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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 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH 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 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 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 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。
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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 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。
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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 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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引用次数: 0
“That Was a Good One”: Talking About Irony in Study Abroad "这是个好主意":谈留学中的讽刺
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-12 DOI: 10.1111/lang.12673
Rachel L. Shively
Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive learning outcomes of pedagogical interventions involving this technique but have not closely examined the nature of the talk about pragmatics among students and local people. The goal of this study is to examine talk about irony in Spanish elicited through an instructional activity carried out by study‐abroad students in Mexico and their Mexican interlocutors, focusing on the information that the latter provide. The findings revealed that Mexican interlocutors provided examples of irony, metapragmatic explanations, and corrective feedback but that there was considerable individual variation.
最近关于海外学习中第二语言或附加语言(L2)语用学教学的研究采用了鼓励学生收集语用学数据的技术,例如,要求东道国成员填写调查问卷、练习使用语用特征或回答有关语用学的问题(例如,Hernández, 2021; Mir, 2021)。这些研究报告了涉及这种技术的教学干预的积极学习成果,但没有仔细研究学生和当地人之间关于语用学的谈话的性质。本研究的目的是考察在墨西哥留学的学生和他们的墨西哥对话者通过教学活动引发的关于西班牙语反讽的谈论,重点是后者提供的信息。研究结果表明,墨西哥对话者提供了反讽的例子、语用解释和纠正反馈,但个体差异很大。
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引用次数: 0
Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project 模拟两岁幼儿非词重复能力与词汇量增长之间的关系:来自语言 0-5 项目的证据
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-11 DOI: 10.1111/lang.12671
Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter
A strong predictor of children's language is performance on non‐word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A complicating factor is that most studies focus on school‐aged children, who have already mastered key language skills. Here, we present a new NWR task for English‐learning 2‐year‐olds, use it to assess the effect of NWR performance on concurrent and later vocabulary development, and compare the children's performance with that of an experience‐based computational model (CLASSIC). The new NWR task produced reliable results; replicating wordlikeness effects, word‐length effects, and the relationship with concurrent and later language ability we see in older children. The model also simulated all effects, suggesting that the relationship between vocabulary and NWR performance can be explained by language experience‐/knowledge‐based theories.
非单词重复(NWR)任务的表现是儿童语言能力的有力预测指标。然而,这种关系的基础仍然未知。有人认为,非词重复任务测量的是语音工作记忆,而语音工作记忆会影响语言的发展。还有人认为,儿童的语言知识/语言经验会影响他们的非词重复能力。一个复杂的因素是,大多数研究都集中在学龄儿童身上,因为他们已经掌握了关键的语言技能。在此,我们为学习英语的 2 岁儿童提出了一项新的 NWR 任务,用它来评估 NWR 成绩对同时和日后词汇发展的影响,并将儿童的成绩与基于经验的计算模型(CLASSIC)的成绩进行比较。新的 NWR 任务产生了可靠的结果;复制了词性效应、词长效应,以及我们在年龄较大儿童身上看到的与同时和日后语言能力之间的关系。该模型还模拟了所有效应,这表明词汇量与 NWR 成绩之间的关系可以用基于语言经验/知识的理论来解释。
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引用次数: 0
Mixed‐Effects Modeling with a Multinomial Dependent Variable 多变量混合效应模型
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-26 DOI: 10.1111/lang.12667
Aarnes Gudmestad, Thomas A. Metzger
In this Methods Showcase Article, we illustrate mixed‐effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future‐time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step‐by‐step procedures for multinomial logistic regression with fixed and random effects, and we discuss the interpretation of the model and its advantages and limitations.
在这篇方法展示文章中,我们将用一个多因变量来说明混合效应模型,以此来解释语言的复杂性。我们对第二语言西班牙语的未来时间参照数据进行了建模,该数据由一个名义因变量组成,该因变量有三个水平,对 73 名参与者进行了测量。我们提供了具有固定效应和随机效应的多项式逻辑回归的分步程序,并讨论了模型的解释及其优势和局限性。
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引用次数: 0
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words 陈述性和自动化语音词汇知识:第二语言词汇的识别、回忆、词义判断和以听力为重点的就业能力
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-21 DOI: 10.1111/lang.12668
Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.
本研究重新审视了语音词汇知识的不同方面在第二语言(L2)听力中的作用。日本英语学习者(n = 114)完成了托业听力测试和三个语音词汇测试,分别评估(a)识别听力形式含义的能力(含义识别),(b)回忆听力形式含义的能力(含义回忆),以及(c)自发判断词义在句子语境中的恰当使用的能力(词义判断任务 [LJT])。在这三种测量方法中,LJT 最能预测受试者在实际生活中听力理解独白和对话时获取目标词的能力(通过 TOEIC 测量)。结构方程建模表明,LJT 有别于意义识别和回忆,并揭示了它们与听力理解得分之间的不同关联。根据技能习得理论,我们认为 LJT 反映的是自动化知识,而意义识别和回忆代表的是陈述性知识。
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引用次数: 0
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Language Learning
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