刊讯｜SSCI 期刊《第二语言习得研究》2021年第5期

Volume 43, Issue 5, 2021

STUDIES IN SECOND LANGUAGE ACQUISITION（SSCI一区，2020 IF：3.988）2021年第5期共发文11篇，其中批判性评论8篇，研究性论文6篇，复制性研究1篇，研究报告1篇，勘误1篇。研究论文涉及词族、词目、词汇单位、词汇学习、语境化输入、二语研究、正字法等方面。

目录

Critical Commentary

■THE LEMMA DILEMMA: HOW SHOULD WORDS BE OPERATIONALIZED IN RESEARCH AND PEDAGOGY?, by Stuart Webb, Pages 941-949.

■THE COMING PARADIGM SHIFT IN THE USE OF LEXICAL UNITS, by Dale Brown,Jeffrey Stewart,Tim Stoeckel and Stuart McLean, Pages 950-953.

■SELECTING LEXICAL UNITS IN WORDLISTS FOR EFL LEARNERS, by Thi Ngoc Yen Dang, Pages 954-957.

■ WORDS THAT MATTER IN L2 RESEARCH AND PEDAGOGY: A CORPUS-LINGUISTICS PERSPECTIVE, by Dana Gablasova, Vaclav Brezina, Pages 958-961.

■SELLING THE (WORD) FAMILY SILVER?: A RESPONSE TO WEBB’S “LEMMA DILEMMA”, by Benjamin Kremmel, Pages 962-964.

■LEMMAS, FLEMMAS, WORD FAMILIES, AND COMMON SENSE, by Batia Laufer, Pages 965-968.

■ THOUGHTS ON WORD FAMILIES, by Paul Nation, Pages 969-972.

■WORD FAMILIES AND LEMMAS, NOT A REAL DILEMMA: INVESTIGATING LEXICAL UNITS, by Stuart Webb, Pages 973-984.

Research Article

■ INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS

THROUGH AUDIOVISUAL MATERIALS: THE ROLE OF REPETITION AND TYPOGRAPHIC ENHANCEMENT, by Elvenna Majuddin, Anna Siyanova-Chanturia, Frank Boers, Pages 985-1008.

■COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION, by Bert Vandenberghe, Maribel Montero Perez, Bert Reynvoet, Piet Desmet, Pages 1009-1039.

■THE RETRIEVABILITY OF L2 ENGLISH MULTIWORD ITEMS IN A CONTEXT OF STRONGLY FORM-FOCUSED EXPOSURE: WHAT MATTERS?, by Seth Lindstromberg, June Eyckmans, Pages 1040-1067.

■INVESTIGATING TEXTUAL ENHANCEMENT AND CAPTIONS IN L2 GRAMMAR AND VOCABULARY: AN EXPERIMENTAL STUDY, by Myrna C. Cintrón-Valentín, Lorenzo García-Amaya, Pages 1068-1093.

■REGULATORY FIT EFFECTS ON THE ACQUISITION OF LEXICAL STRESS: A CLASSROOM-BASED STUDY, by Minyoung Cho, Pages 1094-1115.

■EFFECTS OF LEARNING DIRECTION IN RETRIEVAL PRACTICE ON EFL VOCABULARY LEARNING, by Masato Terai, Junko Yamashita, Kelly E. Pasich, Pages 1116-1137.

Replication Study

■DOES IT MATTER WHEN YOU REVIEW?: INPUT SPACING, ECOLOGICAL VALIDITY, AND THE LEARNING OF L2 VOCABULARY, by John Rogers, Anisa Cheung, Pages 1138-1156.

Research Report

■THE INFLUENCE OF ORTHOGRAPHY ON ORAL VOCABULARY ACQUISITION IN LEARNERS OF CHINESE AS A SECOND LANGUAGE, by Jie Zhang, Hong Li, Yang Liu, Pages 1157-1172.

Erratum

■EFFECTS OF LEARNING DIRECTION IN RETRIEVAL PRACTICE ON EFL VOCABULARY LEARNING – ERRATUM, by Masato Terai, Junko Yamashita, Kelly E. Pasich, Pages 1173.

摘要

THE LEMMA DILEMMA: HOW SHOULD WORDS BE OPERATIONALIZED IN RESEARCH AND PEDAGOGY?

Stuart Webb*

University of Western Ontario

Abstract Recently there has been some debate about the appropriacy of different lexical units in pedagogy and research (e.g., Brown et al., 2020; Dang & Webb, 2016a; Kremmel, 2016; Laufer & Cobb, 2020; McLean, 2018; Nation, 2016; Nation & Webb, 2011; Vilkaitė-Lozdienė & Schmitt, 2020). The lexical unit (word types, lemmas, flemmas, word families) needs to be considered when developing wordlists, vocabulary tests, and vocabulary learning programs. It is also central to the lexical profiles of text and corpora, which indicate the vocabulary learning targets associated with understanding different types of discourse. Perhaps most importantly, the lexical unit of words found in vocabulary learning resources such as word lists and tests may affect their pedagogical value. The aim of this article is to highlight aspects of research and pedagogy that are affected by lexical units and describe issues that should be considered when operationalizing words in studies of vocabulary and learning resources.

INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS: THE ROLE OF REPETITION AND TYPOGRAPHIC ENHANCEMENT

Elvenna Majuddin *

Te Herenga Waka—Victoria University of Wellington

Anna Siyanova-Chanturia

Te Herenga Waka—Victoria University of Wellington and Ocean University of China

Frank Boers

University of Western Ontario

Abstract There has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examines the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned to one of six conditions that differed in terms of caption condition (no captions, normal captions, enhanced captions) and the number of times they watched the same video (once, twice). The participants took a cued MWE form recall test before watching the video, immediately and 2 weeks after watching it. A content comprehension test was also administered. Compared to single viewing, repetition resulted in better content comprehension as well as better acquisition of MWEs. Both caption types positively influenced MWE recall relative to watching the video without captions, but typographic enhancement reduced the benefits of captions for content comprehension.

COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION

Bert Vandenberghe *

KU Leuven

Maribel Montero Perez

Ghent University

Bert Reynvoet

KU Leuven

Piet Desmet

KU Leuven

Abstract This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants (N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning recall, grammatical preference) and time-pressured sensitive tests (lexical decision, semantic relatedness, grammaticality judgment) as immediate and delayed posttests. Explicit posttests show the beneficial effects of word-focused instruction, and underline the efficiency of context for meaning-related knowledge. Sensitive posttests generally confirm the explicit results, but reveal differences between both word-focused conditions related to lexical processing and strength of knowledge. This study suggests that combining explicit and sensitive measures can provide a more complete picture about the effects of L2 vocabulary instruction and shows that contextualized and decontextualized word-focused instruction benefit vocabulary learning in a complementary way.

INVESTIGATING TEXTUAL ENHANCEMENT AND CAPTIONS IN L2 GRAMMAR AND VOCABULARY: AN EXPERIMENTAL STUDY

Myrna C. Cintrón-Valentín *

University of Michigan

Lorenzo García-Amaya

University of Michigan

Abstract To probe the limits of attention raising through form-focused instruction, second-language research must adapt to the needs of a technologically driven learning environment. In this study, we used a randomized control design to investigate the effect of captioned media on the learning of vocabulary

and grammar in L2 Spanish (n = 369 learners). Through four data-collection sessions, participants were presented with a grammar-lesson video and a multimodal video with one of three captioning formats: textually enhanced target vocabulary, textually enhanced target grammar, or no captioning. Results show strong immediate effects of captioning on target vocabulary, with additional effects of captioning on some, but not all, target-grammar structures. The findings demonstrate that (a) the learning of some grammatical structures is more conducive to captioning than others, and (b) there is space for future investigation into the factors that may influence the effectiveness of multimodal interventions, such as prior knowledge or frequency of use.

REGULATORY FIT EFFECTS ON THE ACQUISITION OF LEXICAL STRESS: A CLASSROOM-BASED STUDY

Minyoung Cho *

Korea University

Abstract Higgins’s (2000) regulatory fit theory proposes that a fit between one’s regulatory state and strategic means for reaching a goal increases motivational strength and engagement. This study investigates how regulatory fit affects the L2 acquisition of lexical stress in an authentic learning context. Ninety EFL students were assigned to either gain frame or loss frame conditions. They engaged in speech practice in which they mimicked a model speech in English to win a chance to

enter a prize raffle. The reward system was framed differently in the two framing conditions, with the intention of eliciting the participants’ use of eager or vigilant strategies, thus creating fit and nonfit conditions. Acquisition of lexical stress was assessed using pre- and posttest scores. Multiple regression analysis showed no regulatory fit effects and no loss frame effects but did show a significant beneficial effect of the gain frame on the acquisition of lexical stress.

DOES IT MATTER WHEN YOU REVIEW? INPUT SPACING, ECOLOGICAL VALIDITY, AND THE LEARNING OF L2 VOCABULARY

John Rogers *

The Education University of Hong Kong

Anisa Cheung

The Education University of Hong Kong

Abstract  This study is a conceptual replication of Rogers and Cheung’s (2018) investigation into distribution of practice effects on the learning of L2 vocabulary in child EFL classrooms in Hong Kong. Following a pretest, treatment, delayed posttest design, 66 primary school students (Cantonese L1) studied 20 vocabulary items over three training episodes under spaced-short (1-day interval) or spaced-long (8-day interval) learning conditions. The spacing of the vocabulary items was manipulated within-participants, and learning was assessed using crossword puzzles following a 4-week delay. While Rogers and Cheung (2018) resulted in minimal overall learning with a slight advantage for the spaced-short group, this study found large learning gains across the experimental conditions

with no significant differences between the two learning schedules. Taken together, these results provide evidence that the results from previous research examining input spacing with adult populations in laboratory contexts might not generalize to authentic child learning contexts.

THE INFLUENCE OF ORTHOGRAPHY ON ORAL VOCABULARY

ACQUISITION IN LEARNERS OF CHINESE AS A SECOND LANGUAGE

Jie Zhang

University of Houston

Hong Li *

Beijing Normal University

Yang Liu

Western Kentucky University

Abstract The present study investigated the effects of exposure to Chinese orthography on learning phonological forms of new words in learners of Chinese as a second language. A total of 30 adult learners of Chinese studied spoken label and picture associations presented either with phonologically accurate characters, characters with partial phonological information, or no orthography. Half the phonologically accurate or partially accurate characters were semantically transparent or

opaque. Spoken labels were recalled without orthography presence. Results showed that exposure to phonologically accurate and semantically transparent characters during learning did not enhance the recall of the spoken labels compared to no orthography. But exposure to characters with partial phonological information and semantically opaque characters significantly hindered vocabulary learning. The implications for Chinese as a second language vocabulary acquisition and instruction are discussed.

期刊简介

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include Replication Studies, Critical Commentaries,State-of-the-Scholarship, Methods Forum, and Research Reports.

《第二语言习得研究》是一本国际性评审的期刊，致力于对非母语和传承语习得或使用进行科学性探讨。每卷（五期）包含定量、定性或混合方法的研究性文章，以及关于当前理论问题的论文。其他包括复制性研究、批评性评论、学术状况、方法论坛和研究报告。

官网地址：

https://www.cambridge.org/core/journals/studies-in-second-language-acquisition

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