This paper discusses the degree to which most of the most widely-used measures of dispersion in corpus linguistics are not particularly valid in the sense of actually measuring dispersion rather than some amalgam of a lot of frequency and a little dispersion. The paper demonstrates these issues on the basis of data from a variety of corpora. I then outline how to design a dispersion measure that only measures dispersion and show that (i) it indeed measures information that is different from frequency in an intuitive way and (ii) has a higher degree of predictive power of lexical decision times from the MALD database than nearly all other measures in nearly all corpora tested.
{"title":"What do (most of) our dispersion measures measure (most)? Dispersion?","authors":"S. Gries","doi":"10.1075/jsls.21029.gri","DOIUrl":"https://doi.org/10.1075/jsls.21029.gri","url":null,"abstract":"\u0000 This paper discusses the degree to which most of the most widely-used measures of dispersion in corpus linguistics\u0000 are not particularly valid in the sense of actually measuring dispersion rather than some amalgam of a lot of frequency and a\u0000 little dispersion. The paper demonstrates these issues on the basis of data from a variety of corpora. I then outline how to\u0000 design a dispersion measure that only measures dispersion and show that (i) it indeed measures information that is different from\u0000 frequency in an intuitive way and (ii) has a higher degree of predictive power of lexical decision times from the MALD database\u0000 than nearly all other measures in nearly all corpora tested.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118017","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 paper discusses the degree to which some of the most widely-used measures of association in corpus linguistics are not particularly valid in the sense of actually measuring association rather than some amalgam of a lot of frequency and a little association. The paper demonstrates these issues on the basis of hypothetical and actual corpus data and outlines implications of the findings. I then outline how to design an association measure that only measures association and show that its behavior supports the use of the log odds ratio as a true association-only measure but separately from frequency; in addition, this paper sets the stage for an analogous review of dispersion measures in corpus linguistics.
{"title":"What do (some of) our association measures measure (most)? Association?","authors":"S. Gries","doi":"10.1075/jsls.21028.gri","DOIUrl":"https://doi.org/10.1075/jsls.21028.gri","url":null,"abstract":"\u0000 This paper discusses the degree to which some of the most widely-used measures of association in corpus\u0000 linguistics are not particularly valid in the sense of actually measuring association rather than some amalgam of a lot of\u0000 frequency and a little association. The paper demonstrates these issues on the basis of hypothetical and actual corpus data and\u0000 outlines implications of the findings. I then outline how to design an association measure that only measures association and show\u0000 that its behavior supports the use of the log odds ratio as a true association-only measure but separately from frequency; in\u0000 addition, this paper sets the stage for an analogous review of dispersion measures in corpus linguistics.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48932171","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}
Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.
{"title":"Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners","authors":"Sandra Schwab, V. Dellwo","doi":"10.1075/jsls.21017.sch","DOIUrl":"https://doi.org/10.1075/jsls.21017.sch","url":null,"abstract":"\u0000Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44487074","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}
{"title":"Introduction","authors":"Nan Jiang","doi":"10.1075/jsls.00017.int","DOIUrl":"https://doi.org/10.1075/jsls.00017.int","url":null,"abstract":"","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808445","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 paper has two aims: (1) to examine evidence for noncognate translation priming from cross-language masked priming studies of printed words. (2) to introduce an automatic procedure for creating masked speech priming experiments. For (1) we conducted two meta-analyses that aggregated evidence from masked translation priming studies in the L1 to L2 and L2 to L1 prime-target directions. These showed that there was evidence of significant priming for both directions, and that priming was larger for the L1-L2 direction. The analyses revealed considerable heterogeneity in outcomes, particularly for priming in the L1 to L2 direction. For (2) we outlined some of the practical difficulties that are involved in implementing a masked speech priming experiment and offered a largely automated solution (that we will make available).1 We then briefly considered whether the work with written primes and targets may translate to the spoken medium.
{"title":"Bilingual lexical representation","authors":"C. Davis, Jeesun Kim","doi":"10.1075/jsls.21015.dav","DOIUrl":"https://doi.org/10.1075/jsls.21015.dav","url":null,"abstract":"\u0000This paper has two aims: (1) to examine evidence for noncognate translation priming from cross-language masked priming studies of printed words. (2) to introduce an automatic procedure for creating masked speech priming experiments. For (1) we conducted two meta-analyses that aggregated evidence from masked translation priming studies in the L1 to L2 and L2 to L1 prime-target directions. These showed that there was evidence of significant priming for both directions, and that priming was larger for the L1-L2 direction. The analyses revealed considerable heterogeneity in outcomes, particularly for priming in the L1 to L2 direction. For (2) we outlined some of the practical difficulties that are involved in implementing a masked speech priming experiment and offered a largely automated solution (that we will make available).1 We then briefly considered whether the work with written primes and targets may translate to the spoken medium.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43249399","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}
The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.
{"title":"The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing","authors":"Taichi Yamashita","doi":"10.1075/jsls.21006.yam","DOIUrl":"https://doi.org/10.1075/jsls.21006.yam","url":null,"abstract":"\u0000The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42118757","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}
The transfer of words from one language to another is ubiquitous in many of the world’s languages. While loanwords have a rich literature in the fields of historical linguistics, language contact, and sociolinguistics, little work has been done examining how loanwords are processed by bilinguals with knowledge of both the source and recipient languages. The present study uses pupillometry to compare the online processing of established loanwords in Puerto Rican Spanish to native Spanish words by highly proficient Puerto Rican Spanish-English bilinguals. Established loanwords elicited a significantly larger pupillary response than native Spanish words, with the pupillary response modulated by both the frequency of the loanword itself and of the native Spanish counterpart. These findings suggest that established loanwords are processed differently than native Spanish words and compete with their native equivalents, potentially due to both intra- and inter-lingual effects of saliency.
{"title":"Of revistas and magacínes","authors":"Michael A. Johns, Paola E. Dussias","doi":"10.1075/jsls.21010.joh","DOIUrl":"https://doi.org/10.1075/jsls.21010.joh","url":null,"abstract":"\u0000The transfer of words from one language to another is ubiquitous in many of the world’s languages. While loanwords have a rich literature in the fields of historical linguistics, language contact, and sociolinguistics, little work has been done examining how loanwords are processed by bilinguals with knowledge of both the source and recipient languages. The present study uses pupillometry to compare the online processing of established loanwords in Puerto Rican Spanish to native Spanish words by highly proficient Puerto Rican Spanish-English bilinguals. Established loanwords elicited a significantly larger pupillary response than native Spanish words, with the pupillary response modulated by both the frequency of the loanword itself and of the native Spanish counterpart. These findings suggest that established loanwords are processed differently than native Spanish words and compete with their native equivalents, potentially due to both intra- and inter-lingual effects of saliency.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47317500","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 investigates the locus of processing difficulty in English object-extracted relative clauses during both native and non-native sentence comprehension. Two L-maze experiments were conducted – one with English native speakers (n = 48) and another with highly proficient Chinese learners of English (n = 20) – to compare the processing of object-extracted relative clauses (ORCs) with that of subject-extracted relative clauses (SRCs). Both participants groups revealed clear processing costs for ORC sentences. In both cases, this processing difficulty was localized at the beginning of the ORC, and specifically at the article that introduced the ORC subject (The soldier who the sailor roughly pushed….). These findings are taken to indicate that structural expectations play a central role in the first- and second-language processing of English relative clauses and of complex sentences more generally.
{"title":"Relative clause processing in L1 and L2 English","authors":"Jeffrey Witzel, Naoko Witzel","doi":"10.1075/jsls.21008.wit","DOIUrl":"https://doi.org/10.1075/jsls.21008.wit","url":null,"abstract":"\u0000 This study investigates the locus of processing difficulty in English object-extracted relative clauses during\u0000 both native and non-native sentence comprehension. Two L-maze experiments were conducted – one with English native speakers\u0000 (n = 48) and another with highly proficient Chinese learners of English (n = 20) – to\u0000 compare the processing of object-extracted relative clauses (ORCs) with that of subject-extracted relative clauses (SRCs). Both\u0000 participants groups revealed clear processing costs for ORC sentences. In both cases, this processing difficulty was localized at\u0000 the beginning of the ORC, and specifically at the article that introduced the ORC subject (The soldier who\u0000 the sailor roughly pushed….). These findings are taken to indicate that structural\u0000 expectations play a central role in the first- and second-language processing of English relative clauses and of complex sentences\u0000 more generally.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493198","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}
The goal of this study is to examine whether bilingual speakers can inhibit one language while naming pictures in the other. In two picture-word interference task experiments, Spanish-English and English-Spanish bilinguals named pictures in Spanish. We used language-neutral (nonword) interfering stimuli to probe the phonological activation of the nontarget language (English). Three different interfering stimulus conditions were presented: nonwords phonologically related to the Spanish picture name (Phono-Spanish), nonwords phonologically related to the English picture name (Phono-English) and phonologically unrelated nonwords (Unrelated). When participants named pictures in Spanish (Experiment 1), facilitation was found for both groups in the Phono-Spanish condition. No interference was found in the Phono-English condition for either group. From this result and the results of a control experiment in which participants named pictures in English (Experiment 2), we argue that under some circumstances, bilinguals are able to effectively inhibit the nontarget language during language production.
{"title":"Lexical selection in bilingual language production","authors":"L. Hald, J. Nicol","doi":"10.1075/jsls.21016.hal","DOIUrl":"https://doi.org/10.1075/jsls.21016.hal","url":null,"abstract":"\u0000 The goal of this study is to examine whether bilingual speakers can inhibit one language while naming pictures in\u0000 the other. In two picture-word interference task experiments, Spanish-English and English-Spanish bilinguals named pictures in\u0000 Spanish. We used language-neutral (nonword) interfering stimuli to probe the phonological activation of the nontarget language\u0000 (English). Three different interfering stimulus conditions were presented: nonwords phonologically related to the Spanish picture\u0000 name (Phono-Spanish), nonwords phonologically related to the English picture name\u0000 (Phono-English) and phonologically unrelated nonwords (Unrelated). When participants named\u0000 pictures in Spanish (Experiment 1), facilitation was found for both groups in the Phono-Spanish condition. No interference was\u0000 found in the Phono-English condition for either group. From this result and the results of a control experiment in which\u0000 participants named pictures in English (Experiment 2), we argue that under some circumstances, bilinguals are able to effectively\u0000 inhibit the nontarget language during language production.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485542","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 explores whether novice bilinguals store newly-learned pseudo-L2 words together with or separately from the L1, by testing whether pseudo-L2 words compete with their formally-similar L1 words. Although we attempted to obtain a prime lexicality effect (PLE), with newly-trained pseudo-L2 words as primes and their formally-similar words in L1 as targets (stafe-STARE) showing an inhibitory effect, and untrained nonword primes with these targets (stace-STARE) showing a facilitatory effect, no such PLE was obtained. This was the case despite the fact that these newly-learned pseudo-L2 words yielded repetition priming (stafe-STAFE), suggesting that some form of representations were developed for these words. These results are discussed in terms of how to test newly-learned pseudo-L2 words, and whether competition can be exploited to test lexical integration.
{"title":"Masked form priming with newly-learned pseudo-L2 words in novice bilinguals","authors":"Rongchao Tang, Naoko Witzel, Xiaomei Qiao","doi":"10.1075/JSLS.21001.TAN","DOIUrl":"https://doi.org/10.1075/JSLS.21001.TAN","url":null,"abstract":"\u0000 This study explores whether novice bilinguals store newly-learned pseudo-L2 words together with or separately from\u0000 the L1, by testing whether pseudo-L2 words compete with their formally-similar L1 words. Although we attempted to obtain a prime\u0000 lexicality effect (PLE), with newly-trained pseudo-L2 words as primes and their formally-similar words in L1 as targets\u0000 (stafe-STARE) showing an inhibitory effect, and untrained nonword primes with these targets\u0000 (stace-STARE) showing a facilitatory effect, no such PLE was obtained. This was the case despite the fact\u0000 that these newly-learned pseudo-L2 words yielded repetition priming (stafe-STAFE), suggesting that some form of\u0000 representations were developed for these words. These results are discussed in terms of how to test newly-learned pseudo-L2 words,\u0000 and whether competition can be exploited to test lexical integration.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45554312","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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