- Winke, P. (2013). An investigation into second language aptitude for advanced Chinese language learning. The Modern Language Journal, 97, 109-130.
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摘要:In this study I examine the construct of aptitude in learning Chinese as a second language (L2) to an advanced level. I test 2 hypotheses: first, that L2 aptitude comprises 4 components -- working memory, rote memory, grammatical sensitivity, and phonemic coding ability -- and second, that L2 aptitude affects learning both directly and indirectly (mediated by strategy use and motivation). Native speakers of English (n = 96) studying advanced Chinese took the Modern Language Aptitude Test and a phonological working memory test and responded to motivation and strategy use questionnaires. Using end-of-course listening, reading, and speaking proficiency test results as measures of Chinese learning, I constructed a structural equation model to test the hypotheses. The model fit the observed data. Of the 4 components foreseen to comprise L2 aptitude, rote memory contributed the most and working memory the least. Aptitude, strategy use, and motivation had about the same impact on learning but varied in how well they predicted the individual skills of listening, reading, and speaking. The results shed light on L2 aptitude in the particular context of an advanced L2 Chinese course.
关键词:applied linguistics, non-native language learning languages other than English, Chinese, Aptitude Tests, Second Language Learning, Short Term Memory, Memory, Language Proficiency
- Mann, W., & Marshall, C. (2012). Investigating deaf children's vocabulary knowledge in British sign language. Language Learning, 62, 1024-1051.
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摘要:This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four deaf participants (aged 5-15 years), all of whom were BSL users, performed with greatest accuracy on meaning recognition and least accurately on meaning recall. The results indicate that signers' knowledge of mapping between form and meaning in BSL signs is not an all-or-nothing phenomenon but depends on what the learner is required to do with that knowledge, as is the case for spoken languages. Adapted from the source document
关键词:nonverbal communication, sign language, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Vocabulary Learning, Meaning, Recall Memory, Deafness, Children, Sign Language
- Fortier, Veronique, Simard, Daphnee, & French, Leif. (2012). The utilization of a measure of phonological memory from a linguistically heterogeneous population of children. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3), 291-315.
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摘要:The goal of this study was to test on a non-francophone population a repetition task of non-words created for a francophone population. A group of heritage language speakers (n = 27) was paired with a group of native speakers of French (n = 27) with a corresponding level of receptive lexical knowledge. The scores of both groups on a task consisting of the repetition of nonwords were compared. An analysis of variance showed that heritage language participants scores were similar to those of native speakers of French, even though their first language was not the one from which the non-words had been formed. The results highlight the potential of using a non-word repetition task with a linguistically heterogeneous population. The findings also suggest that the best measurement of phonological memory may be the number of correct syllables produced, as this may limit the influence of various factors on the task. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, psycholinguistics, phonological processing, Children, Repetition, French, Phonological Short Term Memory, Phonological Processing, Nonnative Speakers, Native Speakers
- Van der Hoeven, N., & de Bot, K. (2012). Relearning in the elderly: Age-related effects on the size of savings. Language Learning, 62, 42-67.
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摘要:This article reports on a study on learning new and relearning forgotten words of French as a foreign language in young (mean age 22.4), middle-aged (mean age 50.3), and elderly speakers (mean age 76.0). The three age groups performed similarly on relearning old words, but the younger learners were significantly better at learning new words. Data from a questionnaire on contact with French and a working-memory test showed that neither diminished language contact nor age-related decline in working memory can be seen as single factors explaining differences between learning and relearning. The decline in older adults' ability to learn new lexical information is discussed in terms of theories explaining age-related memory deficits and conceived of as an age-related deficiency to form associations between unrelated concepts. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Learning Processes, Aging, Age Effects, Elderly, French, Short Term Memory, French as a Second Language Learning, Vocabulary Learning
- Bolger, P., & Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. Language Learning, 61, 614-646.
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摘要:This article extends recent findings that presenting semantically related vocabulary simultaneously inhibits learning. It does so by adding story contexts. Participants learned 32 new labels for known concepts from four different semantic categories in stories that were either semantically related (one category per story) or semantically unrelated (four categories per story). They then completed a semantic-categorization task, followed by a stimulus-match verification task in an eye-tracker. Results suggest that there may be a slight learning advantage in the semantically unrelated condition. However, our findings are better interpreted in terms of how learning occurred and how vocabulary was processed afterward. Additionally, our results suggest that contextual support from the stories may have surmounted much of the disadvantage attributed to semantic relatedness.
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Language Teaching Methods, Eye Movements, Semantic Categories, Vocabulary Learning
- Strapp, C. M., Helmick, A. L, Tonkovich, H. M., & Bleakney, D. M. (2011). Effects of Negative and positive evidence on adult word learning. Language Learning, 61, 506-532.
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摘要:This study compared negative and positive evidence in adult word learning, predicting that adults would learn more forms following negative evidence. Ninety-two native English speakers (32 men and 60 women [M age = 20.38 years, SD = 2.80]), learned nonsense nouns and verbs provided within English frames. Later, participants produced plural and past tense forms for the irregular nouns and verbs following negative or positive evidence. As anticipated, correct production followed negative evidence, and errors followed positive evidence. Additionally, participants learned more verbs than nouns. Implications for first and second language learning are discussed.
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Nouns, Adults, Verbs, Vocabulary Learning, Negative Evidence, Second Language Learning, Native Language Acquisition
- Tremblay, A., Derwing, B., Libben, G., & Westbury, C. (2011). Processing advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks. Language Learning, 61, 569-613.
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摘要:This article examines the extent to which lexical bundles (LBs; i.e., frequently recurring strings of words that often span traditional syntactic boundaries) are stored and processed holistically. Three self-paced reading experiments compared sentences containing LBs (e.g., in the middle of the) and matched control sentence fragments (e.g., in the front of the). LBs and sentences containing LBs were read faster than the control sentence fragments in all three experiments. Two follow-up word and sentence recall experiments demonstrated that more sentences containing LBs were correctly remembered. Consistent with construction-type models of language, these results suggest that regular multiword sequences leave memory traces in the brain. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Psycholinguistics, Memory, Reading Comprehension, Reading Processes
- Trude, A. M., & Tokowicz, N. (2011). Negative transfer from Spanish and English to Portuguese pronunciation: The roles of inhibition and working memory. Language Learning, 61, 259-280.
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摘要:We examined negative transfer from English and Spanish to Portuguese pronunciation. Participants were native English speakers, some of whom spoke Spanish. Participants completed a computer-based Portuguese pronunciation tutorial and then pronounced trained letter-to-sound correspondences in unfamiliar Portuguese words; some shared orthographic form with their translation in Spanish or Spanish and English. Spanish-speaking participants were more accurate and made more Spanish-like than English-like errors. Contrary to predictions, non-Spanish speakers made more Spanish-like than English-like errors on cognates. Participants with higher working memory were more accurate and made more Spanish-sounding errors on cognates. The results suggest that the first language is inhibited during second-language production and that higher working memory is associated with an improved ability to inhibit the first language. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Spanish, English, Second Language Learning, Pronunciation, Portuguese as a Second Language, Portuguese, Grapheme Phoneme Correspondence, Transfer Learning, Short Term Memory
- Kissling, E. M. (2012). Cross-linguistic differences in the immediate serial recall of consonants versus vowels. Applied Psycholinguistics, 33(3), 605-621.
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摘要:The current study investigated native English and native Arabic speakers' phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n = 39) heard series of six consonant-vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Consonants, Vowels, Serial Recall, Arabic, English, Phonological Short Term Memory, Language Processing, Phonemes
- Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32(4), 739-759.
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摘要:Four eye movement experiments investigated whether readers use parafoveal input to gain information about the phonological or orthographic forms of consonants, vowels, and tones in word recognition when reading Thai silently. Target words were presented in sentences preceded by parafoveal previews in which consonant, vowel, or tone information was manipulated. Previews of homophonous consonants (Experiment 1) and concordant vowels (Experiment 2) did not substantially facilitate processing of the target word, whereas the identical previews did. Hence, orthography appears to be playing the prominent role in early word recognition for consonants and vowels. Incorrect tone marker previews (Experiment 3) substantially retarded the subsequent processing of the target word, indicating that lexical tone plays an important role in early word recognition. Vowels in VOP (Experiment 4) did not facilitate processing, which points to vowel position being a significant factor. Primarily, orthographic codes of consonants and vowels (HOP) in conjunction with tone information are assembled from parafoveal input and used for early lexical access. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Phonological Processing, Grapheme Phoneme Correspondence, Reading Processes, Consonants, Vowels, Tone, Thai, Lexical Access, Word Recognition
- Isaacs, T., Trofimovich, P. (2011). Phonological memory, attention control, and musical ability: Effects of individual differences on rater judgments of second language speech. Applied Psycholinguistics, 32(1), 113-140.
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摘要:This study examines how listener judgments of second language speech relate to individual differences in listeners' phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were also assessed for phonological memory (serial recognition), attention control (trail making), and musical aptitude. Results showed that music majors assigned significantly lower scores than nonmusic majors solely for accentedness, particularly for low ability second language speakers. However, the ratings were not significantly affected by individual differences in listeners' phonological memory and attention control, which implies that these factors do not bias listeners' subjective judgments of speech. Implications for psycholinguistic research and for high-stakes speaking assessments are discussed. Adapted from the source document
关键词:psycholinguistics, psychoacoustics/speech perception, Memory, Phonological Processing, Attention, Music, Nonnative Speakers, Speech Perception, Judgement, Recognition, Psycholinguistics, English
- Nelson, R. (2012). Perceptual filtering in L2 lexical memory: A neural network approach to second language acquisition. The Modern Language Journal, 96, 350-368.
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摘要:A number of asymmetries in lexical memory emerge when monolinguals and early bilinguals are compared to (relatively) late second language (L2) learners. Their study promises to provide insight into the internal processes that both support and ultimately limit L2 learner achievement. Generally, theory building in L2 and bilingual lexical memory has relied on ontological models: models that posit that lexical access involves inferences made about representations. This article contrasts ontological models of bilingual and L2 lexical memory with a neural network model, the ART2-IN. Testing an ART2-IN after training it on real language samples shows that asymmetries in lexical access may have roots in the effects that different paths to bilingualism have on perceptual memory systems. The ART2-IN models both early Spanish-English bilingualism and the adult acquisition of English by a native Spanish speaker, and makes direct contact with important characteristics of L2 learning. The ART2-IN is different from ontological models in assigning causation: Ontological models assign the cause of learner asymmetries to internal structures and mechanisms, while the ART2-IN distributes cause over the learner and the learning environment. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, applied linguistics, non-native language learning languages other than English, Memory, Second Language Learning, Neural Networks, Lexical Access, Bilingualism, Learning Environment, English, Spanish
- Biedron, A., & Szczepaniak, A. (2012). Working memory and short-term memory abilities in accomplished multilinguals. The Modern Language Journal, 96, 290-306.
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摘要:The role of short-term memory and working memory in accomplished multilinguals was investigated. Twenty-eight accomplished multilinguals were compared to 36 mainstream philology students. The following instruments were used in the study: three memory subtests of the Wechsler Intelligence Scale (Digit Span, Digit-Symbol Coding, and Arithmetic, which constitute a memory and resistance to distraction index); two short-term memory tests of the Modern Language Aptitude Test (Part I [NumberLearning] and Part V [PairedAssociates]); and the verbal Intelligence Quotient (IQ), the nonverbal IQ, the general IQ, and a working memory test, the Polish Reading Span (PRSPAN). The results of the accomplished multilinguals were compared to the results of 1st-year English philology students (mainstream). The analysis revealed that short-term memory and working memory abilities in the accomplished multilinguals were higher than in the mainstream philology students. Results might contribute to the understanding of the controversial role of working memory and short-term memory abilities in accomplished multilinguals. A suggestion that the two components of working memory (the phonological loop and the central executive) are significant factors in determining the outcome of learning a foreign language is discussed. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Multilingualism, Short Term Memory
- Hamada, M., & Koda, K. (2011). Similarity and difference in learning L2 word-form. System, 39(4), 500-509.
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摘要:This study explored similarity and difference in L2 written word-form learning from a cross-linguistic perspective. This study investigated whether learners' L1 orthographic background, which influences L2 visual word recognition (e.g., Wang et al., 2003), also influences L2 word-form learning, in particular, the sensitivity to phonological and graphic features of L2 words in remembering the words' spelling. Two groups of college-level ESL students, Chinese L1 (N = 20) and Korean L1 (N = 20), read a passage and recalled pseudowords embedded in the passage by identifying them from among pseudowords with four options: (a) identical spelling, (b) phonologically similar to the identical spelling, (c) graphically similar to the identical spelling, and (d) letter string unrelated to the identical spelling. They also inferred the meaning of the pseudowords. The percentage distribution of the options and meaning-inference outcome appeared to be the same between the groups, yet the response patterns in feature recognition recall showed a difference between the groups. Pedagogical implications and future study recommendations are discussed. [Copyright Elsevier Ltd.]
关键词:applied linguistics, English as a second/foreign language learning, Word Recognition, Orthography, Second Language Learning, Written Language, English as a Second Language Learning, College Students, Memory
- Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional vocabulary learning. System, 39(4), 491-499.
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摘要:The purpose of this study is to examine whether learning a known-and-unknown word combination is superior in terms of retention and retrieval of meaning to learning a single unknown word. The term 'combination' in this study means a two-word collocation of a familiar word and a word that is new to the participants. Following the results of Kasahara (2010), the study predicted that attaching a known word to a word to be remembered could help learners to retain and retrieve the meaning of the target word. Sixty-six university students took part in the experiment. They were divided into two groups with the same vocabulary size. One group was told to remember the 20 target words; the other was told to remember the 20 two-word collocations (known words + the target words). Each group was asked to define the meaning of the target words or the collocations respectively in immediate and delayed tests. The results of both tests revealed that the collocations allowed significantly better retention and retrieval of the meanings than the single target words. [Copyright Elsevier Ltd.]
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Word Meaning, Collocations, College Students, Vocabulary Learning
- Bao, Mingzhen, Egi, T., & Han, Ye. (2011). Classroom study on noticing and recast features: Capturing learner noticing with uptake and stimulated recall. System, 39(2), 215-228.
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摘要:Research has shown that various features of recasts, such as length, intonation, and linguistic target, influence learners' ability to notice the recasts. Noticing has typically been measured using a performance (e.g., uptake) or introspective (e.g., stimulated recall) measure, however, little research has examined how these measures compare in their effectiveness in capturing learner noticing. The current study investigated the extent to which uptake and stimulated recall may capture learners' noticing of recasts, and the relationship between recast features (length, form, number of changes, intonation, error type, and directness) and learners' noticing in the form of verbal reporting and of uptake. Twenty-five ESL learners participated in teacher-fronted classroom interactions, which were immediately followed by a stimulated recall interview. During the interview, learners reported their thoughts at the time of interaction while watching recast episodes that occurred during the interaction. The results indicated that the rate of noticing was substantially higher when it was measured by stimulated recall than when was measured by uptake. When noticing was measured by stimulated recall, recasts with rising intonation were the only significant predictor of learners' noticing. [Copyright Elsevier Ltd.]
关键词:applied linguistics, English as a second/foreign language learning, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, English as a Second Language Learning, Classroom Communication, Students, Recall Memory, Attention, Second Language Teachers