng Li","doi":"10.1017/S0272263123000189","DOIUrl":"https://doi.org/10.1017/S0272263123000189","url":null,"abstract":"Abstract This article reports on a comprehensive synthesis of the literature on the role of working memory in second language (L2) writing. It starts with an overview and clarification of the construct and measurement of working memory, followed by an elaboration of major theoretical models informing the synthesized research. The article then presents a synthesis of the methods and results of the 16 studies that have been conducted on the associations between working memory and L2 writing. The methodological synthesis encompasses research design, methods of working memory, measurement of writing performance, methods of data elicitation for writing processes, and data analysis and reporting. The results of the synthesized studies demonstrate that (1) working memory is largely unrelated to overall writing proficiency; (2) it is predictive of specific aspects of L2 composition such as complexity, accuracy, and fluency; (3) the role of working memory varies as a function of genre, proficiency, target structure, instruction type, and task demands; and (4) verbal working memory, phonological short-term memory, visual-spatial working memory, and executive functions (inhibiting, shifting, and updating) have differential associations with the process and product aspects of L2 writing. The methods and results are discussed by identifying trends, accounting for disparities, clarifying confusion, recommending solutions, and proposing new directions.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"45 1","pages":"647 - 679"},"PeriodicalIF":4.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44472161","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 : 2023-04-03DOI: 10.1017/s0272263123000025
Janire Zalbidea, Diego Pascual y Cabo, Sergio Loza, Alicia Luque
This study sought to investigate the psychological network structure of adult Spanish heritage language (HL) learners’ motivational profile by considering interconnections among the following variables: the possible HL selves, family influence, intended HL learning effort, HL achievement goal orientations, HL enjoyment, HL anxiety, perceived classroom environment, and critical language awareness. In line with a complex systems perspective, mutually interdependent connections among variables were estimated using psychological network modeling. The analysis revealed a majority of positive associations among the system constituents, with nodes representing the possible HL selves, HL enjoyment, and intended HL learning effort holding the most central influence on the network. Results also shed light on the unexplored relevance of critical language awareness in understanding HL learners’ motivational and emotional dispositions. We discuss the theoretical, pedagogical, and methodological implications of the study, highlighting the potential of network analysis for providing insights into complex psychological phenomena.
{"title":"Spanish heritage language learners’ motivational profile in the postsecondary classroom: Insights from psychological network modeling","authors":"Janire Zalbidea, Diego Pascual y Cabo, Sergio Loza, Alicia Luque","doi":"10.1017/s0272263123000025","DOIUrl":"https://doi.org/10.1017/s0272263123000025","url":null,"abstract":"\u0000 This study sought to investigate the psychological network structure of adult Spanish heritage language (HL) learners’ motivational profile by considering interconnections among the following variables: the possible HL selves, family influence, intended HL learning effort, HL achievement goal orientations, HL enjoyment, HL anxiety, perceived classroom environment, and critical language awareness. In line with a complex systems perspective, mutually interdependent connections among variables were estimated using psychological network modeling. The analysis revealed a majority of positive associations among the system constituents, with nodes representing the possible HL selves, HL enjoyment, and intended HL learning effort holding the most central influence on the network. Results also shed light on the unexplored relevance of critical language awareness in understanding HL learners’ motivational and emotional dispositions. We discuss the theoretical, pedagogical, and methodological implications of the study, highlighting the potential of network analysis for providing insights into complex psychological phenomena.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49274915","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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