刊讯｜SSCI 期刊《语言学习》2022年第2期

Volume 72, Issue 2, June 2022

LANGUAGE LEARNING（SSCI一区，2021 IF：5.24) 2022年第2期共发文7篇，其中实证研究6篇，系统评述书1篇。研究论文涉及基础词汇的二语阅读理解、内隐外显二语加工、个体变量、虚拟语气等方面。主题包括动词组块口语与写作产出、双语语义加工、二语词汇学习等。

往期推荐：

刊讯｜SSCI 期刊《语言学习》2022年第S1期

刊讯｜SSCI 期刊《语言学习》2022年第1期

目录

Empirical Study

■ The Lexical Basis of Second Language Reading Comprehension: From (Sub)Lexical Knowledge to Processing Efficiency, by Mona G. Alshehri, Dongbo Zhang, Pages 325–364.

■ Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution, by Kara Morgan-Short, Irene Finestrat, Alicia Luque, David Abugabera, Pages 365–411.

■ Individual Variations in the Mastery of Discourse Connectives from Teenage Years to Adulthood, by Ekaterina Tskhovrebova, Sandrine Zufferey, Pascal Gygax, Pages 412–455.

■ (Ir)regular Mood Swings: Lexical Variability in Heritage Speakers’ Oral Production of Subjunctive Mood, by David Giancaspro, Silvia Perez-Cortes, Josh Higdon, Pages 456–496.

■ Assessing Verb-Construction Integration in Young Learners of English as a Foreign Language: Analyses of Written and Spoken Production, by Hyunwoo Kim, Haerim Hwang, Pages 497–533.

■ Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory, by Tik-Sze Carrey Siu, Suk-Han Connie Ho, Pages 534–575.

Systematic Reviews

■Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta-Analysis, by Jang Ho Lee, Hansol Lee, Pages 576–612.

摘要

The Lexical Basis of Second Language Reading Comprehension: From (Sub)Lexical Knowledge to Processing Efficiency

Mona G. Alshehri, Taif University

Dongbo Zhang, University of Exeter

Abstract This study compared how distinct lexical competences, including lexical knowledge as well as processing skills at both word/lexical and sublexical/ morphological levels, collectively and relatively predict reading comprehension in adult learners of English as a foreign language (EFL). The participants were 220 Arabic-speaking EFL learners in a Saudi university. A battery of paper- and computer-based tests was administered to measure the participants’ lexical competences, reading com- prehension ability, and working memory. Hierarchical regression analyses revealed that over and above working memory, both lexical and sublexical knowledge were significant and unique predictors of reading comprehension, and sublexical processing efficiency, as opposed to lexical processing efficiency, predicted reading comprehension significantly. In addition, among the measured lexical competences, lexical knowledge was the strongest predictor, and the two knowledge variables collectively had a far greater influence on reading comprehension than did the two processing efficiency variables. These findings are discussed in light of the lexical basis of text comprehension.

Key words reading comprehension; English as a foreign language; lexical quality; lexical knowledge; lexical processing

Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution

Kara Morgan-Short, University of Illinois at Chicago

Irene Finestrat, University of Illinois at Chicago

Alicia Luque, UiT The Arctic University of Norway

David Abugabera, University of Illinois at Chicago

Abstract In this exploratory study, we considered the method of combining event- related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject-verb agreement sentences and provided source attributions—guess, intuition, memory, rule. The participants evidenced above chance performance and anterior P600 effects to the stimuli overall. We examined whether ERPs differed by explicit (memory, rule) or implicit (guess, intuition) source attributions. Mixed-effects models indicated more positive ERPs when the participants indicated explicit source attributions. Thus, the anterior P600 evidenced in our study seemed to reflect subjectively reported explicit knowledge. Future research will be necessary to reproduce this finding, to understand ERP effects that may be associated with implicit knowledge, and to further explore how ERPs may be triangulated with other types of data to better understand the nature of L2.

Key words event-related potentials; subjective measures; second language processing; explicit; implicit

Individual Variations in the Mastery of Discourse Connectives from Teenage Years to Adulthood

Ekaterina Tskhovrebova, University of Bern 

Sandrine Zufferey, University of Bern 

Pascal Gygax, University of Fribourg

Abstract Many connectives, such as therefore and however, are used very frequently in the written modality. Their acquisition thus represents an important milestone in developing written language competences. In this article, we assess the development of competence with such connectives by native French speakers in a sentence-level insertion task (N = 307, aged 12 to 64) and a text-level insertion task (N = 172, aged 13 to 71). Our results indicate that, despite a general progression in the level of competence with age, the academic level of participants is a strong predictor of competence within each age group, even during adulthood. In addition, from the age of 12, competence is related to the frequency of connectives in naturalistic data, with frequent connectives systematically mastered better than less frequent ones. Finally, in all age groups, the use and understanding of connectives is more challenging when sentences to complete are embedded within a richer context than when presented alone.

Key words L1 acquisition; connectives; discourse; experimental study; French

(Ir)regular Mood Swings: Lexical Variability in Heritage Speakers’ Oral Production of Subjunctive Mood

David Giancaspro (he, him), University of Richmond 

Silvia Perez-Cortes (she, her), Rutgers University, Camden

Josh Higdon (they, them), University of Richmond 

Abstract Previous research indicates that heritage speakers (HSs) of Spanish produce both subjunctive and indicative mood in expected subjunctive contexts. The present study sheds new light on this pattern by testing the effects of morphological regular- ity on HSs’ mood production in volitional contexts, where Spanish-dominant speakers (e.g., first-generation immigrants) use almost exclusively subjunctive forms. Results of an elicited production task, completed by 42 HSs and 10 first-generation controls, re- veal that HSs differentiate between the two moods. Despite this sensitivity, HSs also exhibit variability, which is strongly conditioned by regularity. Whereas HSs produce subjunctive forms almost categorically with irregular verbs, their subjunctive produc- tion with regular verbs is more variable, a pattern we link to irregular verbs’ higher relative lexical autonomy and perceptual salience. Instead of classifying HSs’ morpho- logical knowledge in binary terms, we argue for the importance of exploring how vari- ability with mood is shaped by the morphological characteristics of individual lexical items.

Key words subjunctive; heritage speakers; irregular verbs; morphology; variability

Assessing Verb-Construction Integration in Young Learners of English as a Foreign Language: Analyses of Written and Spoken Production

Hyunwoo Kim, Yonsei University

Haerim Hwang, Korea University

Abstract

Extending previous findings on adult L2 learners’ integration of verbal and constructional information, this study investigated how child learners of English as a foreign language produce verbs in target constructions and whether (a) receptive skills and (b) the specific production modality (spoken versus written) modulate

the integration process. Written and spoken samples from 76 Korean–speaking children were analyzed for verb-construction association strength using three independent measures. A mixed-effects regression analysis showed that the written data contained fewer strongly associated verb-construction combinations than did the spoken data, yet verb-construction association in writing became stronger as the participants’ receptive task scores increased. Subsequent cluster analyses revealed that the stronger verbconstruction associations found for increasing receptive skills in writing were due to the lower-proficiency participants’ matching some verbs with inappropriate constructions. The modulating role of production modes, as well as receptive skills, in children’s integration of verbs and constructions is consistent with usage-based approaches to language learning.

Key words verb-construction integration; child EFL learners; written production; spoken production; usage-based approach

Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory

Tik-Sze Carrey Siu, The Education University of Hong Kong

Suk-Han Connie Ho, The University of Hong Kong

Abstract

The present study compared Chinese-English bilinguals and English monolinguals within three age groups to examine whether bilinguals have an advantage in syntactic processing. Participants were tested on morphosyntactic awareness, wordorder awareness, artificial syntax learning, and general cognitive abilities. Bilinguals within the three age groups performed better than their monolingual peers in acquiring a novel syntax and in processing morphosyntax specific to English. The bilingual adults also outperformed their monolingual peers in processing language-specific word order. Overall, the findings give credence to the structural sensitivity theory in accounting for bilingual syntactic processing. A bilingual advantage in language processing appears not confined to knowledge of and strategies specific to the additional language but constitutes a more abstract representation of underlying linguistic structure. Bilingual effects are also qualified by cross-language differences in linguistic features, age, and the amount of bilingual experience.

Key words syntactic processing; word order; morphosyntax; artificial syntax; bilingualism

Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta-Analysis

Jang Ho Lee, Chung-Ang University

Hansol Lee, Korea Military Academy

Abstract This article reports a meta-analysis of studies on the effects of teachers’ verbal lexical explanation (TVLE), as one type of lexical focus on form, on second language vocabulary learning. The dataset for this meta-analysis included 14 studies, representing a total of 36 independent samples (N = 3,304). The results of this study re- veal that TVLE resulted in more vocabulary gains than an absence of TVLE, at posttest and delayed posttest. In addition, explanation in the first language was more effective than explanation in the second language at posttest and delayed posttest. We further identified a range of potential moderators that may influence the effects of TVLE. In particular, we found that the overall effectiveness of TVLE was greater when the de- gree of vocabulary knowledge was measured through recall tests rather than through recognition tests in the long term.

Key words bilingual approach; lexical focus on form; meta-analysis; vocabulary instruction; vocabulary learning

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. A subscription includes 4 regular issues, a biennial Supplement from the Cognitive Neuroscience Series, and Special Issues.

《语言学习》是一个科学期刊致力于理解语言学习广泛界定。本刊发表的研究论文系统地应用了心理学、语言学、认知科学、教育探究、神经科学、人种学、社会语言学学、社会学和人类学等学科的研究方法。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、心智和大脑中的语言表征、文化、认知、语用学和群际关系。发刊周期为一年四期定期刊物、两年一期的认知神经科学系列增刊及特刊。

As one of the premier peer-reviewed journals in the field of applied linguistics, established in 1948 at the University of Michigan, Language Learning strives to promote research of the highest quality with thorough literature reviews and solid theoretical frameworks, rigorous data analysis, cogent argumentation, and clear presentation.

作为应用语言学领域的主要同行评议期刊之一，《语言学习》于1948年创办于密歇根大学，致力于通过全面的文献评论和坚实的理论框架、严谨的数据分析、有说服力的论证和清晰的表述来促进最高质量的研究。

官网地址：

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

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