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Coherence and Comprehensibility in Second Language Speakers’ Academic Speaking Performance Stud. Second Lang. Acquis. (IF 4.73) 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 4.73) 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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Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance Lang. Teach. Res. (IF 3.401) 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 3.401) 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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The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary? Biling. Lang. Cognit. (IF 4.763) 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 4.763) 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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Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study Lang. Learn. (IF 5.24) 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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Statistical Insignificance is not wholesale transfer in L3 Acquisition: an approximate replication of Rothman (2011) Stud. Second Lang. Acquis. (IF 4.73) 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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Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages Lang. Learn. (IF 5.24) 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 7.5) 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 4.769) 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 7.5) Pub Date : 2024-05-09
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Open generative AI changes a lot, but not everything Mod. Lang. J. (IF 7.5) Pub Date : 2024-05-09 Carol A. Chapelle
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Has artificial intelligence rendered language teaching obsolete? Mod. Lang. J. (IF 7.5) 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 7.5) 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 7.5) Pub Date : 2024-05-09 Xuesong Gao
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Generative artificial intelligence, co‐evolution, and language education Mod. Lang. J. (IF 7.5) 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 7.5) 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 4.73) 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 7.5) Pub Date : 2024-05-08 Richard Kern
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Cognitive linguistics-inspired language instruction Lang. Teach. (IF 4.769) 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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L2 Language Development in Oral and Written Modalities Stud. Second Lang. Acquis. (IF 4.73) 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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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 4.155) 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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The Effect of COVID‐Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space‐Time Mappings Lang. Learn. (IF 5.24) 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 5.24) 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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‘I Said I’m Young You Know I Can Plan Something Good You Know’: Understanding Language and Migration Through Time Appl. Linguist. (IF 4.155) 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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Proactive Language Learning Theory Lang. Learn. (IF 5.24) 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 4.769) 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 5.24) 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 5.24) 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 7.5) 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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Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture‐Naming and Paragraph‐Reading Tasks Lang. Learn. (IF 5.24) 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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The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use Appl. Linguist. (IF 4.155) 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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Trilingual parallel processing: Do the dominant languages grab all the attention? Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-29 Lekhnath Sharma Pathak, Mila Vulchanova, Poshak Pathak, Ramesh Kumar Mishra
Twenty-five L1 Nepali speaking participants living in Trondheim, Norway who spoke English as L2 and Norwegian as L3 (late adult learners) participated in this study. Participants’ L2 proficiency was established as advanced in LexTALE. We administered language comprehension and production tasks in a trilingual design. In a mouse tracking trilingual parallel activation experiment, participants performed
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Feeling signs: motor encoding enhances sign language learning in hearing adults Stud. Second Lang. Acquis. (IF 4.73) 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
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The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-27 Ornuma Chingchit
Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the
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Activation of ASL signs during sentence reading for deaf readers: evidence from eye-tracking Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-26 Emily Saunders, Jonathan Mirault, Karen Emmorey
Bilinguals activate both of their languages as they process written words, regardless of modality (spoken or signed); these effects have primarily been documented in single word reading paradigms. We used eye-tracking to determine whether deaf bilingual readers (n = 23) activate American Sign Language (ASL) translations as they read English sentences. Sentences contained a target word and one of the
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Bilinguals on the footbridge: the role of foreign-language proficiency in moral decision making Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-25 Federico Teitelbaum Dorfman, Boris Kogan, Pablo Barttfeld, Adolfo M. García
Socio-cognitive research on bilinguals points to a moral foreign-language effect (MFLE), with more utilitarian choices (e.g., sacrificing someone to save more people) for moral dilemmas presented in the second language (L2) relative to the first language. Yet, inconsistent results highlight the influence of subject-level variables, including a critical underexplored factor: L2 proficiency (L2p). Here
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Cross-linguistic effects of form overlap in aural recognition of Spanish–English cognates Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-25 Juan J. Garrido-Pozú
This study investigated the effect of cross-linguistic overlap in L1 and L2 auditory recognition of Spanish–English cognates. The study examined the correlation between objective and subjective measures of overlap and analyzed how these measures predict patterns in auditory recognition. 62 Spanish-speaking learners of English and 63 English-speaking learners of Spanish completed two auditory lexical
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Executive function's structure in monolingual and bilingual adults using confirmatory factor analysis Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-25 Farzaneh Anjomshoae, Sandra A. Wiebe, Elena Nicoladis
In processing their two languages, bilinguals have to selectively attend to the target language and reduce interference from the non-target language. This experience may have specific cognitive consequences on Executive Functions (EF) through bilingual language processing. Some studies found cognitive consequences in executive functioning skills. However, other studies did not replicate these findings
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Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-25 Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney
This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large
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The effects of Hakka bilingual programs on learning interests for kindergarteners Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-25 Chung Chin Wu
To date, little attention has been paid to the impact of immersion programs on learning interests in a second language (L2). The main purpose of this study was to investigate the effects of two typ...
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The issue: New technologies and language education Mod. Lang. J. (IF 7.5) Pub Date : 2024-04-24 Kristin J. Davin
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An Introduction to the Cognitive Neuroscience of Language Embodiment and Relativity Special Issue of the Language Learning Cognitive Neuroscience Series Lang. Learn. (IF 5.24) Pub Date : 2024-04-24 Guillaume Thierry, Rasha Abdel Rahman, Panos Athanasopoulos
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Practitioners respond to Carol Griffiths ‘What about the teacher?’ (Language Teaching, 56(2), 210–222) Lang. Teach. (IF 4.769) Pub Date : 2024-04-24 Wayne Trotman
I read Carol Griffiths' article with great interest. This is due in part to being in what I feel is a privileged position as book reviewer for a UK journal, the EL Gazette,1 for whom I have read several titles by authors she references on teacher wellbeing, such as Mercer and Gregersen (2020). I wondered, however, why Brierton and Gkonou (2022) was not listed there as it also deals with issues raised
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Neuroimaging evidence dissociates forced and free language selection during bilingual speech production Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-24 Yong Zhang, Jia Zhao, Hua Huang, Zhiwei Zhang, Shuqiong Wu, Jiang Qiu, Yan Jing Wu
Bilinguals may choose to speak a language either at their own will or in response to an external demand, but the underlying neural mechanisms in the two contexts is poorly understood. In the present study, Chinese–English bilinguals named pairs of pictures in three conditions: during forced-switch, the naming language altered between pictures 1 and 2. During non-switch, the naming language used was
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Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach Lang. Teach. Res. (IF 3.401) Pub Date : 2024-04-24 Mashael Algana, Debra M. Hardison
Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults Appl. Linguist. (IF 4.155) Pub Date : 2024-04-23 Christina Hedman, Liz Adams Lyngbäck, Enni Paul, Jenny Rosén
This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic
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The influence of bilingualism and bidialectalism on executive control: evidence from a short-term language switching training paradigm Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-23 Xiaoluan Liu, Jixian Nie
The present study compared bilingualism with bidialectalism in their respective impact on executive control, using a short-term language switching training paradigm for participants who were both b...
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Understanding the factors supporting language teachers’ sustained motivation until retirement Mod. Lang. J. (IF 7.5) Pub Date : 2024-04-22 Åsta Haukås
While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore
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The effects of distributed practice on second language fluency development Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-04-22 Joe Kakitani, Judit Kormos
This study examined the effects of distributed practice on second language (L2) speech fluency development. A total of 116 Japanese L2 learners of English were randomly divided into experimental or control conditions. Learners assigned to the experimental groups engaged in four fluency training sessions either in a short-spaced (1-day interval) or long-spaced (7-day interval) condition. Although different
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Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance Appl. Linguist. (IF 4.155) Pub Date : 2024-04-21 Jie Qin, Dilin Liu
In response to calls for an assessment tool that provides a separate performance dimension from the linguistic quality-oriented measures of complexity, accuracy, and fluency (CAF) and guided by systemic functional linguistic (SFL) theories, this study introduces a set of fine-grained objective measures of communication/content/function (CCF)-related performance in second language (L2) narratives and
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The Effects of Dehumanizing and Humorous Language in Social Protests on Behavioral Expressions of Support Appl. Linguist. (IF 4.155) Pub Date : 2024-04-20 Malgorzata Karpinska-Krakowiak, Michal Pierzgalski
Little is still known about how the language used in social protests affects people’s behavioral expressions of support. This study aims to bridge this gap and investigates the impact of dehumanizing and humorous language employed by protesters in their slogans on the decisions of other individuals to join or openly support such protests. Two experiments were conducted, revealing that exposure to dehumanizing
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Modulating bilingual language production and cognitive control: how bilingual language experience matters Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-04-19 Xuran Han, Wei Li, Roberto Filippi
The Adaptive Control Hypothesis and the Control Process Model propose that bilingual language use in different interactional contexts requires control processes that can adapt in different ways to linguistic demands. This study explored the effects of language experience on cognitive flexibility and inhibition among 41 Chinese–English bilingual adults. In particular, it aimed to investigate the relationship
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Predictors of dual-language literacy attainment in Irish-English bilinguals Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-17 Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide
The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n =...
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The ‘Existential Fabric’ of War: Explaining the Phrase of War in the Laws of War Appl. Linguist. (IF 4.155) Pub Date : 2024-04-17 Annabelle Lukin, Alexandra García Marrugo
Across the texts constituting the laws of war, the word war is one of the most frequent lexical items, its dominant lexicogrammatical environment being in the phrase of war. While this combination seems unremarkable, given the durability of organized violence and the significance of this register for attempts to regulate the violence of war, the paper explores the ideological work of this phrase, including
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Testing the bilingual advantage for executive function: insights from hearing children who are native signers Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-04-16 Justyna Kotowicz, Bencie Woll, Gary Morgan
Bimodal bilingualism involves the use of a sign language and a spoken language, and offers a unique opportunity to explore the cognitive effects of growing up bilingual. The aim of this study was t...