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The role of multiword sequences in fluent speech Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-12 Kotaro Takizawa, Shungo Suzuki
This study explored how second language (L2) speakers’ use of multiword sequences in speech predicted perceived fluency ratings while controlling for their utterance fluency. A total of 102 Japanese speakers of English delivered an argumentative speech, which was analyzed for bigram and trigram measures (frequency, proportion, and mutual information) and utterance fluency measures capturing three subdimensions:
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Prefix priming within and across languages in early and late bilinguals Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-12 Jeonghwa Cho, Jonathan Brennan
In contrast to ample evidence for cross-linguistic priming of monomorphemic words, cross-linguistic representation of affixes is not well understood. The current study examines cross-linguistic prefix priming among early and late English-Spanish bilinguals, focusing on prefixes that have the same form and meaning in the two languages. We first confirm robust prefix priming among English monolingual
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Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input Mod. Lang. J. (IF 4.7) Pub Date : 2025-02-11 Reza Norouzian, Zhouhan Jin, Stuart Webb
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c)
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Congratulations to the NFMLTA/MLJ Award and Grant Recipients Mod. Lang. J. (IF 4.7) Pub Date : 2025-02-11
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Challenges in inflected word processing for L2 speakers Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-11 Rosa Salmela, Minna Lehtonen, Seppo Vainio, Raymond Bertram
Morphological knowledge refers to the ability to recognize and use morphemes correctly in syntactic contexts and word formation. This is crucial for learning a morphologically rich language like Finnish, which features both agglutinative and fusional morphology. In Finnish, agglutination occurs in forms like aamu: aamu+lla (‘morning: in the morning’), where a suffix is transparently added. Fusional
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Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning: A final report Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-11 Kazuya Saito, Jean-Marc Dewaele, Yo In’nami, Mariko Abe
While our earlier report focused on the initial four months of the dataset (Saito et al., 2018, Language Learning), this study investigates the relationship between individual differences in motivation (Ideal Self and Ought–to Self), emotions (Enjoyment and Anxiety), and L2 speech learning among 121 Japanese English–as–a–Foreign–Language high school students over 1.5–years. Participants’ L2 speech
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The Effects of Definition Placement and Lag of Retrieval Practice on Contextual Learning and Retention of Phrasal Verbs Lang. Learn. (IF 3.5) Pub Date : 2025-02-11 Mojtaba Tadayonifar, Anna Siyanova‐Chanturia, Irina Elgort
Learning multiword expressions (MWEs) typically involves exposure to language input, such as through reading and listening. However, this way of learning can be rather slow. Therefore, finding strategies to enhance learning from input is crucial for language acquisition. In this study, 80 Iranian learners of English as a foreign language read short texts with 28 figurative English phrasal verbs (PVs)
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The light side of darkness? Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-10 Faramarz Ebn-Abbasi, Nazila Fattahi, Jean-Marc Dewaele, Elouise Botes
The duality of human nature, consisting of positive and negative personality traits, has intrigued scholars in different fields. Despite an overwhelming dominance of research on positive characteristics, particularly in the field of education, negative traits, such as those constituting the Dark Triad (DT; i.e., Psychopathy, Narcissism, and Machiavellianism) have been confirmed to be associated with
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Assessing bilingual language proficiency with a yes/no vocabulary test: the role of form-meaning vocabulary knowledge Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Soon Tat Lee, Walter J. B. van Heuven, Jessica M. Price, Christine X. R. Leong
Validated yes/no vocabulary tests that measure bilinguals’ language proficiency based on vocabulary knowledge have been widely used in psycholinguistic research. However, it is unclear what aspects of test takers’ vocabulary knowledge are employed in these tests, which makes the interpretation of their scores problematic. The present study investigated the contribution of bilinguals’ form-meaning knowledge
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Community language exposure affects voice onset time patterns in Spanish-English bilingual children and functional English monolingual children Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Robert Mayr, Simona Montanari, Jeremy Steffman, Manifa Baghom
This study examined English VOT productions by 37 Spanish-English bilingual children and 37 matched functional monolinguals, all aged 3–6 years, from the same Latinx community. It also assessed the bilinguals’ Spanish stop productions and investigated the effects of age and language exposure on their VOT productions. The results revealed credible between-group differences on English voiced, but not
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Greater sensitivity to communication partners’ perspectives in children learning a second language at school Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Valeria Agostini, Ian A. Apperly, Andrea Krott
Early learning of a second language at home has been found to be beneficial for children’s cognitive development, including their ability to ascribe mental states to others. We investigated whether second language learning in an educational setting can accelerate children’s sensitivity to a communication partner’s perspective and whether the amount of exposure to second language education makes a difference
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How language proficiency and age of acquisition affect executive control in bilinguals: continuous versus dichotomous analysis approaches Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Lihua Xia, Antonella Sorace, Mariana Vega-Mendoza, Thomas Bak
Researchers have argued that grouping heterogeneous linguistic profiles under a dichotomous condition might mask the cognitive effects of bilingualism. The current study used two different analysis approaches (i.e., continuous versus dichotomous) to examine inhibitory control in a sample of 239 young adult bilinguals. Dividing the sample into dichotomous groups based on L2 proficiency (i.e., high-proficient
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Phonetic reduction in native and non-native English speech: Assessing the intelligibility for L2 listeners Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Gil Verbeke, Holger Mitterer, Ellen Simon
This study examines to what extent phonetic reduction in different accents affects intelligibility for non-native (L2) listeners, and whether similar reduction processes in listeners’ first language (L1) facilitate the recognition and processing of reduced word forms in the target language. In two experiments, 80 Dutch-speaking and 80 Spanish-speaking learners of English were presented with unreduced
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Semantic processing of iconic signs is not automatic: Neural evidence from hearing non-signers Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-10 Emily M. Akers, Katherine J. Midgley, Phillip J. Holcomb, Karen Emmorey
Iconicity facilitates learning signs, but it is unknown whether recognition of meaning from the sign form occurs automatically. We recorded ERPs to highly iconic (transparent) and non-iconic ASL signs presented to one group who knew they would be taught signs (learners) and another group with no such expectations (non-learners). Participants watched sign videos and detected an occasional grooming gesture
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Is intonation learnable in the classroom? Evidence from Turkish learners of English Lang. Teach. Res. (IF 3.3) Pub Date : 2025-02-08 Sinem Sonsaat-Hegelheimer, John Levis
For language learners, intonation is widely considered to be important in communicating meaning in context, but intonation is also considered by teachers to be difficult to teach, and some have even argued that it may be unteachable. This exploratory study examines whether explicit teaching of three final intonation contours (falling, rising, falling–rising) led to improved perception and production
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The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-06 Tuc Chau, Amanda Huensch
Fluency, intelligibility, comprehensibility, and accentedness are important dimensions of second language (L2) pronunciation proficiency representing global, listener-based intuitions. This study meta-analyzed 49 reports from 1995 to 2023, examining 141 effect sizes (Pearson r) to understand their relationships and possible moderators. Three-level meta-analysis models showed weighted mean correlations
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An ecological exploration of the intersection between English language teachers’ agency and social justice instruction Lang. Teach. Res. (IF 3.3) Pub Date : 2025-02-06 Sedigheh Karimpour, Peter I. De Costa, Mohammadali Ranjbar, Mostafa Nazari
Although recent research on both agency and social justice has paid attention to the role of these constructs in teachers’ professionalism, the scope of research on how language teachers’ agency and social justice intersect is limited. Drawing on an ecological perspective that captured teachers’ temporal and spatial perceptions, and how structural forces shape teacher agency, we explored agency and
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Learning L2 grammar from prediction errors? Verb biases in structural priming in comprehension and production Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-06 Duygu F. Şafak, Holger Hopp
This study tests whether prediction error underlies structural priming in a later-learnt L2 across two visual world eye-tracking priming experiments. Experiment 1 investigates priming when learners encounter verbs biased to double-object-datives (DO, “pay”) or prepositional-object-datives (PO, “send”) in the other structure in prime sentences. L1-German–L2-English learners read prime sentences crossing
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Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-05 Susana Correia, Anabela Rato, Yuxin Ge, João Dinis Fernandes, Magdalena Kachlicka, Kazuya Saito, Patrick Rebuschat
Research on second language (L2) speech learning suggests that incidental perception training can lead to the establishment of non-native phonological categories. The present study contributes to this line of enquiry by investigating how this training is mediated by individual differences in working memory capacity and domain-general auditory processing abilities. In our study, 130 native British English
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The impact of collocational proficiency features on expert ratings of L2 English learners’ writing Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-02-05 Ben Naismith, Alan Juffs
Lexical proficiency is a multifaceted phenomenon that greatly impacts human judgments of writing quality. However, the importance of collocations’ contribution to proficiency assessment has received less attention than that of single words, despite collocations’ essential role in language production. This study, therefore, investigated how aspects of collocational proficiency affect the ratings that
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Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices Lang. Teach. Res. (IF 3.3) Pub Date : 2025-02-05 Deni Beslagic
This article reports the findings of a multiple-case study on four teachers of German as a third language (GL3) at a Swedish lower secondary school (year 7). To gain a better understanding of third language (L3) teachers’ pedagogical perceptions and practices about grammar teaching to young beginners, teacher emotions are used as a theoretical frame. The data consist of individual interviews, lesson
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Reversal rewards drive language switching during observational learning: Evidence from a dual-brain EEG study Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-04 Junjun Huang, Mengjie Lv, Yingyi Xiang, Shuang Liu, Yujing Shen, John W. Schwieter, Huanhuan Liu
Research on the cognitive neural mechanisms of language control often overlooks the role of rewards. To investigate how reversal rewards affect bilingual language switching during observational learning, we conducted a dual-brain electroencephalography (EEG) study. Participants, classified as direct learners or observers, performed a voluntary language-switching task under dynamic reward conditions
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Tuning in to the prosody of a novel language is easier without orthography Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-02-04 Kateřina Chládková, Václav Jonáš Podlipský, Lucie Jarůšková, Šárka Šimáčková
Mastering prosody is a different task for adults learning a second language and infants acquiring their first. While prosody crucially aids the process of L1 acquisition, for adult L2 learners it is often considerably challenging. Is it because of an age-related decline in the language-learning ability or because of unfavorable learning conditions? We investigated whether adults can auditorily sensitize
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A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-31 Qing Huang
This article describes how a new, discourse-focused course on English for nursing purposes (ENP) was developed from scratch to fill a critical needs gap: competence in what this article calls ‘nurse–patient communicative engagement’. A needs analysis conducted for this study revealed a gap between how experienced nurses and nursing students viewed engagement. This is a key concept that the present
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Assessing accent anxiety: A measure of foreign English speakers’ concerns about their accents Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-01-30 Qingyao Xue, Kimberly Noels
Additional language speakers (ALSs) often experience anxiety due to challenges posed by their nonstandard pronunciation. Building on these insights, this paper introduces an instrument, the Accent Anxiety Scale (AAS), specifically designed to assess three sources of anxiety that are experienced by ALSs, including (a) apprehension about negative evaluations from other individuals due to their distinctive
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Cross-language interactions of phonetic and phonological processes Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-01-30 Andries W. Coetzee, Nicholas Henriksen, Lorenzo García-Amaya
This paper explores how long-term bilingualism affects the production of intervocalic plosive consonants (/p t k b d ɡ/) in the speech of Afrikaans–Spanish bilinguals from Patagonia, Argentina. We performed sociolinguistic interviews with three speaker groups: L1-Afrikaans/L2-Spanish bilinguals (14 speakers, interviewed separately in Spanish and Afrikaans), L1-Spanish comparison speakers from Patagonia
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A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022 Lang. Teach. (IF 4.0) Pub Date : 2025-01-30 Kailun Wang, Rui Yuan, Peter I. De Costa
The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three
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What Proactive Language Learning Theory Is and Is Not: A Response to Atkinson's Commentary Lang. Learn. (IF 3.5) Pub Date : 2025-01-28 Mostafa Papi, Phil Hiver
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Practitioners respond to Kathleen Graves’ ‘Mind the gap: A tale of two curriculum fallacies’ Lang. Teach. (IF 4.0) Pub Date : 2025-01-27 Emily Yuko Cousins, Peter Brereton
As Kathleen Graves argues in her 2023 article, the belief that students learn best when teachers deliver a curriculum exactly as written is a common fallacy, based on an underlying assumption that ‘the institutional curriculum is the most important determinant of what happens in the classroom’ (p. 200). Graves stresses that, in reality, the institutional curriculum itself does not guarantee effective
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The timing of corrective feedback in second language learning Lang. Teach. (IF 4.0) Pub Date : 2025-01-27 Shaofeng Li, Ling Ou, Icy Lee
The timing of corrective feedback (CF), alternatively called feedback timing, refers to the choice of a timepoint for providing corrections on second language (L2) errors or making comments on the appropriacy of L2 learners' verbal or nonverbal behaviors. A typical distinction related to the notion of feedback timing is between immediate and delayed feedback, but what constitutes immediate or delayed
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The effects of bilingual proficiency on the acceptability of motion encoding strategies Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-27 Jean Costa-Silva, Shulin Zhang, Vera Lee-Schoenfeld
When describing motion events, English encodes Manner of motion in the verb and Path of motion in a satellite (s-framing). Brazilian Portuguese (BP), however, encodes Path in the verb and elaborates Manner adverbially (v-framing). This study investigates at what stages of L2 proficiency L2BP and English learners’ acceptability ratings converge with those of L1 speakers when rating sentences with Manner
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The performance of L2 French children on the LITMUS-QU Nonword repetition task during their first year of exposure: impact of age, vocabulary size, verbal-short term memory and phonological awareness Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-27 Letícia Almeida, Christophe Coupé
In this study, we describe the performance of 62 newly immigrated children to France at a nonword repetition task (LITMUS-QU-NWR-FR) designed to evaluate bilingual children’s syllable structure. Children were between 6;0 and 9;1 and had diverse language backgrounds. They participated in our study during their first year of exposure to French. The majority of our children exhibited a good performance
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Towards exploratory talk in secondary-school CLIL: An empirical study of the cognitive discourse function ‘explore’ Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-23 Pilar Gerns, Louisa Mortimore
Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second
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A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-23 Binyu Xing, Haiwei Zhang
In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual
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Why classroom climate matters: Exploring Japanese university students’ motivational regulation within a classroom ecology Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-20 Yoshiyuki Nakata, Xuesong (Andy) Gao
This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based
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Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-18 Zehui Yang, Karen Forbes
In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment
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Content knowledge attainment in English medium instruction: Does academic English literacy matter? Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-18 Ikuya Aizawa, Heath Rose, Gene Thompson, Jim McKinley
This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course
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Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-18 Ryosuke Nakahara, Masatoshi Sugiura
This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from
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The incorporation of languaging tasks into pragmatics training for L2 teachers: The case of a Spanish graduate teaching assistant Lang. Teach. Res. (IF 3.3) Pub Date : 2025-01-17 Li Yang
To enhance the visibility of pragmatics in second language (L2) teacher education, this study observed the development of a Spanish-speaking graduate teaching assistant (GTA) regarding his pragmatic knowledge and reflections on potential application during a 12-week pragmatics seminar at a US public university. The Spanish GTA taught the language as the teacher of record while participating in the
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I can’t kill them, but I can throw them over the bridge: Does the emotionality of moral questions influence bilinguals’ moral judgements? Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Andreas Kyriakou, Irini Mavrou
Previous research suggests that emotion words elicit lower emotional reactivity in languages acquired later in life (LX), prompting bilinguals to make less emotional decisions when responding to emotionally charged moral dilemmas in the LX compared to their first language (L1). This study investigated the influence of word emotionality on bilinguals’ moral judgements by manipulating the degree of emotiveness
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Predicting vocabulary knowledge in adult L2 learners: The role of word-level variables across educational backgrounds Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Marieke Vanbuel
This study examines how word characteristics like frequency, concreteness, part of speech and length predict Dutch vocabulary knowledge in 763 adult migrant L2 learners who vary widely in their educational levels in their L1, from minimal to extensive formal education. While the impact of these features on vocabulary learning is well-documented among tertiary-educated adult and adolescent L2 learners
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Relationship between bilingual experiences and social biases: the moderating role of motivation to respond without prejudice Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Sofía Castro, Patrycja Kałamała, Marcin Bukowski, Zofia Wodniecka
Previous studies have reported fewer social biases in bilinguals compared to monolinguals. However, it is unclear whether the expression of social biases varies across the bilingualism spectrum. This article investigates the connections between different dimensions of bilingual experience and the expression of explicit bias. We analyzed the responses of 389 bilinguals to a battery of questionnaires
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Second language embodiment of action verbs: the impact of bilingual experience as a multidimensional spectrum Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Xiaojun Lu, Jing Yang
Embodiment theories postulate that language processing inherently engages the sensorimotor system. This study explores the embodiment of action verbs in the second language (L2) and the effects of various L2 experiences (L2 age of acquisition, exposure, dominance, and proficiency) on L2 embodiment. Sixty-one Chinese–English bilinguals participated in two experiments judging semantic relatedness: Experiment
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Two decades later: letter transpositions within and across morpheme boundaries in L1 and L2 speakers Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Hasibe Kahraman, Bilal Kırkıcı, Elisabeth Beyersmann
This study examined the influence of letter transpositions on morphological facilitation in L1 English and L1 Chinese-L2 English speakers. Morphological priming effects were investigated by comparing morphologically complex primes that either contained transposed-letters (TL) within the stem or across the morpheme boundary, relative to a substituted-letter (SL) control. Within two masked primed lexical
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Is structural priming a possible mechanism of language change in heritage language grammars? Some evidence from accusative clitic doubling in Spanish Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Irati Hurtado, Silvina Montrul
The language of heritage speakers is characterized by variability and structural innovations compared to the baseline grammar of first-generation immigrants. Although many factors contribute to these differences, this study considers structural priming with structures that do not exist in the majority language as a potential mechanism for language change. The linguistic focus is accusative clitic doubling
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Effects of interlocutors’ linguistic competence on L2 speakers’ lexical alignment Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Huiyang Shen, Min Wang
This study investigated how interlocutors’ linguistic competence affected L2 speakers’ lexical alignment and how the interlocutor effect was modulated by speakers’ proficiency. Chinese English as a Foreign Language speakers performed an online text-based picture-naming and -matching task with interlocutors of different perceived linguistic competences: an L1 interlocutor, an L2 interlocutor of higher
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Voice processing ability predicts second-language phoneme learning in early bilingual adults Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-17 Gaël Cordero, Jazmin R. Paredes-Paredes, Manuel Perea, Nuria Sebastian-Galles, Begoña Díaz
Individuals differ greatly in their ability to learn the sounds of second languages, even when learning starts early in life. Recent research has suggested that the ability to identify the idiosyncratic acoustic variations introduced into the speech stream by the speaker might be relevant for second-language (L2) phoneme learning. However, only a positive correlation between voice recognition and phoneme
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The effect of the global language context on bilingual language control during L1 reading Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-16 Olga Parshina, Anna Smirnova, Sofya Goldina, Emily Bainbridge
The proactive gain control hypothesis suggests that the global language context regulates lexical access to the bilinguals’ languages during reading. Specifically, with increasing exposure to non-target language cues, bilinguals adjust the lexical activation to allow non-target language access from the earliest word recognition stages. Using the invisible boundary paradigm, we examined the flow of
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‘No in English I don’t do that’: exploring Gambian migrants’ linguistic cooperation in Italy Appl. Linguist. (IF 3.6) Pub Date : 2025-01-15 Marco Santello
This study explores the experience of linguistic cooperation of migrants, focussing on their varying degrees of reliance on others for communication. It adopts an approach that draws theoretically on innovations in the understanding of competence beyond the cognitive-structuralist paradigm and more broadly on the importance of cooperation in the social sphere. Based on the lived experience of Gambian
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The influence of cross-speaker code-switching and language ability on inhibitory control in bilingual children Biling. Lang. Cognit. (IF 2.5) Pub Date : 2025-01-15 Emily Hansen, Caitlyn Slawny, Margarita Kaushanskaya
Prior work has yielded mixed findings regarding the relationship between language control and domain-general inhibitory control. Here, we tested the possibility that omnibus language ability would moderate the relationship between language control and inhibitory control in bilingual children. We tested 43 Spanish-English bilingual children (ages 4–5.92 years; 25 females). Children engaged in play-based
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Modulating motion event categorization through brief training: Meaning-focused versus form-focused instructional conditions Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-01-13 Yuyan Xue, John N. Williams
There is evidence that learning a second language (L2) can shift cognition toward that predicted for the L2 and that this effect might vary with L2 proficiency, age of acquisition, length of immersion, etc. Here we explore the previously neglected variable of language instructional conditions. Participants categorized motion events in a triads-matching task after being trained on two novel linguistic
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Why are some articles highly cited in applied linguistics? A bibliometric study Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-01-13 Sai Zhang, Vahid Aryadoust
This study investigated factors influencing the citations of highly cited applied linguistics research over two decades. With a pool of 302 of the top 1% most cited articles in the field, we identified 11 extrinsic factors that were independent of scientific merit but could significantly predict citation counts, including journal-related, author-related, and article-related features. Specifically,
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Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta‐Analysis Lang. Learn. (IF 3.5) Pub Date : 2025-01-13 Xun Yan, Yuyun Lei, Yulin Pan
Abundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta‐analysis employed a multilevel modeling approach to synthesize fluency–proficiency relationships from 71 empirical studies from 1959–2023. Additionally, we examined several
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Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom Lang. Learn. (IF 3.5) Pub Date : 2025-01-11 Seth Wiener, Timothy K. Murphy, Lori L. Holt
There is considerable lab‐based evidence for successful incidental learning, in which a learner's attention is directed away from the to‐be‐learned stimulus and towards another stimulus. In this study, we extend incidental learning research into the language learning classroom. Three groups of adult second language (L2) learners (N = 52) engaged in structured classroom Mandarin learning took part in
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Meaning‐Inferencing Versus Meaning‐Given Procedures: The Case of Idioms Lang. Learn. (IF 3.5) Pub Date : 2025-01-09 Frank Boers, Xi Yu, Xiaofei Wang
Inferring the meaning of words and then verifying one's interpretations is widely believed to create relatively strong memories of the items. According to the available research, it is when the inferences are accurate that the learning outcomes are the most promising. The present study extends this inquiry to idioms. Fifty‐six ESL learners were presented with 21 English idioms (e.g., toe the line)
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Optimizing distributed practice online Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2025-01-08 John Rogers, Tatsuya Nakata, Ming Ming Chiu
This study conceptually replicates Cepeda, Coburn, Rohrer, Wixted, Mozer, & Pashler’s (2009, Experiment 1) study on the effects of distributed practice on second language (L2) vocabulary learning to examine its generalizability to a new context and population sample. The secondary focus of the paper is to examine the challenges and affordances of online data collection and participant recruitment sites
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To disclose or not to disclose: Exploring the risk of being transparent about GenAI use in second language writing Appl. Linguist. (IF 3.6) Pub Date : 2025-01-08 Xiao Tan, Chaoran Wang, Wei Xu
With the increasingly popular use of generative artificial intelligence (GenAI) tools in writing, a common policy regarding GenAI use requires students to self-disclose such use in writing. However, many students, especially second language (L2) writers, are concerned that disclosing GenAI use might negatively impact how teachers evaluate their work. This study, therefore, intends to investigate the