Applied Psycholinguistics

Volume 44, Issue 1-2, 2023

Applied Psycholinguistics（SSCI一区，2022 IF：2.1，排名：47/194）2023年第1-2期共发文11篇，其中2023年第1期共发文6篇。论文涉及句子加工、阅读理解、情绪词、双语学习、词汇广度与深度、语言产出等。第2期共发文5篇。论文涉及句法启动、语言转换、跨语言影响、正字法深度、阅读技巧等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《应用心理语言学》2022年第1-6期

目录

ISSUE 1

• In the native speaker’s eye: Online processing of anomalous learner syntax, by Katrine Falcon Søby, Evelyn Arko Milburn, Line Burholt Kristensen, Valentin Vulchanov, Mila Vulchanova, pages 1-28.

• Assessment of emotion word vocabulary and its contribution to reading comprehension, by Tami Sabag-Shushan, Tami Katzir and Anat Prior, pages 29-50.

• Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state， by Min Hyun Oh, Jeannette Mancilla-Martinez and Jin Kyoung Hwang, pages 51-75.

• Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English, by Dora Jue Pan, Mariko Nakayama, Catherine McBride, Zebedee Rui En Cheah, Mo Zheng, Charlie Cheuk Laam Yeung，pages 77-99.

• The internal structure of the syllable in Russian and in Hebrew: Evidence from monolingual kindergarteners, by Nadya Kogan and Elinor Saiegh-Haddad, pages 101-129.

• Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience? by Charlie Nagle, Pavel Trofimovich, Oguzhan Tekin, Kim McDonough, pages 131-156.

  
  

ISSUE 2

• Syntactic blocking on L2 acquisition of Mandarin Ba-construction, by Xiaoming Hou, pages 157-178.

• The effect of memory instructions on within- and between-language false memory, by Maria Soledad Beato, Pedro B. Albuquerque, Sara Cadavid, Mar Suarez, pages 179-203.

• Asymmetrical effects of cross-linguistic structural priming on cross-linguistic influence in L2 learners, by Holger Hopp, Carrie N. Jackson, pages 205-236.

• The impact of L1 orthographic depth and L2 proficiency on mapping orthography to phonology in L2-English: an ERP investigation, by Mona Roxana Botezatu, pages 237-263.

• Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study, by Jasmeen Mansour-Adwan, Yasmin Shalhoub-Awwad, Ravit Cohen-Mimran, Asaid Khateb, pages 265-291.

摘要

In the native speaker’s eye: Online processing of anomalous learner syntax

Katrine Falcon Søby, Department of Nordic Studies and Linguistics, University of Copenhagen , Copenhagen Denmark 

Evelyn Arko Milburn, Department of Psychology, Mills College, Oakland, CA, USA and Language Acquisition and Language Processing Lab, Department of Language & Literature, Norwegian University of Science & Technology, Trondheim, Norway

Line Burholt Kristensen, Department of Nordic Studies and Linguistics, University of Copenhagen, Copenhagen, Denmark

Valentin Vulchanov, Department of Language Acquisition and Language Processing Lab, Department of Language & Literature, Norwegian University of Science & Technology, Trondheim, Norway

Mila Vulchanova, Department of Language Acquisition and Language Processing Lab, Department of Language & Literature, Norwegian University of Science & Technology, Trondheim, Norway

Abstract How do native speakers process texts with anomalous learner syntax? Second-language learners of Norwegian, and other verb-second (V2) languages, frequently place the verb in third position (e.g., *Adverbial-Subject-Verb), although it is mandatory for the verb in these languages to appear in second position (Adverbial-Verb-Subject). In an eye-tracking study, native Norwegian speakers read sentences with either grammatical V2 or ungrammatical verb-third (V3) word order. Unlike previous eye-tracking studies of ungrammaticality, which have primarily addressed morphosyntactic anomalies, we exclusively manipulate word order with no morphological or semantic changes. We found that native speakers reacted immediately to ungrammatical V3 word order, indicated by increased fixation durations and more regressions out on the subject, and subsequently on the verb. Participants also recovered quickly, already on the following word. The effects of grammaticality were unaffected by the length of the initial adverbial. The study contributes to future models of sentence processing which should be able to accommodate various types of “noisy” input, that is, non-standard variation. Together with new studies of processing of other L2 anomalies in Norwegian, the current findings can help language instructors and students prioritize which aspects of grammar to focus on.

Key words eye-tracking; verb-second; verb-third; syntactic anomalies; sentence processing; learner language; word order violation; Norwegian

Abstract The contribution of vocabulary to academic achievements in general and to reading comprehension (RC) in particular has led to the development of various tools for vocabulary assessment. However, existing assessments do not distinguish between word types, and specifically, they do not target emotion vocabulary, despite growing recognition of the importance of emotional processing to RC ability. In this study, we first describe the development of a novel vocabulary assessment in Hebrew – Herut – and examine its validity and sensitivity. This assessment includes both emotion words and nonemotion words, and is based on curriculum. Next, we studied the contribution of the emotion and nonemotion words subscales of the Herut to RC in a sample of 1,333 Hebrew-speaking fourth- and fifth-grade students. Both types of vocabulary knowledge made significant independent contributions to RC, and the contribution of emotion words was slightly larger than that of nonemotion words. Finally, the Herut measure was found to be more predictive of RC than a general vocabulary measure in Hebrew.

Key words vocabulary; emotion words; curriculum-based assessment; reading comprehension

Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state

Min Hyun Oh, School of Education and Human Development, University of Virginia, 235 Ridley Hall, Charlottesville, VA 22903, USA

Abstract The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs’ vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs’ vocabulary and reading achievement in new destination states.

Key words Dual language learners; reading comprehension; word reading; vocabulary knowledge; new destination state

Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English

Dora Jue Pan, School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, China

Mariko Nakayama, Language Sciences, Graduate School of International Cultural Studies, Tohoku University, Sendai, Japan

Catherine McBride, Department of Human Development and Family Sciences, Purdue University, West Lafayette, USA

Zebedee Rui En Cheah, Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China

Mo Zheng, Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China

Charlie Cheuk Laam Yeung, Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China

Abstract This study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6–12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.

Key words receptive vocabulary breadth; expressive vocabulary breadth; vocabulary knowledge depth; Chinese; English

The internal structure of the syllable in Russian and in Hebrew: Evidence from monolingual kindergarteners

Nadya Kogan, Bar-Ilan University, Ramat Gan, Israel

Elinor Saiegh-Haddad, Bar-Ilan University, Ramat Gan, Israel

Abstract Notwithstanding remarkable phonological differences, the CV syllable is the most frequent syllable type in both Russian and Hebrew. This led to the prediction that the internal structure of the CVC syllable in the two languages, as reflected in phonological awareness tasks, might be similar. The study tested phonological awareness in two groups of monolingual kindergarteners: Hebrew-speaking (N = 35) and Russian-speaking (N = 20) in order to shed light on the underlying structure of the CVC syllable in the two languages. Phonological awareness tasks targeted awareness of the sub-syllabic structure (structured and unstructured) and phoneme awareness (initial and final). A linear mixed model analysis revealed that children in both groups showed greater facility with body-coda CV-C than with onset-rime C-VC syllable splitting and higher scores on final than on initial phoneme isolation tasks. The unstructured tasks also reflected the cohesion of the CV body in both languages. The findings demonstrate a similar internal representation of the CVC syllable in Russian and in Hebrew speakers as reflected in phonological awareness among preschoolers.

Key words body-coda; onset-rime; Russian; Hebrew; phonological awareness

Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?

Charlie Nagle, The University of Texas at Austin, Austin, USA

Pavel Trofimovich, Concordia University, Montreal, Canada

Oguzhan Tekin, Concordia University, Montreal, Canada

Kim McDonough, Concordia University, Montreal, Canada

Abstract Comprehensibility has risen to the forefront of second language (L2) speech research. To date, research has focused on identifying the linguistic, behavioral, and affective correlates of comprehensibility, how it develops over time, and how it evolves over the course of an interaction. In all these approaches, comprehensibility is the dependent measure, but comprehensibility can also be construed as a predictor of other communicative outcomes. In this study, we examined the extent to which comprehensibility predicted interlocutors’ overall impression of their interaction. We analyzed data from 90 paired interactions encompassing three communicative tasks. Interactive partners were L2 English speakers who did not share the same native language. After each task, they provided self- and partner-ratings of comprehensibility, collaboration, and anxiety, and at the end of the interaction, they provided exit ratings of their overall experience in the interaction, communication success, and comfort interacting with their partner. We fit mixed-effects models to the self- and partner-ratings to investigate if those ratings changed over time, and we used the results to derive model-estimated predictors to be incorporated into regression models of the exit ratings. Only the self-ratings, including self-comprehensibility, were significantly associated with the exit ratings, suggesting a speaker-centric view of L2 interaction.

Key words adult second language acquisition; language production; spoken language comprehension; interaction

Syntactic blocking on L2 acquisition of Mandarin Ba-construction

Xiaoming Hou, Department of East Asian Studies, Bucknell University, Lewisburg, USA

Abstract The Mandarin Ba-construction is one of the most challenging constructions for L2 learners. The present study attributes the difficulty in developing the taxonomic representation of the Ba-construction to the interference of competing constructions. I conducted a syntactic priming experiment to investigate the representational relationship between the Ba-construction and its SVO counterpart in native Mandarin speakers and L2 Mandarin learners with or without the equivalent of the Ba-construction in their L1. It was found that native speakers and L2 learners whose L1 features a structure equivalent to the Ba-construction represented the two constructions distinctly, manifesting as a resistance to priming and a robust syntactic preference for the Ba-construction in the picture description task. Conversely, L2 learners whose L1 does not possess an equivalent of the Ba-construction were sensitive to syntactic priming, which indicates a lack of taxonomic representations of the Ba-construction in relation to its SVO counterpart. Such reduced differentiation between the two target constructions suggests a blocking effect that stems from L1 interference.

Key words syntactic blocking; L1 interference; Mandarin Ba-construction; syntactic priming

The effect of memory instructions on within- and between-language false memory

Maria Soledad Beato, University of Salamanca, Salamanca, Spain

Pedro B. Albuquerque, University of Minho, Braga, Portugal

Sara Cadavid, School of Medicine and Health Sciences, Universidad del Rosario, Rosario, Colombia

Mar Suarez, University of Salamanca, Salamanca, Spain

Abstract We examined the effect of memory instructions on false memory using the Deese/Roediger–McDermott paradigm in second-language learners. Participants studied lists of words in L1 and L2 (e.g., note, sound, piano…) associatively related to a non-presented critical lure (e.g., MUSIC). In a later recognition test, critical lures appeared in the same or the other language of their lists (i.e., within- and between-language conditions). In Experiment 1, participants should only endorse an item when study and test languages matched (i.e., restrictive instructions); that is, they should retrieve language information. In Experiment 2, participants should endorse studied items regardless of the language (i.e., inclusive instructions). With restrictive instructions, false recognition was higher in within- than between-language conditions, whereas with inclusive instructions, this result was replicated only when words were studied in L1, but not L2. Results suggested that second-language learners show false memory in their L2 and that the effect of language shift on false recognition depended on the study language.

Key words false memory; DRM paradigm; language shift; second-language learners; memory instructions

Asymmetrical effects of cross-linguistic structural priming on cross-linguistic influence in L2 learners

Holger Hopp, Technische Universität Braunschweig, Braunschweig, Germany

Carrie N. Jackson, Pennsylvania State University, State College, PA, USA

Abstract The present study investigates current proposals that priming is a mechanism of cross-linguistic influence (CLI) in bilinguals by aiming to boost CLI through priming. In two cross-linguistic structural priming experiments with less-proficient adolescent (Study 1) and more highly proficient adult German-English learners (Study 2), we assess whether structural priming enhances CLI for well-formed, dispreferred, and ungrammatical structures. L2 learners in both studies showed CLI in their production, in particular for structures with word order overlap. They also exhibited short-term cross-linguistic priming of grammatical L1-L2 word orders in L2 English, which extended to longer-term priming among the more highly proficient learners in Study 2. However, there was no evidence that cross-linguistic priming increased the use of dispreferred or ungrammatical L1-based word orders in L2 English in either study. Rather, the overall production of these word orders decreased. Together, these results suggest that, while cross-linguistic priming leads learners to increase the use of shared, grammatical L1-L2 word orders, it leads to the inhibition of non-shared ungrammatical structures in L2 production. We conclude that priming has asymmetrical effects on CLI of grammatical and ungrammatical L1-based structures in the L2.

Key words cross-linguistic influence; cross-linguistic structural priming; inhibition; learning

The impact of L1 orthographic depth and L2 proficiency on mapping orthography to phonology in L2-English: an ERP investigation

Mona Roxana Botezatu, Department of Speech, Language and Hearing Sciences, University of Missouri, Columbia, MO, USA

Abstract English monolinguals (Experiment 1) and first language (L1)-dominant, Spanish-English and Chinese-English bilinguals (Experiment 2), who differed in L1 orthographic depth (shallow: Spanish; deep: Chinese) and second language (L2–English) proficiency, decided whether visually presented letter strings were English words, while behavioral and EEG measures were recorded. The spelling-sound regularity and consistency of stimuli were covaried such that words had either regular/consistent (e.g., GATE) or irregular/inconsistent mappings (e.g., PINT). Irregular/inconsistent words elicited more positive P200 and less negative N400 amplitudes than regular/consistent words in monolinguals, yet only a P200 response in bilinguals. English proficiency modulated L2 reading strategies, such that bilinguals employed distinct reading unit sizes in the L2 than the L1 when L2 proficiency was low, but transferred L1 reading units to the L2 when L2 proficiency was high. ERP results suggest that high L2 proficiency may be a prerequisite to the cross-linguistic transfer of reading strategies.

Key words bilingual visual word recognition; orthographic depth; cross-linguistic transfer; P200; N400

Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study

Jasmeen Mansour-Adwan*, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel

Yasmin Shalhoub-Awwad, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel

Ravit Cohen-Mimran, Department of Communication Sciences and Disorders, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel

Asaid Khateb*, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel

Abstract The present longitudinal study aimed to explore the connections between different linguistic profiles at kindergarten and reading achievements at first grade. These profiles are based on the two-dimensional model (Bishop & Snowling, 2004), which associates reading skills with phonological and other language abilities. This model was examined mainly in Indo-European languages but scarcely in Arabic. Arabic-speaking children were assigned to four linguistic profiles in kindergartens: low language (LL; N = 111), low phonology (LPh; N = 120), low language and low phonology (LLLPh; N = 139), and typical language and typical phonology (TLTPh; N = 135). Multivariate analysis was used to compare their reading achievements at first grade, and the overlap between linguistic and reading profiles was estimated. The results revealed significant differences between the different linguistic profiles in all reading measures. LLLPh group gained lower scores in reading tasks compared to the other groups. Significant relationships have been found between linguistic and reading profiles indicating reading difficulties among 14.5% of the children from TLTPh, 63% of LLLPh, 35% of LL, and 35.6% of LPh. The findings support the relationship between low linguistic skills and reading difficulties and emphasize the potential roles of both phonological and language skills for reading.

Key words Arabic; phonological awareness (PA); language; reading skills; kindergarten; first-grade

期刊简介

Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.

《应用心理语言学》发表了关于语言心理过程的原创研究论文。它检查成人和儿童的语言发展、语言使用和语言障碍，特别强调跨语言研究。该杂志汇集了语言学、心理学、阅读、教育、语言学习、言语和听力以及神经学等多个学科的优秀作品。除了研究报告外，还将考虑发表理论评论以及主题文章和评论。

官网地址：

https://www.cambridge.org/core/journals/applied-psycholinguistics/all-issues

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