Volume 73, Issue 2, June 2023

Language Learning（SSCI一区，2022 IF：4.4，排名：8/194）2023年第2期共发文9篇，其中实证研究8篇，方法类文章1篇。研究论文涉及促进统计学习的因素、句法问题对三语习得的影响、单词定义对意义回忆的影响、第二语言搭配知识的推广等方面。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊 《语言学习》2023年第1期

刊讯｜SSCI 期刊《语言学习》2022年第3-4期

刊讯｜SSCI 期刊《语言学习》2022年第2期

目录

Empirical Study

■ Close Encounters of the Word Kind: Attested Distributional Information Boosts Statistical Learning, by Katja Stärk,  Evan Kidd & Rebecca L. A. Frost , Pages 341-373.

■Syntax Matters: Exploring the Effect of Linguistic Similarity in Third Language Acquisition, by Isabel Nadine Jensen & Marit Westergaard, Pages 374-402.

■ Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms, by Henrik Gyllstad,  Pia Sundqvist,  Erica Sandlund & Marie Källkvist, Pages 403-444.

Conceptual Review Article

■ Spacing Effects in Task Repetition Research, by John Rogers, Pages 445-474.

Empirical Study

■ Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency, by Amanda Edmonds &  Aarnes Gudmestad, Pages 475-507.

■Metacognition in Second Language Speech Perception and Production, by Natalia Kartushina,  David Soto & Clara Martin, Pages 508-542.

■Investigating Orthographic Versus Auditory Cross-Situational Word Learning With Online and Laboratory-Based Testing, by Paola Escudero,  Eline A. Smit & Anthony J. Angwin, Pages 543-577.

■ Generalizing Knowledge of Second Language Collocations: The Roles of Within- and Cross-Language Similarity on Acceptability and Event-Related Potentials, by Manuel F. Pulido, Pages 578-612.

Systematic Review Article

■ Systematic Review of the Effects of Sleep on Memory and Word Learning in Infancy, by Margherita Belia,  Tamar Keren-Portnoy & Marilyn Vihman, Pages 613-612.

摘要

Close Encounters of the Word Kind: Attested Distributional Information Boosts Statistical Learning

Katja Stärk, Max Planck Institute for Psycholinguistics

Evan Kidd, Max Planck Institute for Psycholinguistics，The Australian National University，ARC Centre of Excellence for the Dynamics of Language

Rebecca L. A. Frost, Max Planck Institute for Psycholinguistics，Edge Hill University

Abstract Statistical learning, the ability to extract regularities from input (e.g., in language), is likely supported by learners’prior expectations about how component units co-occur. In this study, we investigated how adults’prior experience with sublexical regularities in their native language influences performance on an empirical language learning task. Forty German-speaking adults completed a speech repetition task in which they repeated eight-syllable sequences from two experimental languages: one containing disyllabic words comprised of frequently occurring German syllable transitions (naturalistic words) and the other containing words made from unattested syllable transitions (non-naturalistic words). The participants demonstrated learning from both naturalistic and non-naturalistic stimuli. However, learning was superior for the naturalistic sequences, indicating that the participants had used their existing distributional knowledge of German to extract the naturalistic words faster and more accurately than the non-naturalistic words. This finding supports theories of statistical learning as a form of chunking, whereby frequently co-occurring units become entrenched in long-term memory.

Key words statistical learning; serial recall; incremental learning; long-term memory; entrenchment

Syntax Matters: Exploring the Effect of Linguistic Similarity in Third Language Acquisition

Isabel Nadine Jensen, UiT the Arctic University of Norway

Marit Westergaard, UiT the Arctic University of Norway，bNTNU Norwegian University of Science and Technology

Abstract Over the last two decades, the question of to which linguistic cues learners pay attention when they decode a new language has been subject to controversy in the fifield of third language (L3) acquisition. In this article, we present an artifificial language learning experiment that investigated how lexical and syntactic similarities between an artifificial L3 and preexisting grammars impact crosslinguistic inflfluence at the very beginning of the acquisition process. We exposed four groups of 30 Norwegian–English bilinguals each to one of four L3s and gave them training in that L3. The participants gave forced-choice acceptability judgments on pairs of nonsubject-initial declarative clauses that differed in word order, one grammatical in English, the other grammatical in Norwegian. The participants had not been exposed to nonsubject-initial declaratives during the exposure and training phases to avoid confounds with learning. The results showed that both lexical and syntactic similarities affect crosslinguistic inflfluence. We discuss this result considering contemporary accounts of L3 acquisition.

Key words crosslinguistic inflfluence; wholesale transfer; property by property; artifificial language learning; third language acquisition

Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms

Henrik Gyllstad, Lund University

Pia Sundqvist, University of Oslo

Erica Sandlund, Karlstad University

Marie Källkvist, Lund University,Linnæus University

Abstract Vocabulary experts recommend fifirst language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower profificiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning defifinitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language-diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) defifinitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language defifinitions in immediate posttests with a small effect size but no differences in delayed posttests.

Key words word learning; word meaning; translation equivalents; multilingualism; intervention; EFL teaching

Spacing Effects in Task Repetition Research, by John Rogers

John Rogers, The Hong Kong Polytechnic University

Abstract This article provides a conceptual review of the principles of input spacing as they might relate specifically to oral task repetition research and presents some of the common methodological considerations from the broader input spacing literature. The specific considerations discussed include the interaction between intersession intervals and retention intervals, the manipulation of posttests as a between-participants variable, the number of task repetitions, absolute versus relative spacing, the criterion of learning, task type versus exact task repetition, and blocked versus interleaved practice. Each of these considerations is discussed with links, as appropriate, to the relevant empirical input spacing and task repetition literature. The purpose of this review is to highlight how, in many cases, these methodological considerations have been overlooked by task repetition researchers, including in studies where input spacing has and has not been a direct focus, and to suggest ways of addressing these methodological shortcomings in future research.

Key words task repetition; input spacing; research methods; task-based language teaching; second language; instruction

Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency

Amanda Edmonds, Université Côte d’Azur, CNRS, BCL

Aarnes Gudmestad, Virginia Polytechnic Institute and State University

Abstract Usage-based approaches to additional-language acquisition have identifified numerous determinants of language learning, two of which were the focus of our study: frequency and cue contingency. Specififically, we examined how an immersion experience may impact sensitivity to these two determinants as reflflected in the production of 4,808 pairs of nouns (N) and adjectives (ADJ) by 50 anglophone learners of Spanish and French. We analyzed the use of N/ADJ combinations using mixed linear regressions for frequency and two measures of delta P, a unidirectional measure of lexical association strength reflflecting cue contingency. In all three models, we explored the impact of time and four additional variables: task, initial profificiency, target language, and phraseological unit. Our analysis revealed stasis over time. Additionally, our analysis revealed phraseological unit, task, and target language each to be signifificant in at least one model; initial profificiency did not contribute to signifificantly predicting phraseological use.

Key words phraseology; stay abroad; French; Spanish; usage-based approaches

Metacognition in Second Language Speech Perception and Production

Natalia Kartushina, University of Oslo

David Soto, Basque Center on Cognition, Brain, and Language，Ikerbasque, Basque Foundation for Science

Clara Martin, Basque Center on Cognition, Brain, and Language，Ikerbasque, Basque Foundation for Science

Abstract In this study, we assessed metacognition in nonnative language speech perception and production. Spanish novice learners of French identifified and produced the French vowel contrast /ø/–/œ/ and, on each trial, rated their confifidence in their responses. Participants’ confifidence in perception predicted their identifification accuracy, suggesting that novice learners’ metacognitive skills in nonnative speech perception are effificient at the onset of language learning. However, participants’ confifidence in production did not align with a fifine-grained precision measure of their own production (indexed by Mahalanobis distance to the native French target-vowel space) nor with a categorical measure of production (in terms of being within/outside the native speakers’ zone), indicating that metacognition in nonnative sound production is not yet effificient in novice learners. Overall, confifidence ratings were similar and highly correlated between the perception and production tasks, but there was no association between the two domains in task performance or metacognitive ability. We discuss the ramififications of these fifindings for language learning theories and language teaching strategies as well as for the ongoing debate about the perception–production relationship.

Key words metacognition; second language; speech; perception; production; self-confifidence

Investigating Orthographic Versus Auditory Cross-Situational Word Learning With Online and Laboratory-Based Testing

Paola Escudero, Western Sydney University，Australian Research Council Centre of Excellence for the Dynamics of Language

Eline A. Smit,  Western Sydney University，Australian Research Council Centre of Excellence for the Dynamics of Language

Anthony J. Angwin, Australian Research Council Centre of Excellence for the Dynamics of Language，The University of Queensland

Abstract Research has shown that novel words can be learned through the mechanism of statistical or cross-situational word learning (CSWL). So far, CSWL studies using adult populations have focused on the presentation of spoken words. However, words can also be learned through their written form. This study compared auditory and orthographic presentations of novel words with different degrees of phonological overlap using CSWL in a laboratory-based and an online-based approach. In our analyses, we first compared accuracy across modalities, with our findings showing more accurate recognition performance for CSWL when novel words were presented through their written forms (orthographic condition) rather than through their spoken forms (auditory condition). Bayesian modeling suggested that accuracy for the orthographic condition was higher in the laboratory compared to online, whereas performance in the auditory condition was similar across both experiments. We discuss the implications of our findings for presentation modality and the benefits of our online testing protocol for future research.

Key words cross-situational learning; spoken versus written words; orthography; Bayesian modeling; online versus laboratory testing; minimal pairs

Generalizing Knowledge of Second Language Collocations: The Roles of Within- and Cross-Language Similarity on Acceptability and Event-Related Potentials

Manuel F. Pulido, The Pennsylvania State University

Abstract Recent research has shown that knowledge of second language (L2) collocations is important to learners for improving their language processing and production but also that acquiring L2-specific collocations is a very burdensome task for learners. Thus, bootstrapping knowledge of L2 collocations through generalization is highly desirable, but this area has received surprisingly limited attention. This study examined L2 learners’ ability to generalize knowledge of recently learned verb–noun collocations during processing and whether this type of learning occurred via intralexical associations in the L2 (similarity) or was facilitated by known collocations in learners’ first language (L1). Mixed-effects regression targeting measures of learners’ brain event-related potentials revealed cross-language influence during real-time processing that preceded learners’ acceptability judgments. Both within- and cross-language similarity influenced learners’ behavioral judgments. These findings revealed cross-language integration in L1–L2 incongruent collocations from the earliest moments of processing.

Key words event-related potentials (ERPs); learning; generalization; collocations; multiword units

Systematic Review of the Effects of Sleep on Memory and Word Learning in Infancy 

Margherita Belia, University of York

Tamar Keren-Portnoy, University of York

Marilyn Vihman, University of York，University of California, Berkeley

Abstract This systematic review surveyed research on the associations between sleep and the memory processes involved in word learning in infancy. We found only 16 studies that addressed this topic directly, identifying associations between infant sleep and the memory processes, the identifification of word forms in running speech, and the stabilization and generalization of new word form–meaning associations. Some studies investigated changes in brain responses after word learning and in sleep parameters during postlearning sleep. Others investigated the long-term effects of sleeping patterns on later vocabulary development. All but one of these studies identifified positive associations between sleep and word learning in early childhood, extending similar fifindings from studies on adults and school-aged children. However, there remain several gaps in the current research on early lexical development and sleep. Future investigations should address these gaps for researchers to better understand lexical development and to create links between memory and language acquisition research.

Key words sleep; word learning; infants; memory; generalization; language development

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方法的研究文章。本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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