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A self-regulation perspective on L2 grit development and its impact on language achievement Lang. Teach. Res. (IF 3.3) Pub Date : 2024-10-22 Hitoshi Mikami, Tadashi Shiozawa
Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course
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A small lens on timescales and multimodality in classroom language learning emotions Mod. Lang. J. (IF 4.7) Pub Date : 2024-10-21 Richard J. Sampson
Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author
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Replication research in L2 collaborative writing: Replications of Fernández Dobao (2012) and Bikowski and Vithanage (2016) Lang. Teach. (IF 4.0) Pub Date : 2024-10-21 Matt Kessler
Over the past two decades in the applied linguistics subfield of second language (L2) writing, there has been considerable interest in the topic of collaborative writing (CW). Studies in this domain have investigated different phenomena such as the nature of learner-to-learner interactions, the learning outcomes of CW, and students' perceptions of these activities when implemented in the classroom
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Optionality, Complexity, Difficulty: The Next Step: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” Lang. Learn. (IF 3.5) Pub Date : 2024-10-21 Benedikt Szmrecsanyi, Tanguy Dubois
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Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” Lang. Learn. (IF 3.5) Pub Date : 2024-10-21 Jonas Granfeldt
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Developing Second Language Mandarin Fluency Through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration Lang. Learn. (IF 3.5) Pub Date : 2024-10-21 Jiayi Wang, Nicola Halenko
This longitudinal study examines the effects of a pre‐study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency—planning time and speech rate—along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental
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Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension Lang. Learn. (IF 3.5) Pub Date : 2024-10-18 Aine Ito
This study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like The woman … will read/buy one of the newspapers while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (read) or unpredictable
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Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008) Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-10-16 Nick Henry, Briana Villegas, Kara Morgan-Short
An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training
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The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video‐Lecture‐Based Tasks: A Mixed‐Methods Study Lang. Learn. (IF 3.5) Pub Date : 2024-10-15 Danni Shi, Andrea Révész, Ana Pellicer‐Sánchez
This study investigated how repeating a video‐lecture‐based task affects second language (L2) learners’ processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three
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Examining lexical profile in general-audience English podcasts: A close replication of Nurmukhamedov and Sharakhimov (2021) Lang. Teach. (IF 4.0) Pub Date : 2024-10-14 Hong Yu, Ju Wen
We closely replicated Nurmukhamedov and Sharakhimov (2021), which was the first study to examine the lexical profile of general-audience English podcasts. Nurmukhamedov and Sharakhimov (2021) found that podcast listeners should have a knowledge of the most frequent 3,000 word families and 5,000 word families, respectively, plus proper nouns, marginal words, transparent compounds, and acronyms in order
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Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables Lang. Teach. Res. (IF 3.3) Pub Date : 2024-10-11 Fan Yang, Xiaoming Yang
While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language
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The complexity of teaching Hebrew in Israel's Arab school system Lang. Teach. (IF 4.0) Pub Date : 2024-10-10 Rama Manor, Ali Watad
This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and
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Language teacher expertise research: A theoretical case and research agenda Lang. Teach. (IF 4.0) Pub Date : 2024-10-07 Jason Anderson
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals
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Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites Lang. Teach. (IF 4.0) Pub Date : 2024-10-07 Ephraim V. Domingo
Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the
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Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation Lang. Teach. Res. (IF 3.3) Pub Date : 2024-10-07 Heng-Tsung Danny Huang
Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing
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Multiliteracies for multilingual learners: the MultiSemiotic Architecture Framework Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-10-07 Tala Michelle Karkar-Esperat
Creativity in the classroom should inspire teaching and learning that maximizes the students’ abilities and language competency. Humanity in education is based on respect, dignity, transparency, an...
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Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study Lang. Teach. Res. (IF 3.3) Pub Date : 2024-10-06 Hyeran Ryu, Sungmook Choi
Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer
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Forthcoming in The Modern Language Journal, 109 (Supplement 2025) Mod. Lang. J. (IF 4.7) Pub Date : 2024-10-04
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Effects of the French grammatical gender system on bilingual adults' perception of objects Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-10-03 Zhuohan Chen, Faidra Faitaki
This study extends the line of linguistic relativity research by assessing the effect of the French grammatical gender system on French speakers' and learners' perception of objects. Four groups of 140 adults (English monolinguals, French monolinguals, English–French bilinguals and French–English bilinguals; N = 35 each) rated 32 selected objects' gender by assigning them a masculine/feminine voice
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Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-10-02 Kazuya Saito, Takumi Uchihara
The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge
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High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-30 Wei Zhang, Yi Liao, Hoang Trung Truong
The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese
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Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage‐Based Perspective Lang. Learn. (IF 3.5) Pub Date : 2024-09-27 Zeynep Köylü, Nurullah Eryılmaz, Carmen Pérez‐Vidal, Marjolijn Verspoor, Hana Gustafsson
Because of authentic exposure, study‐abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb–argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical measures. This study traces the development of these constructs
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Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-26 Javad Zare, Ahmad Al-Issa
The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading
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Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-26 Kehui Zhang, Xin Sun, Zahira Flores-Gaona, Chi-Lin Yu, Rachel L. Eggleston, Nia Nickerson, Valeria C. Caruso, Twila Tardif, Ioulia Kovelman
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal
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Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development Lang. Learn. (IF 3.5) Pub Date : 2024-09-25 Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher
Our contribution draws on quantitative data from a longitudinal mixed‐methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires pre, during, and post sojourn. English oral proficiency
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Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability Lang. Learn. (IF 3.5) Pub Date : 2024-09-25 Gwen Brekelmans, Bronwen G. Evans, Elizabeth Wonnacott
Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized phonetic training for 50 Dutch 7‐year‐olds and 39 11‐year‐olds
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Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-23 Yujie Zhang, Lawrence Jun Zhang
Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen
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When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-21 Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes
In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of
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Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: evidence from Polish-English bilinguals Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-09-19 Karolina Muszyńska, Magdalena Łuniewska, Agnieszka Dynak, Joanna Kolak, Ronja Lohrum, Agnieszka Otwinowska, Zofia Wodniecka, Ewa Haman
Bilingual children's total vocabulary in each of their languages is often smaller than that of monolinguals. In their seminal study, Bialystok et al. (2010. ‘Receptive vocabulary differences in mon...
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‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies Appl. Linguist. (IF 3.6) Pub Date : 2024-09-20 Stephanie Lindemann, Kobe Ashley, Sarah Pinard, Hyeseung Jeong
Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive
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Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024) Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-20 Binze Xu
As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted
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The subject advantage in LIS internally headed relative clauses: an eye-tracking study Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-20 Elena Fornasiero, Charlotte Hauser, Chiara Branchini
The scarce literature on the processing of internally headed relative clauses (IHRCs) seems to challenge the universality of the subject advantage (e.g., Lau & Tanaka [2021, Glossa: A Journal of General Linguistics, 6(1), 34], for spoken languages; Hauser et al. [2021, Glossa: A Journal of General Linguistics, 6(1), 72], for sign languages). In this study, we investigate the comprehension of subject
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Flexible functional adaptation of selective attention in bilingualism Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-20 Jacqueline Phelps, Mirjana Bozic
We tested how the bilingual processing system adapts to high attentional processing loads, using a dual selective attention task. We also tested how this adaptation changes with maturation, by comparing the performance of monolingual and bilingual children and adults. Results showed equivalent performance on aspects of the dual attention task (auditory comprehension and visual task accuracy) for monolinguals
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Neural tuning for Chinese characters in adult Chinese L2 learners: evidence from an ERP study Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-20 Bingbing Song, Xin Jiang, Urs Maurer, Su Li
Neural tuning for visual words is essential for fluent reading across various scripts. This study investigated the emergence and development of N170 tuning for Chinese characters and its cognitive–linguistic correlates. Electroencephalogram data from 48 adult L2 learners and 23 native Chinese readers were collected using a color detection task. The N170 for real characters, pseudo-characters, false
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Acquiring morphology through adolescence in Spanish as a heritage language: The case of subjunctive mood Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-20 Patrick D. Thane
The present study tested Spanish heritage speakers' (HSs') production and selection of subjunctive mood in volitional clauses. Four groups participated to expose the effects of age on subjunctive acquisition: Spanish-dominant bilingual adults (SDBA; n = 18), HSs in fifth grade (HS5; n = 41), HSs in seventh/eighth grades (HS7/8; n = 34) and HS adults (HSA; n = 34). SDBAs produced and selected the subjunctive
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Lexico‐Semantic Attrition of Native Language: Evidence From Russian–Hebrew Bilinguals Lang. Learn. (IF 3.5) Pub Date : 2024-09-19 Federico Gallo, Beatriz Bermúdez‐Margaretto, Anastasia Malyshevskaya, Yury Shtyrov, Hamutal Kreiner, Mikhail Pokhoday, Anna Petrova, Andriy Myachykov
Native language (L1) attrition is ubiquitous in modern globalized society, but its cognitive/psycholinguistic mechanisms are poorly understood. We investigated lexico‐semantic L1 attrition in L1 Russian immigrants in Israel, who predominantly use their second language (L2), Hebrew, in daily life. We included Russian monolinguals as a control group. We tested two potential causal mechanisms of attrition:
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Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis Lang. Learn. (IF 3.5) Pub Date : 2024-09-19 Yoonsang Song, Yu Li, Patrick C. M. Wong
This study investigates whether syntactic unification occurs during online L2 sentence comprehension using time‐frequency analysis. We measured the oscillatory power changes in native English speakers and L1‐Cantonese L2‐English speakers while they were reading well‐formed English sentences, syntactically intact nonsense sentences, and random word lists. Additionally, we conducted traditional ERP analyses
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A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-19 Art Tsang, Susanna Siu-sze Yeung
Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom
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Correction Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-09-13
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Structural priming facilitates L2 learning of the dative alternation in Mandarin Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-18 Yanxin (Alice) Zhu, Theres Grüter
This study investigated whether structural priming, as a reflection of error-driven learning mechanisms, could facilitate second language (L2) learning of the dative alternation in Mandarin. We sought evidence of learning from both priming and acceptability judgment data. Participants were 25 native speakers and 41 classroom learners (CLs). After a priming session in which participants predicted and
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Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-18 Andrea Révész, Hyeonjeong Jeong, Shungo Suzuki, Haining Cui, Shunsui Matsuura, Kazuya Saito, Motoaki Sugiura
The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates
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Order Effects in Second Language Learning Lang. Learn. (IF 3.5) Pub Date : 2024-09-17 Laurence Romain, Petar Milin, Dagmar Divjak
We explore how general principles of learning apply to and combine with usage‐based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects
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Explicit information and practice type can affect the L2 acquisition of plural marking: Empirical insights from web-based contrastive instruction Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-16 Matt Lucas
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese
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Teaching methods emphasizing phonological forms enhance L2 vocabulary learning Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Nathalie Dherbey Chapuis, Raphaël Berthele
The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching
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English vocabulary development in the global south context Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Vildana Dubravac, Amna Brdarević-Čeljo, Senad Bećirović
The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency
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The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Fakieh Alrabai, Abdullah Alamer
A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic
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Bilinguals show evidence of brain maintenance in Alzheimer's disease Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-13 Kristina Coulter, Natalie A. Phillips, the CIMA-Q and COMPASS-ND groups
We examined brain and cognitive reserve related to bilingualism in older adults with, or at-risk for, Alzheimer's disease (AD) from the Canadian Consortium on Neurodegeneration in Aging and the Quebec Consortium for the Early Identification of Alzheimer's Disease. We used surface-based morphometry methods to measure cortical thickness and volume of language-related and AD-related brain regions. We
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Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions Lang. Learn. (IF 3.5) Pub Date : 2024-09-13 Holger Hopp, Jana Reifegerste, Michael T. Ullman
Second language (L2) grammar learning is difficult. Two frameworks—the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model—predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest–posttest syntactic adaptation study of English relative‐clause attachment preferences. First‐language
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Effects of dominance on language switching: a longitudinal study of Turkish–Dutch children with and without developmental language disorder Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-13 Vera Snijders, Merel van Witteloostuijn, Tessel Boerma, Mona Timmermeister, Elma Blom
Bilinguals frequently switch between languages. The present study examined cued language switching (CLS) longitudinally in bilingual Turkish–Dutch children with (n = 11) and without (n = 30) developmental language disorder (DLD) in a three-wave design with one-year intervals. We studied effects of dominance, indexed by language proficiency and exposure, on overall switching performance and the costs
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“That Was a Good One”: Talking About Irony in Study Abroad Lang. Learn. (IF 3.5) Pub Date : 2024-09-12 Rachel L. Shively
Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive
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Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project Lang. Learn. (IF 3.5) Pub Date : 2024-09-11 Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter
A strong predictor of children's language is performance on non‐word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A complicating factor is that most studies focus on school‐aged
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The impact of task guidance on incidental collocation learning from task-based reading Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-10 Jookyoung Jung, Chin Lung Yang
This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were
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The impact of multilingualism and socio-economic status on academic performance: evidence from the SCAMP and the national pupil databases Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-09-09 Roberto Filippi, Andrea Ceccolini, Roisin C. Perry, Michael S. C. Thomas
This study examines the impact of multilingualism and socioeconomic status on academic performance within the UK, utilising data from 3,213 pupils from the National Pupil Database who also took par...
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Students’ performance and English as a medium of instruction: Do students learn less? Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-07 Juan García-Álvarez de Perea, Carolina Ramírez-García
The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling
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‘Mentor, friend, teacher, and learner’: The beauty, opportunities, and challenges of heritage speakers as heritage language educators Appl. Linguist. (IF 3.6) Pub Date : 2024-09-05 Meagan Y Driver, Gabriela DeRobles
The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities
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Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-31 Sung-Yeon Kim, Young-Mee Suh
This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more
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Triangulating learner corpus and online experimental data: Evidence from gender agreement and relative clauses in L2 Greek Mod. Lang. J. (IF 4.7) Pub Date : 2024-08-30 Despina Papadopoulou, Nikolaos Amvrazis, Gerakini Douka, Alexandros Tantos
The article introduces triangulation to converge evidence from corpus and experimental data, by means of two case studies in second language (L2) learners of Greek. The first case study investigates the acquisition of gender agreement, while the second probes the development of relative clauses. In both studies, findings from the corpus are tested against online experimentation using eye‐tracking and
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Remaking multilingualism: a translanguaging approach Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-29 Ziwen Mei
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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