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Proficiency, language of assessment, and attention to meaning and form during L2 comprehension: Methodological considerations in L2 replication research
Studies in Second Language Acquisition ( IF 4.730 ) Pub Date : 2022-05-17 , DOI: 10.1017/s0272263122000171
Paweł Szudarski , Sylwia Mikołajczak

This study is a replication and extension of Morgan-Short et al.’s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners’ comprehension in different conditions with their L2 proficiency controlled for, and to examine this process when learners were tested using different languages. Data from three trials (N = 136) were analyzed: Trial-English, Trial-Polish, and Trial-Spanish, where comprehension was tested in English, Polish, or Spanish, respectively. Results showed that both L2 proficiency and language of assessment significantly affected learners’ performance, with their scores being lower in the -n morpheme condition but only when comprehension was tested in English or Spanish. We discuss these findings both theoretically and methodologically, making recommendations on designing future replication studies and improving the generalizability of L2 findings across multiple research sites.



中文翻译:

L2 理解过程中的熟练程度、评估语言以及对意义和形式的关注:L2 复制研究中的方法论考虑

这项研究是 Morgan-Short 等人 (2018) 对 L1-波兰语学习者 L2-西班牙语的注意在输入处理中的作用的调查的复制和扩展,将评估的熟练程度和语言作为两个关键的方法论因素进行了探索. 我们的目标有两个:在控制二语熟练程度的情况下调查学习者在不同条件下的理解情况,并在使用不同语言对学习者进行测试时检查这一过程。分析了三个试验 (N = 136) 的数据:试验-英语、试验-波兰语和试验-西班牙语,其中分别以英语、波兰语或西班牙语测试了理解能力。结果表明,L2 熟练程度和评估语言都显着影响学习者的表现,他们的分数在-n中较低语素条件,但仅当以英语或西班牙语测试理解力时。我们从理论上和方法论上讨论了这些发现,就设计未来的复制研究提出了建议,并提高了 L2 发现在多个研究地点的普遍性。

更新日期:2022-05-17
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