刊讯丨SSCI 期刊《二语习得研究》2022年第1-2期

Studies in Second Language Acquisition

Volume 44, Issue 2, May 2022

Studies in Second Language Acquisition（SSCI一区，2021 IF：4.73）2022年第1-2期共发文22篇，其中研究性论文21篇，研究报告1篇。研究论文涉及二语能力与母语能力差距、相似度、工作记忆、VOT等。

目录

ARTICLES

■ SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS, by Mona Roxana Botezatu, Taomei Guo, Judith F. Kroll, Sarah Peterson, Dalia L. Garcia

■ REPRESENTATION AND PROCESSING OF OVERTLY IDENTICAL COMPLEX FORMS IN L1 AND L2: THE CASE OF CONVERSION AND ITS “SIBLINGS” , by Denisa Bordag, Andreas Opitz

■ THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE , by Takumi Uchihara, Stuart Webb, Kazuya Saito, Pavel Trofimovich

■ WORKING MEMORY CAPACITY AND L2 READING: A META-ANALYSIS , by Yo In’nami, Yuko Hijikata, Rie Koizumi

■ QUANTIFYING THE DIFFERENCE IN READING FLUENCY BETWEEN L1 AND L2 READERS OF ENGLISH , byKelly Nisbet, Raymond Bertram, Charlotte Erlinghagen, Aleks Pieczykolan, Victor Kuperman

■ VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH , by Miriam Geiss, Sonja Gumbsheimer, Anika Lloyd-Smith, Svenja Schmid, Tanja Kupisch

■ PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE , by Ramsés Ortín, Miquel Simonet

■ EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE , by Ting Sophia Xu, Lawrence Jun Zhang, Janet S. Gaffney

■ L2 PROCESSING OF LINGUISTIC AND NONLINGUISTIC INFORMATION: L2 SPEAKERS USE DEFINITENESS IF REAL-WORLD KNOWLEDGE IS UNUSABLE , by Hyunah Ahn

■ MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY , by Yuichi Suzuki, Keiko Hanzawa

■ PROSODIC PATTERNS IN SYLHETI-ENGLISH BILINGUALS , by Kathleen M. McCarthy, Esther de Leeuw

■ THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT, by Fu, Mengxia. 

■ HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?, by Webb, Stuart; Chang, Anna C-S. 

■ DOMAIN-GENERAL AUDITORY PROCESSING EXPLAINS MULTIPLE DIMENSIONS OF L2 ACQUISITION IN ADULTHOOD, by Saito, Kazuya; Sun, Hui; Kachlicka, Magdalena; Carvajal Alayo, John Robert; Nakata, Tatsuya; et al. 

■ FORMAL VERSUS INFORMAL L2 LEARNING: HOW DO INDIVIDUAL DIFFERENCES AND WORD-RELATED VARIABLES INFLUENCE FRENCH AND ENGLISH L2 VOCABULARY LEARNING IN DUTCH-SPEAKING CHILDREN?, by Brysbaert, Marc; Eyckmans, June. 

■ LEXICAL COMPETENCE UNDERLYING SECOND LANGUAGE WORD ASSOCIATION TASKS: EXAMINING THE CONSTRUCT VALIDITY OF RESPONSE TYPE AND RESPONSE TIME MEASURES, by Suzuki, Shungo; Suzuki, Yuichi. 

■ THE PERCEPTION OF ARABIC VOWEL DURATION BY L1 HEBREW SPEAKERS: CAN A SHORT TRAINING REMOLD THE EFFECT OF THE NATIVE PHONOLOGICAL SYSTEM?, by Zaltz, Yael; Segal, Osnat. 

■ BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE: A COMPREHENSIVE MODEL, by Alamer, Abdullah. 

■ DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?: THE CASE OF L2 PERCEPTION OF SPANISH ASPIRATION, by Kanwit, Matthew. 

■ ACQUIRING L2 PRONOUN INTERPRETATION BIASES: IMPLICIT LEARNING AT THE DISCOURSE LEVEL IN L2 ENGLISH, by Contemori, Carla; Mossman, Sabrina; Ramos, Alba K. 

■ CLASSROOM LEARNERS’ ACQUISITION OF THE SPANISH COPULA WITH ADJECTIVES: THE CASE OF KOREAN LEARNERS, by Avizia Yim Long. 

■ BEYOND LINGUISTIC FEATURES: EXPLORING BEHAVIORAL AND AFFECTIVE CORRELATES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH, by Trofimovich, Pavel; Mary Grantham O’Brien; Kennedy, Sara. 

■ ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY: NEW INSIGHTS FROM A COMPARISON OF TWO L2 ENGLISH PARALLEL FORMS, by Shu-Ling, Wu. 

■ THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT – ERRATUM, by Fu, Mengxia; Li, Shaofeng. 

■ ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY: NEW INSIGHTS FROM A COMPARISON OF TWO L2 ENGLISH PARALLEL FORMS – ADDENDUM, by Shu-Ling, Wu; Tio, Yee Pin; Ortega, Lourdes. 

摘要

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

Mona Roxana Botezatu*， University of Missouri, Columbia

Taomei Guo， Beijing Normal University

Judith F. Kroll， University of California, Irvine

Sarah Peterson， University of Missouri, Columbia

Dalia L. Garcia， San Diego State University/University of California, San Diego, Joint Doctoral Program in Language & Communicative Disorders

Abstract 

We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

REPRESENTATION AND PROCESSING OF OVERTLY IDENTICAL COMPLEX FORMS IN L1 AND L2

Denisa Bordag*， Universität Leipzig and University of Haifa

Andreas Opitz， Universität Leipzig

Abstract

In two visual priming experiments, we investigated the relation of form-identical word forms with different grammatical functions in L1 and L2 German. Four different grammatical types (inflected verbs, infinitives, deverbal conversion forms, and countable nouns) were used as primes and their influence on the processing of form-identical inflected verbs as targets was compared. Results revealed full priming of inflected verbs, but only partial priming for conversion forms and infinitives. No priming was observed for semantically related countable nouns suggesting that they have a separate lexical entry. The findings bring first psycholinguistic evidence for typological claims that deverbal conversion nouns and infinitives fall into the category of nonfinites. They also support accounts assuming representations with a basic lexical entry and word-category specific subentries. The same priming pattern was observed in L1 and L2 suggesting that representation and processing of the studied complex forms is not fundamentally different in the two populations.

THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE

Stuart Webb， University of Western Ontario

Kazuya Saito， University College London

Pavel Trofimovich， Concordia University

Abstract

Eighty Japanese learners of English as a foreign language encountered 40 target words in one of four experimental conditions (three encounters, six encounters, three encounters with talker variability, and six encounters with talker variability). A picture-naming test was conducted three times (pretest, immediate posttest, and delayed posttest) and elicited speech samples were scored in terms of form-meaning connection (spoken form recall) and word stress accuracy (stress placement accuracy and vowel duration ratio). Results suggested that frequency of exposure consistently promoted the recall of spoken forms, whereas talker variability was more closely related to the enhancement of word stress accuracy. These findings shed light on how input quantity (frequency) and quality (variability) affect different stages of lexical development and provide implications for vocabulary teaching.

WORKING MEMORY CAPACITY AND L2 READING: A META-ANALYSIS

Yo In’nami*， Chuo University

Yuko Hijikata， University of Tsukuba

Rie Koizumi， Seisen University

Abstract

The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of underresearched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2 reading (r = .300). Of the eight moderators examined, the WM–L2 reading relationship differed between studies using first-language (L1) and L2 WM tasks and between studies reporting and not reporting WM task reliability. Methodological features of reading comprehension measures or learners’ proficiency did not moderate the relationship. These results suggest that measurement practices of WM—rather than L2 reading measures or learner characteristics—matter in understanding the WM–L2 reading relationship. Implications and future directions are discussed.

QUANTIFYING THE DIFFERENCE IN READING FLUENCY BETWEEN L1 AND L2 READERS OF ENGLISH

Kelly Nisbet*， McMaster University

Raymond Bertram， University of Turku

Charlotte Erlinghagen， University of Würzburg

Aleks Pieczykolan， University of Würzburg

Victor Kuperman， McMaster University

Abstract

This study is a comparative examination of reading behavior of first-language (L1) Canadian and second-language (L2) Finnish and German readers of English. We measured eye-movement patterns during reading the same set of English sentences and administered tests of English vocabulary, spelling, and exposure to print. The core of our study is a novel method of statistical prediction used to generate hypothetical Finnish and German participants with maximum observed L1 scores in all component skills. We found that with L1-like component skills, hypothetical German readers can show the same reading speed as the L1 group. We hypothesize this advantage comes from the small linguistic distance to English. Conversely, hypothetical Finnish readers remain disadvantaged even with maximum component skills, likely due to a larger linguistic distance. We discuss theoretical and applied implications of our method for L2 acquisition research.

VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

Miriam Geiss*， University of Konstanz

Sonja Gumbsheimer， University of Konstanz

Anika Lloyd-Smith， University of Konstanz

Svenja Schmid， University of Konstanz

Tanja Kupisch， University of Konstanz UiT the Arctic University of Norway

Abstract

This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

Ramsés Ortín， University of Texas at Rio Grande Valley

Miquel Simonet*， University of Arizona

Abstract

One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE

Ting Sophia Xu， Faculty of Education and Social Work, The University of Auckland

Lawrence Jun Zhang*， Faculty of Education and Social Work, The University of Auckland

Janet S. Gaffney， Faculty of Education and Social Work, The University of Auckland

Abstract

While many studies have investigated the effect of task complexity on L2 writing, little has been reported on the effects of intended task complexity manipulations on task-generated cognitive demands in L2 writing. This study, therefore, was designed to examine the relative effects of task complexity and cognitive demands on students’ L2 writing. Two argumentative writing tasks were manipulated with varying numbers of elements and reasoning demands to be distinguished either as a simple or complex writing task. Self-ratings and dual-task methodology were adopted to validate the manipulations of task complexity. Thirty-one L2 learners, in the single-task group, were asked to complete two writing tasks and a post-task questionnaire. Participants in the dual-task conditions (30 in Experimental 1 and 31 in Experimental 2) were required to simultaneously complete the primary writing tasks and the secondary tasks. Results from self-ratings and dual-task experiments supported the efficacy of the task complexity manipulations.

L2 PROCESSING OF LINGUISTIC AND NONLINGUISTIC INFORMATION

Hyunah Ahn*， Seoul National University

Abstract 

This study investigates how linguistic and nonlinguistic information interacts in second language (L2) sentence processing. Previous studies argued that L2 behaviors might stem from how L2 speakers rely more on one type of information over another. However, direct attempts have not been made to test the (dis)agreement of different information types. To fill this gap, the present study explored the integration of definiteness and real-world knowledge. Experiment 1 showed that both first language (L1) speakers (n = 34) and advanced L2 speakers (n = 49) could use definiteness to predict unmentioned referents, but intermediate L2 speakers could not (n = 35). After confirming that L1 and L2 speakers shared the same real-world knowledge, Experiment 2 (n (L1) = 36, n (L2) = 43) showed that the two groups’ behaviors differed when linguistic and nonlinguistic information had to be processed simultaneously. The findings suggest that L2 speakers can process linguistic information in a targetlike manner only in the absence of usable nonlinguistic information.

MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY

Yuichi Suzuki*， Kanagawa University

Keiko Hanzawa， Tokyo University of Science

Abstract 

To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.

PROSODIC PATTERNS IN SYLHETI-ENGLISH BILINGUALS

Kathleen M. McCarthy*， Queen Mary University of London

Esther de Leeuw， Queen Mary University of London

Abstract 

The primary aim of this study was to investigate prosodic prominence across three groups of Sylheti-English bilinguals: first-generation who arrived as adults, first-generation who arrived as children, and second-generation, i.e., born in the United Kingdom to parents who grew up in Bangladesh. To measure prominence, f0, duration, and intensity were measured across disyllabic words in Sylheti and English. The results showed significant differences in the f0 analysis. Regarding monolinguals, Sylheti prominence displayed a rising contour, in contrast to the English falling contour. In Sylheti, the bilinguals born in the United Kingdom were the only group significantly different from the Sylheti monolinguals, displaying an English-like falling pattern in their Sylheti prominence. In English, the late arrival bilinguals displayed a Sylheti-like prominence realization, but the early arrivals and those born in the United Kingdom approximated the monolingual English prominence realization. Overall, language use patterns were the most significant factor related to the bilinguals’ prominence realization.

THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT

Fu, Mengxia, Guangdong University of Foreign Studies and The University of Auckland

Abstract 

Guangdong University of Foreign Studies and The University of Auckland

This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?

Webb, Stuart 1 ; Chang, Anna C-S 2

1University of Western Ontario

2Hsing Wu University

Abstract 

There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental groups (reading, listening, reading while listening) and a no treatment control group. The experimental groups encountered 17 target collocations in the same graded reader. Learning was measured using two tests that involved matching the component words and recalling their meanings. The results indicated that the reading while listening condition was most effective while the reading and listening conditions contributed to similarly sized gains. The findings suggest that listening may play a more important role in learning collocations than single-word items.

DOMAIN-GENERAL AUDITORY PROCESSING EXPLAINS MULTIPLE DIMENSIONS OF L2 ACQUISITION IN ADULTHOOD

Saito, Kazuya 1 ; Sun, Hui 2 ; Kachlicka, Magdalena 1 ; Carvajal Alayo, John Robert 3 ; Nakata, Tatsuya 4 ; Tierney, Adam 3

1University College London

2University of Birmingham

3Birkbeck, University of London

4Rikkyo University

Abstract 

In this study, we propose a hypothesis that domain-general auditory processing, a perceptual anchor of L1 acquisition, can serve as the foundation of successful post-pubertal L2 learning. This hypothesis was tested with 139 post-pubertal L2 immersion learners by linking individual differences in auditory discrimination across multiple acoustic dimensions to the segmental, prosodic, lexical, and morphosyntactic dimensions of L2 proficiency. Overall, auditory processing was a primary determinant of a range of participants’ proficiency scores, even after biographical factors (experience, age) were controlled for. The link between audition and proficiency was especially clear for L2 learners who had passed beyond the initial phase of immersion (length of residence > 1 year). The findings suggest that greater auditory processing skill benefits post-pubertal L2 learners immersed in naturalistic settings for a sufficient period of time by allowing them to better utilize received input, which results in greater language gains and leads to more advanced L2 proficiency in the long run (similar to L1 acquisition).

FORMAL VERSUS INFORMAL L2 LEARNING: HOW DO INDIVIDUAL DIFFERENCES AND WORD-RELATED VARIABLES INFLUENCE FRENCH AND ENGLISH L2 VOCABULARY LEARNING IN DUTCH-SPEAKING CHILDREN?

Brysbaert, Marc 1 ; Eyckmans, June 1

1Ghent University

Abstract 

A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

LEXICAL COMPETENCE UNDERLYING SECOND LANGUAGE WORD ASSOCIATION TASKS: EXAMINING THE CONSTRUCT VALIDITY OF RESPONSE TYPE AND RESPONSE TIME MEASURES

Suzuki, Shungo 1 ; Suzuki, Yuichi 2

1Lancaster University

2Kanagawa University

Abstract 

This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and accessibility), and an oral cartoon narrative (lexical richness). Regression analyses explored how well these lexical competence and performance scores predicted two WA outcome variables: response profiles and response times. Form-recall vocabulary knowledge, (collocational) priming, and lexical richness explained a large amount of variance in WA response type profiles (Nagelkerke’s pseudo R2 = .901). Form-recall vocabulary knowledge and lexical decision time explained 28.5% of the variance of WA response times. A three-stage model of L2 WA task performance is proposed to account for the constructs underlying WA performance.

THE PERCEPTION OF ARABIC VOWEL DURATION BY L1 HEBREW SPEAKERS: CAN A SHORT TRAINING REMOLD THE EFFECT OF THE NATIVE PHONOLOGICAL SYSTEM?

Zaltz, Yael 1 ; Segal, Osnat 1

1Tel Aviv University

Abstract 

The acquisition of a second language (L2) may be challenging in adulthood, as the phonological system of the native language (L1) can sometimes limit the perception of phonological contrasts in L2. The present study aimed to (a) examine the influence of an L1 (Hebrew) that lacks a phonemic contrast for vowel length on the ability to discriminate between short and long vowels in L2 (Arabic); and (b) assess the effect of a short training on the participants’ discrimination performance. A total of 60 participants, 20 native Arabic speakers and 40 native Hebrew speakers, were tested using the ABX procedure in two sessions that were 10 days apart. A single training session was provided for half of the Hebrew speakers (n = 20) approximately 2–3 days after the first (pretraining) testing session. The results indicated that the trained Hebrew participants’ discrimination levels (measured by accuracy and reaction times) were above chance level but were nevertheless lower in comparison to the Arabic speakers. However, a short training session was sufficient to yield a nativelike performance that generalized to untrained nonwords. These findings support the theoretical models that predict a reserved ability to acquire new phonetic/phonological cues in L2 and have important practical implications for the process of learning a new phonological system in adulthood.

BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE: A COMPREHENSIVE MODEL

Alamer, Abdullah 1

1Imam Mohammad Ibn Saud Islamic University (IMSIU), Saudi Arabia; King Faisal University, Saudi Arabia; University of New South Wales (UNSW), Australia

Abstract 

This study examined an integrated process model of second language motivation based on the framework of self-determination theory (SDT). Specifically, this research investigated the extent to which satisfying basic psychological needs (BPN) are related to SDT orientations and, in turn, to the effort expended and how these factors relate collectively to vocabulary knowledge. Revised scales assessing students’ BPN (the Basic Psychological Needs of Second Language Scale) and SDT orientations (the Self-Determination Theory of Second Language Scale) were considered and tested using a higher-order confirmatory factor analysis solution. The results of the structural model showed that BPN were only directly related to vocabulary knowledge, which indicated their direct importance for the attainment of the vocabulary. No other indirect effects through SDT orientations or effort were identified. Nonetheless, SDT orientations were both directly and indirectly linked to vocabulary knowledge over and above the role of expended effort. The results elucidated motivational pathways that yielded pedagogical implications for language learning.

DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?: THE CASE OF L2 PERCEPTION OF SPANISH ASPIRATION

Kanwit, Matthew 1

1University of Pittsburgh

Abstract 

Learners must develop the ability to perceive linguistic and social meaning in their second language (L2) to interact effectively, but relatively little is known about how learners link social meaning to a single phonetic variable. Using a matched-guise test targeting coda /s/ (realized as [s] or debuccalized [h]), we explore whether L2 Spanish learners identify native speakers’ social characteristics based on phonetic variants. Our results indicate that advanced learners were more sensitive to sociophonetic information; advanced listeners who had completed a phonetics course were significantly more likely to categorize /s/ reducers as Caribbean and those who had studied abroad in aspirating regions recognized a relationship between coda /s/ and status. To account for the complex interplay among proficiency, explicit instruction, and dialectal exposure in the development of L2 sociophonetic perception, we suggest the union of the L2 Linguistic Perception Model with exemplar models of phonological representation and indexical meaning.

ACQUIRING L2 PRONOUN INTERPRETATION BIASES: IMPLICIT LEARNING AT THE DISCOURSE LEVEL IN L2 ENGLISH

Contemori, Carla 1 ; Mossman, Sabrina 1 ; Ramos, Alba K 1

1University of Texas, El Paso

Abstract 

Learners of a nonnull subject language (e.g., English) whose first language (L1) is a null subject language (e.g., Spanish) can show some optionality in the interpretation of overt subject pronouns in the second language (L2). By exposing L2 learners to nativelike interpretations of pronouns in discourse, we aim at understanding how exposure can promote implicit learning of pronoun comprehension biases in a L2. A sentence comprehension task was used with intermediate-proficiency English L2 speakers (L1 Spanish) that included a pretest, an exposure phase using the priming technique, an immediate posttest, and a delayed posttest administered 6–10 days later. English learners showed a significant increase in nativelike pronoun interpretations both in the immediate posttest and in the delayed posttest, in comparison to the pretest. The results show that exposure through priming can be effective in changing L2 participants’ interpretations and that effects of exposure are persistent and may aid in the successful acquisition of pronoun resolution biases

CLASSROOM LEARNERS’ ACQUISITION OF THE SPANISH COPULA WITH ADJECTIVES: THE CASE OF KOREAN LEARNERS

Avizia Yim Long 1

1San José State University

Abstract 

Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners’ acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall.

BEYOND LINGUISTIC FEATURES: EXPLORING BEHAVIORAL AND AFFECTIVE CORRELATES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH

Trofimovich, Pavel 1 ; Mary Grantham O’Brien 2 ; Kennedy, Sara 1

1Concordia University

2University of Calgary

Abstract 

Comprehensibility, or ease of understanding, has emerged as an important construct in second language (L2) speech research. Many studies have examined the linguistic features that underlie this construct, but there has been limited work on behavioral and affective predictors. The goal of this study was therefore to examine the extent to which anxiety and collaborativeness predict interlocutors’ perception of one another’s comprehensibility. Twenty dyads of L2 English speakers completed three interactive tasks. Throughout their 17-minute interaction, they were periodically asked to evaluate their own and each other’s anxiety and collaborativeness and to rate their partner’s comprehensibility using 100-point scales. Mixed-effects models showed that partner anxiety and collaborativeness predicted comprehensibility, but the relative importance of each predictor depended on the nature of the task. Self-collaborativeness was also related to comprehensibility. These findings suggest that comprehensibility is sensitive to a range of linguistic, behavioral, and affective influences.

ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY: NEW INSIGHTS FROM A COMPARISON OF TWO L2 ENGLISH PARALLEL FORMS

Shu-Ling, Wu 1

1Southern Illinois University Carbondale

Abstract 

Elicited imitation (EI), a short-cut measure of global proficiency in second language (L2) research, requires participants to listen to sentences and repeat them as closely as possible. To support instrument sharing and assessment of L2 proficiency for longitudinal and crosslinguistic research, we created a parallel form of an EI task (EIT) for L2 English originally developed by the third author and colleagues and investigated the reliability and validity of the original and new forms. Eighty-two participants completed the two EITs, an oral narrative task, and a self-diagnostic survey. Both forms exhibited high reliability and good alignment with external criterion measures. Both distinguished well among four proficiency levels in the sample. Further, participants’ perception of EI difficulty aligned well with their EI scores. We suggest some improvements to boost forms equivalence and discuss new insights about the nature of EI as reconstructive, integrative, modality independent, and with indirect links to communicative abilities. Our study seeks to make this English EIT instrument widely useful to the L2 research community.

期刊简介

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include Replication Studies, Critical Commentaries,State-of-the-Scholarship, Methods Forum, and Research Reports.《第二语言习得研究》是一本国际性评审的期刊，致力于对非母语和传承语习得或使用进行科学性探讨。每卷（五期）包含定量、定性或混合方法的研究性文章，以及关于当前理论问题的论文。其他包括复制性研究、批评性评论、学术状况、方法论坛和研究报告。

官网地址：

https://www.cambridge.org/core/journals/studies-in-second-language-acquisition

本文来源：Studies in Second Language Acquisition

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