刊讯｜SSCI 期刊《语言学习》2024年第S1和1-2期

LANGUAGE LEARNING

Volume 74, Issue 1-S1

LANGUAGE LEARNING （SSCI一区，2023 IF：3.5，排名：14/194）2024年第S1和1-2期共发文24篇。研究论文涉及社会心理个体差异、错误纠正机制、阅读过程、动词标记错误、非母语词汇编码、时态概念、语法习得、认知神经语言、味觉感知、色彩感知、空间隐喻、多语习得、内隐学习等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《语言学习》2023年第4期

刊讯｜SSCI 期刊《语言学习》2023年第3期

刊讯｜SSCI 期刊 《语言学习》2023年第2期

目录

ARTICLES

ISSUE 1

Empirical Study

■ Cognitive and Sociopsychological Individual Differences, Experience, and Naturalistic Second Language Speech Learning: A Longitudinal Study, Hui Sun, Kazuya Saito, Jean-Marc Dewaele, Pages:5-40

■ Error-Correction Mechanisms in Language Learning: Modeling Individuals, Adnane Ez-zizi, Dagmar Divjak, Petar Milin, Pages:41-77

■ Previewing Novel Words Before Reading Affects Their Processing During Reading: An Eye-Movement Study With First and Second Language Readers, Irina Elgort, Ross van de Wetering, Tara Arrow, Elisabeth Beyersmann, Pages:78-110

■ MOSAIC+: A Crosslinguistic Model of Verb-Marking Errors in Typically Developing Children and Children With Developmental Language Disorder, Daniel Freudenthal, Fernand Gobet, Julian M. Pine, Pages:111-145

■ The Influence of Native Phonology, Allophony, and Phonotactics on Nonnative Lexical Encoding: A Vocabulary Training Study, Qi Zheng, Kira Gor, Pages:146-183

■ Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense, Yang Li, Aina Casaponsa, Manon Jones, Guillaume Thierry, Pages:184-217

■ Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition, Jonathan Serfaty, Raquel Serrano, Pages:218-248

■ Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project, Noam Siegelman, Irina Elgort, Marc Brysbaert, Niket Agrawal, Pages:249-294

ISSUE S1

Empirical Study

■ Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perceptionby, Emanuel Bylund, Steven Samuel, Panos Athanasopoulos, Pages:20-39

■ Active Language Modulates Color Perception in Bilingualsby, Akvile Sinkeviciute, Julien Mayor, Mila Dimitrova Vulchanova,Natalia Kartushina,Pages:40-71

■ The Effect of COVID-Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space-Time Mappingsby, Panos Athanasopoulos, Rui Su, Pages:72-103

■ Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Languageby, Norbert Vanek, Haoruo Zhang, Pages:104-135

■ Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languagesby, Aina Casaponsa, M. Acebo García-Guerrero, Alejandro Martínez,Natalia Ojeda,Pages:136-156

■ Transient and Long-Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidationby, Martin Maier, Rasha Abdel Rahman, Pages:157-184

■ Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event-Related Potential Studyby, Yuyan Xue, John Williams, Pages:185-223

■ Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilingualsby, Yu Fen Wei, Wen Wen Yang, Gary Oppenheim,Jie Hui Hu,Pages:224-257

■ Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networksby, Fynn R. Dobler, Malte R. Henningsen-Schomers, Friedemann Pulvermüller,Pages:258-295

ISSUE S2

Empirical Study

■Lexically Independent Structural Priming in Second Language Online Sentence Comprehension, by Hang Wei, Julie E. Boland, Chi Zhang, Anlin Yang, and Fang Yuan, Pages 299-331.

■Phonetic and Lexical Crosslinguistic Influence in Early Spanish–Basque–English Trilinguals, by Antje Stoehr,Mina Jevtović,  Angela de Bruin, and Clara D. Martin, Pages 332-364.

■Benefits of Testing and Production for Learning Turkish As a New Language,by Maya C. Rose,  Patricia J. Brooks,  Arshia K. Lodhi, and Angela Cortez, Pages 365-401.

■The Role of Explicit Memory Across Second Language Syntactic Development: A Structural Priming Study,by Marion Coumel, Merel Muylle, Katherine Messenger, and Robert J. Hartsuiker, Pages 402-435.

■Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory,by Maki Kubota, Jorge González Alonso, Merete Anderssen,  Isabel Nadine Jensen, Alicia Luque, Sergio Miguel Pereira Soares, Yanina Prystauka, Øystein A. Vangsnes, Jade Jørgen Sandstedt, and Jason Rothman, Pages 436-467.

Methodological Review

■Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review, by Adriana Weisleder,  Margaret Friend, Angeline Sin Mei Tsui, and Virginia A. Marchman, Pages 468-505.

Empirical Study

■Measuring Teenage Learners’ Automatized, Explicit, and/or Implicit Knowledge: A Question of Context?, by Alexandra Schurz, Pages 506-541.

摘要

Cognitive and Sociopsychological Individual Differences, Experience, and Naturalistic Second Language Speech Learning: A Longitudinal Study

Hui Sun, Cardiff University

Kazuya Saito, University College London

Jean-Marc Dewaele, Birkbeck, University of London

Abstract This study longitudinally examined the effects of cognitive and sociopsychological individual differences (aptitude, motivation, personality) and the quantity and quality of second language (L2) experience on L2 speech gains in naturalistic settings. We elicited L2 spontaneous speech from 50 Chinese learners of English at the beginning and the end of their first 4 months of study abroad. Then, we linked the participants’ gains in comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness) to their individual difference and experience profiles. The participants’ gains in comprehensibility were associated mainly with the amount of their interaction with fluent English speakers during immersion and secondarily with certain cognitive (grammatical inferencing) and sociopsychological (extraversion) individual differences. Furthermore, the amount of interactive L2 use mediated the effect of sociopsychological individual differences (extraversion and potentially ideal L2 self). In contrast, gains in accentedness tended to be less subject to experience effects but could be affected by certain pronunciation-related cognitive individual differences (phonemic coding).

Error-Correction Mechanisms in Language Learning: Modeling Individuals

Abstract Since its first adoption as a computational model for language learning, evidence has accumulated that Rescorla–Wagner error-correction learning (Rescorla & Wagner, 1972) captures several aspects of language processing. Whereas previous studies have provided general support for the Rescorla–Wagner rule by using it to explain the behavior of participants across a range of tasks, we focus on testing predictions generated by the model in a controlled natural language learning task and model the data at the level of the individual learner. By adjusting the parameters of the model to fit the trial-by-trial behavioral choices of participants, rather than fitting a one-for-all model using a single set of default parameters, we show that the model accurately captures participants’ choices, time latencies, and levels of response agreement. We also show that gender and working memory capacity affect the extent to which the Rescorla–Wagner model captures language learning.

Previewing Novel Words Before Reading Affects Their Processing During Reading: An Eye-Movement Study With First and Second Language Readers

Irina Elgort, Te Herenga Waka – Victoria University of Wellington

Ross van de Wetering, Te Herenga Waka – Victoria University of Wellington

Tara Arrow, Macquarie University

Elisabeth Beyersmann, Macquarie University

Abstract In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed before reading or reviewed after reading. Previewing significantly affected reading behavior on early and late eye-movement measures, and the patterns of change on the first three contextual encounters with the pseudowords differed for L1 and L2 readers. On the multiple-choice cloze posttest, encountering novel words in reading followed by definitions resulted in somewhat more accurate responses for L1 but not L2 participants. The learning condition did not affect the results of the meaning recall posttest. These findings contribute to a more nuanced understanding of the relationship between vocabulary support approaches and the reading behavior of L1 and L2 readers when they encounter unfamiliar words in texts.

MOSAIC+: A Crosslinguistic Model of Verb-Marking Errors in Typically Developing Children and Children With Developmental Language Disorder

Daniel Freudenthal, University of Liverpool

Fernand Gobet, London School of Economics and Political Science

Julian M. Pine, University of Liverpool

Abstract This study extended an existing crosslinguistic model of verb-marking errors in children's early multiword speech (MOSAIC) by adding a novel mechanism that defaults to the most frequent form of the verb where this accounts for a high proportion of forms in the input. Our simulations showed that the resulting model not only provides a better explanation of the data on typically developing children but also captures the crosslinguistic pattern of verb-marking error in children with developmental language disorder, including the tendency of English-speaking children to show higher rates of optional-infinitive errors and the tendency of Dutch-, German-, and Spanish-speaking children to show higher rates of agreement errors. The new version of MOSAIC thus provides a unified crosslinguistic model of the pattern of verb-marking errors in typically developing children and children with developmental language disorder.

The Influence of Native Phonology, Allophony, and Phonotactics on Nonnative Lexical Encoding: A Vocabulary Training Study

Qi Zheng, University of Maryland

Kira Gor, University of Maryland

Abstract Second language (L2) speakers often experience difficulties in learning words with L2-specific phonemes due to the unfaithful lexical encoding predicted by the fuzzy lexical representations hypothesis. Currently, there is limited understanding of how allophonic variation in the first language (L1) influences L2 phonological and lexical encoding. We report how the Mandarin Chinese L1 phonemic inventory and allophonic variation subject to phonotactic constraints predict phonological encoding problems for novel L2 English words with the /v/–/w/ contrast. L1 English and L1 Chinese participants speaking two varieties of Mandarin Chinese differing as to the presence of [ʋ]–[w] allophonic variation for the /w/ phoneme participated in a vocabulary learning task. The novel L2 words with the /v/–/w/ contrast were systematically less robustly encoded than the control words on the day of training and 24 hours later. The degree of fuzziness in lexical representations was jointly predicted by L1 allophonic variation subject to phonotactic constraints and L2 phonological categorization.

Chinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense

Yang Li, Bangor University, Solent University

Aina Casaponsa, Lancaster University

Manon Jones, Bangor University

Guillaume Thierry, Bangor University, Adam Mickiewicz University

Abstract Chinese learners of English often experience difficulty with English tense presumably because their native language is tenseless. We showed that this difficulty relates to their incomplete conceptual representations for tense rather than their poor grammatical rule knowledge. Participants made acceptability judgments on sentences describing two-event sequences that were either temporally plausible or misaligned according to verb tense (time clash). Both upper-intermediate Chinese learners of English and native English speakers were able to detect time clashes between events, showing that Chinese participants could apply tense rules explicitly. However, a predicted modulation of the N400 event-related brain potential elicited by time clashes in English-speaking participants was entirely absent in Chinese participants. In contrast, the same Chinese participants could semantically process time information when it was lexically conveyed in both languages. Thus, despite their mastery of English grammar, high-functioning Chinese learners of English failed to process the meaning of tense-conveyed temporal information in real time.

Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition

Jonathan Serfaty, University of Barcelona

Raquel Serrano, University of Barcelona

Abstract This study investigated how much practice is necessary for learners to attain durable second language (L2) grammar knowledge. Using digital flashcards, 119 participants practiced translating 12 sentences into an artificial language, followed by feedback, until they had typed all sentences correctly. Participants repeated this activity in one, two, three, or four relearning sessions on consecutive days. After a 14-day delay, all groups scored highly on a receptive test. However, scores on a productive test were substantially higher for groups with three or four relearning sessions. Accuracy tended to peak on the 3rd day of training. An analysis by individual training performance revealed that participants attained durable productive knowledge if they completed two sessions without errors, regardless of how many sessions they had performed in total. The findings provide a timeframe for processes described in skill retention theory (Kim et al., 2013) and suggest a performance benchmark to indicate when learners have gained procedural L2 grammar knowledge.

Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project

Noam Siegelman, The Hebrew University of Jerusalem

Irina Elgort, Victoria University of Wellington

Marc Brysbaert, Ghent University

Niket Agrawal, Indian Institute of Technology – Kanpur

Abstract 

An Introduction to the Cognitive Neuroscience of Language Embodiment and Relativity Special Issue of the Language Learning Cognitive Neuroscience Series

Emanuel Bylund, Stellenbosch University, Stockholm University

Steven Samuel, City University of London

Panos Athanasopoulos, Stellenbosch University， Lund University

Abstract 

Active Language Modulates Color Perception in Bilinguals

Akvile Sinkeviciute, Norwegian University of Science and Technology

Julien Mayor, University of Oslo

Mila Dimitrova Vulchanova, Norwegian University of Science and Technology

Natalia Kartushina, University of Oslo

Abstract Color terms divide the color spectrum differently across languages. Previous studies have reported that speakers of languages that have different words for light and dark blue (e.g., Russian siniy and goluboy) discriminate color chips sampled from these two linguistic categories faster than speakers of languages that use one basic color term for blue (e.g., English blue). This effect has been reported to be disrupted when participants engaged in a verbal interference task, suggesting that active language use can modulate the linguistic category effect. The current study provided a stringent test of this hypothesis by examining color discrimination under verbal interference in bilinguals speaking Lithuanian (two blue categories) and Norwegian (one blue category). The results revealed that the language activated during verbal interference had a significant impact on bilinguals’ color discrimination. Specifically, Lithuanian–Norwegian bilinguals exhibited a color category effect only when performing the task under verbal interference in Lithuanian but not in Norwegian. This demonstrated, within the same individuals, the momentary effect of active language processing on color perception.

The Effect of COVID-Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space-Time Mappings

Panos Athanasopoulos, Lund University, Stellenbosch University

Rui Su, Lancaster University

Abstract The temporal focus hypothesis (TFH) entails that individuals who value the past tend to conceptualize it in front, whereas individuals who value the future tend to map the future in front instead (de la Fuente et al., 2014). This varies as a function of culture, individual differences, and context. Here, we extend this line of inquiry by testing a contextual variable, namely COVID-19 quarantine status, and an individual differences variable, namely future precautionary behavior towards COVID-19. Contrary to what the TFH would predict, we show that participants map the future to a frontal position, regardless of individual attitudes and quarantine status. However, participants who displayed more future precautionary behavior were also more future-focused than participants who displayed less such behaviour, but this did not predict their front–back mappings of the future. These findings suggest that individual differences may be stronger determinants of temporal focus than contextual variables.

Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language

Norbert Vanek, University of Auckland, Charles University

Haoruo Zhang, University of Shanghai for Science and Technology

Abstract Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event-internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., breaking a wall), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1-specific encoding of ongoingness.

Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages

Aina Casaponsa, Lancaster University

M. Acebo García-Guerrero, University of Deusto

Alejandro Martínez, Valladolid University

Natalia Ojeda, University of Deusto

Guillaume Thierry, Bangor University

Panos Athanasopoulos, Lancaster University, Stellenbosch University

Abstract Taza in Spanish refers to cups and mugs in English, whereas glass refers to different glass types in Spanish: copa and vaso. It is still unclear whether such categorical distinctions induce early perceptual differences in speakers of different languages. In this study, for the first time, we report symmetrical effects of terminology on preattentive indices of categorical perception across languages. Native speakers of English or Spanish saw arrays of cups, mugs, copas, and vasos flashed in streams. Visual mismatch negativity, an implicit electrophysiological correlate of perceptual change in the peripheral visual field, was modulated for categorical contrasts marked in the participants’ native language but not for objects designated by the same label. Conversely, P3a, an index of attentional orienting, was modulated only for missing contrasts in the participants’ native language. Thus, whereas native labels influenced participants’ preattentive perceptual encoding of objects, nonverbally encoded dissociations reoriented their attention at a later processing stage.

Transient and Long-Term Linguistic Influences on Visual Perception: Shifting Brain Dynamics With Memory Consolidation

Martin Maier, Humboldt-Universität zu Berlin

Rasha Abdel Rahman, Humboldt-Universität zu Berlin

Abstract Linguistic categories can impact visual perception. For instance, learning that two objects have different names can enhance their discriminability. Previous studies have identified a typical pattern of categorical perception, characterized by faster discrimination of stimuli from different categories, a neural mismatch response during early visual processing (100–200 ms), and effects restricted to the right visual field. However, it remains unclear whether language affects perception online or through long-term changes to mental representations in memory. To address this, we tested the impact of newly learned object categories with and without memory consolidation during sleep. We replicated the canonical pattern of categorical perception for categories that underwent consolidation. Without consolidation, linguistic categories still influenced early visual processing but with distinct neural dynamics. Therefore, we found evidence of both transient and long-term effects of language on perception and conclude that memory consolidation plays a crucial role in shaping how linguistic categories modulate perception.

Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event-Related Potential Study

Yuyan Xue, University of Cambridge

John Williams, University of Cambridge

Abstract Can brief training on novel grammatical morphemes influence visual processing of nonlinguistic stimuli? If so, how deep is this effect? Here, an experimental group learned two novel morphemes highlighting the familiar concept of transitivity in sentences; a control group was exposed to the same input but with the novel morphemes used interchangeably. Subsequently, both groups performed two visual oddball tasks with nonlinguistic motion events. In the first (attentional) oddball task, relative to the control group, the experimental group showed decreased attention (P300) to infrequent changes in the morpheme-irrelevant dimension (shape) but not the morpheme-relevant dimension (motion transitivity); in the second (preattentive) oddball task, they showed enhanced preattentive responses (N1/visual mismatch negativity) to infrequent changes in motion transitivity but not shape. Our findings show that increasing attention to preexisting concepts in sentences through brief training on novel grammatical morphemes can influence both attentional and preattentive visual processing.

Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals

Yu Fen Wei, Bangor University

Wen Wen Yang, Bangor University

Gary Oppenheim, Bangor University

Jie Hui Hu, University of Electronic Science and Technology of China

Guillaume Thierry, Bangor University, Adam Mickiewicz University

Abstract Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words as being presented from above or below their sitting position. English bilinguals responded faster for congruent presentations of high-power words (presented above) but not for congruent presentations of low-power words (presented below) in both languages. Low-power words together also failed to modulate N400 amplitude or interact with language. However, follow-up analyses on high-power words showed congruency effects on N400 amplitude in Chinese but not in English. Finally, English controls showed no effect. This suggests that spatial embodiment differs across languages in bilinguals, but the roles of culture and proficiency require further research.

Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networks

Fynn R. Dobler, Freie Universität Berlin

Malte R. Henningsen-Schomers, Freie Universität Berlin

Friedemann Pulvermüller, Freie Universität Berlin

Abstract Concrete symbols (e.g., sun, run) can be learned in the context of objects and actions, thereby grounding their meaning in the world. However, it is controversial whether a comparable avenue to semantic learning exists for abstract symbols (e.g., democracy). When we simulated the putative brain mechanisms of conceptual/semantic grounding using brain-constrained deep neural networks, the learning of instances of concrete concepts outside of language contexts led to robust neural circuits generating substantial and prolonged activations. In contrast, the learning of instances of abstract concepts yielded much reduced and only short-lived activity. Crucially, when conceptual instances were learned in the context of wordforms, circuit activations became robust and long-lasting for both concrete and abstract meanings. These results indicate that, although the neural correlates of concrete conceptual representations can be built from grounding experiences alone, abstract concept formation at the neurobiological level is enabled by and requires the correlated presence of linguistic forms.

Lexically Independent Structural Priming in Second Language Online Sentence Comprehension

Hang Wei, Xi'an Jiaotong University 

Julie E. Boland,Chi Zhang University of Michigan

Chi Zhang, Nanjing Normal University

Anlin Yang, Beijing Foreign Studies University

Fang Yuan, Xi'an Jiaotong University

Abstract This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second conjunct was read faster when it had the same structure as the first. This effect occurred for the structurally marked adjective phrases (e.g., a simple to grasp problem) but only showed a numerical trend for the less marked relative clauses (e.g., a problem that was simple to grasp). Experiment 2 compared unmarked adjective phrases and relative clauses (e.g., a simple problem vs. a problem that was simple) and found significant priming for both. Together, the two experiments showed that L2 comprehension priming could occur without repetition of the lexical head. Moreover, this priming was susceptible to inverse frequency effects, with the less frequent structure exhibiting greater priming.

Key words structural priming; second language; comprehension; coordination; inversefrequency effect; self-paced reading

Phonetic and Lexical Crosslinguistic Influence in Early Spanish–Basque–English Trilinguals 

Antje Stoehr, Basque Center on Cognition, Brain and Language

Mina Jevtović, Basque Center on Cognition, Brain and Language, University of the Basque Country

Angela de Bruin, University of York

Clara D. Martin, Basque Center on Cognition, Brain and Language, Ikerbasque Basque Foundation for Science

Abstract A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish–Basque–English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2.

Key words trilingualism; speech production; crosslinguistic infuence; regressive ;transfer; phonetics; lexicon

Benefits of Testing and Production for Learning Turkish As a New Language

Maya C. Rose, The Graduate Center, City University of New York, College of Staten Island, City University of New York

Patricia J. Brooks, The Graduate Center, City University of New York, College of Staten Island, City University of New York

Arshia K. Lodhi, College of Staten Island, City University of New York

Angela Cortez, College of Staten Island, City University of New York

Abstract This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.

The Role of Explicit Memory Across Second Language Syntactic Development: A Structural Priming Study 

Marion Coumel, University of Warwick

Merel Muylle, Ghent University

Katherine Messenger, University of Warwick

Robert J. Hartsuiker, Ghent University

Abstract We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would prevent explicit recall of primes during target production. Both groups primed more under low than high load. The effect of load was similar across groups, but exploratory analyses with proficiency as a continuous variable suggested that, with increasing proficiency, participants primed less under high load. We discuss how these findings support the idea that learners exploit explicit memory more during priming in early versus later stages of acquisition. Overall, this study showed that explicit memory influences syntactic processing across the L2 learning trajectory.

Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory

Maki Kubota, UiT The Arctic University of Norway

Jorge González Alonso, UiT The Arctic University of Norway, Nebrija University

Merete Anderssen, UiT The Arctic University of Norway

Isabel Nadine Jensen, UiT The Arctic University of Norway

Alicia Luque, UiT The Arctic University of Norway ,Nebrija University

Sergio Miguel Pereira Soares, Max Planck Institute for Psycholinguistics

Yanina Prystauka, UiT The Arctic University of Norway

Øystein A. Vangsnes, UiT The Arctic University of Norway, Western Norway University of Applied Sciences

Jade Jørgen Sandstedt, UiT The Arctic University of Norway, Volda University College

Jason Rothman, UiT The Arctic University of Norway, Nebrija University

Abstract The current study investigated gender (control) and number (target) agreement processing in Northern and non-Northern Norwegians living in Northern Norway. Participants varied in exposure to Northern Norwegian (NN) dialect(s), where number marking differs from most other Norwegian dialects. In a comprehension task involving reading NN dialect writing, P600 effects for number agreement were significantly affected by NN exposure. The more exposure the NN nonnatives had, the larger the P600 was, driven by the presence of number agreement (ungrammatical in NN). In contrast, less exposure correlated to the inverse: P600 driven by the absence of number agreement (ungrammatical in most other dialects). The NN natives showed P600 driven by the presence of number agreement regardless of exposure. These findings suggests that bilectalism entails the representation of distinct mental grammars for each dialect. However, like all instances of bilingualism, bilectalism exists on a continuum whereby linguistic processing is modulated by linguistic experience.

Keywords bilectalism; ERP, syntactic processing; linguistic experience

Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

Adriana Weisleder, Northwestern University

Margaret Friend, San Diego State University

Virginia A. Marchman, Stanford University

Abstract A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.

Keywords bilingualism; language development; vocabulary; parent report; scoping review

Measuring Teenage Learners’ Automatized, Explicit, and/or Implicit Knowledge: A Question of Context?

Alexandra Schurz, Private University of Teacher Education of the Diocese of Linz

Abstract The present study administered six test instruments to 13- to 14-year-old learners of English in Austria and Sweden (N = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative test, and elicited imitation, labelled in this study Automatized and/or Implicit Knowledge, and a factor including an untimed grammaticality judgment test and a metalinguistic knowledge test, named in this study Explicit Knowledge. In the Swedish context, goodness-of-fit indices provided some evidence that a single-factor model shows a better fit, although a comparison of this model with two-factor models did not reach statistical significance. The findings point to the potential importance of considering the specificities of a learning environment in interpreting learner achievement on measures of the implicit versus explicit knowledge spectrum.

Keywords automatized knowledge; implicit knowledge; explicit knowledge; learning environment

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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