Language Learning最新文献

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Optionality, Complexity, Difficulty: The Next Step: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” 选择性、复杂性、难度：下一步：关于 "第二语言习得中的复杂性和难度：理论与方法概述

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-10-21 DOI: 10.1111/lang.12692

Benedikt Szmrecsanyi, Tanguy Dubois

引用次数: 0

Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension 任务指令对第二语言句子理解过程中预测性眼动和单词识别的影响

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-10-18 DOI: 10.1111/lang.12684

Aine Ito

This study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like The woman … will read/buy one of the newspapers while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (read) or unpredictable (buy) from the verb meaning. Participants looked at the target longer and were quicker to move the mouse to it when instructed to predict sentence continuation than when they were merely instructed to comprehend sentences. This result held true both when the target was predictable and unpredictable. Furthermore, only when instructed to predict did the participants make more clicking errors when the target was unpredictable than predictable, which suggested that encouraging prediction can interfere with word recognition accuracy in unpredictable contexts due to reduced cognitive resources or failed predictions.

本研究测试了鼓励性预测是否会增强第二语言（L2）使用者的预测能力。英语为第二语言的受试者在屏幕上观看目标物（一份报纸）和干扰物（一朵玫瑰、一个碗和一个芒果）的同时，聆听英语句子，如 "这位女士......将阅读/购买其中一份报纸"，并尽快点击目标物。根据动词的含义，目标物是可预测的（读）或不可预测的（买）。与只要求学员理解句子时相比，在要求学员预测句子的连续性时，学员看目标的时间更长，移动鼠标到目标上的速度更快。在目标可预测和不可预测的情况下，这一结果都是正确的。此外，只有在受试者被要求预测时，当目标不可预测时，受试者才会比预测时犯更多的点击错误，这表明在不可预测的语境中，由于认知资源减少或预测失败，鼓励预测会干扰单词识别的准确性。

引用次数: 0

The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study 任务重复对通过视频授课任务处理和习得专业词汇的影响：混合方法研究

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-10-15 DOI: 10.1111/lang.12679

Danni Shi, Andrea Révész, Ana Pellicer‐Sánchez

This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated‐recall participants repeating the task reported increased awareness of specific aspects of the target words.

本研究调查了重复视频教学任务如何影响第二语言（L2）学习者对专业词汇的加工和附带习得，以及加工和词汇收益之间的关系。被试是 75 名学习第二语言英语的中国学习者。其中 30 名学习者完成了一次任务（对照组），另外 30 名学习者完成了三次同样的任务（重复组）。然后，这两组学员完成了突击词汇后测。其余参与者在完成一次、两次或三次任务后进行刺激回忆。与对照组相比，重复组在词汇知识方面的收获更大，而重复组在重复观看过程中对目标单词的视觉注意力有所下降。对目标单词的注意力是延迟意义回忆的预测因素，任务重复会降低这种关系的强度。受刺激回忆的参与者在重复任务后表示对目标词特定方面的意识增强了。

引用次数: 0

Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage-Based Perspective Sojourner 日记中整体公式性、公式序列和词汇复杂性的纵向发展：基于动态用法的视角

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-27 DOI: 10.1111/lang.12680

Zeynep Köylü, Nurullah Eryılmaz, Carmen Pérez-Vidal, Marjolijn Verspoor, Hana Gustafsson

Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb–argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical measures. This study traces the development of these constructs over time in written diary texts of 26 Catalan/Spanish bilingual sojourners in an Anglophone country during study abroad. It adopts a dynamic usage-based perspective, underlining the importance of frequency of exposure and individual variability in developmental trajectories. Generalized additive mixed model analyses, which take individual nonlinear behavior into account, showed significant gains toward holistic formulaicity, but not in use of formulaic sequences nor in lexical complexity measures. We argue that at advanced stages some measures may have reached ceiling, but that sojourners may still progress in becoming more finely attuned to the conventionalized ways of saying things in the speech community.

由于有了真实的接触，留学人员有望在整体公式化（定义为目标语言中强化词、填充词、多词序列、词汇特征、动词-论据结构、语用和话语特征等的使用）、公式化序列的使用以及词汇量等方面变得更加熟练。本研究追踪了 26 名在英语国家留学的加泰罗尼亚语/西班牙语双语旅居者的书面日记中这些构词法的发展过程。研究采用了基于动态使用的视角，强调了接触频率和个体差异在发展轨迹中的重要性。考虑到个体非线性行为的广义加法混合模型分析表明，在整体公式化方面取得了显著进步，但在公式化序列的使用和词汇复杂性测量方面却没有进步。我们认为，在高级阶段，一些测量指标可能已达到上限，但旅居者仍可在更精细地适应语言社区的常规表达方式方面取得进展。

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引用次数: 0

Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development 海外留学生在不同语言环境中的社会接触及其与英语使用和发展的关系

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-25 DOI: 10.1111/lang.12674

Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher

Our contribution draws on quantitative data from a longitudinal mixed-methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires pre, during, and post sojourn. English oral proficiency gains were measured using the Oral Proficiency Interview by Computer (OPIc) test before and after the stay. Latent profile analysis yielded four profiles of social contacts, which differed in terms of the degree of integration into the community of locals or international students. Students with distinct profiles differ significantly with respect to language use but not in terms of language gains. Regression analyses indicate that comparable progress in oral proficiency was made by students across profiles of social contacts and also by those in an English as a lingua franca (ELF) context suggesting that different SA context and networking patterns are conducive to second language (L2) gains.

我们的论文利用一项纵向混合方法研究的定量数据，揭示了出国留学（SA）学生不同的社会接触模式，以及这些社会接触与（a）语言使用、（b）目标语言发展和（c）环境变量之间的关系。数据是通过在线问卷调查获得的。英语口语能力的提高是在逗留前后使用计算机口语能力访谈（OPIc）测试进行测量的。隐性特征分析得出了四种社会接触特征，它们在融入当地人或留学生社区的程度上有所不同。具有不同特征的学生在语言使用方面有显著差异，但在语言进步方面没有差异。回归分析表明，不同社会交往背景下的学生以及英语作为通用语言（ELF）背景下的学生在口语水平方面取得的进步相当，这表明不同的社会交往背景和网络模式有利于第二语言（L2）的提高。

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引用次数: 0

Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability 通过语音训练让儿童学习非母语元音对比：任务和可变性的作用

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-25 DOI: 10.1111/lang.12677

Gwen Brekelmans, Bronwen G. Evans, Elizabeth Wonnacott

Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized phonetic training for 50 Dutch 7‐year‐olds and 39 11‐year‐olds trained on English vowel contrasts in a 2‐week study in a classroom setting. Half received multitalker, and half received single‐talker input (i.e., high variability vs. low variability; HV vs. LV), with learning evaluated by a battery of tests. Both groups improved in training; however, 11‐year‐olds improved more. Moreover, 11‐year‐olds showed generalization to novel talkers, and 7‐year‐olds did not, with Bayes factor analyses providing evidence for the null. Generalisation in 11‐year‐olds was no greater following HV than LV input, with evidence for the null on one of two tasks where generalization was found. Results are discussed in terms of the interplay between age, task demands, and talker variability.

大量研究表明，高变异性（多语者）语音训练有助于第二语言（L2）成人提高对具有挑战性的非母语语音的分辨能力。这种训练对第二语言儿童是否也有用？现有的研究结果不一，而且存在很大的局限性。我们对 50 名 7 岁荷兰儿童和 39 名 11 岁儿童进行了为期两周的计算机语音训练，在课堂环境中进行了英语元音对比训练。半数接受多元音输入，半数接受单元音输入（即高变异性与低变异性；HV 与 LV），并通过一系列测试评估学习效果。两组儿童在训练中都有进步，但 11 岁儿童的进步更大。此外，11 岁儿童对新的说话者表现出了泛化能力，而 7 岁儿童则没有，贝叶斯因子分析提供了无效的证据。11 岁儿童在接受高频输入后的泛化程度并不比低频输入高，在发现泛化的两项任务中，有一项任务的泛化程度为零。本文从年龄、任务要求和说话者变异性之间的相互作用角度对结果进行了讨论。

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引用次数: 0

Lexico‐Semantic Attrition of Native Language: Evidence From Russian–Hebrew Bilinguals 母语的词汇-语义损耗：俄语-希伯来语双语者的证据

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-19 DOI: 10.1111/lang.12678

Federico Gallo, Beatriz Bermúdez‐Margaretto, Anastasia Malyshevskaya, Yury Shtyrov, Hamutal Kreiner, Mikhail Pokhoday, Anna Petrova, Andriy Myachykov

Native language (L1) attrition is ubiquitous in modern globalized society, but its cognitive/psycholinguistic mechanisms are poorly understood. We investigated lexico‐semantic L1 attrition in L1 Russian immigrants in Israel, who predominantly use their second language (L2), Hebrew, in daily life. We included Russian monolinguals as a control group. We tested two potential causal mechanisms of attrition: L2 interference versus L1 disuse. Participants completed a fill‐the‐gap task in two conditions: accuracy (producing one exactly matching word) and scope (providing as many synonyms as possible). We expected L2 interference and L1 disuse to lead to the differential reduction of accuracy and scope features, respectively. Lower scores for attriters emerged in the accuracy but not in the scope condition. Moreover, attitude towards L1 influenced attriters’ accuracy—but not scope—performance, with higher L1 preference predicting higher accuracy. We provide evidence for lexico‐semantic attrition in adult immigrants, pointing to L2 interference as the primary cause of impaired lexical retrieval.

母语（L1）损耗在现代全球化社会中无处不在，但人们对其认知/心理语言学机制却知之甚少。我们调查了在以色列以俄语为母语的移民的词汇语义母语损耗情况，他们在日常生活中主要使用第二语言（L2）希伯来语。我们将俄语单语者作为对照组。我们测试了两种潜在的损耗因果机制：L2 干扰与 L1 废用。受试者在两种条件下完成了填空任务：准确性（提供一个完全匹配的单词）和范围（提供尽可能多的同义词）。我们预期 L2 干扰和 L1 失用将分别导致准确性和范围特征的不同降低。减损者在准确性方面得分较低，而在范围方面得分较低。此外，对 L1 的态度会影响脱学者的准确度，但不会影响其范围表现，对 L1 的偏好越高，准确度就越高。我们为成年移民的词汇语义损耗提供了证据，指出 L2 干扰是词汇检索受损的主要原因。

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引用次数: 0

Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis 第二语言句子理解中句法统一的神经证据：时间频率分析

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-19 DOI: 10.1111/lang.12676

Yoonsang Song, Yu Li, Patrick C. M. Wong

This study investigates whether syntactic unification occurs during online L2 sentence comprehension using time‐frequency analysis. We measured the oscillatory power changes in native English speakers and L1‐Cantonese L2‐English speakers while they were reading well‐formed English sentences, syntactically intact nonsense sentences, and random word lists. Additionally, we conducted traditional ERP analyses to test L2 speakers’ sensitivity to NP‐internal number (dis)agreement. The results show that low‐beta power significantly increased in the L2 group when reading not only well‐formed sentences but also nonsense sentences, replicating the pattern found in the L1 group. This suggests that syntactic unification occurs in L2 comprehension as reliably as in L1 comprehension. However, L2 speakers did not show increased positivity for NP‐internal number disagreement, indicating that they have not developed native‐like sensitivity to this syntactic error. The implications of these time‐frequency and ERP data for L2 sentence processing and syntactic development are discussed.

本研究利用时间频率分析法研究了在线二级英语句子理解过程中是否会发生句法统一。我们测量了母语为英语的人和母语为广东话的母语为英语的人在阅读格式良好的英语句子、句法完整的无意义句子和随机单词表时的振荡功率变化。此外，我们还进行了传统的 ERP 分析，以测试 L2 英语母语者对 NP-内部数（不）一致的敏感性。结果表明，在阅读格式良好的句子和无意义句子时，L2 组的低贝塔功率显著增加，这与 L1 组的模式相同。这表明，句法统一在 L2 理解中与 L1 理解一样可靠。然而，L2 说话者并没有表现出对 NP-内部数不一致的积极性增加，这表明他们并没有对这种句法错误产生类似于母语的敏感性。本文讨论了这些时间频率和 ERP 数据对 L2 句子处理和句法发展的影响。

引用次数: 0

Order Effects in Second Language Learning 第二语言学习中的顺序效应

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-17 DOI: 10.1111/lang.12675

Laurence Romain, Petar Milin, Dagmar Divjak

We explore how general principles of learning apply to and combine with usage‐based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects of order of exposure to the input remain understudied. In this study, we tested whether order of exposure to information in the L2 plays a role in L2 learning and whether an optimal order where the most reliable cues are introduced first ensures that foreign language learners are better equipped to form representations that allow flexible, yet accurate generalisations. We analysed data collected through a training study that teaches the English article system to first language (L1) speakers whose language does not have markers of definiteness.

我们探讨了学习的一般原则如何适用于语言学习和教学，并与基于使用的方法相结合，重点是第二语言（L2）教学中接触新信息的顺序的影响。尽管之前已经探讨过输入间距和时间对记忆和学习的影响（概述见 Rogers, 2020 年；Shintani, 2017 年），但对输入接触顺序的影响仍然研究不足。在本研究中，我们测试了接触第二语言信息的顺序是否在第二语言学习中发挥作用，以及首先引入最可靠线索的最佳顺序是否能确保外语学习者更好地形成表征，从而进行灵活而准确的概括。我们分析了通过一项培训研究收集到的数据，该研究向第一语言（L1）使用者教授英语冠词系统，而他们的语言中没有定冠词标记。

引用次数: 0

Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions 词汇对第二语言语法习得的影响：测试心理语言学和神经认知预测

IF 4.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning

Pub Date : 2024-09-13 DOI: 10.1111/lang.12672

Holger Hopp, Jana Reifegerste, Michael T. Ullman

Second language (L2) grammar learning is difficult. Two frameworks—the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model—predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest–posttest syntactic adaptation study of English relative‐clause attachment preferences. First‐language German speakers listened to relative clauses disambiguated to the English low‐attachment preference (secretaries of the professor who is/naps at home)—via either a copula (e.g., is), which should be processed rapidly (copula group; n = 48), or a lexical verb (e.g., naps), which should be processed more slowly (lexical group; n = 48). Only the copula group showed significant pretest‐to‐posttest learning. Moreover, the amount of learning was predicted by procedural learning abilities in the copula group, but by vocabulary size in the lexical group. The results, which are consistent with both frameworks, show that the L2 lexicon impacts L2 grammar learning, and reveal moderating psycholinguistic and neurocognitive variables.

第二语言（L2）语法学习十分困难。心理语言学词汇瓶颈假说和神经认知陈述/程序模型这两个框架预测，更快的第二语言词汇处理速度应有助于第二语言的语法学习。我们在一项关于英语相对句附着偏好的前测-后测句法适应研究中检验了这些预测。第一语言为德语的受试者聆听了根据英语低依附偏好（secretaries of the professor who is/naps at home）进行歧义化的相对从句--通过共轭词（如is）或词性动词（如naps），前者应被快速处理（共轭词组；n = 48），后者应被较慢处理（词性组；n = 48）。只有助动词组在测试前和测试后都有明显的学习效果。此外，在连词组中，学习量是由程序学习能力预测的，而在词法组中，学习量是由词汇量预测的。研究结果表明，L2 词汇影响 L2 语法学习，并揭示了心理语言学和神经认知变量的调节作用。

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