Differential representation of trilingual proficiency levels in multilingual psychocognitive networks: a network analysis and machine learning approach

SUMMARYNeuronal oscillations are suggested to play an important role in auditory working memory (WM), but their contribution to content-specific representations has remained unclear. Here, we measure magnetoencephalography during a retro-cueing task with parametric ripple-sound stimuli, which are spectrotemporally similar to speech but resist non-auditory memory strategies. Using machine learning analyses, with rigorous between-subject cross-validation and non-parametric permutation testing, we show that memorized sound content is strongly represented in phase-synchronization patterns between subregions of auditory and frontoparietal cortices. These phase-synchronization patterns predict the memorized sound content steadily across the studied maintenance period. In addition to connectivity-based representations, there are indices of more local, “activity silent” representations in auditory cortices, where the decoding accuracy of WM content significantly increases after task-irrelevant “impulse stimuli.” Our results demonstrate that synchronization patterns across auditory sensory and association areas orchestrate neuronal coding of auditory WM content. This connectivity-based coding scheme could also extend beyond the auditory domain.

Audition and Cognition: Where Lab Meets Clinic

The purpose of this study was to determine the effect of using group investigation method on second language learning outcomes (L2) in third grade students of SD Muhammadiyah 4 Tangerang City. The method used in this study was a quasi-experimental method by conducting pretest and posttest in two groups. This type of experimental research method uses a nonequivalent control group design, where the experimental class is treated and the control class is not treated. This nonequivalent control group design is almost the same as the pretest and posttest control group designs, only in this design the experimental and control groups are not chosen randomly. Data collection techniques using tests. The data analysis technique was started from normality test, homogeneity test, and continued with hypothesis testing. research data, calculations to test the hypothesis can be that t count is 13.31 and t table with dk = 58. Therefore, the price of t count 13.31 1.67 = t table means the null hypothesis (H0) is rejected and the hypothesis alternative (H1) is accepted. Based on the research above, it can be concluded that: there is a significant effect on the second language learning outcomes (L2) of students who use cooperative learning group investigation type compared to conventional methods. Second language learning outcomes (L2) of students who use cooperative learning group investigation type are higher compared to the conventional method, it can be said that the cooperative learning type group investigation method has an effect on students' second language (L2) learning outcomes.

Second language writing development from a Complex Dynamic Systems Theory perspective:a multiple case-study of Hungarian learners of English

This research aims to better understand the interplay between Indonesian students' socioeconomic background, their views on the efficacy of language instruction, and the overall results of their language classes. This study aimed to achieve that goal by including 350 undergraduate students from Universitas Muhammadiyah Sidenreng Rappang who were taking English-language courses. Based on their socioeconomic status, they were categorized. In response to a questionnaire, they shared their views on the best ways to acquire a second language in various linguistic settings. To ensure that all participants were on the same page in terms of their overall level of proficiency or the results of their language study, they were also given a practice test of the TOEFL exam. Descriptive statistics, factor analysis, and other parametric statistical tests were applied to the quantitative data. The results showed that the students' socioeconomic position had a positive correlation with the overall language learning outcome. In addition, the results showed that the participants' ideas about language learning had a significant impact on their language learning outcomes. The results suggest that both the rate of language acquisition and the likelihood of measurement errors can be improved provided language instructors have the information they need to help their students overcome negative beliefs.

Auditory Brain Development in Children With Hearing Loss – Part One

This study investigates lexical development in second language (L2) learning from the perspective of complex dynamic system theory (CDST) using a complex network method. Based on authentic written output texts from L2 Chinese learners of different proficiency levels and language backgrounds, we successfully differentiate between different proficiency levels using a bi-gram lexical network model at a corpus level. A more in-depth investigation reveals that when compared to traditional lexical complexity indices, such as average word length and hapax legomena percentage (though Guiraud proves to be a robust predictor), the lexical network indices, such as network density and network clusters, provide a more profound understanding of L2 proficiency distinctions and a more precise approximation of the target language. Moreover, our findings illuminate the consistent manifestation of complex network characteristics within L2 Chinese lexical networks across all proficiency levels. Additionally, word association features, encompassing more than just word frequency information, provide comprehensive properties of the interlanguage system, as supported by their information gain values. We argue that studies within the CDST framework should integrate both lexical frequency and lexical network features to gain a comprehensive understanding of L2 lexical development.

Purpose The shift in the function of English as a medium of instruction together with its use in knowledge construction and dissemination among scholars continue to fuel the global demand for high-level proficiency in the language. These components of the global knowledge economy mean that the ability of nations to produce multilinguals with advanced English proficiency alongside their mastery of other languages has become a key to global competitiveness. That need is helping to drive one of the greatest language learning experiments the world has ever known. It carries significant implications for new research agendas and teacher preparation in applied linguistics. Design/methodology/approach Evidence-based decision-making, whether it pertains to language policy decisions, instructional practices, teacher professional development or curricula/program building, needs to be based on a rigorous and systematically pursued program of research and assessment. Findings This paper seeks to advance these objectives by identifying new research foci that underscore a student-centered approach. Originality/value It introduces a new theoretical construct – multilingual proficiency – to underscore the knowledge that the learner develops in the process of language learning that makes for the surest route to the desired high levels of language proficiency. The paper highlights the advantages of a student-centered approach that focuses on multilingual proficiency for teachers and explores the concomitant conclusions for teacher development.

Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.

Views: 28 ABSTRACT This study employed the think-aloud protocol as a qualitative research method to capture university students’ real-time cognitive processes while reading English texts. The purpose was to investigate the strategies and behaviors associated with ambiguity tolerance in English reading. Twenty university students participated in the study, divided into high, moderate, and low proficiency groups based on their TEM-4 scores. During the reading tasks, participants were asked to verbalize their thought processes, which were then analyzed qualitatively to examine how they comprehended and managed ambiguous information. Findings revealed distinct patterns across proficiency groups. The high proficiency group (H Group) demonstrated the most frequent and effective tolerance of ambiguity, employing adaptive strategies such as contextual guessing, effortless interpretation shifting, and strategic monitoring. The moderate proficiency group (M Group) showed intermediate performance, while the low proficiency group (L Group) encountered significant challenges, including lexical ambiguity, syntactic complexity, and contextual uncertainty, often leading to effortful thinking, repeated checking, and focus shifts that hindered comprehension. Based on these results, the study constructed a heat path maps model to visually illustrate how the three proficiency groups engaged with ambiguity across different stages of the reading process (Intake, Ambiguity Tolerance Proper, and Accommodation). The model highlights that ambiguity tolerance is both a linguistic and cognitive process, shaped by learners’ proficiency levels and adaptive capabilities. Pedagogically, the study underscores the need to design reading tasks that are sensitive to learners’ proficiency levels in order to foster cognitive engagement. Furthermore, it suggests that educators should cultivate cognitive flexibility and emotional resilience through strategies such as contextual guessing, reflective reading, and metacognitive awareness. Strengthening these skills can enhance learners’ ability to manage ambiguity, thereby improving reading comprehension and overall language learning outcomes.

To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (Mage = 86 months, SD = 4.9 months; 126 boys) completed tasks that measured verbal working memory, visual search, expressive vocabulary, morphological awareness, Chinese character recognition, and word reading fluency. One year later, they completed a passage comprehension task and a nonverbal intelligence test. Structural equation modeling was conducted with decoding and linguistic comprehension being included as latent variables and mediating factors explaining the effects of working memory and visual search. The children with better verbal working memory and visual search skill exhibited better reading comprehension performance. The effect of working memory on reading comprehension was fully mediated by linguistic comprehension (captured by vocabulary and morphological awareness) but not decoding (measured by word reading accuracy and fluency). However, decoding fully mediated the impact of visual search skill. Our findings suggest that the reading comprehension ability of beginning Chinese readers is associated with verbal working memory and visual search ability. These general cognitive abilities influence reading comprehension through distinct pathways. In line with the simple view of reading theory, decoding and linguistic comprehension skills explain such impacts. This research underlines the value of simultaneously examining general cognitive abilities and exploring their interconnectedness with linguistic skills in the context of reading comprehension.

This paper puts forward the view that second language (L2) learners could benefit from being made aware of the semantic components which unify verbs that display a certain syntactic behaviour, and, more significantly, the semantic components which exclude other verbs from participating in this behaviour. In other words, an awareness of the parameters of verb classes could minimize both syntactic overgeneralization and under-generalization. This viewpoint is supported by the findings of a study in which production and judgement data on the behaviour of 'change-of-state' and 'directional motion' verbs were elicited from learners at three levels of lexical proficiency. While learners with high lexical proficiency had fewer overgeneralizations than their lower-level counterparts, overgeneralization was substantial at all levels of proficiency in the directional motion class. The results suggest that it might be beneficial to combine grammar and vocabulary instruction in L2 curricula, with a special focus on semantically coherent verb classes.

This survey explored the implementation of the integrated approach pedagogy in the Ghanaian language (Twi) classroom. The research employed a qualitative approach. Data were obtained through classroom observations and student interviews. The participants were students and tutors of Wesley College of Education and Akrokerri College of Education. Purposive sampling was used to elicit significant information for the investigation. In all, one hundred and fifty (150) respondents comprising forty (40) students and ten (10) tutors selected from each of the three levels namely; level 100, level 200 and level 300 for the investigation. The findings suggested that the integrated approach pedagogy positively influences students’ language learning outcomes especially in Ghanaian Language (Twi). Improved performance in listening, speaking, reading and writing skills was observed as compared to conventional teaching methods. Additionally, the integration of cultural elements into language learning enabled students to gain a deeper understanding of the language and its cultural context thereby fostering cross-cultural competences. Moreover, the study revealed that the integrated approach enhanced students’ motivation and engagement in the learning process. The incorporation of real-life tasks and meaningful content stimulated students’ interest and encouraged active participation, leading to higher levels of language retention and proficiency.

This article investigates the significance of incorporating humour as a pedagogical tool in teaching foreign languages, with a specific focus on English language instruction. The study aims to explore the impact of humour on students’ motivation, engagement, and overall language acquisition process. To gather empirical data, an online survey was conducted among a diverse group of language learners, consisting of individuals from various linguistic backgrounds and proficiency levels. For this study, a survey of 34 questions was designed (multiple choice and Likert scale) and anonymous answers were collected online. The survey assessed participants’ perceptions regarding the use of humour in language classrooms, their experiences with humorous teaching techniques, and the perceived effects of humour on language learning outcomes. Quantitative and qualitative analyses were employed to evaluate the collected data and draw meaningful conclusions. Findings from the survey highlight the significant role of humour in language pedagogy. The results demonstrate that using humour in English language instruction not only enhances students’ motivation and engagement, but also provides a positive classroom atmosphere. Furthermore, humour was found to promote vocabulary retention, improve pronunciation skills, and facilitate cultural understanding. Overall, this research emphasises the importance of humour as a valuable tool in foreign language classrooms, particularly in English language instruction. By employing humour strategically, language instructors can create a lively and conducive learning environment that promotes effective language acquisition, boosts students’ confidence, and cultivates a positive attitude towards language learning.

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.