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Direct linkKarina Tachihara; Adele E. Goldberg – Language Learning, 2025
Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult…
Descriptors: Adult Students, Adult Learning, Sentences, Undergraduate Students
Jody H. Cripps; Russell S. Rosen; Aimee M. Sever-Hall; Sheryl B. Cooper; Ronald Fenicle – Language Learning, 2023
Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes,…
Descriptors: Outcomes of Education, Student Attitudes, Student Experience, Conventional Instruction
Xiaotong Xi; Peng Li; Pilar Prieto – Language Learning, 2024
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 /ae/ and /[lambda]/, which differ in the visible lip aperture and…
Descriptors: Second Language Learning, Vowels, Nonverbal Communication, Articulation (Speech)
Shi, Jinfang; Peng, Gang; Li, Dechao – Language Learning, 2023
This study reports on a self-paced reading experiment exploring whether the figurativeness of collocations affects L2 processing of collocations. The participants were 40 English native speakers and 44 Chinese-speaking English foreign language learners (including doctoral, postgraduate, and undergraduate students). To ensure that the effect…
Descriptors: Second Language Learning, Second Language Instruction, Learning Processes, Cognitive Processes
Peters, Elke; Puimège, Eva; Szudarski, Pawel – Language Learning, 2023
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…
Descriptors: Repetition, Incidental Learning, Phrase Structure, Vocabulary Development
Paul Leeming; Joseph P. Vitta; Phil Hiver; Dillon Hicks; Stuart McLean; Christopher Nicklin – Language Learning, 2024
This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…
Descriptors: Self Efficacy, English (Second Language), Second Language Learning, Second Language Instruction
Xiaopeng Zhang; Xiaofei Lu – Language Learning, 2024
This study examined the relationship of linguistic complexity, captured using a set of lexical richness, syntactic complexity, and discoursal complexity indices, to second language (L2) learners' perception of text difficulty, captured using L2 raters' comparative judgment on text comprehensibility and reading speed. Testing materials were 180…
Descriptors: Syntax, Second Language Learning, Second Language Instruction, Decision Making
Aarnes Gudmestad; Thomas A. Metzger – Language Learning, 2025
In this Methods Showcase Article, we illustrate mixed-effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future-time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step-by-step…
Descriptors: Second Language Learning, Spanish, Applied Linguistics, Predictor Variables
Valentini, Alessandra; Serratrice, Ludovica – Language Learning, 2023
Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less is known about predictors of listening comprehension in bilingual children and about the role of language input. This study presents longitudinal data on predictors of English listening comprehension in 100…
Descriptors: Longitudinal Studies, Predictor Variables, Listening Comprehension, Bilingual Students
Zeynep Köylü; Nurullah Eryilmaz; Carmen Pérez-Vidal; Marjolijn Verspoor; Hana Gustafsson – Language Learning, 2024
Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb-argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical…
Descriptors: Study Abroad, Language Usage, Language Proficiency, Diaries
Yu Fen Wei; Wen Wen Yang; Gary Oppenheim; Jie Hui Hu; Guillaume Thierry – Language Learning, 2024
Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment…
Descriptors: Foreign Countries, Bilingualism, Bilingual Students, Chinese
Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Wagner, Santoi; Park, Innhwa – Language Learning, 2022
This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class…
Descriptors: Discourse Analysis, High School Students, Spanish, Second Language Learning
Cathy Hauspie; Stijn Schelfhout; Nicolas Dirix; Lot Fonteyne; Mark Janse; Arnaud Szmalec; Alexandra Vereeck; Wouter Duyck – Language Learning, 2024
Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study…
Descriptors: Latin, Second Language Learning, Secondary Education, Higher Education
Emanuel Bylund; Steven Samuel; Panos Athanasopoulos – Language Learning, 2024
Research has shown that speakers of different languages may differ in their cognitive and perceptual processing of reality. A common denominator of this line of investigation has been its reliance on the sensory domain of vision. The aim of our study was to extend the scope to a new sense-taste. Using as a starting point crosslinguistic…
Descriptors: Foreign Countries, Language Usage, Classification, Language Processing
