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Jingle–Jangle Fallacies in L2 Motivational Self System Research: A Response to Al-Hoorie et al. (2024) Appl. Linguist. (IF 3.6) Pub Date : 2024-06-27 Alastair Henry, Meng Liu
In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should be paused until validity issues are ironed out. However, validity at the measurement level is dependent on validity at the construct level. Replication attempts
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The effectiveness of corpus use in ESL/EFL writing: A meta-analysis Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-25 Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen
The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed
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The impact of cognate vocabulary on explicit L2 rule learning Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-22 Noèlia Sanahuja, Kepa Erdocia
According to Hopp’s Lexical Bottleneck Hypothesis, difficulties in second language (L2) lexical processing may lead to non-target syntactic computations. In line with this hypothesis, cognates – which are processed faster than non-cognates, as defined by the cognate facilitation effect – can ease L2 syntactic processing. In order to investigate whether cognates additionally facilitate L2 syntax learning
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Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-22 Jia Li, Fan Yuan
Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement
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Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences Lang. Learn. (IF 3.5) Pub Date : 2024-06-21 Karina Tachihara, Adele E. Goldberg
Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult learners. We report a preregistered study that provided undergraduates
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The role of foreign language in the experience and emotional expression of guilt: evidence from moral scenarios and autobiographical memories of bilinguals Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-06-14 Andreas Kyriakou, Irini Mavrou, Kiriakí Palapanidi
This study investigated the influence of language – first language (L1) versus second language (L2) – on the experience and the expression of the emotion of guilt. Fifty-two Greek – Spanish bilingu...
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Learning how to write using all our languages: a multilingual approach to literacy in primary education Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-06-12 María Orcasitas-Vicandi, Izaskun Molás-Olalde, Karla Fernández-de-Gamboa-Vázquez
This intervention study examined the writing abilities of 1st (ages 6–7) and 2nd (ages 7–8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared tw...
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First language primacy in multilingualism and emotion research: a view from Africa Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-06-06 Marcelyn Oostendorp, Tanya Little, Robyn Berghoff
The interaction between multilingualism and emotions has so far mostly been researched in Northern contexts. The findings obtained suggest that the first language is typically preferred for emotion...
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Individual differences in L2 proficiency moderate the effect of L1 translation knowledge on L2 lexical retrieval Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-06-04 Andrea Akemi Takahesu Tabori, Jennie E. Pyers
The effect of translation knowledge on bilingual lexical production is mixed, with some studies showing translation interference and others showing facilitation. We considered the roles of first-language (L1) translation knowledge and second-language (L2) proficiency in lexical retrieval, testing predictions of the competition for selection, frequency lag and activation boosting accounts. In experiment
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(Im)migrant women’s translingual literacy practices as problem-solving and learning resources: perspectives from a community-based English literacy program Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-06-04 Su Yin Khor, Suresh Canagarajah
This paper calls for an expansion of translingual studies to include the examination of learners beyond university contexts to further our understanding of translingual literacies and practices. Th...
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Data-driven learning: From Collins Cobuild Dictionary to ChatGPT Lang. Teach. (IF 4.0) Pub Date : 2024-05-30 John Flowerdew
The invitation to speak at this conference on corpora and data-driven language learning (DDL) at COSEDI, the University of Grenoble, was received at the beginning of February 2023. ChatGPT had been released on 30 November 2022 and it was already becoming obvious that this technology would present revolutionary opportunities and challenges for corpus applications to language learning. Through a limited
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The interplay of lexical and grammatical development in Greek-Albanian bilingual children: evidence from the majority and the heritage language Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-05-30 Maria Kaltsa, Alexandra Prentza, Leonarda Prela, Ianthi Maria Tsimpli
The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heri...
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Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-29 Emily Edwards, Anne Burns
Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner
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Review of selected research in applied linguistics published in Australia (2015–2022) Lang. Teach. (IF 4.0) Pub Date : 2024-05-28 Rhonda Oliver, Honglin Chen, Sender Dovchin
This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics
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Moving to continuous classifications of bilingualism through machine learning trained on language production Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-05-24 M. I. Coco, G. Smith, R. Spelorzi, M. Garraffa
Recent conceptualisations of bilingualism are moving away from strict categorisations, towards continuous approaches. This study supports this trend by combining empirical psycholinguistics data with machine learning classification modelling. Support vector classifiers were trained on two datasets of coded productions by Italian speakers to predict the class they belonged to (“monolingual”, “attriters”
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Bilingualism and flexibility in task switching Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-23 Rebecca Ward, Justin Awani
This study aimed to closely replicate Wiseheart et al. (Bilingualism: Language and Cognition, 19(1), 141–146, 2016) by investigating the transferability of language-switching skills to nonlinguistic task switching. Current evidence is mixed and there is a need to conduct robust replications in this area. Bilingual (n = 31) and monolingual (n = 47) young adults characterized stimuli by either colour
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Understanding the impact of foreign language on social norms through lies Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-05-23 Zhimin Hu, Eduardo Navarrete
This study investigates how a foreign language impacts social norms. We tested this by comparing the magnitude of response differences between norm-violating and norm-adhering behaviors in native language versus foreign language. In experiment 1, participants indicated the acceptability of third-person black and white lies in either their native or foreign language on a Likert scale. In experiment
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Acceptance and engagement patterns of mobile-assisted language learning among non-conventional adult L2 learners: A survival analysis Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-22 Hyun-Bin Hwang, Matthew D. Coss, Shawn Loewen, Kaitlyn M. Tagarelli
Research on mobile-assisted language learning (MALL) has revealed that high rates of attrition among users can undermine the potential benefits of this learning method. To explore this issue, we surveyed 3,670 adult MALL users based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and also conducted an in-depth analysis of their historical app usage data. The results of hierarchical
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An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-21 Jaber Kamali
This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on
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Coherence and Comprehensibility in Second Language Speakers’ Academic Speaking Performance Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-20 Aki Tsunemoto, Pavel Trofimovich
This study examined the role of discourse organization in second language (L2) comprehensibility ratings. Twelve English for Academic Purposes teachers listened to 60 L2 speech samples elicited through a TOEFL–type integrated speaking task, evaluating each sample for comprehensibility and coherence (perceived interconnectedness of ideas). The samples were analyzed for the occurrence of discourse features
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The Interplay of Mindsets, Aptitude, Grit, and Language Achievement: What Role Does Gender Play? Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-20 Yasser Teimouri, Somayeh Tahmouresi, Farhad Tabandeh
The study aimed to examine the interrelationships between growth mindset, L2 aptitude, L2 grit, and L2 achievement, while also exploring the moderating role of gender in these interactions. A sample of 236 English-major students participated in the study by completing a language aptitude test and a questionnaire. The results of path analyses indicated that both aptitude and L2 grit similarly and positively
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Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain‐Constrained Deep Neural Networks Lang. Learn. (IF 3.5) Pub Date : 2024-05-20 Fynn R. Dobler, Malte R. Henningsen‐Schomers, Friedemann Pulvermüller
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
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Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-17 Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar
In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task
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The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-17 Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz
This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second
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Speech production in Vietnamese-English bilingual speakers living in a 3-generation home Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-05-17 Adam J. Hogan, Todd A. Gibson, Vivian Luong
Without data on speech accuracy of Vietnamese-English speakers, speech-language pathologists (SLPs) are unable to assess accurately this population for speech sound disorders. This study explored t...
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The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary? Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-05-14 Carmen Vidal Noguera, Irini Mavrou
Autobiographical memories (AMs) are partly influenced by people's ability to process and express their emotions. This study investigated the extent to which trait emotional intelligence (EI) contributed to the emotional vocabulary of 148 adolescents – 60 speakers of Spanish as a heritage language (HL) raised in Germany, 61 first-language (L1) German speakers and 27 L1 Spanish speakers – in their written
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What makes a cognate? Implications for research on bilingualism Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-05-14 Tanja C. Roembke, Iring Koch, Andrea M. Philipp
Cognates are studied in many psychological studies of bilingual language processing. Despite their frequent use, there is no clear operationalized definition of what constitutes a cognate. We conducted a literature search in three major journals to better understand how cognate status is typically defined and operationalized. In these journals, we analyzed similarity of cognate and non-cognate stimuli
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Statistical Insignificance is not wholesale transfer in L3 Acquisition: an approximate replication of Rothman (2011) Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-13 Kyle Parrish
This study was an approximate replication of Rothman (2011),examining the determiner phrase syntax of a large sample (n = 211) of L3 learners of Portuguese who spoke English and Spanish. Rothman (2011) investigated whether L3 Italian or Brazilian Portuguese speakers are differently impacted by another known Romance Language, if it was their L1 or L2. The original study concluded that groups did not
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Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study Lang. Learn. (IF 3.5) Pub Date : 2024-05-13 Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling
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Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages Lang. Learn. (IF 3.5) Pub Date : 2024-05-11 Aina Casaponsa, M. Acebo García‐Guerrero, Alejandro Martínez, Natalia Ojeda, Guillaume Thierry, Panos Athanasopoulos
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
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The importance of seeking feedback for benefiting from feedback: A case of second language writing Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-10 Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato
This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback
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Replication research in the domain of perceived L2 fluency: Approximate and close replications of Kormos and Dénes (2004) and Rossiter (2009) Lang. Teach. (IF 4.0) Pub Date : 2024-05-10 Viktoria Magne
The primary objective of this paper is to contribute to the advancement of second language (L2) fluency research by outlining a specific proposal for future replication studies. The overarching goal is to assess the generalisability of the original findings of the two influential studies in the area of perceived fluency: Kormos and Dénes (2004) and Rossiter (2009). This objective will be achieved by
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Call for applications for the editorship of The Modern Language Journal Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09
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Open generative AI changes a lot, but not everything Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Carol A. Chapelle
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Has artificial intelligence rendered language teaching obsolete? Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Zoe Handley
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Sur les traces de Richard Kern: Acknowledging the pivotal role of technologies in language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Nicolas Guichon
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Language education in a brave new world: A dialectical imagination Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Xuesong Gao
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Generative artificial intelligence, co‐evolution, and language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Steven L. Thorne
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The future of language learning teaching in a technology‐mediated 21st century Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Marta González‐Lloret
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How well are primary and secondary meanings of L2 words acquired? Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-09 Beatriz González-Fernández, Stuart Webb
Most words in a language have more than one meaning. Yet, few studies have explicitly examined the acquisition of secondary meanings of L2 words and the extent to which polysemy and homonymy affect vocabulary learning. This study explores the effect of polysemy and homonymy on the deliberate acquisition of the form–meaning connections of L2 words. Thirty-six EFL learners (compared with a control group
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Twenty‐first century technologies and language education: Charting a path forward Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-08 Richard Kern
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L2 Language Development in Oral and Written Modalities Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-05-08 Myeongeun Son
This study investigates whether second language (L2) learners’ language development and accuracy in production are comparable across oral and written modalities on the basis of Pienemann’s processability theory (PT). Eighty-seven English as a Foreign Language (EFL) learners, from high beginner to advanced levels, completed comparable speaking and writing tasks designed to elicit particular morphosyntactic
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Cognitive linguistics-inspired language instruction Lang. Teach. (IF 4.0) Pub Date : 2024-05-08 Jie Qin, Dilin Liu, Lei Lei
Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker
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Making the Case for Audience Design in Conversational AI: Users’ Pragmatic Strategies and Rapport Expectations in Interaction with a Task-Oriented Chatbot Appl. Linguist. (IF 3.6) Pub Date : 2024-05-08 Doris Dippold
With chatbots becoming more and more prevalent in commercial and service contexts, they need to be designed to provide equitable access to services for all user groups. This paper argues that insights into users’ pragmatic strategies and rapport expectations can inform the audience design of chatbots and ensure that all users can equally benefit from the services they facilitate. The argument is underpinned
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‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time Appl. Linguist. (IF 3.6) Pub Date : 2024-05-07 Marco Santello
Applied linguistics has started to consider the importance of time for the understanding of meaning-making, for example in the conceptualization of chronotopes, or in stressing the relevance of speed and entrepreneurial views of the self for migrants. This study takes a step ahead by starting from the concept of memory as mobile, following Michel de Certeau (1990), and looking at the different ways
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The Effect of COVID‐Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space‐Time Mappings Lang. Learn. (IF 3.5) Pub Date : 2024-05-07 Panos Athanasopoulos, Rui Su
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
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Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language Lang. Learn. (IF 3.5) Pub Date : 2024-05-07 Efthymia C. Kapnoula, Arthur G. Samuel
Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164 native Spanish speakers with different linguistic profiles
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Reading against all odds: creative coping strategies of international students in HE Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-05-06 Anne Vicary, Jeanine Treffers-Daller
Many overseas students in Higher Education in the UK struggle to understand the compulsory texts for their course, and obtain lower scores for their modules than their monolingual peers. While the ...
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Examining sources of language production switch costs amongst Tibetan-Chinese-English trilinguals Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-05-06 Jianlin Chen, Yu Liu, Yanyan Xiong, Min He
The present study tested whether the switch costs of production-based language switching tasks by trilinguals are due to competition from outside language schemas or from within language systems. W...
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Proactive Language Learning Theory Lang. Learn. (IF 3.5) Pub Date : 2024-05-04 Mostafa Papi, Phil Hiver
Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners’ cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however
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Digital multimodal composing in L2 classrooms: A research agenda Lang. Teach. (IF 4.0) Pub Date : 2024-05-03 Lianjiang (George) Jiang, Christoph Hafner
Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future
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Active Language Modulates Color Perception in Bilinguals Lang. Learn. (IF 3.5) Pub Date : 2024-05-02 Akvile Sinkeviciute, Julien Mayor, Mila Dimitrova Vulchanova, Natalia Kartushina
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
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Correction to ‘Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries’ Lang. Learn. (IF 3.5) Pub Date : 2024-05-02
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Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing Mod. Lang. J. (IF 4.7) Pub Date : 2024-04-30 Mahmoud Abdi Tabari, Bronson Hui
The interactions among cognitive, affective, and linguistic factors have received scant attention in task‐based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an English‐as‐a‐second‐language (ESL) writing course at
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The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use Appl. Linguist. (IF 3.6) Pub Date : 2024-04-30 Carla H Consolini, Kristopher Kyle
Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s are rare. In this study, we extend the use of multivariate
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Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture‐Naming and Paragraph‐Reading Tasks Lang. Learn. (IF 3.5) Pub Date : 2024-04-30 Xiaotong Xi, Peng Li, Pilar Prieto
This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety‐nine Catalan–Spanish bilingual students were trained to differentiate English /æ/ and /ʌ/, which differ in the visible lip aperture and nonvisible tongue position, with training involving no gestures
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Feeling signs: motor encoding enhances sign language learning in hearing adults Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-04-29 Laura M. Morett, Mathew Cieśla, Mary E. Bray, Karen Emmorey
Manual production enhances learning and recall of signs by hearing second language learners; however, the mechanisms enabling this effect are unclear. We examined whether the motor encoding (somatosensory feedback) that occurs during sign production benefits learning and whether it interacts with sign iconicity, which also enhances learning. American Sign Language (ASL) signs varying in iconicity were