刊讯｜SSCI 期刊《语言学习》2022年第3-4期

LANGUAGE LEARNING

Volume 72, Issues 3-4, 2022

LANGUAGE LEARNING（SSCI一区，2021 IF：5.24）2022年第3-4期共刊文15篇。 2022年第3期共发文7篇，其中实证研究6篇，方法类文章1篇；研究论文涉及内隐学习、自我决定理论、偶然词汇习得、自我评估等方面。第4期共发文8篇，其中实证研究7篇，方法类文章1篇；研究论文涉及二语写作及其测量、词汇学习、语音训练、在线实验、婴儿语言学习、双语学习起始年龄等方面。（2022年已更完）

往期推荐：

刊讯｜SSCI 期刊《语言学习》2022年第2期

刊讯｜SSCI 期刊《语言学习》2022年第1期

刊讯｜SSCI 期刊《语言学习》2022年第S1期

目录

Issue 3

■Orthographic Priming in Second-Language Visual Word Recognition, by Nan Jiang & Xuesong Wu, Pages 625-645.

■Measuring Foreign Language Students’ Self-Determination: A Rasch Validation Study, by Paul Leeming & Justin Harris, Pages: 646-694.

■Linguistic Priming and Learning Adjacent and Nonadjacent Dependencies in Serial Reaction Time Tasks, by Felix Hao Wang & Elsi Kaiser, Pages 695-727.

■Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes, by Thi Ngoc Yen Dang, Cailing Lu & Stuart Webb, Pages 728-764.

■Incidental Vocabulary Learning From Bilingual Subtitled Viewing: An Eye-Tracking Study, by Andi Wang & Ana Pellicer-Sánchez, Pages 765-805.

■Self-Assessment of Comprehensibility and Accentedness in Second Language Korean, by Masatoshi Sato, Pages 806-852.

■Crowdsourced Adaptive Comparative Judgment: A Community-Based Solution for Proficiency Rating, by Magali Paquot, Rachel Rubin & Nathan Vandeweerd, Pages 853-885.

Issue 4

摘要

Orthographic Priming in Second-Language Visual Word Recognition

Nan Jiang, The University of Maryland

Xuesong Wu, Jiangsu University of Technology

Abstract Several previous studies showed that prime-target pairs with orthographical overlap but no semantic or morphological relationship (e.g., freeze-free) produced a masked priming effect in second language (L2) speakers but not in first language (L1) speakers. The present study further explored this intriguing L1–L2 difference by comparing English native speakers and nonnative speakers in the masked priming paradigm in combination with a lexical decision task. The stimuli included prime-target pairs with orthographical overlap at both the word-initial and word-final positions (e.g., rubberrub, stage-age) but without any semantic or morphological relationship. The results replicated orthographic priming in L2 speakers for words with both overlap positions. Two accounts of this L1–L2 difference are discussed, one focusing on the representational aspect and the other on the processing characteristics of the L2 lexicon.

Key words orthographic priming; the position effect; masked priming; lexical decision;second language; L2 lexicon

Measuring Foreign Language Students’ Self-Determination: A Rasch Validation Study

Paul Leeming, Kindai University, Osaka, Japan

Justin Harris, Kindai University, Osaka, Japan

Abstract Self-determination theory has been applied in various educational contexts.Language learning researchers have used factor analysis and structural equation modeling to investigate measures designed for this theory, but Rasch analysis has not been conducted. The Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) and the Language Learning Orientation Scale (LLOS) were adapted for a Japanese tertiary educational context and administered to 600 students. Rasch analysis was applied to investigate the dimensionality of the measures and functioning of individual items. Regression analyses were used to examine the relationship between motivation and performance on an English reading and listening test. Results showed that the constructs were largely unidimensional, supporting use of these measures in future research, although problems with individual items suggest that revisions should be made. Regression analyses revealed that external forms of motivation had limited impact on performance, suggesting that teachers should attempt to enhance students’ internalized forms of motivation.

Key words self-determination theory; motivation; Rasch analysis; validity; measurement

Linguistic Priming and Learning Adjacent and Nonadjacent Dependencies in Serial Reaction Time Tasks

Felix Hao Wang, University of Nevada, Las Vegas 

Elsi Kaiser, University of Southern California

Abstract Although syntactic priming has been well studied and is commonly assumed to involve implicit learning, the mechanisms behind this phenomenon are still under debate. Recent studies have suggested that exposure to nonlinguistic statistical patterns may influence language users’ relative clause attachment biases, but whether the priming effect comes from implicit learning or explicit experimental task demands has remained unclear. In this study, we tested whether implicit learning of adjacent and nonadjacent sequences occurs in a nonlinguistic task (the serial reaction time task), and if so, whether these implicitly learned dependencies can cause syntactic priming in the linguistic domain. We found no priming effects even though dependencies in the serial reaction time task were successfully learned: learning of nonlinguistic dependencies did not prime relative clause attachment biases when dependency learning was strictly implicit in nature. This work provides novel evidence that implicit knowledge from a domain-general sequencing task alone does not necessarily induce syntactic priming.

Key words implicit learning; syntactic priming; relative clause attachment bias; nonadjacent dependencies; serial reaction time task

Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes

Thi Ngoc Yen Dang, University of Leeds

Cailing Lu, Shanghai Jiao Tong University

Stuart Webb, University of Western Ontario

Abstract In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory.

Key words incidental vocabulary learning; academic lecture; multimedia learning theory; viewing; collocation

Incidental Vocabulary Learning From Bilingual Subtitled Viewing: An Eye-Tracking Study

Andi Wang, University College London

Ana Pellicer-Sánchez, University College London

Abstract This study examined the effectiveness of bilingual subtitles relative to captions, subtitles, and no subtitles for incidental vocabulary learning. Learners’ processing of novel words in the subtitles and its relationship to learning gains were also explored. While their eye movements were recorded, 112 intermediate to advanced Chinese learners of English watched a documentary in one of 4 conditions: bilingual subtitles, captions, L1 subtitles, and no subtitles. Vocabulary pretests and posttests assessed the participants’ knowledge of the target vocabulary for form recognition, meaning recall, and meaning recognition. Results suggested an advantage for bilingual subtitles over captions for meaning recognition and over L1 subtitles for meaning recall. Bilingual subtitles were less effective than captions for form recognition. Participants in the bilingual subtitles group spent more time reading the Chinese translations of the target items than the English target words. The amount of attention to the English target words (but not to the translations) predicted learning gains.

Key words incidental learning; vocabulary; eye tracking; viewing; bilingual subtitles

Self-Assessment of Comprehensibility and Accentedness in Second Language Korean

Daniel R. Isbell, University of Hawaiʻi at Manoa 

Junkyu Lee, Hankuk University of Foreign Studies

Abstract This study investigated L2 Korean speakers’ self-assessment of speech comprehensibility and accentedness, including a conceptual replication of Trofimovich, Isaacs, Kennedy, Saito, and Crowther (2016, Experiment 1) and exploratory analyses of individual differences in self-assessment. L2 Korean speakers (N = 198) self-assessed

their comprehensibility and accentedness using 9-point scales, rated their satisfaction with their pronunciation and the value (importance) of pronunciation on 9-point scales, completed a background questionnaire, and recorded a monologic speaking task. L1 Korean listeners (N = 82) judged 28 randomly assigned speakers for comprehensibility and accentedness using 9-point scales, and scores for each speaker were adjusted to account for variation in listener severity. Listener and self-assessments for both comprehensibility and accentedness correlated moderately (r = .54). Individuals with lower listener-based scores tended to overestimate their ability in self-assessment and vice versa, but higher listener-based scores were associated with smaller absolute miscalibration. Regression analyses suggested that pronunciation satisfaction and perceived value of pronunciation both influenced self-assessment scores and calibration.

Key words accentedness; comprehensibility; Dunning-Kruger effect; Korean; learner attitudes; self-assessment

Crowdsourced Adaptive Comparative Judgment: A Community-Based Solution for Proficiency Rating

Magali Paquot, Fonds de la Recherche Scientifique-FNRS & Centre for English Corpus Linguistics, Institut Langage et Communication, UCLouvain

Rachel Rubin, Centre for English Corpus Linguistics, Institut Langage et Communication, UCLouvain & Vrije Universiteit Brussel

Nathan Vandeweerd, Centre for English Corpus Linguistics, Institut Langage et Communication, UCLouvain & Vrije Universiteit Brussel

Abstract The main objective of this Methods Showcase Article is to show how the technique of adaptive comparative judgment, coupled with a crowdsourcing approach, can offer practical solutions to reliability issues as well as to address the time and cost difficulties associated with a text-based approach to proficiency assessment in L2 research. We showcased this method by reporting on the methodological framework implemented in the Crowdsourcing Language Assessment Project and by presenting the results of a first study that demonstrated that a crowd is able to assess learner texts with high reliability. We found no effect of language skills or language assessment experience on the assessment task, but judges who had received formal language assessment training seemed to differ in their decisions from judges who had not received such training. However, the scores generated by the crowdsourced task exhibited a strong positive correlation with the rubric-based scores provided with the learner corpus used.

Key words learner corpus; language assessment; proficiency; adaptive comparative judgment; crowdsourcing

Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing

Akira Murakami, University of Birmingham

Nick C. Ellis, University of Michigan

Abstract We investigated whether the accuracy of grammatical morphemes in second language (L2) learners’ writing is associated with usage-based distributional factors. Specifically, we examined whether the accuracy of L2 English inflectional morphemes is associated with the availability (i.e., token frequency) and contingency (i.e., token frequency relative to other forms with the same lemma) of the inflected word form as well as the formulaicity of the context in which it occurs (i.e., predictability of the form given the surrounding words). Data drawn from a large-scale learner corpus indicated that contingency is a robust predictor of morpheme accuracy, thereby supporting the usage-based view that language learners are sensitive to distributional properties in their input. Furthermore, the relationship of contingency with accuracy does not necessarily lessen when learners’ proficiency rises. Contrary to previous research investigating online processing, we did not identify in our study availability and formulaicity as predictors of accuracy of morpheme production in writing.

Key words usage-based theories; contingency; grammatical morpheme; learner corpus

Novel Word Learning With Verbal Definitions and Images: Tracking Consolidation With Behavioral and Event-Related Potential Measures

Daisy Lei, Yushuang Liu, Janet G. van Hell, The Pennsylvania State University

Abstract We examined the impact of images on novel word learning and consolidation, in a conceptual replication of Liu and Van Hell (2020). After participants had learned one set of novel words with definitions and images on Day 1 (remote words) and a different set on Day 2 (recent words), they judged the semantic relatedness of word pairs on Days 2 and 8 while event-related potentials (ERPs) were recorded. Day 2 ERPs showed that remote, but not recent, novel words elicited a late positive component. By Day 8, both remote and recent novel words elicited a late positive component. We observed no N400 on either day. Comparing these learners (definition-image group) with learners trained with definitions only (using data from Liu & Van Hell, 2020) revealed that the groups’ ERP patterns did not differ, but definition recall and relatedness judgment performances were higher for the definition-image group than for the definition-only group. Learning novel word meanings through definitions and images strengthened behavioral outcomes but did not affect ERP signatures of learning and consolidation.

Key words word learning; offline consolidation; semantic integration; event-related potentials (ERPs)

Learning, Inside and Out: Prior Linguistic Knowledge and Learning Environment Impact Word Learning in Bilingual Individuals

Pauline Palma,Department of Psychology, McGill University / Centre for Research on Brain, Language and Music, McGill University

Marie-France Marin, Département de Psychologie, Université du Québec à Montréal

Kristine H. Onishi, Debra Titone,Department of Psychology, McGill University / Centre for Research on Brain, Language and Music, McGill University

Abstract Although several studies have focused on novel word learning and lexicalization in (presumably) monolingual speakers, less is known about how bilinguals add novel words to their mental lexicon. In this study we trained 33 English–French bilinguals on novel word-forms that were neighbors to English words with no existing neighbors. The number of novel neighbors to each English word varied, as did the cross-linguistic orthographic overlap between the English word and its French translation. We assessed episodic memory and lexicalization of the novel words before and after a consolidation period. Cross-linguistic similarity enhanced episodic memory of novel neighbors only when neighborhood density among the novel neighbors was low. We also found evidence that novel neighbors of English words with high cross-linguistic similarity became lexicalized after a consolidation period. Overall, the results suggest that similarity to preexisting lexical representations crucially impacted lexicalization of novel words by bilingual individuals.

Key words bilingualism; lexicalization; competition; cross-language similarity; neighborhood density; consolidation

Conducting Linguistic Experiments Online With OpenSesame and OSWeb

Sebastiaan Mathôt, University of Groningen

Jennifer March, University of Hamburg

Abstract In this Methods Showcase Article, we outline a workflow for running behavioral experiments online, with a focus on experiments that rely on presentation of complex stimuli and measurement of reaction times, which includes many psycholinguistic experiments. The workflow that we describe here relies on three tools: OpenSesame/OSWeb (open source) provides a user-friendly graphical interface for developing experiments; JATOS (open source) is server software for hosting experiments; and Prolific (commercial) is a platform for recruiting participants. These three tools integrate well with each other and together provide a workflow that requires little technical expertise. We discuss, and illustrate through an example study, several challenges that are associated with running online experiments, including temporal precision, the implementation of counterbalancing, data quality, and issues related to privacy and ethics. We conclude that these challenges are real but surmountable, and that in many cases online experiments are a viable alternative to laboratory-based experiments.

Key words experimental design; data collection; online experiments; methods showcase

Crowdsourced Adaptive Comparative Judgment: A Community-Based Solution for Proficiency Rating

Kazuya Saito, University College London

Keiko Hanzawa, Tokyo University of Science

Katya Petrova,  Magdalena Kachlicka,  Yui Suzukida, University College London

Adam Tierney, Birkbeck, University of London

Abstract Scholars have extensively investigated the effectiveness of high variability phonetic training (HVPT), that is, identification and discrimination of second language speech sounds produced by multiple speakers followed by trial-by-trial feedback. Building on the notion of incidental and multimodal learning in cognitive psychology (e.g., Lim & Holt, 2011), we developed a new, HVPT-based videogame paradigm in which participants aimed to shoot clay targets as fast as possible while being guided to learn sound cues as a by-product of planned learning. Focusing on the speech acquisition of 58 Japanese English-as-a-foreign-language learners, the current study set out to test the pedagogical potential and limits of the incidental HVPT approach. According to the results of statistical analyses, the effectiveness of incidental HVPT can be more clearly observed if it focuses on more learnable targets (e.g., acquisition of English [æ]–[ʌ] rather than [r]–[l] contrasts) with gains being more generalizable from trained to new speakers’ voices and from perception to production dimensions.

Key words second language speech; high variability phonetic training; incidental learning; multimodal learning; videogaming

From Play to Language: Infants’ Actions on Objects Cascade to Word Learning

Catalina Suarez-Rivera, New York University / University College London

Emily Linn, Adelphi University

Catherine S. Tamis-LeMonda, New York University

Abstract Infants build knowledge by acting on the world. We conducted an ecologically grounded test of an embodied learning hypothesis: that infants’ active engagement with objects in the home environment elicits caregiver naming and cascades to learning object names. Our home-based study extends laboratory-based theories to identify real-world processes that support infant word learning. Frame-by-frame coding of 2-hr video recordings of 32 mothers and their 18- to 23-month-old infants focused on infant manipulation and mother and infant naming of 245 unique objects. Objects manipulated by infants and/or named by mothers were more likely to appear in infants’ vocabularies and spontaneous speech relative to nonmanipulated objects and objects that mothers did not name. Furthermore, the vocabularies of 5,520 infants hosted on Wordbank revealed an early age of acquisition of words for objects that mothers named and infants manipulated. Infants actively build object–word mappings from everyday engagements with objects in the context of social interactions.

Key words word learning; embodied learning; object play; parent responsiveness; naturalistic interaction

Word-Combination-Based Measures of Phraseological Diversity, Sophistication, and Complexity and Their Relationship to Second Language Chinese Proficiency and Writing Quality

Renfen Hu, Beijing Normal University

Jifeng Wu, Capital Normal University

Xiaofei Lu, The Pennsylvania State University

Abstract This study investigated the relationship of a set of word-combination-based measures of phraseological diversity, sophistication, and complexity to second language (L2) Chinese proficiency and writing quality in comparison to that of a set of large-grained topic-comment-unit-based measures. Our dataset consisted of 101 assessed narratives produced by Korean learners of Chinese as a L2 at 3 proficiency levels. Multiple phraseological measures exhibited stronger correlations with quality ratings and/or larger effect sizes for proficiency than did the large-grained topic-comment-unit-based measures. Measures pertaining to language-specific features, including topic-comment-unit-based measures and phraseological measures based on language-specific word combination types, exhibited stronger discriminative power for intermediate and advanced levels than for beginning and intermediate levels. Our results also revealed the importance of predicate-related combinations in assessing L2 Chinese phraseological diversity and complexity. We discuss the implications of our findings for L2 Chinese writing research and L2 Chinese pedagogy.

Key words L2 Chinese writing; phraseological complexity; phraseological diversity; phraseological sophistication; syntactic complexity; word combinations

The Effect of Age of Onset of Bilingualism on Gender Agreement Processing in Spanish as a Heritage Language

Gregory D. Keating, San Diego State University

Abstract Montrul's (2008) onset age hypothesis predicts that, if attrition occurs in early bilingualism, it will be more severe in simultaneous than in sequential bilinguals. This study tested that prediction in an eye-tracking experiment focused on the processing of Spanish gender agreement during sentence reading. Heritage Spanish speakers exposed to English at different ages (0–3, 4–6, 7–10 years) read sentences containing violations of noun–adjective gender agreement in 2 distance conditions (adjacent, nonadjacent). Mixed-effects modeling with reverse Helmert contrasts showed that heritage speakers displayed sensitivity to gender agreement violations in their minority language regardless of onset age and noun–adjective proximity. However, onset age of majority language acquisition determined how early sensitivity manifested itself in the time course of grammatical processing. Consistent with Montrul's hypothesis, sequential bilinguals showed sensitivity to violations earlier in their eye-movement record than did simultaneous bilinguals. The results suggest onset age can affect grammatical processing in bilinguals who otherwise acquire target like mental representations.

Key words age of onset of bilingualism; heritage language processing; gender agreement; eye tracking; Spanish

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。

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

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