Second language implicit learning research has shown that a variety of linguistic features can be acquired without awareness. However, this research overwhelmingly uses comprehension tests to measure implicit learning. It remains unclear whether newly acquired implicit knowledge can also be recruited for production. To address this question, we developed a novel paradigm based on elicited recall and

Research has shown that novel words can be learned through the mechanism of statistical or cross-situational word learning (CSWL). So far, CSWL studies using adult populations have focused on the presentation of spoken words. However, words can also be learned through their written form. This study compared auditory and orthographic presentations of novel words with different degrees of phonological

Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil

Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines

A large literature has shown that language context –mixing and switching between languages – impacts lexical access processes during bilingual speech production. Recent work has suggested parallel contextual effects of language context on the phonetic realization of speech sounds, consistent with interactions between lexical access and phonetic processes. In this pre-registered study, we directly examine

A long-standing question about bilingualism concerns which representations are shared across languages. Recent work has revealed a bilingual Sentence Superiority Effect (SSE) among French–English bilinguals reading mixed-language sentences: identification of target words is more accurate in syntactically grammatical than ungrammatical sentences. While this ability to connect words across the two languages

To date, the evidence regarding the effect of bilingualism/multilingualism on short-term memory (STM) and working memory (WM) capacity is inconclusive. This study investigates whether multilingualism has a positive effect on the verbal STM and WM capacity of neurotypical middle-aged and older individuals. Eighty-two L1-Norwegian sequential bilingual/multilingual academics were tested with tasks measuring

ABSTRACT This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine

Previous studies have shown that prior linguistic knowledge affects semantic implicit learning when stimuli are presented in the first language. We report an experiment that investigated whether such crosslinguistic influence from the first language would still emerge in the second language for semantic implicit learning of novel articles and fire/water semantic category mappings, a semantic distinction

Grounded in Vygotskian sociocultural theory (SCT), this study examines Korean as a foreign language (KFL) students’ emerging conceptual development of honorifics through their participation in conc...

Usage-based approaches to additional-language acquisition have identified numerous determinants of language learning, two of which were the focus of our study: frequency and cue contingency. Specifically, we examined how an immersion experience may impact sensitivity to these two determinants as reflected in the production of 4,808 pairs of nouns (N) and adjectives (ADJ) by 50 anglophone learners of

Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta-analytic structural

Applied linguists and Communication scholars have mainly adopted different yet complementary approaches to research on language and health communication. Using discourse-analytic (DA) approaches such as conversation analysis and corpus analysis, applied linguists tend to focus on describing and explicating health messaging techniques in naturally occurring interactions. In contrast, communication scholars

In the field of educational psychology, self-regulation is part of a well-established research paradigm that has been extensively applied to learning contexts. However, despite proposals highlighting its benefits, some researchers claim that its cross-pollination into applied linguistics has been slow. In their recent Applied Linguistics’ Forum article, Teng and Zhang (2022) discuss some of the reasons

The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into

Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories ...

Recent research has shown that knowledge of second language (L2) collocations is important to learners for improving their language processing and production but also that acquiring L2-specific collocations is a very burdensome task for learners. Thus, bootstrapping knowledge of L2 collocations through generalization is highly desirable, but this area has received surprisingly limited attention. This

Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning

Second language learners’ reading is less efficient and more effortful than native reading. However, the source of their difficulty is unclear; L2 readers might struggle with reading in a different orthography, or they might have difficulty with later stages of linguistic interpretation of the input, or both. The present study explored the source of L2 reading difficulty by analyzing the distribution

This systematic review surveyed research on the associations between sleep and the memory processes involved in word learning in infancy. We found only 16 studies that addressed this topic directly, identifying associations between infant sleep and the memory processes, the identification of word forms in running speech, and the stabilization and generalization of new word form–meaning associations

This study attempts to empirically examine the predictive power of learner anxiety and motivation and their causality in explaining proficiency in English as a foreign language (EFL) and other inte...

Gender contents, textual or visual, in instructional materials can be considered as a hidden curriculum, and may either hinder or advance equality. How teachers interpret and respond to this hidden...

This study investigates the effects of pre-task planning on English as a second language (ESL) learners’ engagement in oral tasks in the face-to-face real-time communication (FTF) and synchronous v...

The current study set out to examine to what degree age of acquisition (AOA), defined as a learner’s first intensive exposure to a second language (L2) environment, mediates the final state of postpubertal, spoken vocabulary attainment. In Study 1, spontaneous speech samples were elicited from experienced Japanese users of English (n = 41) using storytelling and interview tasks. The samples were analyzed

Learner engagement has been the focus of a growing amount of research in recent years both in general educational psychology and the field of second language acquisition (SLA). However, while recen...

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplis...

As scholars who seek to decenter normative modes of language learning and use in (applied) linguistic theory and practice, and as individuals whose own language practices have been labeled as disordered and atypical, we read Flores and Rosa's undoing of competence in applied linguistics as a call for the rejection of competence and related essentialist constructs in linguistics. We begin with Flores

In their provocative article, Nelson Flores and Jonathan Rosa have captured how dominant notions of competence reinforce normative whiteness as universal and fail to account for processes of racialization in language learning. Building upon their goal of “shifting the locus of enunciation in ways that provide a glimpse into alternative worlds beyond colonial logics,” in this commmentary, we illustrate

The more applied areas of linguistics are finally having to confront the colonial foundations of the discipline. Acknowledging the inherent colonial roots in all aspects of knowledge production has not been easy for a discipline that has prided itself on liberal values. Flores and Rosa's keynote article is part of this ongoing process to undo/survive the colonial inheritance of (applied) linguistics

During my second year as a doctoral student in applied linguistics, I discussed my interest in exploring the language learning experiences of African American students with one of my professors—a foundational scholar in second language acquisition. He was pleased that I had settled on a topic of inquiry but also asked why I was limiting myself to such a niche concern instead of conducting research

The philosopher Jason Stanley recounted a story that was told to him by the late Black sociologist and author of The Racial Contract, Charles Mills. Mills (2014) asked the white philosopher Jürgen Habermas why he never talked about race to which Habermas reportedly answered “because I am not a Nazi.” The answer reveals much about how issues of race are treated within certain parts of European academia

In the Signing Black in America documentary, Franklin Jones, a Black deaf male university instructor, remarked: With my Black students, I had to explain how academic ASL should be signed. I didn't want to criticize their signing which is appropriate in a social setting. That's my dilemma. I told them their signing was fine, but for the academic setting, they had to switch it up to a more formal way

Language is a symbolic system, and, like other symbolic systems (computer languages, math), it lends itself well to expansion, both within and across systems. Human minds can accommodate multiple symbolic systems simultaneously: They can understand a natural language, perform arithmetic, read musical notes, and perform a variety of tasks in which symbols are used (Marian, 2023). In that sense, the

Computational models can be considered as complete, quantified implementations of theories (Dijkstra & De Smedt, 1996). By specifying theoretical details, they allow explanations and predictions to go beyond the obvious and ordinal. The arrival of computational models in the cognitive domain of second language learning indicates that it is growing out of its infancy. This is because model implementation

The Covid-19 pandemic has demonstrated how ubiquitous and pervasive technology to support communication and collaboration has become in people’s lives. This article seeks to provide an overview of ...

The purpose of this study is to examine which teaching methodology – context provision or imagination elicitation – is more efficient to learn emotional vocabulary in the English as a foreign langu...

Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and ...

The study of the brains’ oscillatory activity has been a standard technique to gain insights into human neurocognition for a relatively long time. However, as a complementary analysis to ERPs, only very recently has it been utilized to study bilingualism and its neural underpinnings. Here, we provide a theoretical and methodological starter for scientists in the (psycho)linguistics and neurocognition

Research on second language (L2) writing tends to focus much more on student learning of writing than teachers’ teaching and learning of the teaching of writing. While a few studies have considered...

The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various

This commentary focuses on three methodological concerns regarding Bryfonski and McKay’s (2019) meta-analysis of existing works on the effectiveness of task-based language teaching (TBLT). These ar...

Measurement of language learners’ development in speaking proficiency is important for practicing language teachers, not only for assessment purposes, but also for evaluating the effectiveness of m...

Educational reforms often precipitate teacher tensions that subsequently impact teacher identity (re)construction. Adopting a community of practice (CoP) framework to examine identity-, belief- and...

Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity epistemology that transcends disciplinary boundaries, has gained much traction and momentum over the last decade, finding expressions in a fast-growing number of empirical second language developmental studies. However, the literature, while rapidly expanding, has displayed much confusion, notably oscillating

This study investigates whether linguistic outcomes of second language (L2) learners’ performance are consistent across oral and written modalities and, if so, whether the consistency remains acros...

This study aimed to explore writing requirements and lecturer expectations in first-year humanities and social science courses at a New Zealand university. Document analysis and lecturer interviews...

The study looks at the case of a university language center in Japan that administers a compulsory English language course. To provide some level of standardization for the course, and to better me...

ABSTRACT Although supported by different ideologies of language, code-switching and translanguaging are, surprisingly perhaps, united in some of the claims made in their names. In the literature on classroom practices, one shared claim is that content is simplified for students when the teacher uses features enregistered as the non-official classroom language/s in a way that overlaps with and/or complements

Conceptualizations of competence that permeate applied linguistics systematically fail to account for the role of racialization in language learning and assessments thereof. To interrogate the racialization of linguistic competence, we first examine its discursive emergence in conjunction with the ideological construction of linguistic homogeneity as central to the naturalization of race within the

The last two decades have seen a significant amount of interest in bilingual language learning and processing. A number of computational models have also been developed to account for bilingualism, with varying degrees of success. In this article, we first briefly introduce the significance of computational approaches to bilingual language learning, along with a discussion of the major contributions

This article provides a conceptual review of the principles of input spacing as they might relate specifically to oral task repetition research and presents some of the common methodological considerations from the broader input spacing literature. The specific considerations discussed include the interaction between intersession intervals and retention intervals, the manipulation of posttests as a

Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if...

This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective verbal report data and log entries during and after each

Bilingual children have better Theory-of-Mind compared to monolingual children, but comparatively little research has examined whether this advantage in social cognitive ability also applies to adults. The current study investigated whether multilingual status and/or number of known languages predicts performance on a mentalizing task in a large sample of adult participants. Multilingualism was decomposed

This review provides an update on what we know about differences in prediction in a first and second language after several years of extensive research. It shows when L1/L2 differences are most likely to occur and provides an explanation as to why they occur. For example, L2 speakers may capitalize more on semantic information for prediction than L1 speakers, or possibly they do not make predictions

The following is an edited transcript of a webinar that took place on 11 June 2022 between Diane Larsen-Freeman and seven colleagues (in alphabetical order: Anne Burns, Hossein Farhady, Mathias Schulze, Scott Thornbury, Benjamin White, Henry Widdowson, and Yasin Yazdi-Amirkhiz), who generously took the time to formulate and submit questions in advance of the webinar and to participate in the event

A growing body of research suggests that bilingualism may afford benefits to certain aspects of cognitive functioning. Inconsistent findings may arise because of methodological differences within and across studies. One limitation is that studies often compare linguistically similar languages. The present study recorded brain activity (event-related potentials; ERPs) while English monolinguals, English–French