Instructed second language (L2) research has frequently addressed the effects of spacing, or, alternatively, the distribution of practice effects. The present study addresses Rogers and Cheung’s (2021) concerns about the ecological validity of such work via a natural experiment (Craig et al., 2017). Learners’ self-determined exposure and in-app behavior were examined in relation to language gains over time. Duolingo learners of Spanish or French (N = 287) completed a background questionnaire, scales measuring L2 motivation and grit, and two tests of L2 proficiency before and after a six-month period of user-controlled app usage. Total minutes of app exposure exhibited a correlation with written but not oral proficiency gains. More dependable correlates of gains were frequency- and curriculum-oriented measures. Additionally, L2 grit and motivation were weakly to moderately correlated with several in-app behaviors. We conclude with implications for how apps can best be leveraged to produce L2 gains.
指导性第二语言（L2）研究经常涉及间距的影响，或者说，实践效果的分布。本研究通过自然实验解决了Rogers和Cheung（2021）对此类工作的生态有效性的担忧（Craig et al.，2017）。随着时间的推移，研究了学习者的自主暴露和应用内行为与语言习得的关系。双语西班牙语或法语学习者（N = 287）完成了一份背景问卷、测量二语动机和毅力的量表，以及在用户控制的应用程序使用六个月前后的两次二语熟练度测试。应用程序暴露的总分钟数与书面能力的提高相关，但与口语能力的提高无关。更可靠的收益相关性是以频率和课程为导向的衡量标准。此外，第二语言的毅力和动机与一些应用内行为呈弱到中度相关。最后，我们对如何最好地利用应用程序来产生L2收益提出了建议。
{"title":"The effects of frequency, duration, and intensity on L2 learning through Duolingo","authors":"Ekaterina Sudina, Luke Plonsky","doi":"10.1075/jsls.00021.plo","DOIUrl":"https://doi.org/10.1075/jsls.00021.plo","url":null,"abstract":"\u0000 Instructed second language (L2) research has frequently addressed the effects of spacing, or, alternatively, the\u0000 distribution of practice effects. The present study addresses Rogers and Cheung’s\u0000 (2021) concerns about the ecological validity of such work via a natural experiment (Craig et al., 2017). Learners’ self-determined exposure and in-app behavior were examined in relation to\u0000 language gains over time. Duolingo learners of Spanish or French (N = 287) completed a background questionnaire,\u0000 scales measuring L2 motivation and grit, and two tests of L2 proficiency before and after a six-month period of user-controlled\u0000 app usage. Total minutes of app exposure exhibited a correlation with written but not oral proficiency gains. More dependable\u0000 correlates of gains were frequency- and curriculum-oriented measures. Additionally, L2 grit and motivation were weakly to\u0000 moderately correlated with several in-app behaviors. We conclude with implications for how apps can best be leveraged to produce\u0000 L2 gains.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43957573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson
We present three studies that investigate the effect of group-level language ability expectations on language ability judgements. Study 1 identifies expected English-language ability levels that native English speakers’ have for a number of non-native English-speaker groups. Based on the results, two text-based written-guise studies were conducted investigating the level of detriment that grammatical and lexical/typographical errors created on English-language ability ratings for different author guises (Swedish, Chinese, English) in formal (Study 2) and informal contexts (Study 3). In both contexts, grammatical errors produced by the guise representing the lower-ability non-L1 group were overlooked, while the same errors produced by the other guises significantly lowered the ability ratings. Our results coincide with the idea of the ‘sympathetic native speaker’ and expand it, suggesting that expected language level based on linguistic group membership inversely affects the level of sympathy/tolerance demonstrated. We link this to possible pedagogical implications.
{"title":"The detriment that error production creates is affected by non-L1 speakers’ linguistic group membership","authors":"Minna Kirjavainen, Grant Howie, Luke A. Rudge, Lucy Nicholson","doi":"10.1075/jsls.00020.kir","DOIUrl":"https://doi.org/10.1075/jsls.00020.kir","url":null,"abstract":"\u0000 We present three studies that investigate the effect of group-level language ability expectations on language\u0000 ability judgements. Study 1 identifies expected English-language ability levels that native English speakers’ have for a number of\u0000 non-native English-speaker groups. Based on the results, two text-based written-guise studies were conducted investigating the\u0000 level of detriment that grammatical and lexical/typographical errors created on English-language ability ratings for different\u0000 author guises (Swedish, Chinese, English) in formal (Study 2) and informal contexts (Study 3). In both contexts, grammatical\u0000 errors produced by the guise representing the lower-ability non-L1 group were overlooked, while the same errors produced by the\u0000 other guises significantly lowered the ability ratings. Our results coincide with the idea of the ‘sympathetic native speaker’ and\u0000 expand it, suggesting that expected language level based on linguistic group membership inversely affects the level of\u0000 sympathy/tolerance demonstrated. We link this to possible pedagogical implications.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationships between individual differences in the executive component of working memory, and language analytical ability and the effectiveness of recasts, explicit correction and, metalinguistic prompts on the second-language (L2) development of the English past progressive. Participants were 155 Japanese learners of English, who were divided into recast, explicit correction, metalinguistic prompt, and task-only groups. The treatment groups completed tasks that required past progressive usage and received feedback. The executive component of working memory and language analytical ability were measured by the reading span test and LLAMA F. The outcome measures were an untimed grammaticality judgment test (UGJT) and elicited imitation test (EIT), which measured the participants’ declarative and procedural knowledge, respectively. The participants performed the pretest, immediate posttest, and delayed posttest. Multiple regression analyses showed that the executive component of working memory was significantly associated with the gain scores of the UGJT for the recast group and with the gain scores of the EIT for the metalinguistic prompt group. Language analytical ability was not associated with gain scores regardless of the test type for all groups.
{"title":"The relationships between individual differences in working memory and language analytical ability and the effectiveness of different types of corrective feedback","authors":"Yusuke Sato","doi":"10.1075/jsls.22012.sat","DOIUrl":"https://doi.org/10.1075/jsls.22012.sat","url":null,"abstract":"This study examined the relationships between individual differences in the executive component of working memory, and language analytical ability and the effectiveness of recasts, explicit correction and, metalinguistic prompts on the second-language (L2) development of the English past progressive. Participants were 155 Japanese learners of English, who were divided into recast, explicit correction, metalinguistic prompt, and task-only groups. The treatment groups completed tasks that required past progressive usage and received feedback. The executive component of working memory and language analytical ability were measured by the reading span test and LLAMA F. The outcome measures were an untimed grammaticality judgment test (UGJT) and elicited imitation test (EIT), which measured the participants’ declarative and procedural knowledge, respectively. The participants performed the pretest, immediate posttest, and delayed posttest. Multiple regression analyses showed that the executive component of working memory was significantly associated with the gain scores of the UGJT for the recast group and with the gain scores of the EIT for the metalinguistic prompt group. Language analytical ability was not associated with gain scores regardless of the test type for all groups.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49079621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the degree to which instruction is implicit or explicit. However, whether these differences in context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the task activated both declarative and procedural memory structures suggesting that instructional context did not affect the recruitment of memory systems when processing L2 syntax.
{"title":"The neural correlates of second language syntax","authors":"Soheila Veisi, R. G. Samar","doi":"10.1075/jsls.00019.vei","DOIUrl":"https://doi.org/10.1075/jsls.00019.vei","url":null,"abstract":"\u0000 An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the\u0000 degree to which instruction is implicit or explicit. However, whether these differences in\u0000 context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study\u0000 investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under\u0000 conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to\u0000 better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed\u0000 learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the\u0000 task activated both declarative and procedural memory structures suggesting that instructional context did not affect the\u0000 recruitment of memory systems when processing L2 syntax.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Corpus linguistic methods can now be easily employed in a wide range of studies within sub-disciplines of linguistics and well beyond. In a two-part paper, Gries (2022a, 2022b) challenges some of the most widely used ‘association measures’ of what many might feel to be powerful aspects of text patterning: collocation and key words. While the additional association measure offers some new possibilities, this paper highlights the strong influence of another frequency parameter on odds ratio and Gries’s suggested association measure, and questions the applicability of his cautions for many different kinds of corpus research. Nevertheless, having been inspired to look at different aspects of association and dispersion more carefully, the author presents some new visualizations which were designed to communicate some of the important lessons to be learned from Gries’s papers, especially for learners and teachers using corpus tools in Second Language classrooms.
{"title":"How can we communicate (visually) what we (usually) mean by collocation and keyness?","authors":"Stephen Jeaco","doi":"10.1075/jsls.22019.jea","DOIUrl":"https://doi.org/10.1075/jsls.22019.jea","url":null,"abstract":"\u0000 Corpus linguistic methods can now be easily employed in a wide range of studies within sub-disciplines of\u0000 linguistics and well beyond. In a two-part paper, Gries (2022a, 2022b) challenges some of the most widely used ‘association measures’ of what many might feel to be\u0000 powerful aspects of text patterning: collocation and key words. While the additional association measure offers some new\u0000 possibilities, this paper highlights the strong influence of another frequency parameter on odds ratio and Gries’s suggested\u0000 association measure, and questions the applicability of his cautions for many different kinds of corpus research. Nevertheless,\u0000 having been inspired to look at different aspects of association and dispersion more carefully, the author presents some new\u0000 visualizations which were designed to communicate some of the important lessons to be learned from Gries’s papers, especially for\u0000 learners and teachers using corpus tools in Second Language classrooms.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rating scales developed to measure interactional competence (IC) are mainly data-driven which can incur unaffordable costs for assessment practitioners with limited resources, such as universities using this test for placement purposes. A cheaper alternative is to use models proposed in the literature to develop such rating scales. This mixed-methods study evaluates a contextualized analytic IC rating scale developed based on Galaczi and Taylor’s (2018) metaphorical conceptualization of IC. A many-facet Rasch analysis indicated this rating scale could separate examinees into three levels of ability, which was lower than the expected four levels. To explore this finding, raters were interviewed about their experiences of using this rating scale. The findings show the potential and limitations of developing contextualized IC ratings scales based on literature and possible avenues for future research. They also suggest a direct interaction between assessment and instructional practices of IC with implications for language teaching.
{"title":"Developing and evaluating a contextualized interactional competence rating scale based on a metaphorical\u0000 conceptualization","authors":"Reza Neiriz","doi":"10.1075/jsls.22003.nei","DOIUrl":"https://doi.org/10.1075/jsls.22003.nei","url":null,"abstract":"\u0000 Rating scales developed to measure interactional competence (IC) are mainly data-driven which can incur\u0000 unaffordable costs for assessment practitioners with limited resources, such as universities using this test for placement\u0000 purposes. A cheaper alternative is to use models proposed in the literature to develop such rating scales. This mixed-methods\u0000 study evaluates a contextualized analytic IC rating scale developed based on Galaczi and\u0000 Taylor’s (2018) metaphorical conceptualization of IC. A many-facet Rasch analysis indicated this rating scale could\u0000 separate examinees into three levels of ability, which was lower than the expected four levels. To explore this finding, raters\u0000 were interviewed about their experiences of using this rating scale. The findings show the potential and limitations of developing\u0000 contextualized IC ratings scales based on literature and possible avenues for future research. They also suggest a direct\u0000 interaction between assessment and instructional practices of IC with implications for language teaching.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined Chinese-as-a-second-language (L2 Chinese) learners’ speech production ability from a dual perspective: speech competence and speech performance. A total of 118 valid L2 Chinese learners finished two developed tests in this study, namely, the Chinese speech competence test and the Chinese speech performance test. The results suggested that L2 Chinese learners’ speech competence and speech performance, as a twofold rendering of their L2 speech production ability, not only showed a significant positive correlation with a large effect size (Pearson’s r = .598) but also significantly predicted each other with a large effect size (Cohen f2 = .555). However, such large effect sizes of the correlation and the prediction between speech competence and speech performance were not supported among the upper-intermediate L2 Chinese learners. This suggested that the development between speech competence and speech performance may be more unbalanced among the upper-intermediate L2 Chinese learners compared with their advanced counterparts. The study adds evidence to the call for a multidimensional evaluation of L2 speech production ability. It is hoped that the dual approach (i.e., speech competence and speech performance) proposed in the present study may contribute to a more comprehensive evaluation of learners’ L2 Chinese speech production ability. Consequently, classroom-based teaching can be tailored to facilitate a more balanced development of L2 Chinese learners’ speech competence and speech performance.
本研究从言语能力和言语表现两方面考察了汉语作为第二语言学习者的言语产生能力。118名有效的二语汉语学习者完成了本研究开发的两项测试，即汉语言语能力测试和汉语言语表现测试。结果表明，汉语二语学习者的言语能力和言语表现作为其二语言语产生能力的双重呈现，不仅与大效应量呈显著正相关(Pearson’s r = .598)，而且在大效应量下相互显著预测(Cohen’s f2 = .555)。然而，在中上二汉语学习者中，言语能力与言语表现之间的相关性和预测并不支持如此大的效应量。这表明中高水平汉语二语学习者的言语能力和言语表现的发展可能比中高水平汉语二语学习者更不平衡。该研究为对第二语言产生能力进行多维评估的呼吁提供了证据。希望本研究提出的言语能力和言语表现的双重评价方法能够更全面地评价学习者的二语汉语言语产生能力。因此，课堂教学可以量身定制，以促进第二语言汉语学习者的语言能力和语言表现的更平衡的发展。
{"title":"Speech competence and speech performance","authors":"Peijian Paul Sun, Lawrence Jun Zhang","doi":"10.1075/jsls.22002.jun","DOIUrl":"https://doi.org/10.1075/jsls.22002.jun","url":null,"abstract":"\u0000 This study examined Chinese-as-a-second-language (L2 Chinese) learners’ speech production ability from a dual\u0000 perspective: speech competence and speech performance. A total of 118 valid L2 Chinese learners finished two developed tests in\u0000 this study, namely, the Chinese speech competence test and the Chinese speech performance test. The results suggested that L2\u0000 Chinese learners’ speech competence and speech performance, as a twofold rendering of their L2 speech production ability, not only\u0000 showed a significant positive correlation with a large effect size (Pearson’s r = .598) but also significantly\u0000 predicted each other with a large effect size (Cohen f2\u0000 = .555). However, such large effect sizes of\u0000 the correlation and the prediction between speech competence and speech performance were not supported among the\u0000 upper-intermediate L2 Chinese learners. This suggested that the development between speech competence and speech performance may\u0000 be more unbalanced among the upper-intermediate L2 Chinese learners compared with their advanced counterparts. The study adds\u0000 evidence to the call for a multidimensional evaluation of L2 speech production ability. It is hoped that the dual approach (i.e.,\u0000 speech competence and speech performance) proposed in the present study may contribute to a more comprehensive evaluation of\u0000 learners’ L2 Chinese speech production ability. Consequently, classroom-based teaching can be tailored to facilitate a more\u0000 balanced development of L2 Chinese learners’ speech competence and speech performance.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Semantic embedding approaches commonly used in natural language processing such as transformer models have rarely been used to examine L2 lexical knowledge. Importantly, their performance has not been contrasted with more traditional annotation approaches to lexical knowledge. This study used NLP techniques related to lexical annotations and semantic embedding approaches to model the receptive vocabulary of L2 learners based on their lexical production during a writing task. The goal of the study is to examine the strengths and weaknesses of both approaches in understanding L2 lexical knowledge. Findings indicate that transformer approaches based on semantic embeddings outperform linguistic annotations and Word2vec models in predicting L2 learners’ vocabulary scores. The findings help to support the strength and accuracy of semantic-embedding approaches as well as their generalizability across tasks when compared to linguistic feature models. Limitations to semantic-embedding approaches, especially interpretability, are discussed.
{"title":"Assessing receptive vocabulary using state‑of‑the‑art natural language processing techniques","authors":"S. Crossley, Langdon Holmes","doi":"10.1075/jsls.22006.cro","DOIUrl":"https://doi.org/10.1075/jsls.22006.cro","url":null,"abstract":"\u0000 Semantic embedding approaches commonly used in natural language processing such as transformer models have rarely\u0000 been used to examine L2 lexical knowledge. Importantly, their performance has not been contrasted with more traditional annotation\u0000 approaches to lexical knowledge. This study used NLP techniques related to lexical annotations and semantic embedding approaches\u0000 to model the receptive vocabulary of L2 learners based on their lexical production during a writing task. The goal of the study is\u0000 to examine the strengths and weaknesses of both approaches in understanding L2 lexical knowledge. Findings indicate that\u0000 transformer approaches based on semantic embeddings outperform linguistic annotations and Word2vec models in predicting L2\u0000 learners’ vocabulary scores. The findings help to support the strength and accuracy of semantic-embedding approaches as well as\u0000 their generalizability across tasks when compared to linguistic feature models. Limitations to semantic-embedding approaches,\u0000 especially interpretability, are discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grounded in the sociocultural theoretical framework, this study compared peer interaction among same-grade (similar proficiency) and different grade (different proficiency) pairs in terms of patterns of interaction established and learning opportunities that such interactions afford. The same learners (N = 24) aged between 10 and 12 interacted with the same and different grade partners during common classroom lessons in two EFL classrooms. Findings reveal that grade matched pairs tended to establish patterns of interaction conducive to learning while different grade pairs tended not to. However, the relationship between patterns of interaction and learning opportunities is not clear-cut.
{"title":"Exploring same- and different grade peer interactions among EFL young learners","authors":"Tomas Kos","doi":"10.1075/jsls.21040.kos","DOIUrl":"https://doi.org/10.1075/jsls.21040.kos","url":null,"abstract":"\u0000 Grounded in the sociocultural theoretical framework, this study compared peer interaction among same-grade (similar\u0000 proficiency) and different grade (different proficiency) pairs in terms of patterns of interaction established and learning opportunities\u0000 that such interactions afford. The same learners (N = 24) aged between 10 and 12 interacted with the\u0000 same and different grade partners during common classroom lessons in two EFL classrooms. Findings reveal\u0000 that grade matched pairs tended to establish patterns of interaction conducive to learning while different grade pairs tended not to.\u0000 However, the relationship between patterns of interaction and learning opportunities is not clear-cut.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46110775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article firstly introduces an emerging field of bilingual aphasia and discusses the theoretical framework and the significance of bilingual aphasia research. It then provides a review of existing research, focusing on recovery patterns, cross-linguistic transfer effects, and modulating factors in the rehabilitation of bilingual aphasia. It concludes with identification of areas for future research to advance knowledge in bilingual aphasia.
{"title":"Recovery patterns, cross-linguistic transfer effects and modulating factors in the rehabilitation of bilingual\u0000 aphasia","authors":"Mengmeng Hu","doi":"10.1075/jsls.20016.hu","DOIUrl":"https://doi.org/10.1075/jsls.20016.hu","url":null,"abstract":"\u0000 This article firstly introduces an emerging field of bilingual aphasia and discusses the theoretical framework and\u0000 the significance of bilingual aphasia research. It then provides a review of existing research, focusing on recovery patterns,\u0000 cross-linguistic transfer effects, and modulating factors in the rehabilitation of bilingual aphasia. It concludes with\u0000 identification of areas for future research to advance knowledge in bilingual aphasia.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42919041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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