刊讯｜SSCI 期刊《第二语言研究》 2022年第2期

SECOND LANGUAGE RESEARCH

Volume 38, Issue 2, April 2022

SECOND LANGUAGE RESEARCH（SSCI一区，2020 IF：2.178） 2022年第2期共发文8篇。研究论文涉及任务类型、学习能力、 填充语-空位依存关系等方面。主题包括通过阅读学习二语词汇、语音和词汇加工、二语迁移等。

往期推荐：

目录

ARTICLES

■ The effects of speaker accent on syntactic priming in second-language speakers, by Eunjin Chun & Edith Kaan, Pages 189-212.

■ Secondary task type, exposure frequency, and their combined effects on second language vocabulary learning through reading, by Shusaku Kida, Pages 213-232.

■ Effects of verb–construction association on second language constructional generalizations in production and comprehension, by Min-Chang Sung & Hyunwoo Kim, Pages 233–257.

■ Learnability in the acquisition of the English tough construction by L1-Korean adult and child L2 learners, by Kitaek Kim & Bonnie D Schwartz, Pages 259-287.

■ From sounds to words: The relation between phonological and lexical processing of tone in L2 Mandarin, by Wenyi Ling & Theres Grüter, Pages 289-313.

■L2 transfer of L1 island-insensitivity: The case of Norwegian, by Dave Kush & Anne Dahl, Pages 315-346.

■ Intervention in relative clauses: Effects of relativized minimality on L2 representation and processing, by Vera Yunxiao Xia,  Lydia White & Natália Brambatti Guzzo, Pages 347-372. 

■ L2 processing of filler-gap dependencies: Attenuated effects of naturalistic L2 exposure in a multilingual setting, by Robyn Berghoff, Pages 373-393. 

摘要

The effects of speaker accent on syntactic priming in second-language speakers

Eunjin Chun, The Hong Kong Polytechnic University, China SAR

Edith Kaan, University of Florida, USA

Abstract Syntactic priming studies in second language (L2) have contributed to understanding how L2 speakers’ syntactic knowledge is represented and processed. However, little is known about social influences on L2 speakers’ syntactic processing and learning. The present study investigated whether L2 speakers’ syntactic priming is influenced by social factors, specifically different accents of English speakers and their familiarity with those accents. Korean L2 learners of English with intermediate proficiency were asked to describe pictures depicting ditransitive events after listening to sentences recorded by three English speakers with different accents: a standard-accented speaker (an American English speaker), and two speakers with non-standard accents (a Korean English speaker and an Indian English speaker). The results of the picture description task showed that syntactic priming effects in Korean L2 English speakers were significantly influenced by speaker accents and their familiarity with the accents. In addition, their priming patterns and interactions with these factors changed over time. These results suggest that syntactic priming in L2 speakers is socially mediated. We propose that priming effects in real language use can be better accounted for using a combination of cognitive and sociolinguistic models of syntactic priming and speech production.

Key words familiarity, L2 speakers, social influence, speaker accent, syntactic priming

Secondary task type, exposure frequency, and their combined effects on second language vocabulary learning through reading

Shusaku Kida, Institute for Foreign Language Research and Education, Hiroshima University, Higashi-Hiroshima, Japan

Abstract The type of processing-resource allocation (TOPRA) model predicts that the semantic processing of new second language (L2) words can impede the learning of their forms while structural processing can promote it. Using this framework, the present study examined the effects of processing type (semantic, structural, control), exposure frequency (one exposure, three exposures), and their combination on the learning of new L2 words through reading. Adult Japanese learners of English read a reading text that contained 10 target words, five of them were repeated only one time whereas the other five were repeated three times. They were asked to answer some comprehension questions as their primary task, and the participants in the semantic and structural processing groups were asked to perform the secondary vocabulary processing tasks (pleasantness rating and phonological recording, respectively) to further process target word meanings or forms. The unexpected first language (L1)-to-L2 and L2-to-L1 cued recall were administered. The positive effects of structural processing and exposure frequency were demonstrated in L1-to-L2 cued recall. The results further suggested that effects of vocabulary processing type and exposure frequency vary depending on how vocabulary gain is measured.

Key words vocabulary learning through reading, vocabulary processing task, exposure frequency, the type of processing-resource allocation model

Effects of verb–construction association on second language constructional generalizations in production and comprehension

Min-Chang Sung, Gyeongin National University of Education, Incheon, Republic of Korea

Hyunwoo Kim, Yonsei University, Seoul, Republic of Korea

Abstract How strongly a verb is associated with a construction plays a crucial role in the learning of argument structure constructions. We examined the effect of verb–construction association strength on second language (L2) constructional generalization by analysing L2 learners’ production and comprehension of two complex constructions (i.e. ditransitive and resultative), comparable in constructional complexity and input frequency but distinctive in verb–construction association. Using a learner corpus study, we found greater verbal usage variability in the production of ditransitive rather than resultative constructions. The results of an acceptability judgment task indicated that L2 learners accepted the ditransitive sentences regardless of whether they contained high-frequency or low-frequency verbs, but learners were more likely to accept the resultative sentences when they read high-frequency rather than low-frequency verbs. These findings suggest that verb–construction association affects the learning of argument structure constructions, supporting its contribution to the constructional generalization.

Key words argument structure construction, L2 construction learning, usage-based model, verb–construction association

Learnability in the acquisition of the English tough construction by L1-Korean adult and child L2 learners

Kitaek Kim, Seoul National University, Seoul, South Korea

Bonnie D Schwartz, University of Hawaii at Manoa, HI, USA

Abstract In the English tough construction (TC), knowledge of tough movement is necessary for target performance (the object-interpretation only; e.g. Johni is easy to see ei). The acquisition of the English TC raises a learnability problem for first-language (L1) Korean learners of English as a second language (L2): (1) Korean has no tough movement; (2) no input dictates that the ‘subject interpretation’ is disallowed in the English TC; and (3) no classroom instruction covers the English TC. According to the Fundamental Difference Hypothesis, L2 children – but not L2 adults – can overcome this learnability problem. L1-Korean adult (n = 49) and child (n = 30) L2 learners’ (L2ers’) knowledge of the English TC was assessed via a truth-value judgment task manipulating (1) verb transitivity to make the infinitival object gap more vs. less salient and (2) context to avoid vs. strengthen bias toward the (erroneous) subject interpretation. Notably, some high-proficiency adult L2ers showed significantly above-chance performance, despite the error-inducing manipulations, suggesting that adult L2ers can overcome the learnability problem.

Key words Fundamental Difference Hypothesis, L2 learnability problem, second language acquisition, the English tough construction

From sounds to words: The relation between phonological and lexical processing of tone in L2 Mandarin

Wenyi Ling, University of Hawai‘i at Mānoa, USA

Theres Grüter, University of Hawai‘i at Mānoa, USA

Abstract Successful listening in a second language (L2) involves learning to identify the relevant acoustic–phonetic dimensions that differentiate between words in the L2, and then use these cues to access lexical representations during real-time comprehension. This is a particularly challenging goal to achieve when the relevant acoustic–phonetic dimensions in the L2 differ from those in the L1, as is the case for the L2 acquisition of Mandarin, a tonal language, by speakers of non-tonal languages like English. Previous work shows tone in L2 is perceived less categorically (Shen and Froud, 2019) and weighted less in word recognition (Pelzl et al., 2019) than in L1. However, little is known about the link between categorical perception of tone and use of tone in real time L2 word recognition at the level of the individual learner. This study presents evidence from 30 native and 29 L1-English speakers of Mandarin who completed a real-time spoken word recognition  a tone identification task. Results show that L2 learners differed from native speakers in both the extent to which they perceived tone categorically as well as in their ability to use tonal cues to distinguish between words in real-time comprehension. Critically, learners who reliably distinguished between words differing by tone alone in the word recognition task also showed more categorical perception of tone on the identification task. Moreover, within this group, performance on the two tasks was strongly correlated. This provides the first direct evidence showing that the ability to perceive tone categorically is related to the weighting of tonal cues during spoken word recognition, thus contributing to a better understanding of the link between phonemic and lexical processing, which has been argued to be a key component in the L2 acquisition of tone (Wong and Perrachione, 2007).

Key words categorical perception, eye-tracking, L2 processing, lexical tone, Mandarin Chinese, spoken word recognition

Responding Effectively to Customer Feedback on Twitter: A Mixed Methods Study of Webcare Styles

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract Social media offer an unprecedented opportunity for companies to interact more closely with customers and market their products and services. But social media also present reputational risks as negative word-of-mouth can spread more quickly and widely through these platforms than ever before. This study investigates how companies respond to customer complaints on Twitter. We propose an innovative mixed methods approach (i) to identify the key features that mark the styles used by a sample of companies in their replies to customers and (ii) to determine the most effective strategies for responding to complaints. Our results reveal that an affective style, expressed through devices such as stance markers, emphatics, and amplifiers, elicits the most positive response from complainants, regardless of the formality of the message. The study advances our understanding of the features and effects of corporate social media discourse. It also provides business communication practitioners with linguistically grounded insights that can inform the development of appropriate strategies for dealing with negative word-of-mouth online.

Key words xxx, xxx, xxx, xxx

Responding Effectively to Customer Feedback on Twitter: A Mixed Methods Study of Webcare Styles

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract Social media offer an unprecedented opportunity for companies to interact more closely with customers and market their products and services. But social media also present reputational risks as negative word-of-mouth can spread more quickly and widely through these platforms than ever before. This study investigates how companies respond to customer complaints on Twitter. We propose an innovative mixed methods approach (i) to identify the key features that mark the styles used by a sample of companies in their replies to customers and (ii) to determine the most effective strategies for responding to complaints. Our results reveal that an affective style, expressed through devices such as stance markers, emphatics, and amplifiers, elicits the most positive response from complainants, regardless of the formality of the message. The study advances our understanding of the features and effects of corporate social media discourse. It also provides business communication practitioners with linguistically grounded insights that can inform the development of appropriate strategies for dealing with negative word-of-mouth online.

Key words xxx, xxx, xxx, xxx

Responding Effectively to Customer Feedback on Twitter: A Mixed Methods Study of Webcare Styles

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract Social media offer an unprecedented opportunity for companies to interact more closely with customers and market their products and services. But social media also present reputational risks as negative word-of-mouth can spread more quickly and widely through these platforms than ever before. This study investigates how companies respond to customer complaints on Twitter. We propose an innovative mixed methods approach (i) to identify the key features that mark the styles used by a sample of companies in their replies to customers and (ii) to determine the most effective strategies for responding to complaints. Our results reveal that an affective style, expressed through devices such as stance markers, emphatics, and amplifiers, elicits the most positive response from complainants, regardless of the formality of the message. The study advances our understanding of the features and effects of corporate social media discourse. It also provides business communication practitioners with linguistically grounded insights that can inform the development of appropriate strategies for dealing with negative word-of-mouth online.

Key words xxx, xxx, xxx, xxx

L2 transfer of L1 island-insensitivity: The case of Norwegian

Dave Kush, University of Toronto, Canada, and NTNU – Norwegian University of Science and Technology, Norway

Anne Dahl, NTNU – Norwegian University of Science and Technology, Norwa

Abstract Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept ‘island-violating’ filler-gap dependencies in L2 English if the corresponding filler-gap dependency is acceptable in Norwegian: Norwegian learners variably accept English sentences with dependencies into embedded questions, but not into subject phrases. These results are consistent with models that permit transfer of abstract functional structure. Norwegians are still less likely to accept filler-gap dependencies into English embedded questions than Norwegian embedded questions. We interpret the latter finding as evidence that, despite transfer, Norwegian speakers may partially restructure their L2 English analysis. We discuss how indirect positive evidence may play a role in helping learners restructure.

Key words filler-gap dependencies, Full Transfer, indirect evidence, island effects, Norwegian

Intervention in relative clauses: Effects of relativized minimality on L2 representation and processing

Vera Yunxiao Xia, McGill University, Canada

Lydia White, McGill University, Canada 

Natália Brambatti Guzzo, McGill University, Canada 

Abstract This article reports on an experiment investigating the effects of featural Relativized Minimality (Friedmann et al., 2009) on the representation and processing of relative clauses in the second language (L2) English of Mandarin speakers. Object relatives (ORCs) are known to cause greater problems in first language (L1) acquisition and in adult processing than subject relatives (SRCs). Featural Relativized Minimality explains this in terms of intervention effects, caused by a DP (the subject of the ORC) located between the relative head and its source. Intervention effects are claimed to be reduced if the relative head and the intervenor differ in features, such as number (e.g. I know the king who the boys pushed). We hypothesize that L2 learners will show intervention effects when processing ORCs and that such effects will be reduced if the intervenor differs in number from the relative head. There were two tasks: picture identification and self-paced reading. Both manipulated relative clause type (SRC/ORC) and intervenor type (±plural). Accuracy was high in interpreting relative clauses, suggesting no representational problem. Regarding reading times, ORCs were processed slower than SRCs, supporting an intervention effect. However, faster reading times were found in ORCs when intervenor and head noun matched in number, contrary to hypothesis. We suggest that our more stringent stimuli may have resulted in the lack of an effect for mismatched ORCs, in contrast to some earlier findings for L1 acquirers.

Key words featural relativized minimality, intervention effects, L1 Mandarin, L2 English, L2 representation, L2 processing, relative clauses

L2 processing of filler-gap dependencies: Attenuated effects of naturalistic L2 exposure in a multilingual setting

Robyn Berghoff, Stellenbosch University, South Africa

Abstract In the online processing of long-distance wh-dependencies, native speakers have been found to make use of intermediate syntactic gaps, which has the effect of facilitating dependency resolution. This strategy has also been observed in second language (L2) speakers living in an L2 immersion context, but not in classroom L2 learners. This research note investigates whether there is evidence of use of the intermediate gap among L2 speakers that have received considerable naturalistic exposure to the L2 from a young age, but do not live in a standard immersion context. Two groups of participants, one L1 English and one L1 Afrikaans–L2 English, completed a self-paced reading task involving English sentences containing long-distance wh-dependencies. The data were analysed using Bayesian regression. The results indicate that the intermediate gap facilitated dependency resolution in the L1 English group but not in the L2 group. Increased L2 exposure seemed to increase sensitivity to the intermediate gap among the L2 speakers, but was not associated with faster dependency resolution. The findings suggest that although non-immersive L2 experience affects L2 processing of abstract grammatical cues, it may be less effective than fully immersive experience in engendering nativelike processing of long-distance wh-dependencies.

Second Language Research is aninternational peer-reviewed, quarterly journal, publishing originaltheory-driven research concerned with second (and additional) languageacquisition and second language performance. This includes both experimentalstudies and contributions aimed at exploring conceptual issues. In addition toproviding a forum for investigators in the field of non-native languagelearning, it seeks to promote interdisciplinary research which linksacquisition studies to related non-applied fields such as neurolinguistics,psycholinguistics, theoretical linguistics, bilingualism, and first languagedevelopmental psycholinguistics.

Key words Bayesian regression, empty categories, immersion, L2 processing, naturalistic exposure, wh-movement

期刊简介

Second Language Research is aninternational peer-reviewed, quarterly journal, publishing originaltheory-driven research concerned with second (and additional) languageacquisition and second language performance. This includes both experimentalstudies and contributions aimed at exploring conceptual issues. In addition toproviding a forum for investigators in the field of non-native languagelearning, it seeks to promote interdisciplinary research which linksacquisition studies to related non-applied fields such as neurolinguistics,psycholinguistics, theoretical linguistics, bilingualism, and first languagedevelopmental psycholinguistics.

《第二语言研究》是一本国际同行评议的季刊，发表了与第二语言习得和第二语言表现有关的原创理论研究。这包括实验研究和旨在探索概念问题的贡献。除了为非母语学习领域的研究者提供一个论坛外，它还寻求促进跨学科研究，将习得研究与相关的非应用领域联系起来，如神经语言学、心理语言学、理论语言学、双语和第一语言发展心理语言学。

Note that studies of foreign languageteaching and learning are outside the scope of Second Language Research, unlessthey make a substantial contribution to understanding the process and nature ofsecond language acquisition. Types of publications include full-length researcharticles (about 9,000 words), research notes (about 4,000 words), reviewarticles of recent books or timely topics (about 5,000 words), discussion andcommentary (about 5,000 words), invited keynote articles (about 11,000 words)and guest-edited, thematic issues.

请注意，外语教学研究不属于第二语言研究的范畴，除非它们对理解第二语言习得的过程和性质做出了重大贡献。出版物类型包括全文研究文章（约9000字）、研究笔记（约4000字）、近期书籍或及时主题的评论文章（约5000字）、讨论和评论（约5000字）、邀请发表的主题文章（约11000字）和客座编辑的主题问题。

This journal is a member of the Committeeon Publication Ethics (COPE).

本期刊是出版伦理委员会（COPE）的成员。

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