刊讯｜SSCI 期刊《二语习得研究》2022年第3-5期

STUDIES IN SECOND LANGUAGE ACQUISITION

Volume 44, Issue 3-5, 2022

STUDIES IN SECOND LANGUAGE ACQUISITION（SSCI一区，2021 IF：4.73）2022年第3-5期共刊文36篇。详情如下：

2022年第3期共发文12篇，其中研究性论文9篇，研究报告2篇，方法论坛论文1篇；第4期共发文12篇，其中研究性论文9篇，方法论坛论文1篇，研究报告2篇；第5期共发文12篇，其中研究性论文7篇，研究报告1篇，前沿论文1篇，方法论坛论文3篇。研究论文涉及阅读学习、拼字法、词汇学习、语法学习、言语行为、眼动实验、形式-功能投射、统计学中的P值等。

往期推荐：

目录

ISSUE 3

RESEARCH ARTICLES

■ Growth, fixed, and mixed mindsets: mindset system profiles in foreign language learners and their role in engagement and achievement, by Nigel Mantou Lou, Kathryn Everhart Chaffee, Kimberly A. Noels, Pages 607-632.

■ Individual differences in how language learners pursue goals: regulatory mode perspective, by Yasser Teimouri, Mostafa Papi, Somayeh Tahmouresi, Pages 633-658.

■ Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency, by Aki Tsunemoto, Rachael Lindberg, Pavel Trofimovich, Kim McDonough, Pages 659-684.

■ Incidental learning of collocations from meaningful input: a longitudinal study into three reading modes and factors that affect learning, by Duy Van Vu, Elke Peters, Pages 685-707.

■ Incidental learning of single words and collocations through viewing an academic lecture, by Thi Ngoc Yen Dang, Cailing Lu, Stuart Webb, Pages 708-736.

■ Individual differences in L2 literacy acquisition: predicting reading skill from sensitivity to regularities between orthography, phonology, and semantics, by Henry Brice, Noam Siegelman, Mark van den Bunt, Stephen J. Frost, Jay G. Rueckl, Kenneth R. Pugh, Ram Frost, Pages 737-758.

■ Visual word recognition in bilinguals: eye-tracking evidence that L2 proficiency impacts access of l1 phonotactics, by Max R. Freeman, Viorica Marian, Pages 759-787.

■ Attention to form and meaning revisited: insights from eye tracking, by Myeongeun Son, Jongbong Lee, Aline Godfroid, Pages 788-817.

■ On complexity and divergence in heritage language grammars: the case of double mood selection in reported speech contexts, by Silvia Perez-Cortes, Pages 818-842.

RESEARCH REPORT

■ Longitudinal L2 development in the prosodic marking of pragmatic meaning: prosodic changes in L2 speech acts and individual factors, by Naoko Taguchi, Kevin Hirschi, Okim Kang,  Pages 843-858.

METHODS FORUM

■ Measurement properties of a standardized elicited imitation test: an integrative data analysis, by Daniel R. Isbell, Young-A Son, Pages 859-885.

■ Elicited imitation tasks as a measure of L2 proficiency: a meta-analysis, by Maria Kostromitina, Luke Plonsky, Pages 886-911.

ISSUE 4

RESEARCH ARTICLES

■ Complex dynamic systems theory in language learning: a scoping review of 25 years of research,  by Phil Hiver, Ali H. Al-Hoorie, Reid Evans, Pages 913-941.

■ Do L1-L2 differences in discourse processing reflect processing demands or difficulty of form-function mapping?: evidence from self-paced listening of contrastive prosody, by Eun-Kyung Lee, Scott Fraundorf, Pages 942-966.

■ Exploring the relationship between second language learning motivation and proficiency: a latent profiling approach, by Karen Dunn, Janina Iwaniec, Pages 967-997.

■ Exploring crosslinguistic influence in gender marking in Spanish, by Aarnes Gudmestad, Amanda Edmonds, Pages 998-1019.

■ The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish–Dutch emergent bilinguals, by Sven Sierens, Koen Van Gorp, Stef Slembrouck, Piet Van Avermaet, Pages 1020-1044.

■ Sometimes less is more: the effects of phonetically variable input on auditory processing instruction for L2 French, by Kiwako Ito, Wynne Wong, Pages 1045-1070.

■ Emotion-laden texts and words: the influence of emotion on vocabulary learning for heritage and foreign language learners, by Meagan Driver, Pages 1071-1094.

■ Exploring an elicited imitation task as a measure of heritage language proficiency, by Megan Solon, Hae In Park, Marzieh Dehghan-Chaleshtori, Carly Carver, Avizia Y. Long, Pages 1095-1123.

■ Conceptualizing L2 vocabulary knowledge: an empirical examination of the dimensionality of word knowledge, by Beatriz González-Fernández, Pages 1124-1154.

METHODS FORUM

■ P-curving as a safeguard against P-hacking in SLA research: a case study, by Seth Lindstromberg, Pages 1155-1180.

RESEARCH REPORT

■ L2 learners’ adaptation to an L2 structure that is different from L1: Priming of an English causative structure in Korean learners, by Heeju Hwang, Pages 1181-1193.

■ The impact of orthography on lexical access: the case of capitalization and word category information in L1 and L2 German, by Andreas Opitz, Denisa Bordag, Pages 1194-1209.

CORRIGENDUM

■ Complex dynamic systems theory in language learning: a scoping review of 25 years of research – Corrigendum, by Phil Hiver, Ali H. Al-Hoorie, Reid Evans, Pages 1210.

ISSUE 5‍

RESEARCH ARTICLES

■ Mapping research on L2 pronunciation: A bibliometric analysis, by Yusuf Demir, Galip Kartal, Pages 1211-1239.

■ Examining rater perception of holds as a visual cue of listener nonunderstanding, by Kim McDonough, Rachael Lindberg, Pavel Trofimovich, Pages 1240-1259.

■ Discriminability and prototypicality of nonnative vowels, by Yasuaki Shinohara, Chao Han, Arild Hestvik, Pages 1260-1278.

■ Involvement load hypothesis plus: Creating an improved predictive model of incidental vocabulary learning, by Akifumi Yanagisawa, Stuart Webb, Pages 1279-1308.

■ Double-number marking matters for both L1 and L2 processing of nonlocal agreement similarly: An ERP investigation, by Yesi Cheng, Ian Cunnings, David Miller, Jason Rothman, Pages 1309-1329.

■ Learning English in today’s global world: A comparative study of at home, Anglophone, and lingua franca study abroad, by Zeynep Köylü, Nicole Tracy-Ventura, Pages 1330-1355.

■ Language experience and bilingual children’s heritage language learning, by He Sun, Nicolette Waschl, Roodra Veera, Pages 1356-1383. 

STATE OF THE SCHOLARSHIP

■ Select prediction and error-based learning in L2 processing and acquisition: A conceptual review, by Giulia Bovolenta, Emma Marsden, Pages 1384-1409.

RESEARCH REPORT

■ Are replication studies infrequent because of negative attitudes?: Insights from a survey of attitudes and practices in second language research, by Kevin McManus, Pages 1410-1423.

METHODS FORUM

■ Effect size–driven sample-size planning, randomization, and multisite use in L2 instructed vocabulary acquisition experimental samples, by Joseph P. Vitta, Christopher Nicklin, Stuart McLean, Pages 1424-1448.

■ L2 grit: A longitudinal confirmatory factor analysis-curve of factors model, by Majid Elahi Shirvan, Tahereh Taherian, Elham Yazdanmehr, Pages 1449-1476.

■ Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion, by Abdullah Alamer, Herbert Marsh, Pages 1477-1500.

CORRIGENDUM

■ Effect size–driven sample-size planning, randomization, and multisite use in L2 instructed vocabulary acquisition experimental samples - Corrigendum, by Joseph P. Vitta, Christopher Nicklin, Stuart McLean, Pages 1501.

ERRATUM

■ Involvement load hypothesis plus: Creating an improved predictive model of incidental vocabulary learning - Erratum, by Akifumi Yanagisawa, Stuart Webb, Pages 1502.

摘要

Growth, fixed, and mixed mindsets: mindset system profiles in foreign language learners and their role in engagement and achievement

Nigel Mantou Lou, University of Victoria and University of Alberta

Kathryn Everhart Chaffee, Université du Québec à Montréal and University of Alberta

Kimberly A. Noels, University of Alberta

Abstract Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets.

Individual differences in how language learners pursue goals: regulatory mode perspective

Yasser Teimouri, Boğaziçi University

Mostafa Papi, Florida State University

Somayeh Tahmouresi, Florida State University

Abstract In two studies, we examined two functional dimensions of L2 learners’ self-regulation toward their motivational goals: assessment and locomotion. The assessment constitutes the aspect of self-regulation concerned with critically evaluating the relative quality of L2 states and goals and the means to achieve them. The locomotion mode constitutes the aspect of self-regulation concerned with uninterrupted movement from state to state toward L2 goals. We developed two scales to measure L2 self-regulatory modes. We also examined how L2 learners’ regulatory modes were associated with their emotional experiences, motivation, and language proficiency. Psychometric work attested to the reliability and validity of the two scales. Moreover, regression analyses revealed that each L2 self-regulatory mode has distinct emotional, motivational, and linguistic emphases. Finally, cluster analyses suggested that both L2 self-regulatory modes should work together for optimal L2 learning outcomes.

Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency

Aki Tsunemoto, Concordia University

Rachael Lindberg, Concordia University

Pavel Trofimovich, Concordia University

Kim McDonough, Concordia University

Abstract This study examined the role of visual cues (facial expressions and hand gestures) in second language (L2) speech assessment. University students (N = 60) at English-medium universities assessed 2-minute video clips of 20 L2 English speakers (10 Chinese and 10 Spanish speakers) narrating a personal story. They rated the speakers’ comprehensibility, accentedness, and fluency using 1,000-point sliding scales. To manipulate access to visual cues, the raters were assigned to three conditions that presented audio along with (a) the speaker’s static image, (b) a static image of a speaker’s torso with dynamic face, or (c) dynamic torso and face. Results showed that raters with access to the full video tended to perceive the speaker as more comprehensible and significantly less accented compared to those who had access to less visually informative conditions. The findings are discussed in terms of how the integration of visual cues may impact L2 speech assessment.

Incidental learning of collocations from meaningful input: a longitudinal study into three reading modes and factors that affect learning

Duy Van Vu, KU Leuven; Vietnam National University, Hanoi

Elke Peters, KU Leuven

Abstract This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.

Incidental learning of single words and collocations through viewing an academic lecture

Thi Ngoc Yen Dang, University of Leeds

Cailing Lu, Zhejiang University of Technology

Stuart Webb, University of Western Ontario

Abstract Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the potential for learning single words and collocations through viewing a video of an unmodified academic lecture. To address this gap, this study collected data from 55 EAP learners in China, following a pretest-posttest design. The experimental group (n = 28) watched a video of an academic lecture in which 50 target single words and 19 target collocations were presented while the control group (n = 27) received no treatment. Results show that viewing the lecture led to significant learning gains of single words at the meaning recall level and collocations at the form recognition level. Frequency of occurrence in the lecture appeared to significantly contribute to the learning of single words but not the learning of collocations. Prior knowledge of general vocabulary appeared to make no significant contribution to the learning of single words and collocations.

Individual differences in L2 literacy acquisition: predicting reading skill from sensitivity to regularities between orthography, phonology, and semantics

Henry Brice, The Hebrew University of Jerusalem

Noam Siegelman, Haskins Laboratories

Mark van den Bunt, Haskins Laboratories

Stephen J. Frost, Haskins Laboratories

Jay G. Rueckl, Haskins Laboratories and University of Connecticut

Kenneth R. Pugh, Haskins Laboratories, University of Connecticut, and Yale University

Ram Frost, The Hebrew University of Jerusalem, Haskins Laboratories, and University of Connecticut

AbstractStatistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these regularities are leveraged by second-language (L2) learners remains an open question. We utilize an individual-differences approach, measuring L2 English learners’ sensitivity to O-P, O-S, and frequency during word-naming, across two years of immersion. We show that reliance on O-P is leveraged by better readers, while reliance on O-S is slower to develop, characterizing less proficient readers. All factors explain substantial individual variance in L2 reading skills. These findings show how SL plays a key role in L2 reading development through its role in assimilating sublexical regularities between print and speech.

Visual word recognition in bilinguals: eye-tracking evidence that L2 proficiency impacts access of l1 phonotactics

Max R. Freeman, St. John’s University

Viorica Marian, Northwestern University

Abstract A bilingual’s language system is highly interactive. When hearing a second language (L2), bilinguals access native-language (L1) words that share sounds across languages. In the present study, we examine whether input modality and L2 proficiency moderate the extent to which bilinguals activate L1 phonotactic constraints (i.e., rules for combining speech sounds) during L2 processing. Eye movements of English monolinguals and Spanish–English bilinguals were tracked as they searched for a target English word in a visual display. On critical trials, displays included a target that conflicted with the Spanish vowel-onset rule (e.g., spa), as well as a competitor containing the potentially activated “e” onset (e.g., egg). The rule violation was processed either in the visual modality (Experiment 1) or audio-visually (Experiment 2). In both experiments, bilinguals with lower L2 proficiency made more eye movements to competitors than fillers. Findings suggest that bilinguals who have lower L2 proficiency access L1 phonotactic constraints during L2 visual word processing with and without auditory input of the constraint-conflicting structure (e.g., spa). We conclude that the interactivity between a bilingual’s two languages is not limited to words that share form across languages, but also extends to sublexical, rule-based structures.

Attention to form and meaning revisited: insights from eye tracking

Myeongeun Son, Nagoya University of Commerce and Business

Jongbong Lee, Nagoya University of Commerce and Business

Aline Godfroid, Michigan State University

Abstract Motivated by a series of interconnected studies on simultaneous attention to form and meaning, we revisit L2 learners’ real-time processing of text by using eye-tracking as an unobtrusive method to provide concurrent data on attention allocation. Seventy-five L2 Spanish learners were instructed to attend to an assigned form in a reading passage and to press a button when they noticed it. After reading the passage, the learners answered 10 multiple-choice comprehension questions. The participants’ responses to the comprehension questions and their reading behaviors reflected in eye-movement data suggest that attention to grammatical form may hinder L2 learners’ simultaneous attention to form and meaning. However, individual differences in global text processing contributed to the differences in the participants’ text-comprehension scores over and above the task instruction to attend to form: Slower L2 readers who read the passage more carefully showed better text comprehension.

On complexity and divergence in heritage language grammars: the case of double mood selection in reported speech contexts

Silvia Perez-Cortes, Rutgers University, Camden, USA

Abstract For more than a decade, research on heritage speakers’ (HSs’) mood selection has documented a high degree of variability in their interpretation and use of mood morphology in variable contexts. Most of the previous literature, however, has focused on late-acquired alternations, and often limited analyses to one form (i.e., subjunctive), making it difficult to draw conclusions about HSs’ knowledge of mood distinctions. This study intends to fill this gap by examining Spanish HSs’ (n = 76) and Spanish-dominant controls’ (n = 25) interpretation and use of an early acquired mood alternation, where the presence of indicative or subjunctive conveys the report of an assertion or a command. Results from two experimental tasks reveal that, even though HSs’ performance tends to differ from that of controls’—especially at lower levels of proficiency—the nature and extent of their divergences suggests the need to embrace a more nuanced analysis of HSs’ linguistic outcomes when examining modal contrasts.

Longitudinal L2 development in the prosodic marking of pragmatic meaning: prosodic changes in L2 speech acts and individual factors

Naoko Taguchi, Northern Arizona University

Kevin Hirschi, Northern Arizona University

Okim Kang, Northern Arizona University

Abstract This study investigated whether L2 English learners’ prosodic properties in speech acts change as they are immersed in the English-speaking academic community over time, and if so, what individual and contextual factors (proficiency, orientation to language study, and target language contact) potentially affect these changes. Forty-seven Japanese learners of English in an English-medium university in Japan completed a speaking task that elicited two speech acts (request and opinion) three times over one academic year (8 months). Their speech was analyzed for discourse intonational features (e.g., tone choices, prominence ratio, and pitch range). Results showed that all prosodic properties changed over time, although the pace and patterns of changes differed among the properties. Proficiency and language contact significantly affected the change in tone choice, but no other relationship was found between individual/contextual factors and changes in prominence ratio or pitch range.

Measurement properties of a standardized elicited imitation test: an integrative data analysis

Daniel R. Isbell, University of Hawaiʻi at Mānoa

Young-A Son, University of California, Davis

Abstract Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

Elicited imitation tasks as a measure of L2 proficiency: a meta-analysis

Maria Kostromitina, Northern Arizona University

Luke Plonsky, Northern Arizona University

Abstract Elicited imitation tasks (EITs) have been proposed and examined as a practical measure of second language (L2) proficiency. This study aimed to provide an updated and comprehensive view of the relationship between EITs and other proficiency measures. Toward that end, 46 reports were retrieved contributing 60 independent effect sizes (Pearson’s r) that were weighted and averaged. Several EIT features were also examined as potential moderators. The results portray EIT as a generally consistent measure of L2 proficiency (r = .66). Among other moderators, EIT stimuli length was positively associated with stronger correlations. Overall, the findings provide support for the use of EITs as a means to greater consistency and practicality in measuring L2 proficiency. In our Discussion section, we highlight the need for more transparent reporting and provide empirically grounded recommendations for EIT design and for further research into EIT development.

Complex dynamic systems theory in language learning: a scoping review of 25 years of research

Phil Hiver, Florida State University, USA

Ali H. Al-Hoorie, Royal Commission for Jubail and Yanbu, Saudi Arabia

Reid Evans, University of Massachusetts Medical School, USA

Abstract A quarter of a century has passed since complex dynamic systems theory was proposed as an alternative paradigm to rethink and reexamine some of the main questions and phenomena in applied linguistics and language learning. In this article, we report a scoping review of the heterogenous body of research adopting this framework. We analyzed 158 reports satisfying our inclusion criteria (89 journal articles and 69 dissertations) for methodological characteristics and substantive contributions. We first highlight methodological trends in the report pool using a framework for dynamic method integration at the levels of study aim, unit of analysis, and choice of method. We then survey the main substantive contribution this body of research has made to the field. Finally, examination of study quality in these reports revealed a number of potential areas of improvement. We synthesize these insights in what we call the “nine tenets” of complex dynamic systems theory research, which we hope will help enhance the methodological rigor and the substantive contribution of future research.

Do L1-L2 differences in discourse processing reflect processing demands or difficulty of form-function mapping?: evidence from self-paced listening of contrastive prosody

Eun-Kyung Lee, Yonsei University

Scott Fraundorf, University of Pittsburgh

Abstract We examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained experimenter-paced listening data, we tested whether reducing online-processing demands allows L2 learners to show a nativelike behavior, such that contrastive pitch accents facilitate later ruling out the salient alternative. However, reduced time pressure failed to lead even higher proficiency L1-Korean learners of English to reach a nativelike level, suggesting that L2 learners’ nonnativelike processing and representation of the prominence cue in spoken discourse processing can be due to the inherent difficulty of fully learning a complex form-function mapping rather than to online-processing demands.

Exploring the relationship between second language learning motivation and proficiency: a latent profiling approach

Karen Dunn, Assessment Research Group, British Council, London, UK

Janina Iwaniec, Department of Education, University of Bath, Bath, UK

Abstract A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.

Exploring crosslinguistic influence in gender marking in Spanish

Aarnes Gudmestad, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA

Amanda Edmonds, Université Côte d’Azur, Nice, FR

Abstract In the current study, we examined the role of first-language (L1) influence on the additional-language development of grammatical gender marking in Spanish. The participants were L1 speakers of English or French (N = 215), who were learning Spanish and who were at three instructional levels. The data came from their use of gender marking in noun-modifier pairs in an argumentative essay. We adopted the unified methodological framework developed by Scott Jarvis and we applied insights from variationist second language acquisition to contribute to the discussion about whether learners’ L1 impacts variability in targetlike gender marking in additional-language Spanish. Specifically, we designed our study to investigate four types of evidence that Jarvis identified (intragroup homogeneity, intergroup heterogeneity, cross-language congruity, and intralingual contrasts), and we used variationist methods to account for other factors that are known to impact variable use of gender marking. The quantitative analyses supported each type of evidence, consequently demonstrating that these learners’ L1 influenced their variable use of gender marking in Spanish. We concluded by reflecting on the contributions that the current study has made to the understanding of gender marking in additional-language Spanish and to research on L1 influence more generally.

The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish–Dutch emergent bilinguals

Sven Sierens, Ghent University, Belgium

Koen Van Gorp, Michigan State University, East Lansing, Michigan, USA and KU Leuven, Belgium

Stef Slembrouck, Ghent University, Belgium

Piet Van Avermaet, Ghent University, Belgium

Abstract This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish–Dutch bilingual children at first-grade entry (Mage = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.

Sometimes less is more: the effects of phonetically variable input on auditory processing instruction for L2 French

Kiwako Ito, University of Newcastle, Australia

Wynne Wong, Ohio State University, USA

Abstract Effects of phonetically variable input (PVI) for processing instruction (PI) training and the number of training items were tested with a picture-selection eye-tracking task. Intermediate second language (L2) learners of French (n = 174) were tested before and after they received either a short (24 items), medium (48), or long (96) training on the causative structure with either single- or multivoice input. PI improved picture-selection accuracy from about 10% to above 50% regardless of the training size. Eye-tracking data showed a reduction in looks to the incorrect picture only after the short and medium training: it surfaced regardless of voice variability after the short training, whereas multivoice training led to a greater reduction after the medium training. Long training did not yield a reliable reduction of incorrect looks regardless of voice variability. Taken together, PVI does not hinder L2 syntactic learning. Learners may benefit more from a relatively shorter training with PVI.

Emotion-laden texts and words: the influence of emotion on vocabulary learning for heritage and foreign language learners

Meagan Driver, Michigan State University, East Lansing, MI, USA

Abstract This study takes a mixed-methods approach to explore the influence of emotion-laden (positive vs. negative vs. neutral) texts and words on vocabulary learning for Spanish heritage and foreign language learners. Participants (N = 121) were tasked with learning emotion-laden pseudowords embedded in three emotion-laden texts centered around themes of bilingualism, immigration, and identity. Form recognition, translation, and multiple-choice tests were designed to measure vocabulary recall and retention. Results from a mixed-effects modeling analysis showed that the neutral and negative emotion-laden texts predicted better vocabulary learning outcomes than the positive text for both HLLs and FLLs and that neutral words were learned best by all learners. Qualitative findings from open-ended questionnaires suggest emotional arousal as another influential affective factor in vocabulary learning for learners of diverse sociolinguistic backgrounds. Directions for future emotions research in SLA and pedagogical implications of socially relevant, emotion-laden material for vocabulary learning are discussed.

Exploring an elicited imitation task as a measure of heritage language proficiency

Megan Solon, Indiana University, Bloomington, IN, USA

Hae In Park, University at Albany, SUNY, Albany, NY, USA

Marzieh Dehghan-Chaleshtori, University at Albany, SUNY, Albany, NY, USA

Carly Carver, Augusta University, Augusta, GA, USA

Avizia Y. Long, San José State University, San José, CA, USA

Abstract This study examines a 30-item Spanish elicited imitation task (EIT) as a measure of global language proficiency for heritage language (HL) learners of Spanish. Results from Rasch modeling suggest that, while EIT scores demonstrated excellent reliability, the ability of much of the HL sample far exceeded the difficulty of the items. Differential item functioning analysis revealed that several items functioned differently for the present study’s HL sample than for the second language learners from a prior study. Additionally, although EIT scores were strongly correlated with another proficiency measure for the present HL sample (e.g., the Diploma de español como lengua extranjera or DELE), common-person equating suggested that the EIT and the DELE may measure different latent variables. Overall, the results provide evidence of the EIT’s utility as a proficiency assessment tool for research on HL learners, however, with limitations and the need for additional analyses discussed.

Conceptualizing L2 vocabulary knowledge: an empirical examination of the dimensionality of word knowledge

Beatriz González-Fernández, University of Sheffield, UK

Abstract The multidimensional conceptualization of vocabulary knowledge has been extraordinarily influential in lexical research. Yet, the few studies that have empirically explored the structure of word knowledge conflict regarding its multidimensionality. The present study examines the nature of L2 vocabulary knowledge by exploring how the hypothesized word-knowledge dimensions fit together across different L2 learner groups. A total of 314 EFL learners from two dissimilar L1 backgrounds (Chinese n = 170; Spanish n = 144) were assessed using eight vocabulary measures testing recognition and recall knowledge of form-meaning, collocations, multiple meanings, and derivatives. Confirmatory factor analysis (CFA) revealed that vocabulary knowledge behaves as a unidimensional construct for each learner group individually. Simultaneous multigroup CFA confirmed that this unidimensional model holds invariant across the two groups regardless of their distinct L1s. These findings provide empirical evidence for the unidimensionality of vocabulary knowledge in a second language, indicating the need to refine the conceptualization of the construct.

P-curving as a safeguard against P-hacking in SLA research: a case study

Seth Lindstromberg, Hilderstone College

Abstract It is important to be able to identify research results likely to have been arrived at by means of “p-hacking,” a common term for research and reporting practices (such as the selective reporting of results) that are biased toward finding p < α. This paper discusses and demonstrates “p-curving,” a means of checking a set of primary studies within a specific research stream for signs of p-hacking. A salient feature of p-curving is that it is based entirely on significant p-values. Because of the potential usefulness of p-curving and because it has been little used by SLA researchers, a case study illustrates the construction and analysis of a p-curve as a complement to meta-analysis. The focal p-curve in this study relates to published (quasi)experimental studies that addressed the research hypothesis that for low and middle proficiency learners L1 glosses facilitate vocabulary learning during reading better than L2 glosses do.

L2 learners’ adaptation to an L2 structure that is different from L1: priming of an English causative structure in Korean learners

Heeju Hwang, The University of Hong Kong

Abstract The present study investigates how L2 learners adapt their production preferences following immediate and cumulative experience with a syntactic structure when an L2 structure differs from an L1 structure in terms of verb subcategorization frame and argument structure. Korean learners of English described causative events in English in a picture-matching game. The meaning of a causative sentence in English (e.g., Jen had her computer fixed) is expressed with an active transitive sentence in Korean (e.g., Jen-NOM computer-ACC fixed). The results demonstrated that both immediate and cumulative experience with a causative structure increased the likelihood of producing grammatical causative descriptions (e.g., Jen had her computer fixed), while decreasing the production of ungrammatical active transitive descriptions (e.g., Jen fixed her computer). The findings provide novel evidence that an implicit learning mechanism is involved in L2 learners’ processing and learning of an L2 structure that is different from L1.

The impact of orthography on lexical access: the case of capitalization and word category information in L1 and L2 German

Andreas Opitz, Universität Leipzig

Denisa Bordag, Universität Leipzig and University of Haifa

Abstract Previous research has shown that orthographic marking may have a function beyond identifying orthographic word forms. In two visual priming experiments with native speakers and advanced learners of German (Czech natives) we tested the hypothesis that orthography can convey word-class cues comparable to morphological marking. We examined the effect of initial letter capitalization of nouns (a specific property of German orthography) on the processing of five homonymous and grammatically ambiguous forms. Both populations showed the same pattern of results: deverbal nouns (conversions) patterned together with countable nouns while in a previous study (with eliminated orthographic word-class cues) they patterned together with infinitives. Together, findings suggest that orthographic cues can trigger word-class-specific lexical retrieval/access. They also suggest a lexical entry structure in which conversion nouns, infinitives, and inflected verbal forms share a category-neutral parent node and that specified subnodes are accessed only when specifying cues are available and/or necessary for processing.

Mapping research on L2 pronunciation: A bibliometric analysis

Yusuf Demir, Selcuk University, Konya, Turkey

Galip Kartal, Necmettin Erbakan University, Konya, Turkey

Abstract This study reports on a bibliometric mapping analysis of L2 pronunciation research. Analyses on 629 articles published between 1977 and 2020 in 15 prestigious SSCI-indexed applied linguistics journals identified significant research themes and trends, influential authors, documents, and publication sources. The results of the analyses of citation impact, cocitation, and research trends provide valuable insights into understanding the dynamics, evolution patterns, and the intellectual background of L2 pronunciation research, thereby guiding future research and practice.

Examining rater perception of holds as a visual cue of listener nonunderstanding

Kim McDonough, Concordia University, Montreal, Canada

Rachael Lindberg, Concordia University, Montreal, Canada

Pavel Trofimovic, Concordia University, Montreal, Canada

Abstract This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment.

Discriminability and prototypicality of nonnative vowels

Yasuaki Shinohara, Faculty of Commerce, Waseda University, Tokyo, Japan

Chao Han, Department of Linguistics and Cognitive Science, University of Delaware, DE, United States

Arild Hestvik, Department of Linguistics and Cognitive Science, University of Delaware, DE, United States

Abstract Discriminability and prototypicality of nonnative vowels, by Yasuaki Shinohara, Chao Han, Arild Hestvik, Pages 1260-1278.

This study examined how discriminability and prototypicality of nonnative phones modulate the amplitude of the Mismatch Negativity (MMN) event-related brain potential. We hypothesized that if a frequently occurring (standard) stimulus is not prototypical to a listener, a weaker predictive memory trace will be formed and a smaller MMN will be generated for a phonetic deviant, regardless of the discriminability between the standard and deviant stimuli. The MMN amplitudes of Japanese speakers hearing the English vowels /æ/ and /ɑ/ as standard stimuli and /ʌ/ as a deviant stimulus in an oddball paradigm were measured. Although the English /æ/-/ʌ/ contrast was more discriminable than the English /ɑ/-/ʌ/ contrast for Japanese speakers, when Japanese speakers heard the /æ/ standard stimulus (i.e., less prototypical as Japanese /a/) and the /ʌ/ deviant stimulus, their MMN amplitude was smaller than the one elicited when they heard /ɑ/ as a standard stimulus (i.e., more prototypical as Japanese /a/) and /ʌ/ as a deviant stimulus. The prototypicality of the standard stimuli in listeners’ phonological representations modulates the MMN amplitude more robustly than does the discriminability between standard and deviant stimuli.

Involvement load hypothesis plus: Creating an improved predictive model of incidental vocabulary learning

Akifumi Yanagisawa, Tokyo University of Science

Stuart Webb, University of Western Ontario

Abstract The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following previous findings, we investigated whether the prediction of the ILH improved by (a) examining the influence of each level of individual ILH components (need, search, and evaluation), (b) adopting optimal operationalization of the ILH components and test format grouping, and (c) including other empirically motivated variables. Results showed that the resulting models explained a greater variance in learning gains. Based on the models, we created incidental vocabulary learning formulas. Using these formulas, one can calculate the effectiveness index of activities to predict their relative effectiveness more accurately on incidental vocabulary learning.

Double-number marking matters for both L1 and L2 processing of nonlocal agreement similarly: An ERP investigation

Yesi Cheng, University of Reading, UK

Ian Cunnings, University of Reading, UK

David Miller, University of Illinois at Chicago, USA

Jason Rothman, UiT, The Arctic University of Norway, Norway, and Universidad Nebrija, Spain

Abstract The present study uses event-related potentials (ERPs) to examine nonlocal agreement processing between native (L1) English speakers and Chinese–English second language (L2) learners, whose L1 lacks number agreement. We manipulated number marking with determiners (the vs. that/these) to see how determiner-specification influences both native and nonnative processing downstream for verbal number agreement. Behavioral and ERP results suggest both groups detected nonlocal agreement violations, indexed by a P600 effect. Moreover, the manipulation of determiner-number specification revealed a facilitation effect across the board in both grammaticality judgment and ERP responses for both groups: increased judgment accuracy and a larger P600 effect amplitude for sentences containing violations with demonstratives rather than bare determiners. Contrary to some claims regarding the potential for nonnative processing, the present data suggest that L1 and L2 speakers show similar ERP responses when processing agreement, even when the L1 lacks the relevant distinction.

Learning English in today’s global world: A comparative study of at home, Anglophone, and lingua franca study abroad

Zeynep Köylü, Department of English, University of Basel, Basel, Switzerland

Nicole Tracy-Ventura, Department of World Languages, Literatures, and Linguistics, West Virginia University, WV, USA

Abstract In comparative studies focusing on context of learning, the main contexts under investigation have been study abroad (SA), at-home formal instruction (AH), and domestic immersion (IM). With the global status of English and its burgeoning popularity as a medium of instruction in countries where English only holds the status of a lingua franca, a new SA context has emerged. This study compares the L2 learning of English in this new English as a lingua franca study abroad (ELFSA) context to Anglophone SA and AH in terms of oral and written complexity, accuracy, and fluency gains. Participants’ perceptions of contextual differences concerning the amount of language contact, use, development, and their views toward English are also explored qualitatively. Apart from indicating equal development on most CAF measures after a semester, the qualitative findings highlight ELFSA as providing a low-anxiety atmosphere that helps sojourners gain ownership of English. Thus, ELFSA emerges as an appealing study abroad context for future sojourners.

Language experience and bilingual children’s heritage language learning

He Sun, National Institute of Education, Nanyang Technological University, Singapore

Nicolette Waschl, National Institute of Education, Nanyang Technological University, Singapore

Roodra Veera, National Institute of Education, Nanyang Technological University, Singapore

Abstract Both language input and output are important to child language learners’ heritage language development. Nevertheless, existing studies mainly focus on language input, leaving the significance of language output underexplored. The current study assessed 201 kindergarteners’ Mandarin skills (i.e., receptive vocabulary, receptive grammar, and verbal fluency) in Singapore, and investigated the influence of children’s Mandarin experience, and specifically output, on these Mandarin skills. The results based on multilevel models reveal that children’s Mandarin experience plays a crucial role in the three Mandarin skills, after controlling for children’s gender, language aptitude, and English proficiency. Specifically, children’s onset age of Mandarin speaking and the number of places where they used Mandarin alone significantly predict all the Mandarin skills.

Select prediction and error-based learning in L2 processing and acquisition: A conceptual review

Giulia Bovolenta, University of York

Emma Marsden, University of York

Abstract There is currently much interest in the role of prediction in language processing, both in L1 and L2. For language acquisition researchers, this has prompted debate on the role that predictive processing may play in both L1 and L2 language learning, if any. In this conceptual review, we explore the role of prediction and prediction error as a potential learning aid. We examine different proposed prediction mechanisms and the empirical evidence for them, alongside the factors constraining prediction for both L1 and L2 speakers. We then review the evidence on the role of prediction in learning languages. We report computational modeling that underpins a number of proposals on the role of prediction in L1 and L2 learning, then lay out the empirical evidence supporting the predictions made by modeling, from research into priming and adaptation. Finally, we point out the limitations of these mechanisms in both L1 and L2 speakers.

Are replication studies infrequent because of negative attitudes?: Insights from a survey of attitudes and practices in second language research

Kevin McManus, The Pennsylvania State University, University Park, PA, USA

Abstract Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infrequency of replication in our field, 354 researchers were surveyed about their attitudes toward replication and their practices conducting replication studies. Responses included worldwide participation from researchers with and without replication experience. Overall, replications were evaluated as relevant and valuable to the field. Claims that replication studies lack originality/innovation were not supported. However, dissemination issues were identified: half of published replication studies lacked explicit labeling and one quarter of completed replications were unpublished. Explicit labeling of replication studies and training in research methodology and dissemination can address this situation.

Effect size–driven sample-size planning, randomization, and multisite use in L2 instructed vocabulary acquisition experimental samples

Joseph P. Vitta, Kyushu University

Christopher Nicklin, Rikkyo University

Stuart McLea, Momoyama Gakuin University

Abstract In this focused methodological synthesis, the sample construction procedures of 110 second language (L2) instructed vocabulary interventions were assessed in relation to effect size–driven sample-size planning, randomization, and multisite usage. These three areas were investigated because inferential testing makes better generalizations when researchers consider them during the sample construction process. Only nine reports used effect sizes to plan or justify sample sizes in any fashion, with only one engaging in an a priori power procedure referencing vocabulary-centric effect sizes from previous research. Randomized assignment was observed in 56% of the reports while no report involved randomized sampling. Approximately 15% of the samples observed were constructed from multiple sites and none of these empirically investigated the effect of site clustering. Leveraging the synthesized findings, we conclude by offering suggestions for future L2 instructed vocabulary researchers to consider a priori effect size–driven sample planning processes, randomization, and multisite usage when constructing samples.

L2 grit: A longitudinal confirmatory factor analysis-curve of factors model

Majid Elahi Shirvan, University of Bojnord

Tahereh Taherian, Yazd University

Elham Yazdanmehr, Attar Institute of Higher Education, Iran

Abstract Given the longitudinal nature of L2 grit, the use of conventional research methodologies with cross-sectional data to examine the validity of L2 grit scale seems inadequate. The present research was an attempt to extend the domain-specific phase of research on L2 grit, with the pursuit of long-term goals at its core, into a dynamic one. Thus, we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to trace changes in L2 learners’ grit at different points of time in an EFL course. LCFA-CFM ensures measurement invariance over time, deals with second-order latent variables, takes into account measurement errors, and is capable of assessing interindividual differences. With this in mind, we, first, employed LCFA to test the factor invariance of L2 grit based on a bifactor CFA model over time and, second, used CFM to measure change of L2 grit during an L2 course. To do so, we collected data from 437 adult EFL learners in Iran in four time phases using the L2 grit scale and analyzed them using Mplus 7.4. The model fit was accepted and invariance of the latent factor of L2 grit was confirmed over time. Also, the negative covariance between initial level of L2 grit and its rate of change over time (second-order latent variables) suggested a steeper increase in the construct over time for learners with lower initial scores of the construct. That is, L2 learners who started at a higher level of L2 grit experienced less change in L2 grit over time. The LCFA-CFM ensured that the factor structure of L2 grit is invariant over time and provided insights into how L2 grit changes over an L2 course.

Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion

Abdullah Alamer, Imam Mohammad Ibn Saud Islamic University, Saudi Arabia and King Faisal University, Saudi Arabia

Herbert Marsh, Australian Catholic University, Sydney, Australia

Abstract This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another sample of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA.

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.

《二语习得研究》是一本国际性参考期刊，致力于对非母语和传统语言的习得或使用进行科学讨论。每卷（五期）除了包括关于当前理论问题的论文外，还包含定量、定性或混合方法性质的研究文章。其他专栏包括复制研究、批判性评论、学术现状、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官网

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