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While research in heritage language phonology has found that transfer from the majority language can lead to divergent attainment in adult heritage language grammars, the extent to which language transfer develops during a heritage speaker's lifespan is understudied. To explore such cross-linguistic transfer, I examine the rate of glottalization between consonant-to-vowel sequences at word junctures produced by child and adult Spanish heritage speakers (i.e., HSs) in both languages. My results show that, in Spanish, child HSs produce greater rates of vowel-initial glottal phonation than their age-matched monolingually-raised Spanish counterparts, suggesting that the Spanish child HSs' grammars are more permeable to transfer than those of the adult HSs. In English, child and adult HSs show similarly low rates of glottal phonation when compared to their age-matched monolingually-raised English speakers' counterparts. The findings for English can be explained by either an account of transfer at the individual level or the community level. [ABSTRACT FROM AUTHOR]

A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the relationship between declarative memory and L2 learning. To address these concerns, we examined the relationship between verbal and nonverbal declarative memory abilities within the same task while controlling for task demands and stimulus modality, to estimate the upper bound of the relationship between verbal and nonverbal declarative memory. Results indicate that when task demands and stimulus modality are controlled, verbal and nonverbal declarative memory abilities shared a medium-to-large amount of underlying variance. However, future studies should exercise caution in appraising associations between declarative memory abilities and L2 learning until a more precise understanding of the underlying mechanisms is achieved. [ABSTRACT FROM AUTHOR]

Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements define and form the construct and not the other way around. These constructs are referred to as emergent variables (also called components, formative constructs, and composite constructs). Because emergent variables are composed of elements/parts, they should be assessed through confirmatory composite analysis (CCA). Elements of emergent variables represent unique facets of the construct. Thus, such constructs cannot be properly assessed by confirmatory factor analysis (CFA) because CFA and its underlying common factor model regard these elements to be similar and interchangeable. Conversely, the elements of an emergent variable uniquely define and form the construct, i.e., they are not similar or interchangeable. Thus, CCA is the preferred approach to empirically validate emergent variables such as language skills L2 students' behavioral engagement and language learning strategies. CCA is based on the composite model, which captures the characteristics of emergent variables more accurately. Aside from the difference in the underlying model, CCA consists of the same steps as CFA, i.e., model specification, model identification, model estimation, and model assessment. In this paper, we explain these steps. and present an illustrative example using publicly available data. In doing so, we show how CCA can be conducted using graphical software packages such as Amos, and we provide the code necessary to conduct CCA in the R package lavaan. [ABSTRACT FROM AUTHOR]

This study investigated Intrinsic Vowel Pitch (If0) in the Belgian Limburg dialect of Hamont. Its main aim was to investigate a potential correlation between If0 and f0, which has been attested in previous research, especially on contour tone languages. The Hamont dialect is particularly interesting because it has a pitch accent distinction, but also because the vowel system has a high and low vowel contrast in the front and the back dimension of the vowel space. The results of this study are generally compatible with If0 research on many languages but adds some new insights. Firstly, it was found that If0 in the Hamont dialect is comparatively large (1.97 semitones). Secondly, it was confirmed that the front–back distinction in vowel articulation has no significant effect on If0. Thirdly, when If0 is expressed on a semitone scale, no significant differences in If0 were found between male and female speakers of the dialect. The most important finding of the paper is the significant positive correlation between f0 and If0 in that If0 is smaller in the lower pitch range and bigger in the higher pitch range. This phenomenon in Hamont Dutch is much the same to what is observed in contour tone languages that have been examined for this. There are indications that a similar tendency exists in register tone languages and intonation languages. Although the cause of this progressive If0 reduction is not entirely clear, its wide distribution across prosodic systems seems to point towards a universal tendency. [ABSTRACT FROM AUTHOR]

Meta-analyses play an instrumental role in informing second language (L2) theory and practice. However, current (i.e., classic) approaches to meta-analysis are limited in their ability to do so because they often fail to capture the complexity inherent in primary studies' research designs. As we argue in this article, when complex L2 studies are represented by simplistic meta-analyses, the latter cannot reach its potential to contribute to the development of cumulative knowledge. To mitigate this issue, we first discuss the fundamental problems of the classic approaches to meta-analysis of complex L2 research. Second, we introduce an alternative meta-analytic framework that will address those problems. Third, we apply the meta-analytic framework discussed to a complex L2 domain. Fourth, we offer free software to facilitate the conduct of the alternative meta-analytic approach described. Finally, we discuss the implications of this alternative framework for making evidence-based recommendations to the relevant stakeholders. [ABSTRACT FROM AUTHOR]

Since Gisela Granena's influential work, LLAMA D v2, a sound recognition subtest of LLAMA aptitude tests, has been used as a measure of implicit learning aptitude in second language acquisition research. The validity of this test, however, is little known and the results of studies with this instrument have been somewhat inconsistent. In this study, we tested the hypothesis that researchers' variable test instructions are the source of the inconsistent results. One hundred fourteen English monolinguals were randomly assigned to take LLAMA D v2 under one of three test instruction conditions. They also completed two implicit aptitude tests, three explicit aptitude tests, and a sound discrimination test. The results showed that, regardless of the type of test instructions, LLAMA D scores did not align with implicit aptitude test scores, indicating no clear evidence of the test being implicit. On the contrary, LLAMA D scores were negatively associated with scores on one implicit aptitude test, the Serial Reaction Time (SRT) task, but only in the condition where the instructions drew participants' focal attention to the stimuli. This negative association was interpreted as focal attention working against learning in the SRT task. Implicit learning aptitude may be the degree to which one is able to process input without focal attention. [ABSTRACT FROM AUTHOR]

We investigated the extent to which language tests developed for native speakers (L1) can be used with advanced speakers of a second language (L2). We compared the performance of Dutch–English bilinguals with that of native English speakers on a series of English language tests, looking at vocabulary knowledge, crystallized intelligence, reading comprehension, and reading speed. It was found that advanced L2 speakers know fewer L2 words than native speakers and take longer to read texts but perform equally well on text comprehension. Tests optimized for native English-speakers predicted text comprehension less well than tests better adapted to the skill level of the bilinguals (which include the Lextale test). An exploratory graphical analysis suggested that L2 users' performance on challenging vocabulary tests, along with performance on an English author recognition test, forms a distinct cluster – arguably also measuring interest in English language and culture besides knowledge in general (also called crystallized intelligence). [ABSTRACT FROM AUTHOR]

Research on input processing and processing instruction has often employed a scoring method known as trials to criterion to observe the effects of instruction that emerge during training. Despite its common use in this research (see Fernández, 2021) this metric has never been evaluated critically. The present study first discusses several challenges associated with trials to criterion, including issues with its conceptual and methodological implementation. The study then introduces three alternative approaches for analyzing accuracy data collected during training sequences: trials to accuracy threshold, growth curve analysis, and bootstrapped differences of timeseries. For each approach, advantages and disadvantages are discussed and example analyses are presented using data from previous research. This discussion shows how these alternative approaches can supplement current trials-to-criterion-based analyses, expand the methodological choices available to researchers, and permit new and interesting research questions. [ABSTRACT FROM AUTHOR]

As survey research in second language acquisition grows in popularity, the adherence to best practices associated with questionnaire quality is critical for a better understanding of factors that influence second language (L2) development. To ensure that a self-report scale targets the construct of interest and does it consistently and accurately, authors of primary research should demonstrate that their instrument possesses acceptable evidence of validity and reliability. To this end, this methodological synthesis focused on the state of scale quality in L2 anxiety and willingness to communicate (WTC) research by examining key methodological issues of quantitative survey research and offering empirically grounded suggestions for future studies. A close examination of 232 peer-reviewed articles that used 385 L2 anxiety and WTC scales demonstrated, among other findings, the lack of evidence for scale content and construct validity. The implications of this study contribute to concurrent attempts at methodological reform in applied linguistics. [ABSTRACT FROM AUTHOR]

Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity epistemology that transcends disciplinary boundaries, has gained much traction and momentum over the last decade, finding expressions in a fast-growing number of empirical second language developmental studies. However, the literature, while rapidly expanding, has displayed much confusion, notably oscillating between invoking CDST as a metatheory and as an object theory. Then, too, the metaphorical genesis of CDST—the metaphorical adoption of complexity epistemology from physical sciences—has seemed to invite miscellaneous interpretations, rendering CDST an ostensibly all-in-one conceptual prism. This article explores the epistemology of CDST, tracing its ontology and examining its role in second language developmental research. This enables a more nuanced understanding of CDST, while at once surfacing critical issues and directions for future research, as it moves toward a pluralistic approach to investigating CDST as a potentially unique lens on second language development. [ABSTRACT FROM AUTHOR]

The OffensEval shared tasks organized as part of SemEval-2019–2020 were very popular, attracting over 1300 participating teams. The two editions of the shared task helped advance the state of the art in offensive language identification by providing the community with benchmark datasets in Arabic, Danish, English, Greek, and Turkish. The datasets were annotated using the OLID hierarchical taxonomy, which since then has become the de facto standard in general offensive language identification research and was widely used beyond OffensEval. We present a survey of OffensEval and related competitions, and we discuss the main lessons learned. We further evaluate the performance of Large Language Models (LLMs), which have recently revolutionalized the field of Natural Language Processing. We use zero-shot prompting with six popular LLMs and zero-shot learning with two task-specific fine-tuned BERT models, and we compare the results against those of the top-performing teams at the OffensEval competitions. Our results show that while some LMMs such as Flan-T5 achieve competitive performance, in general LLMs lag behind the best OffensEval systems. [ABSTRACT FROM AUTHOR]

Previous research on emotional language relied heavily on off-the-shelf sentiment dictionaries that focus on negative and positive tone. These dictionaries are often tailored to nonpolitical domains and use bag-of-words approaches which come with a series of disadvantages. This paper creates, validates, and compares the performance of (1) a novel emotional dictionary specifically for political text, (2) locally trained word embedding models combined with simple neural network classifiers, and (3) transformer-based models which overcome limitations of the dictionary approach. All tools can measure emotional appeals associated with eight discrete emotions. The different approaches are validated on different sets of crowd-coded sentences. Encouragingly, the results highlight the strengths of novel transformer-based models, which come with easily available pretrained language models. Furthermore, all customized approaches outperform widely used off-the-shelf dictionaries in measuring emotional language in German political discourse. [ABSTRACT FROM AUTHOR]

This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2 users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a Task-Mediated Cognitive Model of L2 Writing and Writing to Learn that describes the role of cognitive factors in L2 writing processes and in learning through writing, and an outline of a research agenda for future studies. [ABSTRACT FROM AUTHOR]

As its name suggests, this monograph focuses exclusively on utilizing NLP techniques to uncover different aspects of language use through the lens of corpus linguistics. It is noteworthy that most of the analyses presented in this book are based on the I text analytics i python package that is dedicated to corpus-based text analysis using NLP techniques. Despite its success in a wide range of fields (Römer, [4]), traditional corpus linguistics has become seemingly disconnected from recent technological advances in artificial intelligence as the computing power and corpus data available for linguistic analysis continue to grow in the past decades. [Extracted from the article]

This paper reports an automatic data-driven analysis for describing prototypical intonation patterns, particularly suitable for initial stages of prosodic research and language description. The approach has several advantages over traditional ways to investigate intonation, such as the applicability to spontaneous speech, language- and domain-independency, and the potential of revealing meaningful functions of intonation. These features make the approach particularly useful for language documentation, where the description of prosody is often lacking. The core of this approach is a cluster analysis on a time-series of f0 measurements and consists of two scripts (Praat and R, available from https://constantijnkaland.github.io/contourclustering/). Graphical user interfaces can be used to perform the analyses on collected data ranging from spontaneous to highly controlled speech. There is limited need for manual annotation prior to analysis and speaker variability can be accounted for. After cluster analysis, Praat textgrids can be generated with the cluster number annotated for each individual contour. Although further confirmatory analysis is still required, the outcomes provide useful and unbiased directions for any investigation of prototypical f0 contours based on their acoustic form. [ABSTRACT FROM AUTHOR]

We investigated age-related decline in adult learning of Dutch as an additional language (L n) in speaking, writing, listening, and reading proficiency test scores for 56,024 adult immigrants with 50 L1s who came to the Netherlands for study or work. Performance for all four language skills turned out to decline monotonically after an age of arrival of about 25 years, similar to developmental trajectories observed in earlier aging research on additional language learning and in aging research on cognitive abilities. Also, linguistic dissimilarity increased age-related decline across all four language skills, but speaking in particular. We measured linguistic dissimilarity between first languages (L1s = 50) and Dutch (L n) for morphology, vocabulary, and phonology. Our conclusion is that the L1 language background influences the effects of age-related decline in adult language learning, and that the constraints involved reflect both biological (language learning ability) and experience-based (acquired L1 proficiency) cognitive resources. [ABSTRACT FROM AUTHOR]

Authorship attribution – the computational task of identifying the author of a given text document within a set of possible candidates – has been attracting interest in Natural Language Processing research for many years. At the same time, significant advances have also been observed in the related field of author profiling, that is, the computational task of learning author demographics from text such as gender, age and others. The close relation between the two topics – both of which focused on gaining knowledge about the individual who wrote a piece of text – suggests that research in these fields may benefit from each other. To illustrate this, this work addresses the issue of author identification with the aid of author profiling methods, adding demographics predictions to an authorship attribution architecture that may be particularly suitable to extensions of this kind, namely, a stack of classifiers devoted to different aspects of the input text (words, characters and text distortion patterns.) The enriched model is evaluated across a range of text domains, languages and author profiling estimators, and its results are shown to compare favourably to those obtained by a standard authorship attribution method that does not have access to author demographics predictions. [ABSTRACT FROM AUTHOR]

This study offers methodological synergy in the examination of factorial structure in second language (L2) research. It illustrates the effectiveness and flexibility of the recently developed exploratory structural equation modeling (ESEM) method, which integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) into one complete measurement model. Two sets of data were collected using the L2 Passion Scale, which measures a dualistic model of passion. Study 1 participants were 220 L2 students. A comparison was made between the CFA and the ESEM models. The results demonstrated the superiority of the ESEM method relative to CFA in terms of better goodness-of-fit indices and realistic correlated factors. These results were replicated in another sample of 272 L2 students, providing support for the predictive validity using a structural ESEM model. Guidelines are provided and Mplus syntax files (codes) are included to help analysts apply the methods. We also make the data available publicly. Overall, this research demonstrated the usefulness of ESEM for examining the construct, discriminant, and convergent validity of L2 scales over CFA. [ABSTRACT FROM AUTHOR]

Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infrequency of replication in our field, 354 researchers were surveyed about their attitudes toward replication and their practices conducting replication studies. Responses included worldwide participation from researchers with and without replication experience. Overall, replications were evaluated as relevant and valuable to the field. Claims that replication studies lack originality/innovation were not supported. However, dissemination issues were identified: half of published replication studies lacked explicit labeling and one quarter of completed replications were unpublished. Explicit labeling of replication studies and training in research methodology and dissemination can address this situation. [ABSTRACT FROM AUTHOR]

While in the former case the fronted predicate is finite, in the latter it is generally non-finite and may be followed by a resumptive element - either a dummy verb ("do"), as in Asante Twi (3), or a tensed copy of the fronted verb, as in Hebrew (4). The editors adopt an inclusive definition of predicate fronting, encompassing an array of constructions whose common feature is that a verb or verb phrase is spelled out at the left periphery of the clause. In Chapter 5, "V(P)-fronting in Asante Twi and Limbum", Johannes Hein considers the factors determining whether predicate fronting triggers "do"-insertion (3) or verb doubling (4). Predicates which appear clause-initially include verbs of existence and presentational verbs of the I happen i or I have i type. [Extracted from the article]

While research on bilingual language processing is sensitive to different usage contexts, monolinguals are still often treated as a homogeneous control group, despite frequently using multiple varieties that may require engagement of control mechanisms during lexical access. Adapting a language-switching task for speakers of (Scottish) Standard English and Orcadian Scots, we demonstrate switch cost asymmetries with longer naming latencies when switching back into Orcadian. This pattern, which is reminiscent of unbalanced bilinguals, suggests that Orcadian is the dominant variety of these participants – despite the fact they might be regarded as English monolinguals because of sociolinguistic factors. In conjunction with the observed mixing cost and cognate facilitation effect (indicative of proactive language control and parallel language activation, respectively), these findings show that 'monolinguals' need to be scrutinised for routine use of different varieties to gain a better understanding of whether and how mechanisms underlying their lexical access resemble those of bilinguals. [ABSTRACT FROM AUTHOR]

Following the Labovian paradigm, the present study uses variationist quantitative methods to examine the linguistic and social factors influencing adjective choices in German. By focusing on adjectives of positive evaluation (such as cool 'cool', toll/geil 'great'), an analysis of over 3,000 tokens reveals that the choice of using one adjective over a competing counterpart is structured systematically. This choice is heavily constrained by the social factor age, with gender also influencing variation to varying degrees. The syntactic position of the adjective also conditions use, with some adjectives favoring predicative position and others favoring attributive or stand-alone position. Comparisons across apparent time, as well as with previous research, indicate that the semantic field of positive evaluation is a perpetually changing locus of variation. By applying variationist methods to German data, the present study illustrates how German lexis can index social meaning, paving the way for future research on German lexical variation. More broadly speaking, this study also contributes to ongoing variationist sociolinguistic research on German language variation and change. [ABSTRACT FROM AUTHOR]

In this study, we investigate first-person-singular subject expression in Louisiana French. This variety is undergoing language death and features extreme variation, with twelve first-person-singular subject forms identified within our corpus. We demonstrate that variationist methods are robust for examining such variation in obsolescing languages, and we provide a model for undertaking such analyses. Examining different aspects of our data, we fit two mixed-effects models, one that analyzes the four most frequent phonological variants of the atonic pronoun je 'I' and the other that focuses on the tonic pronoun mon 'me.' Several linguistic and social factors predict the use of these subject forms, supporting the claim that variability in declining languages is systematic, just as variation in healthy languages is. We argue that variationist methodologies have contributions to make to research on obsolescing languages and that variationist examinations of endangered and minority languages can provide methodological and theoretical contributions to the study of language variation and change more broadly. [ABSTRACT FROM AUTHOR]

Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners' acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall. [ABSTRACT FROM AUTHOR]

There has been a substantial amount of research on heritage language acquisition and diachronic change. Although recent work has increasingly pointed to parallels between those two areas, it remains unclear how systematic these are. In this paper, we provide a bird's eye view, illustrating how patterns of diachronic change are mirrored in heritage language grammars. In doing so, we focus on one of the best-described grammaticalization processes – namely, the formation of articles from demonstratives and numerals, reviewing studies on heritage varieties which mirror those processes. Based on this review, we make two main points: that change in heritage language can be predicted based on established diachronic scenarios, and that heritage languages often amplify incipient changes in the baseline. After discussing a number of attested changes in a bilingual context, we identify directions for future research in the domain of determiners in heritage languages. [ABSTRACT FROM AUTHOR]

Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance of written materials. One might expect written L2 word recognition to be more accurate than spoken one. This modality effect could also depend on L2 proficiency and the presence of cognate items, closer orthographically than phonologically for most language pairs. Two experiments were conducted with 50 intermediate proficiency French–English bilinguals. Experiment 1 highlighted this modality effect on accuracy and a session effect reflecting a benefit from oral to written modality on latency. In Experiment 2, which included both cognate and non-cognate words, modality effect was even stronger for cognate words and cognate effect depended on modality. In both experiments, these effects depend on L2 proficiency. These findings are discussed according to bilingual word recognition models. [ABSTRACT FROM AUTHOR]

Questionnaires documenting children's bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in how they are operationalised across tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures. [ABSTRACT FROM AUTHOR]

Evidence for the role of procedural memory in second language (L2) acquisition has emerged in our field. However, little is known about the reliability and validity of the procedural memory measures used in this research. The present study (N = 119) examined the reliability and the convergent and discriminant validity of three assessments that have previously been used to examine procedural memory learning ability in L2 acquisition, the dual-task Weather Prediction Task (DT-WPT), the Alternating Serial Reaction Time Task (ASRT), and the Tower of London (TOL). Measures of declarative memory learning ability were also collected. For reliability, the DT-WPT and TOL tasks met acceptable standards. For validity, an exploratory factor analysis did not provide evidence for convergent validity, but the ASRT and the TOL showed reasonable discriminant validity with declarative memory measures. We argue that the ASRT may provide the purest engagement of procedural memory learning ability, although more reliable dependent measures for this task should be considered. The Serial Reaction Time task also appears promising, although we recommend further consideration of this task as the present analyses were post hoc and based on a smaller sample. We discuss these results regarding the assessment of procedural memory learning ability as well as implications for implicit language aptitude. [ABSTRACT FROM AUTHOR]

In this commentary, we summarize the findings of the seven included studies that examined implicit language aptitude from various perspectives and highlight issues to be resolved in the validation of this new construct in second language research. We start by providing an overview of the contributions of the studies. We then identify the lack of convergent validity of the measures of implicit aptitude reported in the included studies and problematize the equally varied nature of the measurement of implicit knowledge—the outcome variable of aptitude research—and related concepts. In particular, by drawing on empirical evidence and theoretical claims, we attempt to clarify the relationships between implicit and explicit knowledge, implicit and explicit learning, and implicit and explicit instruction. Next, we draw attention to the interactions reported by the included studies between aptitude and outcome measures and between aptitude and instruction type, emphasizing the value and importance of interactional research. We conclude by making recommendations for future research. [ABSTRACT FROM AUTHOR]

This paper discusses the traceback method, which has been the basis of some influential papers on first language acquisition. The method sets out to demonstrate that many or even all utterances in a test corpus (usually the last two sessions of recording) can be accounted for with the help of recurrent fixed strings (like What's that?) or frame-and-slot patterns (like [What's X?]) that can also be identified in the remaining dataset (i.e., the previous sessions of recording). This is taken as evidence that language learning is much more item-based than previously assumed. In the present paper we sketch the development of the method over the last two decades, and discuss its relation to usage-based theory, as well as the cognitive plausibility of its components, and we highlight both its potential and its limitations. [ABSTRACT FROM AUTHOR]

The article reports on the findings of a study investigating the relationship between first language (L1) and second language (L2) fluency behavior. Drawing on data collected from Turkish learners of English, the study also addresses the question of whether proficiency level mediates the relationship, if any. The data were coded for a range of breakdown, repair, speed, and composite measures. Language proficiency was measured by means of two tests: Oxford Placement Test (OPT) and an Elicited Imitation Task (EIT). The results show that some breakdown and repair measures were positively correlated in L1 and L2, but no correlations were observed for articulation rate and speech rate. The relationships were not mediated by proficiency level. Regression analyses show that a number of models predicted L2 fluency. L1 fluency contributed significantly to models predicting pausing behavior; EIT scores predicted L2 speech rate; and L1 fluency and OPT scores predicted L2 repair and mid-clause pauses. The important implications of the findings for fluency research and second language pedagogy are discussed. [ABSTRACT FROM AUTHOR]

Bilinguals usually select the right language to speak for the particular context they are in, but sometimes the nontarget language intrudes. Despite a large body of research into language selection and language control, it remains unclear where intrusion errors originate from. These errors may be due to incorrect selection of the nontarget language at the conceptual level, or be a consequence of erroneous word selection (despite correct language selection) at the lexical level. We examined the former possibility in two language switching experiments using a manipulation that supposedly affects language selection on the conceptual level, namely whether the conversational language context was associated with the target language (congruent) or with the alternative language (incongruent) on a trial. Both experiments showed that language intrusion errors occurred more often in incongruent than in congruent contexts, providing converging evidence that language selection during concept preparation is one driving force behind language intrusion. [ABSTRACT FROM AUTHOR]

Despite the ample database of research findings on the benefits of Processing Instruction (PI), research thus has primarily made use of offline measures to establish how L2 learners comprehend and process sentences. Using online methodology, such as eye-tracking, allows research to more directly measure implicit knowledge. The sensitivity of these measures requires meticulous design choices to ensure validity and replicability. This study provides an overview of the linguistic and physical design considerations necessary for creating eye-tracking materials in SLA research. The present study demonstrates the application of these design considerations in an eye-tracking study, comparing the changes in processing patterns between two types of instruction: PI and Traditional Instruction (TI) on low intermediate L2 adult learners' acquisition of the French imperfect aspect. The results of the experimental study show beneficial gains made by L2 learners who received PI on the French imperfect tense, this was seen in both a significant increase in accuracy scores from pre-test to post-test and change in their cognitive processing as shown by eye-movement data. The present study emphasizes the need for future studies to consider methodological reflections and key design principles in eye-tracking research. [ABSTRACT FROM AUTHOR]

The present paper provides a systematic description of interjections in a moribund Eastern Kalahari Khoe language – Tjwao. After analysing original evidence within a prototype-driven approach, the authors conclude the following: (a) in Tjwao, the interjectional lexical class constitutes an internally diverse category confined between the canonical centre and a non-prototypical periphery; and (b) primary emotive interjections exhibit the highest degree of canonicity and extra-systematicity, while the canonicity and extra-systematicity of secondary phatic interjections is lowest. [ABSTRACT FROM AUTHOR]

Our keynote, "Understanding heritage languages" (Polinsky & Scontras, 2019), and the commentaries to it make the following main points. [ABSTRACT FROM AUTHOR]

Artificial linguistic systems can offer researchers test tube-like models of second language (L2) acquisition through which specific questions can be examined under tightly controlled conditions. This paper examines what research with artificial linguistic systems has revealed about the neural mechanisms involved in L2 grammar learning. It first considers the validity of meaningful and non-meaningful artificial linguistic systems. Then it contextualizes and synthesizes neural artificial linguistic system research related to questions about age of exposure to the L2, type of exposure, and online L2 learning mechanisms. Overall, using artificial linguistic systems seems to be an effective and productive way of developing knowledge about L2 neural processes and correlates. With further validation, artificial linguistic system paradigms may prove an important tool more generally in understanding how individuals learn new linguistic systems as they become bilingual. [ABSTRACT FROM AUTHOR]

Vocabulary acquisition is a critical part of learning a new language. Yet, due to structural, historical, and individual variability associated with natural languages, isolating the impact of specific factors on word learning can be challenging. Artificial languages are versatile tools for addressing this problem, allowing researchers to systematically manipulate properties of the language and control for learners' past experiences. Here, we review how artificial languages have been used to study bilingual word learning, with a particular focus on the influences of language input (e.g., word properties) and language experience (e.g., bilingualism). We additionally discuss the advantages and limitations of artificial languages for bilingual research and suggest resources for researchers considering the use of artificial languages. Used and interpreted properly, artificial language studies can inform our understanding of a wide range of factors relevant to word learning. [ABSTRACT FROM AUTHOR]

This article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual second language grammar processing is discussed, with specific consideration of hypothesized bilingual advantages at language learning. Finally, future directions in artificial language learning research on bilingual morphosyntactic processing are considered. [ABSTRACT FROM AUTHOR]

Yorick was a great friend of Natural Language Engineering. Most remarkably, some will always feel Yorick wasted his talents on Artificial Intelligence and Natural Language Engineering, which they saw as the pursuit of unrealistic utopianism, when he could have done something more important. Wilks was an important figure in the attempt to utilise existing, published dictionaries as a knowledge source for automatic natural language processing systems (Wilks, Slator, and Guthrie, [10]). [Extracted from the article]

Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n =8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA). [ABSTRACT FROM AUTHOR]

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community. [ABSTRACT FROM AUTHOR]

This study reports a methodological itinerary aimed at developing a statistically supported investigative procedure useful for the empirical verification of hypotheses in Cognitive Linguistics research. It targets motion-emotion construals and explores the possible conceptual link between upward-oriented movements encoded in some motion verbs and the emotional state of happiness. The results emerging from the observation of two typologically different languages (English and Italian) lend empirically verified evidence for basic hypotheses in cognition and language research regarding the conceptualization of emotions and also for findings in cross-linguistic research on emotion representation. [ABSTRACT FROM AUTHOR]

DLL approach points to promising directions to assist L2 learning by taking advantage of a wide range of emerging technologies such as mobile computing, VR, and digital games, AI, internet of things, big data analysis, and others. While the target article illustrates exciting digital language learning (DLL) (Li & Lan, 2021) research revenues, we raise a question and suggest two possible extensions. However, the task for adult learning of L2 words mostly resembles the process of mapping a new L2 word form onto a pre-established L1 concept, whereas the task for a child learning L1 words is to simultaneously acquire a new word form with its associated new concept (Jiang, 2000). [Extracted from the article]

This study investigates the relationship between foreign language aptitude and the learning of two English structures defined as easy or difficult to learn. Using a quasiexperimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on the passive (a difficult structure) and the past progressive (an easy structure). Language aptitude was measured using the LLAMA Aptitude Test (Meara, 2005). Language outcomes were measured with a written grammaticality judgment and an oral production task. The results revealed that one of the aptitude components, grammatical inferencing, contributed to learners’ gains on the passive but not the past progressive on the written measure. Another component of aptitude, associative memory, contributed to learners’ gains on the past progressive on the oral measure. The results provide support for the claim that different components of aptitude contribute to the learning of difficult and easy L2 structures in different ways. There is also support for the proposal that different components of aptitude may be involved at different stages of language acquisition (Skehan, 2002). [ABSTRACT FROM PUBLISHER]

In this paper, I argue that the Semitic kinship terms *ʔab-‘father’, *ʔaḫ- ‘brother’, and *ḥam- ‘father-in-law’ originally ended in a w, which left traces in several of their forms. In the singular, the w contracted with the case vowels leaving a distinctive pattern of short and long vowels in the unbound, bound, and suffixal forms. In the plural, the w was retained in several languages due to the insertion of an a-vowel between the final two root consonants, a common Afro-Asiatic pluralization strategy: *ʔabw- > *ʔabaw. I further suggest that the West Semitic plural morpheme -aw was derived by analogy with the plurals *ʔabaw and *ʔaḫaw, and is not, as commonly suggested, an inherited Semitic or Afro-Asiatic plural marker. [ABSTRACT FROM PUBLISHER]

Armenian karmir “red” has often been considered as deriving from East Iranian, thus speaking in favour of relations between Armenian and Sogdian, a Middle Iranian language spoken at considerable distance from Armenia. For the origin of Hebrew karmīl, on the other hand, a Middle Persian “karmīr” has been suggested. In either case, the etymology would be Proto-Indo-European *ku̯ṛ́mi- “worm” (be it directly or as a borrowing from Sanskrit kṛ́mi-) from which the colour term would be derived in a way parallel to French vermeil “scarlet” from ver “worm”, thus a term referring to a red dye obtained from scale insects (cochineals). I argue that karmīr is not a Middle Persian word for “red”, that Sogdian is unlikely to be the source of the Armenian and Hebrew words, and that an Indian origin is not probable either because of the specific features of the Indian scale insect dye. Conversely, Armenian scarlet was widely known and appreciated already in antiquity, so that, for historical as well as linguistic reasons, the origin of the word is likely to be an Iranian language within the region where Armenian was spoken. [ABSTRACT FROM PUBLISHER]

This paper investigates the uses of the deictic motion verbs in Pashto. First, the paper focuses on the Pashto verbs COME and GO. The Pashto COME verb is unique in that it requires a directional person marker. These person markers are used in specific situations, which are outlined in this paper. Furthermore, the verbal person marker and the dative argument of the motion verb can differ in person. Such person “mismatches” are explained in terms of ascendance on the Person Hierarchy and of a semantic understanding of person. Second, this paper shows that the phenomenon of directional person markers extends to all Pashto motion verbs. Finally, the paper briefly discusses how Pashto COME and GO do not align with cross-linguistic analyses of COME and GO verbs in other languages. This misalignment is credited to the unique three-way deictic split of COME. [ABSTRACT FROM PUBLISHER]

With the global spread of English and the emergence of different varieties of English around the world, World Englishes (WE) researchers have argued for the recognition of ‘Englishes’ in the plural and called for the need to acknowledge the diversity of English (Kachru, 1985, 1997). Apart from WE researchers who are interested in investigating nation-bound varieties of English in different parts of the world, a growing number of researchers have begun to examine the phenomenon of English as a Lingua Franca (ELF) communication, given the growth of intercultural exchanges worldwide (Jenkins, 2000, 2007; Seidlhofer, 2011). Whilst WE researchers are primarily concerned with how varieties of English differ from each other, ELF researchers are interested in exploring how speakers of different Englishes communicate with each other in contexts where English is the common language. For example, these ELF researchers have studied the communicative and pragmatic strategies which people from different lingua-cultural backgrounds use to communicate with one another through English as a common resource in order to achieve mutual intelligibility (Seidlhofer, 2011). Despite their different focuses, both WE and ELF researchers deal with the same global phenomenon of English use and the pluricentricity of English, and share similar ideas about the ownership of English, and language contact and change (Seidlhofer, 2011). A relatively new field, Global Englishes (GE) (Galloway & Rose, 2013, 2014; Jenkins, 2014), has thus emerged to bring together researchers from both WE and ELF. With an inclusive orientation, GE places less emphasis on native speaker English, emphasizes the diversity of English, and questions the relevance of native speaker norms for English Language Teaching (ELT) (see Galloway & Rose, 2015). [ABSTRACT FROM PUBLISHER]