刊讯｜SSCI 期刊 《语言学习》2023年第1期

LANGUAGE LEARNING 

Volume 73, Issue 1, March 2023

Language Learning（SSCI一区，2021 IF：5.24）2023年第1期共发文9篇，其中实证研究8篇，方法类文章1篇。研究论文涉及听力理解预测因素、词汇暴露频率、二语单词语音重音与可理解性、认知语言技能和外语口音等方面。欢迎转发扩散！

往期推荐：

目录

Empirical Study

■ Longitudinal Predictors of Listening Comprehension in Bilingual Primary School-Aged Children, by Alessandra Valentini & Ludovica Serratrice, Pages 5-46.

■ Figurativeness Matters in the Second Language Processing of Collocations: Evidence From a Self-Paced Reading Experiment, by Jinfang Shi, Gang Peng & Dechao Li, Pages 47-83.

■ Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words, by Takumi Uchihara, Stuart Webb, Kazuya Saito & Pavel Trofimovich, Pages 84-125.

■ Cognitive–Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners, by Dora Jue Pan & Dan Lin, Pages 126-160.

Methods Showcase Article

■ Calculating the Relative Importance of Multiple Regression Predictor Variables Using Dominance Analysis and Random Forests, by Atsushi Mizumoto, Pages 161-196.

Empirical Study

■ Spot It and Learn It! Word Learning in Virtual Peer-Group Interactions Using a Novel Paradigm for School-Aged Children, by Helena Levy & Adriana Hanulíková, Pages 197-230.

■ Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation, by Marion Coumel ,Ema Ushioda &  Katherine Messenger, Pages 231-265.

■ Investigating First and Second Language Speaker Intuitions of Phrasal Frequency and Association Strength of Multiword Sequences, by Wei Yi, Kaiwen Man & Ryo Maie, Pages 266-300.

■ To What Extent Do Learner- and Word-Related Variables Affect Production of Derivatives? by Emi Iwaizumi & Stuart Webb, Pages 301-336.

摘要

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School-Aged Children

Alessandra Valentini, School of Psychology and Clinical Language Sciences, University of Reading & School of Psychology, University of Surrey & School of Human Sciences, University of Greenwich

Ludovica Serratrice, School of Psychology and Clinical Language Sciences, University of Reading & Department of Language and Culture, UiT the Arctic University of Norway

Abstract Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less is known about predictors of listening comprehension in bilingual children and about the role of language input. This study presents longitudinal data on predictors of English listening comprehension in 100 bilingual children between the ages of 5;8 and 6;8 years. The children were tested three times on their literal and inferential comprehension of stories. Vocabulary, morphosyntax, attention, and memory were included as predictors of listening comprehension alongside a measure of English input. The children showed growth over time in both literal questions and global inference questions, with performance on local inferences remaining stable over time. Vocabulary depth and morphological knowledge explained listening comprehension abilities in all types of questions, but not their initial morphological and vocabulary depth skills. English input had a mediated effect on listening comprehension via morphological knowledge and vocabulary depth, but no direct effect.

Key words listening comprehension; bilingualism; language acquisition

Figurativeness Matters in the Second Language Processing of Collocations: Evidence From a Self-Paced Reading Experiment

Jinfang Shi, East China Jiaotong University

Gang Peng, Research Centre for Language，Cognition Neuroscience, Department of Chinese and Bilingual Studies，The Hong Kong Polytechnic University

Dechao Li, Department of Chinese and Bilingual Studies，The Hong Kong Polytechnic University

Abstract This study reports on a self-paced reading experiment exploring whether the figurativeness of collocations affects L2 processing of collocations. The participants were 40 English native speakers and 44 Chinese-speaking English foreign language learners (including doctoral, postgraduate, and undergraduate students). To ensure that the effect emerged from the figurativeness of collocations rather than other item-related confounds, this study added a literal–literal comparison (e.g., choose a career vs. choose a house) as a control to the experimental figurative–literal comparison (e.g., build a career vs. build a house). Results showed that L2 speakers processed figurative collocations more slowly than literal collocation controls but native speakers did not. Importantly, this processing cost for figurative collocations in L2 speakers varied by L2 proficiency but not phrase familiarity. We discuss the results in terms of the dualroute model of formulaic and novel language processing and also incorporate them into the literal salience model of bilingual figurative processing.

Key words figurativeness effect; L2 collocational processing; self-paced reading; English foreign language learners

Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words

Takumi Uchihara, Waseda University 

Stuart Webb, University of Western Ontario

Kazuya Saito, University College London

Pavel Trofimovich, Concordia University 

Abstract The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatment. The elicited speech samples were evaluated for two aspects of spoken vocabulary knowledge: pronunciation (accentedness and comprehensibility) and form–meaning connection (spoken form recall). Results showed that (a) the number of exposures positively affected measures of form–meaning connection and pronunciation immediately after the treatment, and (b) cognateness moderated how strongly repetition impacted the pronunciation of L2 words. Moderate learning gains occurred for comprehensibility after six exposures to new words. However, with six exposures, only small effects of repetition were observed for accentedness.

Key words frequency; vocabulary learning; pronunciation learning; accentedness; comprehensibility

Cognitive–Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners

Dora Jue Pan, The Chinese University of Hong Kong, Shenzhen & The Education University of Hong Kong, Hong Kong

Dan Lin, The Education University of Hong Kong, Hong Kong

Abstract In this study, we investigated the direct and indirect associations of different cognitive–linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children’s nonverbal IQ, cognitive–linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations between all variables and reading comprehension. Further path analysis results indicated that rapid automatized naming, orthographic knowledge, and morphological awareness contributed to reading comprehension via word reading. Nonverbal IQ and vocabulary knowledge were associated with reading comprehension through listening comprehension. Beyond that, nonverbal IQ and morphological awareness still contributed directly to reading comprehension. Overall, our findings elucidated the importance of nonverbal IQ and cognitive–linguistic skills within the framework of the simple view of reading in Chinese and highlighted the unique roles of nonverbal IQ and meaning-related skills in Chinese reading comprehension, which contributed to understanding the simple view of reading in Chinese.

Key words reading comprehension; Hong Kong; kindergartener; linguistic skills; Chinese; IQ; vocabulary; orthography; morphological awareness

Calculating the Relative Importance of Multiple Regression Predictor Variables Using Dominance Analysis and Random Forests

Atsushi Mizumoto, Kansai University

Abstract Researchers often make claims regarding the importance of predictor variables in multiple regression analysis by comparing standardized regression coefficients (standardized beta coefficients). This practice has been criticized as a misuse of multiple regression analysis. As a remedy, I highlight the use of dominance analysis and random forests, a machine learning technique, in this method showcase article for accurately determining predictor importance in multiple regression analysis. To demonstrate the utility of dominance analysis and random forests, I reproduced the results of an empirical study and applied these analytical procedures. The results reconfirmed that multiple regression analysis should always be accompanied by dominance analysis and random forests to identify the unique contribution of individual predictors while considering correlations among predictors. I also introduce a web application for facilitating the use of dominance analysis and random forests among second language researchers.

Key words multiple regression analysis; predictor importance; relative importance; dominance analysis; random forests

Spot It and Learn It! Word Learning in Virtual Peer-Group Interactions Using a Novel Paradigm for School-Aged Children

Helena Levy, University of Freiburg

Adriana Hanulíková, University of Freiburg

Abstract We use a novel paradigm to examine the effect of language exposure and variable input on the acquisition of words in primary school–aged children. Children growing up with different languages and foreign or regional accents in their input might benefit from their experience with variability when learning new words from peers with unfamiliar accents. We ask to what extent language and accent experience helps monolingual and bilingual children learn new words in the context of accent variability. Children (aged 7–11 years) played a computerized card game with virtual peers that resembles natural advanced lexical acquisition, during which new words are learned from child speakers and are produced actively in peer-group interactions. Successful word learning was predicted by the amount of input in regional and foreign accents but not by exposure to other languages (i.e., bilingualism). We discuss how accent experience affects word learning under variable input conditions.

Key words word learning; school-aged children; bilingualism; regional varieties; foreign accents; input variation

Investigating First and Second Language Speaker Intuitions of Phrasal Frequency and Association Strength of Multiword Sequences

Wei Yi, Peking University

Kaiwen Man, University of Alabama

Ryo Maie, Michigan State University

Abstract In this study, we investigated the accuracy of first language (L1) and second language (L2) speakers’ intuitive judgments of phrasal frequency and collocation strength, and examined the linguistic influences that give rise to these judgments. L1 and L2 speakers of English judged 180 adjective–noun collocations as (a) high frequency, medium frequency, or low frequency and (b) high association, medium association, or low association. Results showed that neither L1 nor L2 speakers demonstrated accurate intuitive judgments of phrasal frequency and association strength. Both groups of participants employed linguistic information at phrase and single-word levels when giving intuitive statistical estimates. We found judgments of phrasal frequency and association strength to be intertwined for both L1 and L2 speakers. Taken together, these findings shed new insight on understanding language users’ statistical knowledge of multiword sequences.

Key words phrasal frequency; association strength; collocations; multiword expressions; statistical intuition

Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation

Marion Coumel, University of York

Ema Ushioda, University of Warwick

Katherine Messenger, University of Warwick

Abstract We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate priming (producing passives immediately after exposure to passives) and short- and long-term learning (producing more passives in immediate and 1-week delayed posttests relative to pretests). Both groups showed immediate priming and short- and long-term learning, although L2 speakers produced more passives with immediate priming and showed greater long-term learning. Learning was unaffected by modality, but immediate priming was greatest in the listening-to-writing condition across groups. Individual differences in attention and motivation did not influence priming or learning. Thus, syntactic priming fosters long-term L2 learning regardless of input modality, but participants may be sensitive to the frequency of passives in spoken versus written language during immediate priming.

Key words syntactic priming; second language; language learning; modality; attention; motivation

To What Extent Do Learner- and Word-Related Variables Affect Production of Derivatives?

Emi Iwaizumi, University of Western Ontario 

Stuart Webb, University of Western Ontario

Abstract This study explores the effects of receptive derivational affix knowledge, derivative frequency, part of speech, and vocabulary breadth on production of derivatives. Twenty-one speakers of English as a first language and 107 learners of English as a second language were asked to produce derivatives for 90 prompt words on a decontextualized derivative form-recall test. Results indicated that (a) increased receptive derivational affix knowledge and derivative frequency were linked to greater accuracy in production of derivatives, (b) adverb derivatives were more frequently produced compared to other parts of speech, and (c) learners’ vocabulary breadth was associated with greater accuracy in producing derivatives. Results also indicated a larger facilitative effect of derivative frequency for second language learners in comparison to first language speakers, but this effect diminished as vocabulary breadth increased. These findings suggest that learners may initially acquire derivatives on a case-by-case basis but, as their knowledge of derivational affixes and vocabulary breadth increases, they may acquire derivatives more systematically.

Key words derivatives; productive knowledge; receptive knowledge; item-based learning; system-based learning; lexical storage; decomposition; frequency; morphology

期刊简介

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

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

官网地址：

https://onlinelibrary.wiley.com/journal/14679922

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