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Practitioners respond to Carol Griffiths ‘What about the teacher?’ (Language Teaching, 56(2), 210–222) Lang. Teach. (IF 4.769) Pub Date : 2024-04-24 Wayne Trotman
I read Carol Griffiths' article with great interest. This is due in part to being in what I feel is a privileged position as book reviewer for a UK journal, the EL Gazette,1 for whom I have read several titles by authors she references on teacher wellbeing, such as Mercer and Gregersen (2020). I wondered, however, why Brierton and Gkonou (2022) was not listed there as it also deals with issues raised
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Neuroimaging evidence dissociates forced and free language selection during bilingual speech production Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-24 Yong Zhang, Jia Zhao, Hua Huang, Zhiwei Zhang, Shuqiong Wu, Jiang Qiu, Yan Jing Wu
Bilinguals may choose to speak a language either at their own will or in response to an external demand, but the underlying neural mechanisms in the two contexts is poorly understood. In the present study, Chinese–English bilinguals named pairs of pictures in three conditions: during forced-switch, the naming language altered between pictures 1 and 2. During non-switch, the naming language used was
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Understanding the factors supporting language teachers’ sustained motivation until retirement Mod. Lang. J. (IF 7.5) Pub Date : 2024-04-22 Åsta Haukås
While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore
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The effects of distributed practice on second language fluency development Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-22 Joe Kakitani, Judit Kormos
This study examined the effects of distributed practice on second language (L2) speech fluency development. A total of 116 Japanese L2 learners of English were randomly divided into experimental or control conditions. Learners assigned to the experimental groups engaged in four fluency training sessions either in a short-spaced (1-day interval) or long-spaced (7-day interval) condition. Although different
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Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance Appl. Linguist. (IF 4.155) Pub Date : 2024-04-21 Jie Qin, Dilin Liu
In response to calls for an assessment tool that provides a separate performance dimension from the linguistic quality-oriented measures of complexity, accuracy, and fluency (CAF) and guided by systemic functional linguistic (SFL) theories, this study introduces a set of fine-grained objective measures of communication/content/function (CCF)-related performance in second language (L2) narratives and
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The Effects of Dehumanizing and Humorous Language in Social Protests on Behavioral Expressions of Support Appl. Linguist. (IF 4.155) Pub Date : 2024-04-20 Malgorzata Karpinska-Krakowiak, Michal Pierzgalski
Little is still known about how the language used in social protests affects people’s behavioral expressions of support. This study aims to bridge this gap and investigates the impact of dehumanizing and humorous language employed by protesters in their slogans on the decisions of other individuals to join or openly support such protests. Two experiments were conducted, revealing that exposure to dehumanizing
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Modulating bilingual language production and cognitive control: how bilingual language experience matters Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-19 Xuran Han, Wei Li, Roberto Filippi
The Adaptive Control Hypothesis and the Control Process Model propose that bilingual language use in different interactional contexts requires control processes that can adapt in different ways to linguistic demands. This study explored the effects of language experience on cognitive flexibility and inhibition among 41 Chinese–English bilingual adults. In particular, it aimed to investigate the relationship
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Predictors of dual-language literacy attainment in Irish-English bilinguals Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-17 Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide
The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n =...
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The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War Appl. Linguist. (IF 4.155) Pub Date : 2024-04-17 Annabelle Lukin, Alexandra García Marrugo
Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including
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Testing the bilingual advantage for executive function: insights from hearing children who are native signers Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-16 Justyna Kotowicz, Bencie Woll, Gary Morgan
Bimodal bilingualism involves the use of a sign language and a spoken language, and offers a unique opportunity to explore the cognitive effects of growing up bilingual. The aim of this study was t...
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Bilingualism and ageing independently impact on language processing: evidence from comprehension and production Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-12 Eunice G. Fernandes, Katrien Segaert, Foyzul Rahman, Allison Wetterlin, Linda Wheeldon
To examine the combined effects of ageing and bilingualism in language processing, we tested young and older mono- and bilingual speakers in L1 comprehension and production. In Experiment 1, bilinguals were slower to detect words than monolinguals in sentences with a low-constraint context, but not when a high-constraint context was provided. Older adults tended to outperform younger adults in high-constraint
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Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event‐Related Potential Study Lang. Learn. (IF 5.24) Pub Date : 2024-04-11 Yuyan Xue, John Williams
Can brief training on novel grammatical morphemes influence visual processing of nonlinguistic stimuli? If so, how deep is this effect? Here, an experimental group learned two novel morphemes highlighting the familiar concept of transitivity in sentences; a control group was exposed to the same input but with the novel morphemes used interchangeably. Subsequently, both groups performed two visual oddball
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Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners Lang. Learn. (IF 5.24) Pub Date : 2024-04-11 Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega
When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form‐meaning mappings in signs or their own gestural experience
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Morphosyntactic underspecification affects the processing of verbal forms at different levels of abstraction in L1 and L2 German Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-11 Andreas Opitz, Denisa Bordag, Alberto Furgoni
Using a priming paradigm, we investigated the processing of overtly identical verb forms with different sets of morphosyntactic features in L1 and L2 German. We found that more specific functions of a verb (inflected verbs) were better primes for less specific verb functions (past participles) than vice versa. For L1 speakers, these priming asymmetries were observed regardless of whether the lexical
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A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-09 Amanda Denston, Rachel Martin, Gail Gillon, John Everatt
This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context ...
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Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions Appl. Linguist. (IF 4.155) Pub Date : 2024-04-10 Jia Lin, Yuan Lu
This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese
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How do language education researchers attend to quality in qualitative studies? Lang. Teach. (IF 4.769) Pub Date : 2024-04-09 Seyyed-Abdolhamid Mirhosseini, William S. Pearson
The steady expansion in qualitative research in the area of language education over the last two decades indicates the growing recognition of its importance to investigating issues of language teaching and learning. Along with this recognition, understanding and assessing the quality of qualitative studies in this area has gained increasing significance. Addressing this concern, in this research synthesis
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Language assessment literacy Lang. Teach. (IF 4.769) Pub Date : 2024-04-03 Karin Vogt, Henrik Bøhn, Dina Tsagari
Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills,
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The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children Appl. Linguist. (IF 4.155) Pub Date : 2024-04-08 Ali Hamad Albalhareth
This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance
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Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place Appl. Linguist. (IF 4.155) Pub Date : 2024-04-06 Maria Kuteeva, Marta Andersson
Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context
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Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals Lang. Learn. (IF 5.24) Pub Date : 2024-04-05 Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry
Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event‐related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words
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Development of verb argument constructions in L2 English learners: A close replication of research question 3 in Römer and Berger (2019) Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-05 Yingying Liu, Xiaofei Lu
This study closely replicates the analyses of the third research question in Römer and Berger (2019), which reported that the associations between verbs and verb argument constructions (VACs) used by German and Spanish learners of English move closer to a native usage norm as the learners’ proficiency increases. This study conducted the same correlation analyses from the original study but with a substantially
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From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-05 Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the
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Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators Mod. Lang. J. (IF 7.5) Pub Date : 2024-04-04 Melina Porto, Michalinos Zembylas
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Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perception Lang. Learn. (IF 5.24) Pub Date : 2024-04-04 Emanuel Bylund, Steven Samuel, Panos Athanasopoulos
Research has shown that speakers of different languages may differ in their cognitive and perceptual processing of reality. A common denominator of this line of investigation has been its reliance on the sensory domain of vision. The aim of our study was to extend the scope to a new sense—taste. Using as a starting point crosslinguistic differences in the category boundaries of edible bulbs, we examined
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Robust evidence for the simple view of second language reading: Secondary meta-analysis of Jeon and Yamashita (2022) Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-04 Akira Hamada, Haruka Shimizu, Yuko Hoshino, Shuichi Takaki, Yuji Ushiro
This paper reports a complete secondary analysis of Jeon and Yamashita’s (2022) systematic review to build the second language (L2) model of the simple view of reading (SVR). The same meta-analytic methodologies were maintained, with the exception of applying meta-analytic structural equation modeling (MASEM). This study successfully replicated some of the aggregated correlations but not others, owing
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Clarifying the role of inhibitory control in L2 phonological processing: A preregistered, close replication of Darcy et al. (2016) Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-04 Amanda Huensch
Darcy et al. (2016) examined the relationship between language abilities and general cognition, or specifically, how inhibitory control might relate to L2 speech perception and production. Given that their findings unexpectedly indicated a stronger relationship between inhibitory control and perception in comparison to inhibitory control and production, and because inhibitory control was measured using
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Recasts, foreign language anxiety and L2 development during online mobile-mediated interaction Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-04 Ehsan Rassaei
Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous
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Does Early Unit Size Impact the Formation of Linguistic Predictions? Grammatical Gender as a Case Study Lang. Learn. (IF 5.24) Pub Date : 2024-04-02 Rana Abu‐Zhaya, Inbal Arnon
Making adults learn from larger linguistic units can facilitate learning article–noun agreement. Here we ask whether initial exposure to larger units improves learning by increasing the predictive associations between the article and noun. Using an artificial language learning paradigm, we taught 106 Hebrew‐speaking participants novel article–noun associations with either segmented input first or unsegmented
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The interpretation of verbal moods in Spanish: A close replication of Kanwit and Geeslin (2014) Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-02 Aarnes Gudmestad, Amanda Edmonds, Carlos Henderson, Christina Lindqvist
This study is a close replication of Kanwit and Geeslin (2014), a variationist investigation of the interpretation of verbal moods in adverbial clauses in Spanish. Whereas the first language (L1) of the second-language participants in the initial study was English, we explore whether Kanwit and Geeslin’s results extend to other L1 populations—Swedish and French learners of Spanish. Participants in
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Long-term effects of exploratory practice on language learners Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-02 Takaaki Hiratsuka, Matthew Nall
Practitioner research plays a crucial role in education because of its applied nature and its ability to address pertinent issues within learning and teaching contexts. Exploratory practice (EP) is a form of practitioner research that emphasizes puzzles while striving to understand and improve students’ and teachers’ quality of life in the language classroom. Our puzzlement as EP practitioners began
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A comparison of Lab- and Web-based elicited imitation: Insights from explicit-implicit L2 grammar knowledge and L2 proficiency Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-01 Kathy Minhye Kim, Xiaoyi Liu, Daniel R. Isbell, Xiaobin Chen
Elicited imitation (EI) tasks are a practical tool for measuring second language (L2) knowledge and skills. In this study, we implemented a web-based EI task that measures English morphosyntactic knowledge and compared its measurement properties to a traditional laboratory-based EI. A cohort of 149 L2 English learners engaged in the web-based EI task, and 151 participants completed a traditional lab-based
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Narrative Skills in Mandarin–English Dual Language Immersion Learners Appl. Linguist. (IF 4.155) Pub Date : 2024-04-01 Amy Pace, Chan Lü, Laura X Guo, Jieyu Zhou
This article investigated the development of narrative production skills among Mandarin-English dual language immersion (DLI) students. A total of 60 children in first (N = 20), third (N = 21), and fifth-sixth (N = 19) grades generated oral narratives from wordless picture books in Mandarin and English. We examined variability in children’s macrostructure and microstructure production by language and
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Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-31 Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak, Büşra Ünsal-Görkemoğlu
This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results
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Sociolinguistic competence and varietal repertoires in a second language: A study on addressee‐dependent varietal behavior using virtual reality Mod. Lang. J. (IF 7.5) Pub Date : 2024-03-30 Mason A. Wirtz, Simone E. Pfenninger, Irmtraud Kaiser, Andrea Ender
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Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production Lang. Learn. (IF 5.24) Pub Date : 2024-03-29 Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin
This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual
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Awakening the Proto‐Lexicon: A Proto‐Lexicon Gives Learning Advantages for Intentionally Learning a Language Lang. Learn. (IF 5.24) Pub Date : 2024-03-29 Wakayo Mattingley, Forrest Panther, Simon Todd, Jeanette King, Jennifer Hay, Peter J. Keegan
Previous studies report that exposure to the Māori language on a regular basis allows New Zealand adults who cannot speak Māori to build a proto‐lexicon of Māori—an implicit memory of word forms without detailed knowledge of meaning. How might this knowledge feed into explicit language learning? Is it possible to “awaken” the proto‐lexicon in the context of overt language learning? We investigate whether
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Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language Lang. Learn. (IF 5.24) Pub Date : 2024-03-29 Norbert Vanek, Haoruo Zhang
Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English
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Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-29 Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy
Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present
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Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education? Lang. Learn. (IF 5.24) Pub Date : 2024-03-28 Cathy Hauspie, Stijn Schelfhout, Nicolas Dirix, Lot Fonteyne, Mark Janse, Arnaud Szmalec, Alexandra Vereeck, Wouter Duyck
Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study
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Investigating crosslinguistic representations in Polish–English bilingual children: Evidence from structural priming Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-26 Marta Wesierska, Ludovica Serratrice, Vanessa Cieplinska, Katherine Messenger
A key question in the study of language representation in bilinguals is whether knowledge is shared across languages. Crosslinguistic syntactic priming has been widely used to test bilingual adults’ shared representations, but studies with child bilinguals are few and have several limitations. We addressed these limitations in two studies with Polish–English bilingual children aged 5–11 years (N=96)
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The role of phonology in non-native word learning: Evidence from cross-situational statistical learning Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-25 Yuxin Ge, Padraic Monaghan, Patrick Rebuschat
Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In this study, we examined the influence of phonology on non-native word learning, determining whether the language-relevant phonological contrasts could be acquired
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Testing for proficiency effects and crosslinguistic influence in L2 processing: filler-gap dependencies in L2 English by Jordanian-Arabic and Mandarin speakers Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-25 Alaa Al-Maani, Shayne Sloggett, Nino Grillo, Heather Marsden
This study expands on previous research into filler-gap dependency processing in second language (L2) English, by means of a replication of Canales’s (2012) self-paced reading study. Canales, among others, found that advanced L2-English speakers exhibited the same processing behavior that Stowe (1986) found for native English processing: On encountering a filler, they posited gaps in licensed positions
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Anticipatory processing of cataphora is constrained by binding principles in L2 English Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-22 Jun Lyu, Zuzanna Fuchs, Elsi Kaiser
Language processing studies show that native speakers anticipate linguistic elements before their occurrence. However, it is debated to what extent second language (L2) learners do the same. To address this question, this study examines the processing of cataphora by Chinese-speaking L2 English learners. Additionally, we query whether L2 learners’ expectations of upcoming antecedents are modulated
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The effects of exposure and explicit stereotypes on veracity judgments of Polish-accented English speech: A preregistered close replication and extension of Boduch-Grabka & Lev-Ari (2021) Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-22 Samantha Barlow, Greg Beardsley, Zéta Bsharah, Robin Crofts, Carlos De La Rosa, Andrea Gutierrez, Carlie Highfill, Amy Gail Wade Johnson, Caroline Johnson, Jacob Johnson, Isaac Leyva Cardenas, Jordan Taylor Martinez, Nathaniel Todd Miller, Riley Monroe Murray, Sylvia Page, Taylor Petersen, Irina Ramos, Rayvin Rhodes, Phoebe Vainuku, Brenan M. Wednesday, Emma Corrine Farnsworth, Seung Kyung Kim, Rachel
Boduch-Grabka and Lev-Ari (2021) showed that so-called “native” British-English speakers judged statements produced by Polish-accented English speakers as less likely to be true than statements produced by “native” speakers and that prior exposure to Polish-accented English speech modulates this effect. Given the real-world consequences of this study, as well as our commitment to assessing and mitigating
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Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-22 Brian Strong, Paul Leeming
Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused
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Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-22 Nicola Brocca, Viviana Masia, Davide Garassino
This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially
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Transient and Long‐Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidation Lang. Learn. (IF 5.24) Pub Date : 2024-03-21 Martin Maier, Rasha Abdel Rahman
Linguistic categories can impact visual perception. For instance, learning that two objects have different names can enhance their discriminability. Previous studies have identified a typical pattern of categorical perception, characterized by faster discrimination of stimuli from different categories, a neural mismatch response during early visual processing (100–200 ms), and effects restricted to
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Sense-aware connective-based indices of cohesion and their relationship to cohesion ratings of English language learners’ written production Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-21 Xiaofei Lu, Renfen Hu
The use of connectives has been considered important for assessing the cohesion of written texts (Crossley et al., 2019). However, existing connective-based indices have not systematically addressed two issues of ambiguity, namely, that between discourse and non-discourse use of polysemous word forms and that in terms of the specific discourse relations marked by polysemous discourse connectives (Pitler
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Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-20 Hui Wang, Meagan M. Patterson, Anqi Peng
Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages
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Recognizing two dialects in one written form: A Stroop study Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-18 Junru Wu, Vincent J. van Heuven, Niels O. Schiller, Yiya Chen
This study aims to examine the influence of dialectal experience on logographic visual word recognition. Two groups of Chinese monolectals and three groups of Chinese bi-dialectals performed Stroop color-naming in Standard Chinese (SC), and two of the bi-dialectal groups also in their regional dialects. The participant groups differed in dialectal experiences. The ink-character relation was manipulated
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L2 learning outcomes of a research-based digital app for Japanese children Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-18 Hee Jin Bang, Eric Setoguchi, Alison Mackey, Akiko Fujii
Digital educational game-based apps can be effective in helping young children develop language skills, particularly when paired with formal instruction. However, we need to know more about how educational games benefit learning in the absence of formal instruction, given children’s proficiency with and willingness to use mobile devices anytime, anywhere. This study uses a randomized controlled trial
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Multilingualism and native speakerism in academic journals’ language policies: Exploring a potential power of applied linguistics journals in promoting equitable publishing practices Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-18 Leiry K. Warren, Masatoshi Sato
Multilingualism in the context of academic publishing involves beliefs and actions manifested through publications in multiple languages. However, a systematic analysis of how academic journals practice multilingualism has been scant. Therefore, the present study analyzed how indexed journals of applied linguistics promote and practice multilingualism following their scopes and language policies (LPs)
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Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study Lang. Learn. (IF 5.24) Pub Date : 2024-03-16 Mason A. Wirtz, Simone E. Pfenninger
This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro‐Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive
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Enhancing dual language learners’ language learning through parent–teacher partnerships Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-16 Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs
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Research Methods for IDs and TBLT: A Substantive and Methodological Review Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-15 Lara Bryfonski, Yunjung (Yunie) Ku, Alison Mackey
As part of ongoing efforts to characterize the extent to which tasks and interaction-driven language learning are influenced by individual differences (IDs), task-based researchers have thus far examined variables like learners’ levels of L2 anxiety, motivation, cognitive creativity, working memory capacity, and aptitude. Building on a tradition of prior syntheses in task-based language teaching (TBLT
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Demonstratives in Spanish–Catalan simultaneous bilinguals: which system do they prefer? Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-13 Emanuela Todisco, Pedro Guijarro-Fuentes, Harmen B. Gudde, Kenny R. Coventry
Demonstratives are cross-linguistically widespread deictic expressions. Demonstrative systems exhibit variation in number of terms, and parameters affecting their usage. The present paper assesses the relationship between spatial deixis and bilingualism: how language dominance affects speakers of two languages with different demonstrative systems. Here, we compare the use of demonstratives by 72 European
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Harnessing the bilingual descent down the mountain of life: Charting novel paths for Cognitive and Brain Reserves research Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-13 Jason Rothman
Evidence from various empirical study types have converged to show bilingualism's potential for serving as a cognitive and brain reserves contributor. In this article, I contextualize, frame the need for and offer some expanding questions in this endeavor, inclusive of empirical pathways to address them. While the set of variables and questions discussed herein are definitively incomplete, they embody