刊讯｜SSCI期刊 Language Learning 2021年第3期

LANGUAGE LEARNING

Volume 71, Issue 3, September 2021

LANGUAGE LEARNING 2021年第3期共发文8篇，其中实证研究5篇，报告类、方法类、述评类文章各1篇。文章涉及词汇习得、语音学习、核心词表、逻辑关系理解、儿童语言理解与句法学习、广义线性混合模型（GLMM）等方面。

目录

Announcement

■ Announcements and Grant Programs, Pages 617-625.

Registered Report

■ The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish: A Conceptual Replication and Extension of Munro and Derwing (1995a), by Amanda Huensch, Charlie Nagle, Pages 626-668.

Empirical Study

■ Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study, by Kazuya Saito, Yui Suzukida, Mai Tran, Adam Tierney, Pages 669-715.

■ Second Language Vocabulary Acquisition: The Effects of Semantic Relatedness, Form Similarity, and Translation Direction, by Lisa S. Kemp, Janet L. McDonald, Pages 716-756.

Methods Showcase Article

■ (Generalized Linear) Mixed-Effects Modeling: A Learner Corpus Example, by Stefan Th. Gries, Pages 757-798.

Conceptual Review Article

■Danish as a Window Onto Language Processing and Learning, by Fabio Trecca, Kristian Tylén, Anders Højen, Morten H. Christiansen, Pages 799-833.

Empirical Study

■ The Nuclear Word Family List: A List of the Most Frequent Family Members, Including Base and Affixed Words, by Tom Cobb, Batia Laufer, Pages 834-871.

■English Language Learners’ Comprehension of Logical Relationships in Expository Texts: Evidence for the Confluence of General Vocabulary and Text-Connecting Functions, by Christie Fraser, Adrian Pasquarella, Esther Geva, Alexandra Gottardo, Andrew Biemiller, Pages 872-906.

■Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning, by Diana Pili-Moss, Pages 907-945.

摘要

The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish: A Conceptual Replication and Extension of Munro and Derwing (1995a)

Amanda Huensch, Charlie Nagle

Abstract This study investigated the relationship among intelligibility, comprehensibility, and accentedness in the speech of second language learners of Spanish of varying proficiency in instructed contexts. It conceptually replicated studies by Munro and Derwing (1995a) and Derwing and Munro (1997), who found partial independence among the three speech dimensions but also evidence that proficiency may mediate the relationship between linguistic features of stimuli (e.g., phonemic and grammatical error rates) and speech dimensions. Speech data from 42 second language learners of Spanish recruited from two different universities were elicited via a semispontaneous speaking task: the picture-based narration from the initial study. Amazon Mechanical Turk was used to recruit 80 native Spanish listeners to transcribe and rate extracted utterances. The utterances were coded for grammatical and phonemic errors, goodness of prosody, and speaking rate. Analyses included mixed-effects models that allowed estimation of individual variation across facets of the data, particularly those of listeners.

Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Kazuya Saito, Yui Suzukida, Mai Tran, Adam Tierney

Abstract To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants’ accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

Second Language Vocabulary Acquisition: The Effects of Semantic Relatedness, Form Similarity, and Translation Direction

Lisa S. Kemp, Janet L. McDonald

Abstract Characteristics of vocabulary lists as well as study and test translation direction may affect the ease of learning second language (L2) vocabulary. We examined immediate and delayed test performance of first language (L1) English speakers learning a fixed set of L2 vocabulary placed on lists formed by crossing semantic relatedness (unrelated vs. related) with L2 orthographic form similarity (not similar vs. similar). During the study phase, half the participants translated from L2 to L1 and half from L1 to L2; tests were then taken in both directions. Semantic relatedness in the absence of form similarity improved accuracy when the first test taken translated from L2 to L1, and tended to hurt accuracy when the first test taken translated from L1 to L2; it sometimes increased confusion errors. Form similarity usually hurt accuracy and always increased confusion errors. The combination of the L1-to-L2 study direction with the optimal semantic and form conditions yielded the best long-term performance.

(Generalized Linear) Mixed-Effects Modeling: A Learner Corpus Example

Stefan Th. Gries

Abstract This methods showcase article provides a detailed overview of a mixed-effects modeling analysis of corpus data on the use of that in object and subject complementation by native speakers of English compared to its use by German and Spanish learners of English.

Danish as a Window Onto Language Processing and Learning

Fabio Trecca, Kristian Tylén, Anders Højen, Morten H. Christiansen

Abstract It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish-learning children in several aspects of their language acquisition. Adult language use appears to be affected as well, resulting, among other things, in an increased dependence on top-down information in comprehension. In this conceptual review, we build the argument that a causal relationship may exist between the sound structure of Danish and the peculiarities of its acquisition and use. We argue that a theory of language learning that accommodates the existing evidence from Danish must explicitly account for the interaction between learner-related factors and language-specific constraints.

The Nuclear Word Family List: A List of the Most Frequent Family Members, Including Base and Affixed Words

Tom Cobb, Batia Laufer

Abstract This article introduces the NFL7 (Nuclear Family List 7), a list of the 2,887 most frequent “nuclear” word families, that is, families that include just the most frequent family members and exclude those that constitute less than 7% of family occurrences. The NFL7 was developed by using a dedicated computer program, the Nuclear List Builder (freely available to users). To construct the list, we used that tool to reduce the complete BNC/COCA lists of the 3,000 most frequent word families from 19,062 to 7,293 word types and from 9,132 to 5,610 lemmas. Despite this reduction, the NFL7 compares favorably with other lists in terms of text coverage, and it includes a small number of the most frequent derivational affixes. We argue that the nuclearization of the list makes it suitable for nonadvanced learners, for teaching and testing both receptive and productive knowledge, and for instruction in basic morphology.

English Language Learners’ Comprehension of Logical Relationships in Expository Texts: Evidence for the Confluence of General Vocabulary and Text-Connecting Functions

Christie Fraser, Adrian Pasquarella, Esther Geva, Alexandra Gottardo, Andrew Biemiller

Abstract Conjunctions facilitate text cohesion and comprehension by making explicit the logical relationships between ideas in written language. Conjunctions may be challenging for English language learners (ELLs) because of their novel, abstract, and text-connecting role. In this longitudinal study we aimed to clarify the connections among comprehension of logical relationships, general vocabulary knowledge, and reading comprehension in elementary school-aged ELLs. We assessed these skills—along with decoding, working memory, and nonverbal reasoning—in 74 ELLs in Grades 3 and 4. Path analysis revealed that comprehension of logical relationships was a direct predictor of concurrent reading skills in Grades 3 and 4, and an indirect predictor of reading comprehension in Grade 4, where vocabulary and prior comprehension performance acted as partial mediators. Results point to the confluence of general vocabulary with conjunctions in contributing to individual differences in ELLs’ reading comprehension. Conjunctions represent a specialized form of vocabulary knowledge that should not be subsumed developmentally or instructionally under general vocabulary knowledge.

Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

Diana Pili-Moss

Abstract This study examined the role of child cognitive abilities for procedural and declarative learning in the earliest stages of second language (L2) exposure. In the context of a computer game, 53 first language Italian monolingual children were aurally trained in a novel miniature language over 3 consecutive days. A mixed effects model analysis of the relationship between cognitive predictors and outcomes in morphosyntax measured via a grammaticality judgment test (GJT) was performed. Relative to adults trained in the same paradigm, children with higher procedural learning ability (measured via an alternate serial reaction time task) showed significantly better learning of word order, although the effect size was small. Modeling accuracy in online sentence comprehension during the game also evidenced that higher procedural learning ability was positively associated with significantly better outcomes as practice progressed. By contrast, a composite measure of verbal and visual declarative learning ability did not predict L2 outcomes in either the GJT or the online measure.

期刊简介

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations.

《语言学习》是致力于从广义上理解语言学习的科学期刊。本期刊旨在出版系统地应用心理学、语言学、认知科学、教育研究、神经科学、民族志、社会语言学、社会学和人类学等学科的方法的研究文章。本期刊涉及语言学习的基本理论问题，如儿童、第二语言和外语习得，语言教育，双语，识字，语言在心智和大脑中的表征，文化，认知，语用学和群体间关系。

本文来源：LANGUAGE LEARNING

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