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Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners 图示和手势共同促进非听力盲人初次接触第二语言手势的学习
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1111/lang.12636
Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega

When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign language. In this study, we investigated how both these phenomena may contribute jointly to the acquisition of sign language vocabulary by hearing nonsigners. Participants were presented with three types of signs in the Sign Language of the Netherlands (NGT): arbitrary signs, iconic signs with high or low gesture overlap. Signs that were both iconic and highly overlapping with gestures boosted learning most at first exposure, and this effect remained the day after. Findings highlight the influence of modality-specific attributes supporting the acquisition of a signed lexicon.

在学习有声第二语言(L2)时,与母语(L1)在形式和意义上重叠的词语有助于融入新的语言。当非手语使用者学习一种手语作为第二语言时,由于模态的不同(第一语言:语音,第二语言:手语),这种重叠是不存在的。在这种情况下,非手语使用者可能会利用手语中的标志性形式-意义映射或自身的手势经验作为进入即将学习的手语的途径。在本研究中,我们探讨了这两种现象如何共同促进非手语听力障碍者对手语词汇的习得。我们向参与者展示了荷兰手语(NGT)中的三种手势:任意手势、手势重叠度高或低的标志性手势。同时具有标志性和与手势高度重叠的手势在首次接触时最能促进学习,这种效果在第二天仍然存在。研究结果凸显了特定模态属性对符号词汇习得的影响。
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引用次数: 0
Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event-Related Potential Study 通过对新语法词素的简短训练诱导注意力和注意力视觉处理的转移:事件相关电位研究
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1111/lang.12642
Yuyan Xue, John Williams

Can brief training on novel grammatical morphemes influence visual processing of nonlinguistic stimuli? If so, how deep is this effect? Here, an experimental group learned two novel morphemes highlighting the familiar concept of transitivity in sentences; a control group was exposed to the same input but with the novel morphemes used interchangeably. Subsequently, both groups performed two visual oddball tasks with nonlinguistic motion events. In the first (attentional) oddball task, relative to the control group, the experimental group showed decreased attention (P300) to infrequent changes in the morpheme-irrelevant dimension (shape) but not the morpheme-relevant dimension (motion transitivity); in the second (preattentive) oddball task, they showed enhanced preattentive responses (N1/visual mismatch negativity) to infrequent changes in motion transitivity but not shape. Our findings show that increasing attention to preexisting concepts in sentences through brief training on novel grammatical morphemes can influence both attentional and preattentive visual processing.

新语法词素的简短训练能否影响非语言刺激的视觉加工?如果能,这种影响有多深?在这里,一个实验组学习了两个新语素,强调了人们熟悉的句子中的转义概念;一个对照组接受了相同的输入,但新语素交替使用。随后,两个实验组都进行了两项带有非语言运动事件的视觉奇异任务。在第一项(注意)怪球任务中,相对于对照组,实验组对语素无关维度(形状)的非频繁变化的注意(P300)有所下降,而对语素相关维度(运动转换性)的注意则没有下降;在第二项(前注意)怪球任务中,实验组对运动转换性的非频繁变化的前注意反应(N1/视觉错配负性)有所增强,而对形状的前注意反应则没有增强。我们的研究结果表明,通过对新语法词素的简短训练来提高对句子中已有概念的注意,可以影响注意和注意前视觉加工。
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引用次数: 0
Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals 汉英双语者对抽象概念空间隐喻的体现存在语言差异
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-04 DOI: 10.1111/lang.12632
Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry

Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words as being presented from above or below their sitting position. English bilinguals responded faster for congruent presentations of high-power words (presented above) but not for congruent presentations of low-power words (presented below) in both languages. Low-power words together also failed to modulate N400 amplitude or interact with language. However, follow-up analyses on high-power words showed congruency effects on N400 amplitude in Chinese but not in English. Finally, English controls showed no effect. This suggests that spatial embodiment differs across languages in bilinguals, but the roles of culture and proficiency require further research.

嵌入式认知认为,处理概念需要感觉运动的激活。以往的研究表明,感知力在空间上沿纵轴体现。然而,这种映射是否同样适用于双语者的两种语言尚不清楚。通过使用事件相关电位,我们比较了参与者在报告听觉单词的来源是来自其坐姿的上方还是下方时的空间体现相关性。在两种语言中,英语双语者对高功率词的一致呈现(在上方呈现)反应更快,而对低功率词的一致呈现(在下方呈现)反应则不快。低强度词语一起出现时也未能调节 N400 波幅或与语言相互作用。然而,对高功率词的后续分析表明,同义词对中文 N400 波幅有影响,但对英文没有影响。最后,英语对照组没有显示任何影响。这表明,双语者的空间体现在不同语言中存在差异,但文化和熟练程度的作用还需要进一步研究。
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引用次数: 0
Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perception 食品标签的跨语言差异不会产生味觉差异
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-03 DOI: 10.1111/lang.12641
Emanuel Bylund, Steven Samuel, Panos Athanasopoulos

Research has shown that speakers of different languages may differ in their cognitive and perceptual processing of reality. A common denominator of this line of investigation has been its reliance on the sensory domain of vision. The aim of our study was to extend the scope to a new sense—taste. Using as a starting point crosslinguistic differences in the category boundaries of edible bulbs, we examined whether monolingual speakers of English and bilingual speakers of Norwegian and English were influenced by language-specific categories during tasting. The results showed no evidence of such effects, not even for the Norwegian participants in an entirely Norwegian context. This suggests that crosslinguistic differences in visual perception do not readily generalize to the domain of taste. We discuss the findings in terms of predictive processing, with particular reference to trigeminal stimulation (a central tasting component) and the interplay between chemosensory signals and top-down linguistic modulation.

研究表明,讲不同语言的人对现实的认知和感知处理可能不同。这些研究的一个共同点是对视觉这一感官领域的依赖。我们的研究旨在将范围扩大到新的感官--味觉。以可食用鳞茎类别界限的跨语言差异为出发点,我们研究了单语英语使用者和挪威语与英语双语使用者在品尝过程中是否会受到特定语言类别的影响。结果表明,没有证据表明存在这种影响,即使是挪威语参与者在完全使用挪威语的情况下也是如此。这表明,视觉感知方面的跨语言差异并不容易推广到味觉领域。我们从预测处理的角度讨论了这一研究结果,并特别提到了三叉神经刺激(品尝的核心部分)以及化学感觉信号与自上而下的语言调制之间的相互作用。
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引用次数: 0
Does Early Unit Size Impact the Formation of Linguistic Predictions? Grammatical Gender as a Case Study 早期单位大小会影响语言预测的形成吗?以语法性别为例
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-02 DOI: 10.1111/lang.12638
Rana Abu-Zhaya, Inbal Arnon

Making adults learn from larger linguistic units can facilitate learning article–noun agreement. Here we ask whether initial exposure to larger units improves learning by increasing the predictive associations between the article and noun. Using an artificial language learning paradigm, we taught 106 Hebrew-speaking participants novel article–noun associations with either segmented input first or unsegmented input first, and tested their learning of the article–noun association and their ability to use articles to predict nouns. Our results showed that participants exposed to unsegmented input first were more likely to treat the article–noun unit as one word and were more accurate at learning the correct article–noun associations. However, participants in the unsegmented-first condition did not show increased gaze to the target compared to those in the segmented-first condition. We discuss how these findings inform our understanding of the challenges that adults face when learning a second language.

让成人从更大的语言单位中学习可以促进冠词-名词一致的学习。在这里,我们要问的是,最初接触较大的语言单位是否能通过增加冠词和名词之间的预测性关联来提高学习效果。我们采用人工语言学习范式,先用分段输入法或先用非分段输入法向 106 名希伯来语参与者教授新颖的冠词-名词关联,并测试他们对冠词-名词关联的学习情况以及使用冠词预测名词的能力。我们的结果表明,先接触未分段输入的受试者更有可能将冠词-名词单位视为一个词,而且在学习正确的冠词-名词联想方面也更准确。然而,与先分段条件下的参与者相比,未分段条件下的参与者并没有表现出更多地注视目标。我们将讨论这些发现如何帮助我们理解成人在学习第二语言时所面临的挑战。
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引用次数: 0
Awakening the Proto-Lexicon: A Proto-Lexicon Gives Learning Advantages for Intentionally Learning a Language 唤醒原词典:原词典为有意学习语言提供学习优势
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-28 DOI: 10.1111/lang.12635
Wakayo Mattingley, Forrest Panther, Simon Todd, Jeanette King, Jennifer Hay, Peter J. Keegan

Previous studies report that exposure to the Māori language on a regular basis allows New Zealand adults who cannot speak Māori to build a proto-lexicon of Māori—an implicit memory of word forms without detailed knowledge of meaning. How might this knowledge feed into explicit language learning? Is it possible to “awaken” the proto-lexicon in the context of overt language learning? We investigate whether implicit linguistic knowledge represented in a proto-lexicon gives any advantages for intentional language learning in a tertiary educational environment. We conducted a three-task experiment which: (a) assessed participants’ Māori proto-lexicon, (b) assessed their phonotactic knowledge, and (c) tested them on Māori vocabulary that they had been exposed to during the course at two time points. The results show that students with larger Māori proto-lexicons learn more words in a classroom setting. This study shows that proto-lexicon acquired from ambient exposure can lead to significant benefits in language learning.

以往的研究报告指出,经常接触毛利语可以让不会说毛利语的新西兰成年人建立毛利语的原词库--一种没有详细意义知识的词形内隐记忆。如何将这些知识运用到显性语言学习中?是否有可能在公开语言学习中 "唤醒 "原词汇表?我们研究了原词库中的内隐语言知识是否能为高等教育环境中的有意语言学习带来任何优势。我们进行了三项任务实验:(a) 评估参与者的毛利原词库,(b) 评估他们的语音战术知识,(c) 在两个时间点测试他们在课程中接触到的毛利词汇。结果表明,拥有较大毛利原词库的学生在课堂上能学到更多的单词。这项研究表明,通过环境接触获得的原词库可以为语言学习带来显著的益处。
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引用次数: 0
Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education? 中学阶段学习拉丁语能否预测高等教育的学习成绩?
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-28 DOI: 10.1111/lang.12639
Cathy Hauspie, Stijn Schelfhout, Nicolas Dirix, Lot Fonteyne, Mark Janse, Arnaud Szmalec, Alexandra Vereeck, Wouter Duyck

Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non-STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields.

在欧洲,中学阶段学习拉丁语的现象仍然很普遍,而且人们相信学习拉丁语会给认知带来益处,甚至超出语言领域。在本研究中,我们探讨了拉丁语学习与日后高等教育学业成绩之间的关系(N = 1,898)。首先,我们证明了拉丁语系学生在高等教育中的学习成绩水平有所提高,尤其是在科学、技术、工程和数学(STEM)以外的学习课程中。其次,我们探讨了拉丁语教学在学业成绩模型中的重要预测因素,其对其他 21 个认知、态度和人口统计学变量的增量方差的解释。在 42% 的课程(主要是非科技、数学和工程学课程)中,拉丁语教学作为一个变量被纳入预测模型,但只有在语言类课程中,拉丁语教学才具有实质性的增量预测效力。我们的研究结果凸显了拉丁语学习如何成为其他学习领域学业成绩的重要预测指标。
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引用次数: 0
Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production 预测第二语言口语任务完成情况的交际意愿、口语自我效能感和认知交际能力
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-28 DOI: 10.1111/lang.12640
Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin

This study investigated how students’ self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross-validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self-efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight-minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21).

本研究调查了在日本大学英语作为外语(EFL)教学中,学生自我报告的个体差异如何预测第二语言(L2)口语讨论任务(一种客观行为结果)的产出。尽管基于任务的语言教学(TBLT)采用了大量心理学理论作为依据,但很少有研究调查个体差异变量对任务绩效的影响。为了弥补这一不足,我们对来自两所不同大学的学生(N = 439)进行了交叉验证。他们填写了调查问卷,以测量交际意愿(WTC)、口语自我效能感(SSE)和感知交际能力(PCC)。他们还参与了一个八分钟的准学术小组讨论任务(TBLT 设计)。讨论过程将被记录和誊写,并以单词量作为衡量 L2 任务完成情况的客观指标。在拟合度较高的中介结构方程模型中,SSE 和 PCC 对 L2 任务口语表达的影响完全由 WTC 调解(R2 = 0.21)。
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引用次数: 0
Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language 事件边界因方面而延伸和压缩:第一语言和第二语言中的时间分割
IF 4.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-28 DOI: 10.1111/lang.12629
Norbert Vanek, Haoruo Zhang

Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event-internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., breaking a wall), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1-specific encoding of ongoingness.

事件分段测试表明,成人在事件发生过程中识别起点和终点的方式存在很大的重叠。然而,人们对不同语言系统在这一过程中所起的作用却知之甚少。语法方面的变化已被证明会影响事件处理。我们测试了以普通话和英语为第一语言(L1)的人与以英语为第二语言(L2)的普通话学习者在事件边界与事件内部变化之间的一致性。我们使用了两个事件边界标记任务(在线/离线)和一个分类任务。参与者观看了 60 个动画;他们的任务是标出起点和终点。对于准时事件(如打破墙壁),以普通话为第一语言的人和以普通话为第二语言的英语学习者明显比以英语为第一语言的人离事件转换更远。这一模式在非定时实验中得到了复制,但在排序转换实验中却没有得到复制,这共同表明普通话 L1 和普通话英语 L2 学习者可能不如英语 L1 说话者那样注意对围绕转换的阶段进行分段。我们认为,这种差异反映了 L1 特定的持续性编码。
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引用次数: 0
Testing the Relationship of Linguistic Complexity to Second Language Learners’ Comparative Judgment on Text Difficulty 测试语言复杂性与第二语言学习者对文本难度的比较判断之间的关系
IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-25 DOI: 10.1111/lang.12633
Xiaopeng Zhang, Xiaofei Lu

This study examined the relationship of linguistic complexity, captured using a set of lexical richness, syntactic complexity, and discoursal complexity indices, to second language (L2) learners’ perception of text difficulty, captured using L2 raters’ comparative judgment on text comprehensibility and reading speed. Testing materials were 180 texts abridged from college English coursebooks, and raters were 90 advanced Chinese learners of L2 English. Forty-five raters read paired texts and determined which text was harder to understand in each pair, and another 45 raters read paired texts and determined which text they read faster in each pair. Two stepwise linear regression models containing lexical, syntactic, and discoursal features explained 48.1% and 54.6% of the variance in L2 learners’ estimates of text comprehensibility and reading speed, respectively, outperforming four commonly used language readability models. These findings contribute useful insights into the relationship between linguistic complexity and L2 learners’ perception of text difficulty.

本研究考察了语言复杂性与第二语言(L2)学习者对文本难度的感知之间的关系,语言复杂性是通过一套词汇丰富度、句法复杂性和语篇复杂性指数来反映的,而第二语言学习者对文本难度的感知则是通过第二语言评分者对文本可理解性和阅读速度的比较判断来反映的。测试材料是从大学英语教材中节选的 180 篇课文,评分者是 90 名第二语言英语高级中国学习者。45 名评分者阅读配对文章,并判断每对文章中哪篇更难理解;45 名评分者阅读配对文章,并判断每对文章中哪篇阅读速度更快。两个包含词法、句法和语篇特征的逐步线性回归模型分别解释了 48.1% 和 54.6% 的后天学习者对文本可理解性和阅读速度的估计差异,优于四个常用的语言可读性模型。这些发现有助于深入了解语言复杂性与 L2 学习者对文本难度的感知之间的关系。
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引用次数: 0
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Language Learning
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