Language Learning最新文献

Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effectively promotes pronunciation development, (b) the types of instruction that may be more effective than others, and (c) the elements of pronunciation that may be more amenable to instruction than others. In the current paper, we first provide a state-of-the-art review of existing L2 pronunciation-based ISLA research. We next highlight avenues of future research we believe will benefit our understanding of the interaction between instructional approaches and L2 pronunciation development. Finally, in support of calls for increased research-pedagogy dialogue, we provide a set of research-informed teaching tips for L2 pronunciation instructors to consider.

A one-page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis-database.org.

This response to the commentaries on our conceptual review article on structural complexity and learning difficulty in second language acquisition (SLA) clarifies the scope and objectives of our framework, the challenges of defining and measuring complexity and difficulty, and the broader relevance of our proposal for both empirical research and theory building in SLA, including its relationships to frameworks such as complexity–accuracy–fluency (CAF).

This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading. Additionally, location, grade, and measurement type moderated these relationships. Orthographic awareness showed stronger associations with Chinese word reading in preschool than in other grades, among participants from Taiwan than those from mainland China, and when measurement involved semantic radical function awareness than when it involved form and phonetic radical function awareness. Additionally, syllable-level phonological awareness showed stronger correlations than other levels only in preschool, and the associations declined after low primary. Subsyllable awareness showed the strongest association in low primary. Furthermore, word reading measurement moderated its association with phonological and morphological awareness. Phonological awareness correlated more with word reading accuracy than fluency, and morphological awareness correlated more with multicharacter than single-character word reading accuracy.

The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group. Results showed that (a) guided note-taking contributed to greater vocabulary learning than conventional note-taking on the form recall test, (b) both guided and conventional note-taking contributed to significant vocabulary gains on the meaning recall test, and (c) viewing without note-taking did not contribute to significant learning gains. The analyses also revealed that writing unknown words in notes, the inclusion of target words in the lecture slides, and learners’ prior vocabulary knowledge affected learning, but frequency of occurrence, word length, and learners’ level of viewing comprehension did not.