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Foreign Language Learners' Uncertainty Experiences and Uncertainty Management. 外语学习者的不确定性体验与不确定性管理。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-08-19 DOI: 10.1007/s10936-024-10100-w
Aysun Dağtaş, Şehnaz Şahinkarakaş

Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.

不确定性是生活中不可避免的,也是教育环境不可或缺的特点。在学习外语的过程中,自然会涉及到知识的互动和共同建构。在这个过程中,学生可能会遇到来自课程、语境、朋友或老师等各种来源的不确定性。此外,要进行有意义的交流,还需要听者和说者共同努力来应对不确定性。有鉴于此,本研究试图了解学习者在语言学习环境中如何认识和处理不确定性。尽管不确定性被认为是一个多学科的研究课题,但文献中研究学生如何体验不确定性以及如何应对不确定性的研究数量有限。关于外语学习,相关研究侧重于不确定性的一种特定形式,即 "模糊容忍度"(Tolerance of Ambiguity),它被概念化为一种认知风格。收集数据的工具包括课堂纸笔调查、反思日记、录像和刺激回忆访谈。研究结果表明,由于课程相关因素、认知因素和社会因素的影响,语言学习者在语言学习过程中经常会遇到不确定性。此外,学习者对不确定性的情绪反应取决于他们对不确定情况的积极或消极评价。通过认识和接受不确定性,语言学习者将适应不确定性,并能通过各种技巧处理不确定性。研究结果表明,学习者采用了多种策略,如减少、保持和解决不确定性以及忽略不确定性。
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引用次数: 0
Processing of Counterfactual Conditional Sentences with Differential Propositional Truth-Value in Mandarin Chinese: Evidence from ERP. 普通话中对具有不同命题真值的反事实条件句的处理:来自 ERP 的证据
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-08-16 DOI: 10.1007/s10936-024-10107-3
Hulin Ren, Xuesong Li, Ying Li, Xianglan Chen

Although many studies document the role of propositional truth-value in human psychological reading behavior, there is a relative paucity of research examining the role of differential propositional truth-value in processing Chinese counterfactual conditionals. This study is to investigate the role of differential propositional value in processing Chinese counterfactual conditionals by means of ERPs (event-related potentials). The study is based on comprehending two types of Chinese counterfactual conditionals, which is propositional truth value introduced by two different markers of conditional conjunctions in the protasis and apodosis, such as true counterfactual conditional markers jiaru (if) & jiu (so) in the sentence wo xiang yu jiaru you tui jiu keyi zai shuixia zhixi (I think if fish had legs so they could stifle under water), and false counterfactual conditional markers ruguo (if) & namo (then) in the sentence wo xiang gou ruguo you lin namo keyi zai shuixia huxi (I think if dogs had scales, then they could breathe under water). Two counterfactual propositional values (i.e. true and false propositional values) are constructed through manipulating sentence counterfactuality between the true and false counterfactual conditional markers in the protasis and the apodosis. Twenty-four full-time Chinese college students participated in the ERP study. The results demonstrated that processing the true counterfactual propositional sentences with conditional markers jiaru (if) & jiu (so) elicited the N400 effect relative to false propositional sentences with conditional markers ruguo (if) & namo (then). Moreover, the counterfactual sentences with true propositional conditions varied from the elicitation of the N400 effect in the protasis and absence of the N400 effect in the apodosis, showing that semantic roles may gradually disappear under the impact of truth value of propositional counterfactual condition, and/or the roles of semantic anomaly was eliminated in the accumulated sentence processing. While for the false counterfactual conditional sentences, elicitations of P300 in the protasis and robust N400 effect in the apodosis were shown, indicating the increasing semantic role in the processing. Interestingly, there was the absence of the P600 effect for processing sentences with syntactic violation, suggesting little extra syntactic cost in processing sentences with false propositional condition.

尽管许多研究都记录了命题真值在人类心理阅读行为中的作用,但考察不同命题真值在处理中文反事实条件句中的作用的研究却相对较少。本研究旨在通过ERPs(事件相关电位)来探讨不同命题真值在中文反事实条件句处理中的作用。本研究以理解两种类型的汉语反事实条件句为基础,即在原句和尾句中由两种不同的条件连接词标记引入的命题真值、例如,"wo xiang yu jiaru you tui jiu keyi zai shuixia zhixi"(我想如果鱼有腿,它们就能在水下窒息)句中的真反事实条件标记 jiaru(如果)和 jiu(所以)、以及句子 wo xiang gou ruguo you lin namo keyi zai shuixia huxi(我想如果狗有鳞,它们就能在水下呼吸)中的假反事实条件标记 ruguo(如果)和 namo(那么)。通过操纵句子原句和尾句中真假反事实条件标记之间的反事实性,构建了两个反事实命题值(即真命题值和假命题值)。24 名全日制中国大学生参与了 ERP 研究。结果表明,在处理带有条件标记 "jiaru(如果)"和 "jiu(所以)"的真假反事实命题句子时,相对于带有条件标记 "ruguo(如果)"和 "namo(那么)"的假命题句子,会引起N400效应。此外,真命题条件的反事实句子在原初阶段引起 N400 效应,而在终结阶段则没有 N400 效应,这表明语义作用可能在命题反事实条件真值的影响下逐渐消失,和/或语义异常的作用在句子的累积处理中被消除。而对于虚假的反事实条件句子,则出现了原态 P300 和远期稳健 N400 效应,表明语义作用在句子加工中不断增强。有趣的是,在处理句法违规的句子时没有出现 P600 效应,这表明在处理假命题条件句子时几乎没有额外的句法成本。
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引用次数: 0
Working Memory Capacity and Contextual Novel Linguistic Input: A Cross-Modal Priming Study on Persian-English Subordinate Bilinguals. 工作记忆能力与语境新语言输入:波斯语-英语从属双语者的跨模态引物研究。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-08-15 DOI: 10.1007/s10936-024-10103-7
Hamid R Hamidnia, Hamed Habibzadeh, Zohreh Gharaei

The present study investigated the effect of verbal working memory capacity (VWMC) on the processing of semantic information during on-line lexical ambiguity resolution of bilinguals. Seventeen Persian-English subordinate bilinguals of similar proficiency level were recruited to perform two experimental tasks: (1) a multi-load-level reading span task designed to measure their VWMC and (2) a cross-modal semantic priming task (CMPT), 24 h subsequent to the last encoding session, to assess their performance on semantic processing of L2 homographs whose subordinate readings were deemed "novel" for them. An overall 2 × 3 repeated-measures ANOVA revealed a statistically significant difference in the processing of the encoded semantic information between high and low WMC participants. The findings of the experiments lend support to the veracity of the assumptions made by Reordered Access Model in that biasing semantic context facilitates the ambiguity resolution of lexical items. Lastly, the pedagogical implications of the findings were expounded on.

本研究调查了言语工作记忆能力(VWMC)对双语者在线词汇歧义解决过程中语义信息处理的影响。研究人员招募了17名水平相近的波斯语-英语从属双语者,让他们完成两项实验任务:(1)旨在测量他们的言语工作记忆容量的多负载级阅读跨度任务;(2)在最后一次编码后24小时进行的跨模态语义引物任务(CMPT),以评估他们对被认为 "新颖 "的从属读音的第二语言同源词的语义处理表现。通过 2 × 3 重复测量方差分析发现,高 WMC 参与者和低 WMC 参与者在处理编码语义信息方面存在显著的统计学差异。实验结果证明了 "有序存取模型 "的假设是正确的,即偏向语义的上下文有助于词条的歧义解决。最后,实验结果的教学意义也得到了阐述。
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引用次数: 0
The Art of Influencing: Exploring Persuasive Strategies in the Writings of Iranian University Students. 影响的艺术:探索伊朗大学生写作中的说服策略。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-08-13 DOI: 10.1007/s10936-024-10106-4
Fatemeh Monazzah, Mostafa Morady Moghaddam, Seyyed Ali Ostovar-Namaghi

This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to influence and persuade, Simon & Schuster, New York 2016), which include 'reciprocity', 'commitment and consistency', 'social proof', 'liking', 'authority', 'scarcity', and 'unity'. The results indicate that strategies such as 'liking', 'unity', and 'authority' were used more frequently than other persuasive strategies. On the other hand, 'scarcity' was the least used strategy by the participants. Significant gender differences were also observed in the data. These findings have important pedagogical implications and suggest the need to incorporate persuasive strategies into instructional materials and teaching practices to enhance the persuasive writing skills of university students. Furthermore, gender differences highlight the importance of considering individual differences when teaching persuasive writing. Finally, the study discusses the pedagogical implications of these findings in the context of learning and teaching.

本研究调查了伊朗大学生在对外英语教学(TEFL)领域的写作中使用的说服策略。本研究采用了 Cialdini(《说服心理学》,Quill William Morrow,纽约,1984 年;《预说服》,A revolutionary way to influence and persuade,Simon & Schuster,纽约,2016 年)提出的说服策略 7 原则:A revolutionary way to influence and persuade, Simon & Schuster, New York 2016),其中包括 "互惠"、"承诺和一致性"、"社会证明"、"喜欢"、"权威"、"稀缺性 "和 "统一性"。结果表明,"喜欢"、"团结 "和 "权威 "等策略的使用频率高于其他说服策略。另一方面,"稀缺性 "是参与者使用最少的策略。数据中还发现了明显的性别差异。这些发现具有重要的教学意义,表明有必要将说服策略纳入教材和教学实践中,以提高大学生的说服性写作技能。此外,性别差异凸显了在进行劝说性写作教学时考虑个体差异的重要性。最后,本研究讨论了这些发现在学与教方面的教学意义。
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引用次数: 0
Editorial Expression of Concern: Artificial Intelligence Technologies in College English Translation Teaching. 编辑表达关切:人工智能技术在大学英语翻译教学中的应用。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-07-23 DOI: 10.1007/s10936-024-10098-1
Yuhua Wang
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引用次数: 0
How L2 Learners Process Different Means of Time Encoding in a Tenseless Language: An ERP Study of Mandarin. 第二语言学习者如何处理无符号语言中的不同时间编码方式?普通话的 ERP 研究。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-07-09 DOI: 10.1007/s10936-024-10097-2
Yuxin Hao, Xun Duan, Sicong Zha, Tingting Xu

In the past, research on the cognitive neural mechanism of second language (L2) learners' processing time information has focused on Indo-European languages. It has also focused on the temporal category expressed by morphological changes. However, there has been a lack of research on L2 learners' various time coding means, especially for Mandarin, which lacks morphological changes. Using event-related potentials (ERPs), we investigated the cognitive neural mechanism of L2 learners with native Indonesian background in processing two time coding means (time adverbs and aspect markers) in Chinese. Indonesian has time adverb encoding time information similar to that of Chinese, but there are no aspect markers similar to Chinese in Indonesian. We measured ERPs time locked to the time adverb " (cengjing)" and the aspect marker "verb + (verb + guo)" in two different conditions, i.e., a control condition (the correct sentence) and a temporal information violation. The experimental results showed that the native speaker group induced the biphasic N400-P600 effect under the condition of time adverb violation, and induced P600 under the condition of the aspect marker "verb + (verb + guo)" violation. Indonesian L2 learners of Chinese only elicited P600 for the violation of time adverbs, and there was no statistically significant N400 similar to that of Chinese native speakers. In the case of aspect marker violation, we observed no significant ERPs component for the Indonesian L2 learners of Chinese. Both groups of subjects induced elicited a widely distributed and sustained negativity on the post-critical words after "verb + (verb + guo)" and "(cengjing)". This showed that the neural mechanism of Indonesian L2 learners of Chinese processing Chinese time coding differs from that of Chinese native speakers.

过去,对第二语言(L2)学习者处理时间信息的认知神经机制的研究主要集中在印欧语言上。此外,研究还集中于形态变化所表达的时间范畴。然而,对于第二语言学习者的各种时间编码手段,尤其是对于缺乏形态变化的普通话的时间编码手段,一直缺乏研究。我们利用事件相关电位(ERPs)研究了母语为印尼语的 L2 学习者处理汉语中两种时间编码手段(时间副词和方面标记)的认知神经机制。印尼语中有与汉语类似的时间副词编码时间信息,但印尼语中没有与汉语类似的方面标记。我们在两种不同的条件下,即对照条件(正确的句子)和时间信息违反条件下,测量了锁定在时间副词"(cengjing)"和方面标记 "动词+(动词+guo)"上的ERP时间。实验结果表明,在时间副词违规条件下,母语组诱发了双相N400-P600效应;在方面标记 "动词+(动词+guo)"违规条件下,母语组诱发了P600效应。印尼汉语二级学习者只在时间副词违例的情况下诱发 P600,与汉语母语学习者相似的 N400 在统计上并不显著。在违反方面标记的情况下,我们在印尼汉语学习者身上没有观察到明显的ERPs成分。在 "动词+(动词+guo)"和"(cengjing)"之后,两组受试者都诱发了广泛分布且持续的否定。这表明印尼汉语学习者处理汉语时间编码的神经机制与汉语母语者不同。
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引用次数: 0
An ERP Study on the Processing of Subject-Verb and Object-Verb Gender Agreement in Punjabi. 旁遮普语中主语-动词和宾语-动词性别一致处理的 ERP 研究。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-07-05 DOI: 10.1007/s10936-024-10095-4
Mahima Gulati, R Muralikrishnan, Kamal Kumar Choudhary

This study was conducted with the aim of exploring the general parsing mechanisms involved in processing different kinds of dependency relations, namely verb agreement with subjects versus objects in Punjabi, an SOV Indo-Aryan language. Event related brain potentials (ERPs) were recorded as twenty-five native Punjabi speakers read transitive sentences. Critical stimuli were either fully acceptable as regards verb agreement, or alternatively violated gender agreement with the subject or object. A linear mixed-models analysis confirmed a P600 effect at the position of the verb for all violations, regardless of whether subject or object agreement was violated. These results thus suggest that an identical mechanism is involved in gender agreement computation in Punjabi regardless of whether the agreement is with the subject or the object argument.

本研究旨在探索旁遮普语(一种 SOV 印度-雅利安语)中处理不同类型依存关系(即动词与主语和宾语一致)时所涉及的一般解析机制。在 25 位以旁遮普语为母语的人阅读及物动词句子时,记录了与事件相关的脑电位(ERP)。临界刺激要么在动词一致方面完全可接受,要么违反了与主语或宾语的性别一致。线性混合模型分析证实,无论违反的是主语还是宾语的一致,在所有违反的动词位置上都存在 P600 效应。因此,这些结果表明,在旁遮普语中,不论是与主语还是宾语参数的一致,性别一致的计算都涉及到一个相同的机制。
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引用次数: 0
Correction: The Effect of Syntactic Similarity on Intra-Sentential Switching Costs: Evidence from Chinese-English Bilinguals. 更正:句法相似性对句内转换成本的影响:来自汉英双语者的证据。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-07-03 DOI: 10.1007/s10936-024-10092-7
Fan Su, Xue-Yi Huang, Xin Chang
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引用次数: 0
Analyzing the Influence of Ambiguity Tolerance on Grammar Acquisition in EFL Learners Across Face-to-Face, Blended, and Flipped Learning Environments. 分析模糊容忍度对面对面、混合式和翻转式学习环境中英语学习者语法习得的影响。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-07-02 DOI: 10.1007/s10936-024-10096-3
Farzaneh Khodabandeh

In the realm of language education, the influence of learners' personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners' personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students.

在语言教育领域,学习者的个性特征对其在新颖教学框架下的教学成果的影响日益突出,这促使人们探索模糊容忍度对英语作为外语(EFL)学生语法学习的影响。本研究探讨了在翻转课堂和混合课堂等创新教学模式下,学习者的个性特征对其学习效果的影响。120名EFL学生被分为4个对比组和2个对照组。研究利用学习管理系统(LMS)向不同组别提供教学。混合组接受在线和面授相结合的教学,而翻转组则使用翻转方法接受在线教学。对照组只接受面对面教学。一个学期的教学结束后,进行了语法学习的后测。结果显示,混合组在语法学习方面的表现优于翻转组和面授组。研究还发现,在语法学习方面,翻转课堂和混合课堂中的高语法能力学生和低语法能力学生没有明显差异。然而,与语法学习能力较低的学生相比,面授班中语法学习能力强的学生在语法学习方面的成功率更高。
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引用次数: 0
Scope of Negation, Gestures, and Prosody: The English Negative Quantifier as a Case in Point. 否定的范围、手势和韵律:以英语中的否定量词为例》(Scope of Negation, Gestures, and Prosody: The English Negative Quantifier as a Case in Point)。
IF 1.6 2区 文学 Q1 LINGUISTICS Pub Date : 2024-06-26 DOI: 10.1007/s10936-024-10075-8
Masaaki Kamiya, Zhaosen Guo

The present paper examines how English native speakers produce scopally ambiguous sentences and how they make use of gestures and prosody for disambiguation. As a case in point, the participants in the present study produced the English negative quantifiers. They appear in two different positions as (1) The election of no candidate was a surprise (a: 'for those elected, none of them was a surprise'; b: 'no candidate was elected, and that was a surprise') and (2) no candidate's election was a surprise (a: 'for those elected, none of them was a surprise'; b: # 'no candidate was elected, and that was a surprise.' We were able to investigate the gesture production and the prosodic patterns of the positional effects (i.e., a-interpretation is available at two different positions in 1 and 2) and the interpretation effects (i.e., two different interpretations are available in the same position in 1). We discovered that the participants tended to launch more head shakes in the (a) interpretation despites the different positions, but more head nod/beat in the (b) interpretation. While there is not a difference in prosody of no in (a) and (b) interpretation in (1), there are pitch and durational differences between (a) interpretations in (1) and (2). This study points out the abstract similarities across languages such as Catalan and Spanish (Prieto et al. in Lingua 131:136-150, 2013. 10.1016/j.lingua.2013.02.008; Tubau et al. in Linguist Rev 32(1):115-142, 2015. 10.1515/tlr-2014-0016) in the gestural movements, and the meaning is crucial for gesture patterns. We emphasize that gesture patterns disambiguate ambiguous interpretation when prosody cannot do so.

本文研究了以英语为母语的人如何造句,以及他们如何利用手势和拟声来消除歧义。本研究的参与者以英语中的否定量词为例。它们出现在两个不同的位置:(1) The election of no candidate was a surprise (a: 'for those elected, none of them was a surprise'; b: 'no candidate was elected, and that was a surprise')和 (2) no candidate's election was a surprise (a: 'for those elected, none of them was a surprise'; b. # 'no candidate was elected, and that was a surprise'):# 没有候选人当选,这是一个惊喜"。我们研究了位置效应(即在 1 和 2 中的两个不同位置有 a-解释)和解释效应(即在 1 中的同一位置有两种不同的解释)的手势产生和前音模式。我们发现,尽管位置不同,在(a)释义中,受试者倾向于更多地摇头,而在(b)释义中,受试者则更多地点头/搏动。虽然(1)中(a)和(b)的 "不 "在拟声上没有区别,但(1)和(2)中(a)的解释在音高和持续时间上存在差异。这项研究指出了加泰罗尼亚语和西班牙语等不同语言之间的抽象相似性(Prieto et al.10.1016/j.lingua.2013.02.008; Tubau et al. in Linguist Rev 32(1):115-142, 2015.10.1515/tlr-2014-0016)中的手势动作,而意义对于手势模式至关重要。我们强调,当前语无法做到这一点时,手势模式可以消除歧义解释。
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引用次数: 0
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Journal of Psycholinguistic Research
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