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Allyson Holbrook; Erika Spray; Rachel Burke; Kylie M. Shaw; Jayne Carruthers – Studies in Graduate and Postdoctoral Education, 2024
Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality…
Descriptors: Doctoral Students, Learning Processes, Transfer of Training, Student Development
Najmeh Dehghanitafti – ProQuest LLC, 2024
In recent years, Third Language Acquisition (TLA) in Cross-Linguistic Influence (CLI) research has been debated regarding background languages' impact on learning a target language. While Second Language Acquisition (SLA) research often emphasizes the primary influence of the first language (L1) on the target language, it does not discount the…
Descriptors: Meta Analysis, Language Acquisition, Morphology (Languages), Syntax
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Jorge González Alonso; Pablo Bernabeu; Gabriella Silva; Vincent DeLuca; Claudia Poch; Iva Ivanova; Jason Rothman – International Journal of Multilingualism, 2025
The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental sequence. This article underscores the importance of a robust epistemological foundation, advocating for…
Descriptors: Multilingualism, Artificial Languages, Second Language Learning, Individual Differences
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Kyle Parrish – International Journal of Multilingualism, 2024
This study examined the production of L3 French words by Spanish--English bilinguals who had no prior knowledge of the L3. Using a shadowing task, 39 Spanish L1/English L2 and 18 Spanish monolingual speakers produced 26 tokens of word-initial voiceless plosive consonants in French, Spanish and English (15 Spanish and French tokens for the…
Descriptors: Multilingualism, Spanish, French, Second Language Learning
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Alaa Al-Maani; Shayne Sloggett; Nino Grillo; Heather Marsden – Studies in Second Language Acquisition, 2024
This study expands on previous research into filler-gap dependency processing in second language (L2) English, by means of a replication of Canales's (2012) self-paced reading study. Canales, among others, found that advanced L2-English speakers exhibited the same processing behavior that Stowe (1986) found for native English processing: On…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Language Processing
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Efthymia C. Kapnoula; Arthur G. Samuel – Language Learning, 2024
Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, Short Term Memory
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Ye Shen; J. Marc Goodrich – Journal of Educational Psychology, 2024
Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…
Descriptors: Transfer of Training, English (Second Language), Second Language Learning, Second Language Instruction
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Zilal Meccawy; Najwan Sebai – Journal of Education and Learning, 2025
This qualitative study uses a semi-structured interview to investigate why Saudi learners stop learning a third language and whether these reasons are permanent or temporary. The participants were six female master's degree students who had experience learning a third language outside of formal education or informal settings. This study identifies…
Descriptors: Learning Motivation, Attribution Theory, Learning Processes, Social Media