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Hannah Sawyer; Colin Bannard; Julian Pine – Language Learning, 2024
Verb-marking errors such as "she play football" and "daddy singing" are a hallmark feature of English-speaking children's speech. We investigated the proposal that these errors are input-driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well-formed child-directed…
Descriptors: Error Patterns, Verbs, Predictor Variables, Incidence
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Maya C. Rose; Patricia J. Brooks; Arshia K. Lodhi; Angela Cortez – Language Learning, 2024
This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number-…
Descriptors: Turkish, Foreign Countries, Undergraduate Students, Computer Assisted Instruction
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Daniel Freudenthal; Fernand Gobet; Julian M. Pine – Language Learning, 2024
This study extended an existing crosslinguistic model of verb-marking errors in children's early multiword speech (MOSAIC) by adding a novel mechanism that defaults to the most frequent form of the verb where this accounts for a high proportion of forms in the input. Our simulations showed that the resulting model not only provides a better…
Descriptors: Contrastive Linguistics, Error Analysis (Language), Native Language, Verbs
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Nuria Sagarra; Laura Fernández-Arroyo; Cristina Lozano-Argüelles; Joseph V. Casillas – Language Learning, 2024
We investigated the role of cue weighting, second language (L2) proficiency, and L2 daily exposure in L2 learning of suprasegmentals different from the first language (L1), using eye-tracking. Spanish monolinguals, English-Spanish learners, and Mandarin--Spanish learners saw a paroxytone and an oxytone verb (e.g., "FIRma-firMÓ"…
Descriptors: Native Language, Second Language Learning, Language Proficiency, Suprasegmentals
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Antje Stoehr; Mina Jevtovic; Angela de Bruin; Clara D. Martin – Language Learning, 2024
A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study,…
Descriptors: Phonetics, Vocabulary Skills, Transfer of Training, Spanish
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Hui Sun; Kazuya Saito; Jean-Marc Dewaele – Language Learning, 2024
This study longitudinally examined the effects of cognitive and sociopsychological individual differences (aptitude, motivation, personality) and the quantity and quality of second language (L2) experience on L2 speech gains in naturalistic settings. We elicited L2 spontaneous speech from 50 Chinese learners of English at the beginning and the end…
Descriptors: Second Language Learning, Second Language Instruction, Speech Communication, Individual Differences
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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