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Peer reviewed
Direct linkLi, Ping; Xu, Qihui – Language Learning, 2023
The last two decades have seen a significant amount of interest in bilingual language learning and processing. A number of computational models have also been developed to account for bilingualism, with varying degrees of success. In this article, we first briefly introduce the significance of computational approaches to bilingual language…
Descriptors: Bilingualism, Computational Linguistics, Second Language Learning, Second Language Instruction
Takumi Uchihara; Kazuya Saito; Satsuki Kurokawa; Kotaro Takizawa; Yui Suzukida – Language Learning, 2025
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the…
Descriptors: Phonology, Vocabulary Development, Word Recognition, Recall (Psychology)
Cayado, Dave Kenneth Tayao; Chan, Ricky K. W. – Language Learning, 2023
Previous studies have shown that prior linguistic knowledge affects semantic implicit learning when stimuli are presented in the first language. We report an experiment that investigated whether such crosslinguistic influence from the first language would still emerge in the second language for semantic implicit learning of novel articles and…
Descriptors: Semantics, Prior Learning, Native Language, English (Second Language)
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
Danwei Cai; Ben Naismith; Maria Kostromitina; Zhongwei Teng; Kevin P. Yancey; Geoffrey T. LaFlair – Language Learning, 2025
Globalization and increases in the numbers of English language learners have led to a growing demand for English proficiency assessments of spoken language. In this paper, we describe the development of an automatic pronunciation scorer built on state-of-the-art deep neural network models. The model is trained on a bespoke human-rated dataset that…
Descriptors: Automation, Scoring, Pronunciation, Speech Tests
Xuan Zang; Kit-ling Lau; Yu Ka Wong; Dan Wang – Language Learning, 2025
This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading.…
Descriptors: Metalinguistics, Chinese, Orthographic Symbols, Phonology
Yi, Wei; Man, Kaiwen; Maie, Ryo – Language Learning, 2023
In this study, we investigated the accuracy of first language (L1) and second language (L2) speakers' intuitive judgments of phrasal frequency and collocation strength, and examined the linguistic influences that give rise to these judgments. L1 and L2 speakers of English judged 180 adjective-noun collocations as (a) high frequency, medium…
Descriptors: Phrase Structure, Native Language, Second Language Learning, Decision Making
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
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
The Role of Explicit Memory across Second Language Syntactic Development: A Structural Priming Study
Marion Coumel; Merel Muylle; Katherine Messenger; Robert J. Hartsuiker – Language Learning, 2024
We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced…
Descriptors: Memory, Syntax, Second Language Learning, Second Language Instruction
Kevin Hirschi; Okim Kang; Mu Yang; John H. L. Hansen; Kyle Beloin – Language Learning, 2025
This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback…
Descriptors: Artificial Intelligence, Technology Uses in Education, Feedback (Response), English (Second Language)
Lago, Sol; Stone, Kate; Oltrogge, Elise; Veríssimo, João – Language Learning, 2023
Second language (L2) learners make gender errors with possessive pronouns. In production, these errors are modulated by the gender match between the possessor and possessee noun. We examined whether this so-called match effect extends to L2 comprehension by attempting to replicate a recent study on gender predictions in first language (L1) German…
Descriptors: Language Processing, Native Language, German, Second Language Learning
Dilay Z. Karadöller; David Peeters; Francie Manhardt; Asli Özyürek; Gerardo Ortega – Language Learning, 2024
When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic…
Descriptors: Second Language Learning, Sign Language, Hearing (Physiology), Nonverbal Communication
Gwen Brekelmans; Bronwen G. Evans; Elizabeth Wonnacott – Language Learning, 2025
Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized…
Descriptors: Foreign Countries, Preadolescents, Young Children, English (Second Language)
First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996)
Ryan, Jonathon; Foster, Pauline; Fester, Anthea; Wang, Yi; Field, Jenny; Kearney, Celine; Yap, Jia Rong – Language Learning, 2023
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,…
Descriptors: Second Language Learning, Oral Language, Native Language, Cognitive Processes
