刊讯｜SSCI 期刊《语言学习》2023年第4期

LANGUAGE LEARNING

Volume 73, Issue 4, December 2023

Language Learning（SSCI一区，2022 IF：4.4，排名：8/194）2023年第4期共发文7篇，其中介绍性论文1篇，注册报告4篇，实证研究文章2篇。论文涉及方便抽样、任务表现、句法复杂度、内隐学习、纠正性反馈和偶然习得等方面。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》2023年第2期

刊讯｜SSCI 期刊 《语言学习》2023年第3期

目录

Introduction

■ Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition: Introduction to the Special Issue SLA for All?, by Aline Godfroid and Sible Andringa, Pages 981-1002.

Registered Report

■ First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996), by Jonathon Ryan, Pauline Foster, Anthea Fester, Yi Wang, Jenny Field, Celine Kearney, and Jia Rong Yap, Pages 1003-10038.

■ Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools, by Benjamin D. Zinszer, Joelle Hannon, Aya Élise Kouadio, Hermann Akpé, Fabrice Tanoh, Anqi Hu, Zhenghan Qi, and Kaja Jasinska, Pages 1039-1086.

Empirical Study

■ Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study, by Kathy MinHye Kim, Ryo Maie, Kiyo Suga, Zachary F. Miller, and Bronson Hui, Pages 1087-1126.

Registered Report

■Unknown Vocabulary Density and Reading Comprehension:Replicating Hu and Nation（2000）, by Benjamin Kremmel, Bimali Indrarathne, Judit Kormos,and Shungo Suzuki, Pages 1127–1163.

■ Effects of Form-Focused Practice and Feedback: A Multisite Replication Study of Yang and Lyster (2010), by Nadia Mifka-Profozic, Jennifer Behney, Susan M. Gass, Marijana Macis, Gaia Chiuchiù, and Giulia Bovolenta, Pages 1164–1210

Empirical Study

■ Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013), by Elke Peters, Eva Puimège, and Paweł Szudarski, Pages 1211-1251.

摘要

Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition: Introduction to the Special Issue SLA for All?

Aline Godfroid, Michigan State University

Sible Andringa, University of Amsterdam

Abstract The social sciences have grappled with sampling biases, perhaps most notably the prevalent reliance on convenience samples drawn from university student populations. Researchers in second language acquisition (SLA) have likewise taken steps to assess and address the scope of these biases and their effects on theory construction. This special issue presents a collection of replications and registered replication reports comprising one such initiative, titled SLA for All? The replications aimed to evaluate the generalizability of findings from foundational SLA studies, which were obtained with university-educated participants, to nonuniversity participant groups. In this introduction to the special issue, we review and discuss the general failure to replicate the initial results, the complex notion of replication, and questions of research ethics. We offer an in-depth reflection on how our perspectives, practices, and future plans have evolved and conclude with a vision for a more inclusive, diverse, and informative approach to SLA research going forward.

Key words sampling bias; convenience sampling; replication; ethics; generalizability; SLA

First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996)

Jonathon Ryan, Wintec | Te Pūkenga

Pauline Foster, University College London

Anthea Fester, Wintec | Te Pūkenga

Yi Wang, Wintec | Te Pūkenga

Jenny Field, Wintec | Te Pūkenga

Celine Kearney, Wintec | Te Pūkenga

Jia Rong Yapa, Wintec | Te Pūkenga

Abstract This article responds to calls for greater inclusivity in second language acquisition research and, more specifically, to calls to explore further the impact of first language literacy on second language oracy (e.g., Tarone et al., 2009). We conducted a partial replication of Foster and Skehan’s (1996) influential study of task complexity, planning time, and performance over measures of complexity, accuracy, and fluency. The initial study and others had provided robust evidence to suggest that planning time had a positive impact on task performance, particularly for more cognitively demanding tasks. We conducted our replication with adult second language learners with low first language literacy, most of whom were former refugees. Contrary to previous studies, the findings indicate little to no evidence that planning time led to improved linguistic performance. It is not immediately clear why this should be so, and our findings highlight the need for further research with this underrepresented group.

Key words first language; second language; literacy; planning time; task performance; syntactic variety; accuracy; fluency

Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools

Benjamin D. Zinszer, Swarthmore College 

Joelle Hannon, University of Delaware 

Aya Élise Kouadio, Université Félix Houphouët-Boigny

Hermann Akpé, Université Félix Houphouët-Boigny

Fabrice Tanoh, Université Félix Houphouët-Boigny & Université Peleforo Gon Coulibaly

Anqi Hu, University of Delaware 

Zhenghan Qi, Northeastern University

Kaja Jasinska , University of Toronto & Haskins Laboratories

Abstract Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, China, Europe, and the United States, and we preregistered an adaptation for Côte d’Ivoire, where students are educated in French and speak a local language at home. We recruited 117 sixth-graders from primary schools in several villages and tested for correlations greater than .30 between statistical learning and literacy with 80–90% power. We found no evidence for these correlations between statistical learning and literacy, but visual statistical learning was correlated with L2 phonological awareness, a crucial emergent-literacy skill. This finding underscores the need to include L2 acquisition contexts in literacy research.

Key words statistical learning; literacy; second language; language learning; low and middle income countries; reading

Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study

Kathy MinHye Kim, Boston University

Ryo Maie, University of Tokyo

Kiyo Suga, Michigan State University

Zachary F. Miller, U.S. Military Academy at West Point

Bronson Hui, University of Maryland, College Park

Abstract This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams’s (2005) study with a similar group of academic learners enrolled at university as well as a group of non-college-educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa & Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items.

Key words implicit L2 learning; generalizability; reading exposure; years of education; non-verbal intelligence

Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)

Benjamin Kremmel, Universität Innsbruck

Bimali Indrarathne, Kotelawala Defence University

Judit Kormos, Lancaster University

Shungo Suzuki, Waseda University

Abstract Hu and Nation’s (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Nation’s research in a context different from a typical Western, educated, industrialized, rich, and democratic context with a sample of 104 Sri Lankan adult L2 learners in a nonacademic context. They each took a Vocabulary Levels Test and read one of five versions of two reading texts at different levels of density of unknown words before answering comprehension questions. The results of the original study could not be fully replicated.

Key words vocabulary; reading; coverage; replication

Effects of Form-Focused Practice and Feedback: A Multisite Replication Study of Yang and Lyster (2010)

Nadia Mifka-Profozic, University of York

Jennifer Behney, Youngstown State University

Susan M. Gass, Michigan State University

Marijana Macis, Manchester Metropolitan University

Gaia Chiuchiù, Accademia Lingua Italiana Assisi

Giulia Bovolenta, University of York

Abstract We conducted a multisite replication of Yang and Lyster’s (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14–15 and 16–17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the design of the original study, but we also included a few modifications regarding the elicitation materials. The findings from our study did not fully align with Yang and Lyster’s results. We found no effect of group and no evidence of the superiority of either prompts or recasts in either written or oral data in either Bosnia or Italy. However, we found a steady increase in scores over time from pretest to posttests in oral data in all groups at both sites.

Key words corrective feedback; prompts; recast

Repetition and Incidental Learning of Multiword Units: A Conceptual Multisite Replication Study of Webb, Newton, and Chang (2013)

Elke Peters, KU Leuven

Eva Puimège, KU Leuven

Paweł Szudarski, University of Nottingham

Abstract This multisite study replicates Webb, Newton, and Chang’s (2013) study on the effect of repetition on incidental learning of multiword units (MWUs). Even though more researchers have started to investigate MWUs, most data have been collected from university students. Furthermore, the large effect of MWU repetition on learning reported by Webb et al. has not yet been corroborated. Data in our study were collected from two university samples (EFL students in Poland and Flanders) and one nonuniversity sample (Flemish EFL learners in secondary schools). Unlike Webb et al., we adopted a counterbalanced within-participants design. Participants read and listened to a modified graded reader in which target MWUs occurred 1, 5, 10, or 15 times. In line with the initial study, we found a positive effect of repetition. However, the learning gains were smaller, and the number of repetitions needed was different. The findings were consistent across the university and nonuniversity samples. The study concludes with a discussion of these findings in relation to both pedagogical implications and the benefits of multisite replication research.

Key words repetition; replication; multiword units; vocabulary; incidental learning; English

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。本期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的方法的研究文章。本期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。

官网地址：

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

今日小编：  Eliza

  审     核：心得小蔓

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