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Second language speech comprehensibility: A research agenda Lang. Teach. (IF 4.769) Pub Date : 2023-09-22 Dustin Crowther, Daniel R. Isbell
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning. While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we
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73% of the observed bilingual (dis)advantageous effects on cognition stem from sociolinguistic factors: A systematic review Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-09-22 Camilla Masullo, Vittoria Dentella, Evelina Leivada
Being bilingual confers certain behavioral effects. Determining their precise origin is of utmost importance given the need to avoid unjust misattribution of labels such as “bilingual (dis)advantage” to people's bilingual experiences. To this end, this systematic PRISMA-based review aims to shed light on the social and sociolinguistic origins of bilingualism-related behavioral effects. Analyzing 368
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Linguistic Features Distinguishing Students’ Writing Ability Aligned with CEFR Levels Appl. Linguist. (IF 4.155) Pub Date : 2023-09-22 Hong Ma, Jinglei Wang, Lianzhen He
A substantive body of research has been revolving around the linguistic features that distinguish different levels of students’ writing samples (e.g. Crossley and McNamara 2012; McNamara et al. 2015; Lu 2017). Nevertheless, it is somewhat difficult to generalize the findings across various empirical studies, given that different criteria were adopted to measure language learners’ proficiency levels
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Heritage language development and processing: Non-canonical word orders in Mandarin–English child heritage speakers Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-09-18 Jiuzhou Hao, Vasiliki Chondrogianni, Patrick Sturt
Previous research suggests that child HSs’ performance in offline linguistic tasks is typically worse than their age-matched monolingual peers and is modulated by linguistic and child-level factors. This study examined the comprehension and production of three Mandarin non-canonical structures in 5- to 9-year-old Mandarin–English heritage children and Mandarin-speaking monolingual children, including
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Modeling effects of linguistic complexity on L2 processing effort: The case of eye movement in text reading Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-18 Xiaopeng Zhang, Nan Gong
This study examined how linguistic complexity features contribute to second language (L2) processing effort by analyzing the Dutch English-L2 learners’ eye movements from GECO and MECO, two eye-tracking corpora. Processing effort was operationalized as reading rate, mean fixation duration, regression rate, skipping rate, and mean saccade amplitude. In Study 1, the lexical, syntactic, and discoursal
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Introduction to the special issue on working memory and L2 writing: Implications for SLA individual differences research Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-14 Rosa M. Manchón, Cristina Sanz
This Introduction to the special issue first elaborates on the rationale for advocating the inclusion of L2 writing in SLA individual differences (IDs) research and subsequently provides an overview of empirical work on IDs in the domain of writing, with a focus on cognitive IDs and specifically working memory. Against this background, we synthesize the focus, structure, and contents of the special
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The role of cognitive factors in second language writing and writing to learn a second language Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-14 Judit Kormos
This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an
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Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-14 Andrea Révész, Marije Michel, Minjin Lee
This study examined the extent to which L2 writers with varied working memory display differential pausing and revision behaviors at different periods during writing. The participants were 30 advanced Chinese L2 users of English, who wrote an argumentative essay. While composing, participants’ keystrokes and eye-gaze movements were recorded to capture their pausing, revision, and eye-gaze behaviors
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Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-14 Rosa Maria Manchón, Sophie McBride, María Dolores Mellado Martínez, Olena Vasylets
This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within–between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as between-participants variables. The outcome measure was L2 writing performance
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Cognitive individual differences in the process and product of L2 writing Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-14 Gisela Granena
This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have
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On the effects of task focus and processing level on the perception–production link in second-language speech learning Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-13 Miquel Llompart
This study presents a reanalysis of existing data to investigate whether a relationship between perception and production abilities regarding a challenging second-language (L2) phonological contrast is observable (a) when both modalities must rely on accessing stored lexical representations and (b) when there is an asymmetry in task focus between perception and production. In the original studies,
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Wanna contraction in first language acquisition, child second language acquisition, and adult second language acquisition Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-09-11 Haerim Hwang
Contraction of want to to wanna is sometimes possible (e.g., Who do you want to/wanna stay with ___ ?), but sometimes impossible (e.g., Who do you want ___ to/*wanna stay?). This contrast is attributable to the grammatical constraint that a wh-trace blocks the contraction of want and to. Most first language (L1) and second language (L2) acquisition studies testing learner knowledge of this constraint
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Language proficiency modulates L2 orthographic learning mechanism: Evidence from event-related brain potentials in overt naming Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-09-11 Yang Fu, Beatriz Bermúdez-Margaretto, David Beltrán, Wang Huili, Alberto Dominguez
The present study investigates bilinguals’ capacity to rapidly establish memory traces for novel word forms in a second language (L2), as a function of L2 linguistic proficiency. A group of Chinese-English bilinguals with various English proficiency levels were presented with a reading-aloud task, consisting of 16 pseudowords and 16 English words repeatedly presented across six training exposures.
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Mixed-methods research in applied linguistics: Charting the progress through the second decade of the twenty-first century Lang. Teach. (IF 4.769) Pub Date : 2023-09-08 A. Mehdi Riazi, Mohammad Amini Farsani
This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency
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Cross-linguistic influence in the bilingual lexicon: Evidence for ubiquitous facilitation and context-dependent interference effects on lexical processing Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-09-08 Lyam M. Bailey, Kate Lockary, Eve Higby
For bilinguals, lexical access in one language may affect, or be affected by, activation of words in another language. Research to date suggests seemingly contradictory effects of such cross-linguistic influence (CLI): in some cases CLI facilitates lexical access while in others it is a hindrance. Here we provide a comprehensive review of CLI effects drawn from multiple disciplines and paradigms. We
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Cross-language semantic and orthographic parafoveal processing by bilingual L1 German–L2 English readers Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-31 Leigh B. Fernandez, Christoph Scheepers, Shanley E. M. Allen
In a recent study, Fernandez et al. (2021) investigated parafoveal processing in L1 English and L1 German–L2 English readers using the gaze contingent boundary paradigm (Rayner, 1975). Unexpectedly, L2 readers derived an interference from a non-cognate translation parafoveal mask (arrow vs. pfeil), but derived a benefit from a German orthographic parafoveal mask (arrow vs. pfexk) when reading in English
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The neural basis of Number and Person phi-features processing: An fMRI study in highly proficient bilinguals Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-31 Simin Meykadeh, Arsalan Golfam, Seyed Amir Hossein Batouli, Werner Sommer
No studies have investigated the neural correlates of Number and Person agreement processing in bilinguals. Because a previous fMRI study showed difference in L1 and L2 morphosyntactic processing of L1 Turkish–L2 Persian bilinguals, it was of interest whether this difference can be specifically attributed to Number or Person processing. Therefore, we reanalyzed these data at the whole-brain level,
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Evaluating evidence for the reliability and validity of lexical diversity indices in L2 oral task responses Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-08-30 Kristopher Kyle, Hakyung Sung, Masaki Eguchi, Fred Zenker
Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical diversity such as Root TTR (Guiraud’s index) and D (vocd-D
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Bilingual Abstract Semantic Associative Network Training (BAbSANT): A Russian–English case study Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-25 Teresa Gray, Julia Palevich, Chaleece Sandberg
BAbSANT (Bilingual Semantic Associative Network Training) is a novel, theoretically motivated approach to anomia therapy for bilingual persons with aphasia (BPWA). We report on a Russian-dominant, Russian–English BPWA, who was trained on abstract English and Russian words. We hypothesized both within- and cross-language generalization when the non-dominant language was trained, and only within-language
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Multilevel factors predict treatment response following semantic feature-based intervention in bilingual aphasia Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-22 Michael Scimeca, Claudia Peñaloza, Swathi Kiran
Semantic feature-based treatments (SFTs) are effective rehabilitation strategies for word retrieval deficits in bilinguals with aphasia (BWA). However, few studies have prospectively evaluated the effects of key parameters of these interventions on treatment outcomes. This study examined the influence of intervention-level (i.e., treatment language and treatment sessions), individual-level (baseline
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Polarized Discourses of Abortion in English: A Corpus-based Study of Semantic Prosody and Discursive Salience Appl. Linguist. (IF 4.155) Pub Date : 2023-08-22 Beth Malory
Amidst ongoing global debate about reproductive rights, questions have emerged about the role of language in reinforcing stigma around termination. Amongst some ‘pro-choice’ groups, the use of pro-life is discouraged, and anti-abortion is recommended. In UK official documents, termination of pregnancy is generally used, and abortion is avoided. Lack of empirical research focused on lexis means it is
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Capturing Thresholds and Continuities: Individual Differences as Predictors of L2 Sociolinguistic Repertoires in Adult Migrant Learners in Austria Appl. Linguist. (IF 4.155) Pub Date : 2023-08-22 Mason A Wirtz, Simone E Pfenninger
This cross-sectional study addresses for the first time the non/linear association between individual learner differences of social, proficiency-related, and socioaffective nature (length of residence [LoR], varietal proficiency, exposure, and socioaffect) and differential outcomes in L2 sociolinguistic repertoires against the backdrop of the Austro-Bavarian naturalistic context. Forty adult migrant
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Tracking learnables and teachables in L2 Arabic dyadic conversations-for-learning Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Khaled Al Masaeed
This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video-recorded data from L2
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The social consequences of talking to oneself: The dialectical continuum of social and private speech Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Nicholas Carr
The intrapersonal functions of private speech have been researched extensively. However, studies in interactive settings that focus on the interpersonal functions of private speech have been rare. Adopting a case-study approach, I investigated the social consequences of private speech and how it contributes to the establishment of intersubjectivity during collaborative tasks. Data were collected through
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Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Hyun–Bin Hwang
This study investigated the influence of teachers’ experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective
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Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Kongji Qin, Lorena Llosa
Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing
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Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Emma Marsden, Amber Dudley, Rachel Hawkes
The awarding organizations that create and administer high-stakes assessments for beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish in England provide optional topic-driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However,
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The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Michael Zuniga
Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure
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Bringing the body into play: The corporeal aspect in second language acquisition Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-15 Arnd Witte
This article foregrounds the role of the learner's experienced and expressive body in the process of action-oriented intercultural second language acquisition (SLA), drawing on phenomenological and related research on embodiment. It suggests that processes of perception, cognition, intentionality, and action are fundamentally shaped by the preconscious experiences of the moving body and its real-time
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Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-15 Young Ae Kim, Tim Stoeckel, Stuart McLean
In second language (L2) research, the lexical unit is often defined as a base word plus inflectional and derivational forms through Level 6 of Bauer and Nation's framework (WF6). WF6 use has been justified by the assumption that once a form is known, recognition of other WF6 members requires little extra effort. A more lenient view holds that an incomplete understanding of derivational forms is permissible
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PERSPECTIVES Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Martha Bigelow
THE ISSUE Trans inclusion and language education This Perspectives column addresses the pedagogical and ethical need for gender justice in all of our language and teacher education practices. Framing practices as gender just, rather than gender neutral or gender inclusive pushes us to consider this issue in the realm of rights, where it should be. The contributors name and nuance the reasons why we
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Exploring avenues of implementation for gender justice in French language teaching Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Chloe Mais Hagen
I write this commentary both as a French teacher in the United States who has taught at the primary and secondary (K−12) and college levels and as a speaker of French who uses nonbinary pronouns—identities that inform my positionality on this topic and my takeaways. In this position paper, as in his other work on gender-just pedagogies, Knisely makes a significant contribution to French language teaching
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Exploring attitudes towards French, English, and code-switching in Manitoba (Canada) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-08-18 Maria Rodrigo-Tamarit, Verónica Loureiro-Rodríguez
ABSTRACT This study contributes to the understanding of attitudes towards monolingual and code-switched varieties by examining the perceptions of 95 bilinguals towards Manitoban French, Canadian English and code-switching in Manitoba, a Canadian province where French is a minority language with official federal status. By means of a matched-guise test, we explore French-English bilinguals’ social evaluations
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On the Promise of Using Membership Categorization Analysis to Investigate Interactional Competence Appl. Linguist. (IF 4.155) Pub Date : 2023-08-16 David Wei Dai, Michael Davey
Interactional Competence (IC) involves speakers’ ability to make social actions recognizable to one another while taking into account individual identities and social role relationships (Hall and Pekarek Doehler 2011). Existing IC research, however, has foregrounded the sequential features of interaction while paying less attention to the categorial resources speakers draw on. This study uses Membership
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Cross-linguistic influence in the simultaneous bilingual child's lexicon: An eye-tracking and primed picture selection study Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-15 Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth
In a between-language lexical priming study, we examined to what extent the two languages in a simultaneous bilingual child's lexicon interact, while taking individual differences in language exposure into account. Primary-school-aged Dutch–Greek bilinguals performed a primed picture selection task combined with eye-tracking. They matched pictures to auditorily presented Dutch target words preceded
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The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-13 Yucel Yilmaz, Diana Arroyo, Carly Carver, Jungyoun Choi, Megan Dibartolomeo
This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16) received feedback in all three tasks. The massed group (n = 16)
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Virtuous Outlaws: Affective Claims to Value in Professional Speechwriters’ Discourse Appl. Linguist. (IF 4.155) Pub Date : 2023-08-11 Gwynne Mapes
In this paper I investigate the unique ‘production format’ (Goffman 1981) of professional speechwriting; while the behind-the-scenes nature of this high-end language work (Thurlow 2020a) demands a marked erasure of authorship (see Mapes 2023, in press), this can simultaneously be used as a resource for claiming professional virtue and ingroup status. To demonstrate the largely reflexive (e.g. Giddens
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Trends in the Expression of Epistemic Stance in NIH Research Funding Applications: 1985–2020 Appl. Linguist. (IF 4.155) Pub Date : 2023-08-11 Neil Millar, Bryan Mathis, Bojan Batalo, Brian Budgell
We report on changes in the expression of epistemic stance in competitive funding applications—that is, applicants’ confidence and certainty towards knowledge and beliefs. We analysed abstracts describing all projects funded by the US National Institutes of Health during the period 1985–2020 for 140 stance features. Trends that we identify indicate that applicants adopt a stance less cautious and less
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Are multiword frequency effects stronger in non-native than in native speakers? Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-09 Tomomi Ishida
This study investigated whether non-native English speakers showed a processing advantage for high-frequency multiword units (multiword frequency effects), and whether the effects differed between native and non-native speakers. Such a difference has been identified in relation to single-word processing. Native English speakers and intermediate learners of English with languages of different scripts
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German-dominant Vietnamese heritage speakers use semantic constraints of German for anticipation during comprehension in Vietnamese Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-08-04 Aine Ito, Huong Thi Thu Nguyen, Pia Knoeferle
To test effects of German on anticipation in Vietnamese, we recorded eye-movements during comprehension and manipulated i) verb constraints (different vs. similar in German and Vietnamese) and ii) classifier constraints (absent in German). In each of two experiments, participants listened to Vietnamese sentences like “Mai mặc một chiếc áo.” (‘Mai wears a [classifier] shirt.’), while viewing four objects
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How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-08-04 Xuehong (Stella) He, Shawn Loewen
Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the characters, pinyin, and English meaning of L2 Chinese vocabulary, by recruiting 69 English native speakers to
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Measuring the development of lexical richness of L2 Spanish: A longitudinal learner corpus study Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2023-07-31 María Díez-Ortega, Kristopher Kyle
Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research has examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken lexical use develops over time or whether observed trends are stable across L2s. This study adds to previous research on the development of spoken vocabulary by investigating
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Localising linguistic citizenship in England Lang. Teach. (IF 4.769) Pub Date : 2023-07-28 Ben Rampton, Melanie Cooke, Dermot Bryers, Becky Winstanley, Constant Leung, Anthony Tomei, Sam Holmes
What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language
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Cross-language activation of idiom meanings: Evidence from French– Vietnamese– and Indonesian–English bilinguals Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-07-28 Debra Jared, Pearley Nguyen, Alyssa Grant-Pereira, Qamara Rizkyana, Mirrah Maziyah Mohamed
The aim of the present study was to determine whether bilinguals activate the figurative meaning of an idiom that is specific to one language when they are exposed to its translation in their other language. We used a cross-modal priming task in which participants heard L2 English sentences that ended with an idiom translated from their L1. They then saw a visually presented stimulus that was either
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Decoloniality, Language, and Literacy: Conversations with Teacher Educators Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-25 Ayah Issa
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2023)
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Exploring language in global contexts Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Vincentius Mauk, Anita Fatimatul Laeli, Ermawati Zulikhatin Nuroh, Yepi Sedya Purwananti
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2023)
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Whose open science are we talking about? From open science in psychology to open science in applied linguistics Lang. Teach. (IF 4.769) Pub Date : 2023-07-27 Meng Liu
“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.
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Assessing Theory of Mind in bilinguals: A scoping review on tasks and study designs Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-07-27 Justin Feng, Sohyun Cho, Gigi Luk
Previous developmental studies reported bilinguals’ Theory of Mind (ToM; the ability to take on another's perspective) develops differently than monolinguals. We conducted a scoping review to evaluate how researchers assess bilinguals’ ToM and whether they characterize bilinguals’ lived experiences. We analyzed 53 publications examining ToM in bilinguals, with most papers studying children (n = 42;
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The Evolution of Science in Second Language Acquisition Research: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook” Lang. Learn. (IF 5.24) Pub Date : 2023-07-25 Viorica Marian
In 1998, while at a symposium in New York City organized by applied linguist Professor Aneta Pavlenko, I was introduced to one of the other panelists whose last name started with “Van” and who turned out to be from the same small village in the Netherlands as my Dutch in-laws. That day, a professional camaraderie was born, one that saw us reconnecting at conferences and meetings in many countries and
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Neural Basis of Second Language Speech Learning – Past and Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook” Lang. Learn. (IF 5.24) Pub Date : 2023-07-25 Patrick C. M. Wong
The state-of-the-art article by van Hell provided an excellent overview of the current state of the science in the neural and neurocognitive basis of second language (L2) processing and learning. While the target article devoted much effort to reviewing studies related to the syntactic and semantic components of language and to a lesser extent to the lexicon, it is important to also consider the phonetic
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Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Hanna L. Binks, Enlli Môn Thomas
ABSTRACT Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals’ breadth of vocabulary knowledge – both expressive and receptive – is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. “Properties of Dual Language Input That Shape Bilingual Development and Properties of Environments That Shape
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Bilingual program effectiveness: an evaluation of meta-analytic methods and findings Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Ke Yu
ABSTRACT Research syntheses that evaluate bilingual program effectiveness have grown exponentially since the 1980s. Contradictory to earlier anti-bilingual findings, these research syntheses, including statistical meta-analyses, have converged on findings supporting L1 teaching. This study examines the methodological soundness of eight statistical meta-analyses to provide methodology validation to
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The Foreign Language Effect on Tolerance of Ambiguity Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-07-24 Silvia Purpuri, Nicola Vasta, Roberto Filippi, Li Wei, Claudio Mulatti
Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether
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Exploring Interaction in Video-call Paired Speaking Tests: A Look at Scores, Language, and Perceptions Appl. Linguist. (IF 4.155) Pub Date : 2023-07-24 Hye-won Lee, Andrew Mullooly, Amy Devine, Evelina Galaczi
In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends
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Teacher Education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Haoda Feng, Gang Zeng
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 9, 2023)
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Academic achievement in bilingual and immersion education: TransAcquisition pedagogy and curriculum design Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Xiaoming Tian
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2023)
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Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (2nd edition) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Yashira Valentin-Rosas
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2023)
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The role of bilingualism in paired-associate and cross-situational word learning Biling. Lang. Cognit. (IF 4.763) Pub Date : 2023-07-21 Anne Neveu, Margarita Kaushanskaya
In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each
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The mysteries of bilingualism: unresolved issues Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Yumi Tanaka, Christopher L. Starling
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 9, 2023)
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Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-20 Jessica McConnell, Zhongfeng Tian
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 8, 2023)