刊讯｜SSCI 期刊《语言学习》2023年第3期

LANGUAGE LEARNING

Volume 73, Issue 3, September 2023

Language Learning（SSCI一区，2022 IF：4.4，排名：8/194）2023年第3期共发文9篇，其中研究性论文7篇，注册报告1篇，方法类文章1篇。研究论文涉及二语习得研究、二语教学研究、手语学习、词汇习得、内隐学习研究等方面。欢迎转发扩散！

往期推荐：

目录

Empirical Study

■The Influence of Prior Linguistic Knowledge on Second Language Semantic Implicit Learning: Evidence from Cantonese–English Bilinguals, by Dave Kenneth Tayao Cayado, Ricky K. W. Chan, Pages 657-682.

■Boosting Bilingual Metalinguistic Awareness Under Dual Language Activation: Some Implications for Bilingual Education, by Jacopo Torregrossa, Sonja Eisenbeiß,  Christiane Bongartz, Pages 683-722.

■Implicit Learning in Production: Productive Generalization of New Form–Meaning Connections in the Absence of Awareness, by Giulia Bovolenta, John N. Williams, Pages 723-758.

■Examining Second Language Listening and Metacognitive Awareness: A Meta-Analytic Structural Equation Modeling Approach, by Yo In'nami, Mike W.-L. Cheung, Rie Koizumi,  Matthew P. Wallace, Pages 759-798.

Registered Report

■Costs and Benefits of Spacing for Second Language Vocabulary Learning: Does Relearning Override the Positive and Negative Effects of Spacing? by Tatsuya Nakata,  Yuichi Suzuki, Xuehong (Stella) He, Pages 799-834.

Empirical Study

■The More the Merrier? On the Influence of Indexical Variability on Second Language Vocabulary Learning, by Marc Gimeno-Martínez, Rebeca Sánchez, Cristina Baus, Pages 835-868.

Methods Showcase Article

■The Lang-Track-App: Open-Source Tools for Implementing the Experience Sampling Method in Second Language Acquisition Research, by Henriette L. Arndt, Jonas Granfeldt, Marianne Gullberg, Pages 869-903.

Empirical Study

■Possessive Processing in Bilingual Comprehension, by Sol Lago, Kate Stone, Elise Oltrogge, João Veríssimo, Pages 904-941.

■CLASSIC Utterance Boundary: A Chunking-Based Model of Early Naturalistic Word Segmentation, by Francesco Cabiddu , Lewis Bott, Gary Jones, Chiara Gambi, Pages 942-975.

摘要

The Influence of Prior Linguistic Knowledge on Second Language Semantic Implicit Learning: Evidence from Cantonese–English Bilinguals

Dave Kenneth Tayao Cayado, Department of Linguistics, Queen Mary University of London, London, United

Ricky K. W. Chan, University of Hong Kong

Abstract Previous studies have shown that prior linguistic knowledge affects semantic implicit learning when stimuli are presented in the first language. We report an experiment that investigated whether such crosslinguistic influence from the first language would still emerge in the second language for semantic implicit learning of novel articles and fire/water semantic category mappings, a semantic distinction that is explicitly marked by semantic radicals in Chinese but not in English and a type of form–meaning connections that has not been investigated. We found that 30 Cantonese–English bilinguals and 30 native English speakers learned the target form–meaning connections and that the knowledge that they developed may have been implicit, as shown through post-experiment verbal reports. Moreover, the bilingual group was significantly faster than the English group in distinguishing fire/water English nouns. These findings extend the range of semantic-based regularities that can be learned at the implicit level and suggest that the markings of fire/water distinctions in Chinese affect second language task performance.

Key words implicit learning, crosslinguistic effects, form–meaning connections, second language acquisition, semantic category

Boosting Bilingual Metalinguistic Awareness Under Dual Language Activation: Some Implications for Bilingual Education

Jacopo Torregrossa,  Institute for Romance Languages and Literatures, IG 6.157, Goethe University, Frankfurt, 60629 Frankfurt am Main, Germany

Sonja Eisenbeiß,  University of Cologne

Christiane Bongartz, University of Cologne

AbstractMost studies on bilingual children's metalinguistic awareness assess metalinguistic awareness using monolingual tasks. This may not reflect how a bilingual's languages dynamically interact with each other in creating metalinguistic representations. We tested 33 Greek–Italian bilingual children (8–11 years) for metalinguistic awareness using acceptability-rating tasks in which they had to judge and explain grammatical errors. The tasks were in monolingual and bilingual modes in order to show how far metalinguistic awareness in Italian benefited from the activation of Greek. The participants exhibited better metalinguistic awareness abilities in Italian in the bilingual acceptability-rating task in which Greek was activated. The benefits of the bilingual mode were visible in the judgment and explanation of errors and were modulated by syntactic processing abilities in Italian, length of exposure to Italian, type of structure, and age. The results show that metalinguistic awareness can be shared across languages. We discuss the pedagogical implications of our findings.

Key words bilingual, metalinguistic awareness, syntactic awareness, syntactic processing, grammaticality judgment, error explanation, biliteracy

Implicit Learning in Production: Productive Generalization of New Form–Meaning Connections in the Absence of Awareness

Giulia Bovolenta, Department of Education, University of York, Heslington YO10 5DD, United Kingdom

John N. Williams, University of Cambridge

AbstractSecond language implicit learning research has shown that a variety of linguistic features can be acquired without awareness. However, this research overwhelmingly uses comprehension tests to measure implicit learning. It remains unclear whether newly acquired implicit knowledge can also be recruited for production. To address this question, we developed a novel paradigm based on elicited recall and false memory that was used to both train participants and test their implicit knowledge in production, including generating new instances of the rule. Participants learned a semiartificial language containing a rule based on one in a natural language (the alternation between Czech spatial prepositions v and na). Participants who remained unaware of the rule, as assessed by verbal report, nevertheless were able to use it in a production test involving novel items, while believing that they were performing a cued recall test. Even without extensive training, newly acquired implicit knowledge can immediately be evident in production.

Key words implicit learning, language, production, elicited recall, false memory

Examining Second Language Listening and Metacognitive Awareness: A Meta-Analytic Structural Equation Modeling Approach

Yo In'nami, Division of English Language Education, Faculty of Science and Engineering, Chuo University, 1-13-27 Kasuga, Bunkyo-ku, Tokyo 112–8551, Japan

Mike W.-L. Cheung,  National University of Singapore

Rie Koizumi,  Seisen University

Matthew P. Wallace, University of Macau

Abstract Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta-analytic structural equation modeling to synthesize 29 studies that provided Pearson's product-moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* = .306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness.

Key words metacognitive awareness, listening comprehension, meta-analytic structural equation modeling, listening questionnaire

Costs and Benefits of Spacing for Second Language Vocabulary Learning: Does Relearning Override the Positive and Negative Effects of Spacing?

Tatsuya Nakata, College of Intercultural Communication, Rikkyo University, 3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo 171–8501, Japan

Yuichi Suzuki,  Kanagawa University

Xuehong (Stella), Nagoya University of Commerce and Business

Abstract Research has suggested that long spacing (i.e., temporal intervals) within a training session facilitates second language vocabulary learning. Studies, however, have been limited to treatment that involved sessions for only initial learning but not subsequent relearning. Furthermore, most studies have investigated only the benefits of spacing without considering its potential costs (i.e., increased duration of the treatment). In our study, we examined the benefits and costs of within-session spacing for both initial learning and relearning. In this study, 170 Japanese-speaking university students learned 20 English–Japanese word pairs using one of the following four combinations of initial and relearning spacing: long–long, long–short, short–long, and short–short spacing. The results showed that introducing long spacing for both initial learning and relearning (long–long) led to better long-term retention and higher efficiency scores (i.e., number of words learned per trial) despite the increased duration of the treatment. These findings suggest that the benefits of long spacing outweigh its costs.

Key words vocabulary learning, spaced learning, relearning, lag effect, distributed practice, relearning override effect

The More the Merrier? On the Influence of Indexical Variability on Second Language Vocabulary Learning

Marc Gimeno-Martínez,  Universitat Pompeu Fabra

Rebeca Sánchez,  Universitat Pompeu Fabra

Cristina Baus, University of Barcelona, Department of Cognition, Development, and Educational Psychology, 08035, Barcelona, Spain

Abstract We investigated indexical variation as a variable that promotes second language (L2) vocabulary learning across language modalities. In three experiments, we presented Catalan Sign Language signs (Experiments 1a and 1b), pseudowords (Experiment 2), and English words (Experiment 3) to participants in three conditions that varied in the number of people who introduced these stimuli (one, three, or six people). We evaluated learning outcomes in two recall tasks: a picture-to-L2 naming task and a L2-to-L1 translation task. For the sign modality, indexical variation benefitted the immediate recall of signs in the translation task (Experiment 1a) and delayed recall after two weeks in the picture naming task (Experiment 1b). For the oral modality, we observed no effect when participants learned pseudowords (Experiment 2), but variability benefited recall in the translation task when participants learned English words (Experiment 3). We discuss these contrastive results, considering the influence of indexical variation in adult L2 sign and oral vocabulary learning.

Key words indexical variability, second language, sign learning, second modality learners, recall, translation, replication

The Lang-Track-App: Open-Source Tools for Implementing the Experience Sampling Method in Second Language Acquisition Research

Henriette L. Arndt, Lund University Humanities Lab, Box 201, Lund, 221 00, Sweden

Jonas Granfeldt,  Lund University

Marianne Gullberg, Lund University

Abstract This paper introduces the Lang-Track-App, a smartphone application and backend system to aid second language acquisition researchers in implementing the experience sampling method (ESM). Surveying research participants with the Lang-Track-App multiple times per day can yield exceptionally rich data that can be analyzed in multiple ways. This article explains the different Lang-Track-App components and describes workflows for both researchers and participants. To demonstrate the step-by-step implementation, we present a recent study of language use in study abroad as a test case in which we used the Lang-Track-App to collect ESM data about frequency and qualitative aspects of language use. A selection of findings from this study highlights the richness of ESM data and how they can be analyzed at various levels. Researchers wishing to use the Lang-Track-App to implement the ESM in their own research can access the full open-source code and documentation via GitHub (https://github.com/HumlabLu).

Key words experience sampling method, language exposure and use, research methods, study abroad, informal learning, language input

Possessive Processing in Bilingual Comprehension

Sol Lago, Goethe University Frankfurt, Norbert-Wollheim-Platz 1, 60629 Frankfurt am Main, Germany

Kate Stone,  University of Potsdam

Elise Oltrogge,  University of Potsdam

João Veríssimo, University of Lisbon

Abstract Second language (L2) learners make gender errors with possessive pronouns. In production, these errors are modulated by the gender match between the possessor and possessee noun. We examined whether this so-called match effect extends to L2 comprehension by attempting to replicate a recent study on gender predictions in first language (L1) German speakers (Stone, Veríssimo, et al., 2021). By comparing Spanish and English learners of L2 German whose languages have different possessive constraints, we were able to examine whether the match effect was modulated by the participants’ L1. A first experiment suggested that predictions and match effects were absent in setups with complex visual displays. A second experiment with simpler displays successfully elicited predictions and match effects, but their size was comparable in Spanish and English speakers, inconsistent with crosslinguistic influence. We interpret our results as evidence that processing difficulties with possessives result from memory interference that impacts both L1 and L2 comprehenders.

Key words prediction, gender agreement, crosslinguistic influence, sentence processing, visual world eye-tracking, German

CLASSIC Utterance Boundary: A Chunking-Based Model of Early Naturalistic Word Segmentation

Francesco Cabiddu, School of Psychology, Cardiff University, 70 Park Place, Cardiff, CF10 3AT, United Kingdom

Lewis Bott,  Cardiff University

Gary Jones,  Nottingham Trent University

Chiara Gambi, Cardiff University, University of Warwick

Abstract Word segmentation is a crucial step in children's vocabulary learning. While computational models of word segmentation can capture infants’ performance in small-scale artificial tasks, the examination of early word segmentation in naturalistic settings has been limited by the lack of measures that can relate models’ performance to developmental data. Here, we extended CLASSIC (Chunking Lexical and Sublexical Sequences in Children; Jones et al., 2021), a corpus-trained chunking model that can simulate several memory and phonological and vocabulary learning phenomena to allow it to perform word segmentation using utterance boundary information, and we have named this extended version CLASSIC utterance boundary (CLASSIC-UB). Further, we compared our model to the performance of children on a wide range of new measures, capitalizing on the link between word segmentation and vocabulary learning abilities. We showed that the combination of chunking and utterance-boundary information used by CLASSIC utterance boundary allowed a better prediction of English-learning children's output vocabulary than did other models.

Key words computational modeling, CLASSIC, chunking, language learning, transitional probability, word segmentation

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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