Language Comprehension Research Articles

The Direct Method in Language Teaching: A Literature Review of Its Effectiveness

The Direct Method in language teaching, which emphasizes teaching language through immersion and avoiding the use of the learner’s native language, has been widely used in educational settings for over a century. Its focus on oral communication, everyday vocabulary, and inductive grammar teaching has made it a popular approach. However, debates about its effectiveness compared to more modern teaching methods have persisted, particularly in terms of long-term language acquisition and proficiency. This literature review aims to evaluate the effectiveness of the Direct Method by analyzing studies conducted across various educational contexts. The review examines how this method impacts learners’ speaking, listening, and overall communicative competence. By synthesizing both qualitative and quantitative research, the study provides a comprehensive view of the strengths and limitations of the Direct Method. The findings indicate that while the Direct Method improves oral proficiency and listening skills in the short term, it may not be as effective for developing reading and writing skills. Studies show that the method fosters greater student engagement and motivation but may not adequately address the complexities of advanced grammar and academic language. Furthermore, the method’s effectiveness depends heavily on the teacher’s skill in creating immersive language environments. In conclusion, the Direct Method offers valuable benefits for beginner and intermediate learners, especially in communicative aspects of language. However, it requires supplementation with other approaches to develop comprehensive language proficiency. Future research should explore ways to integrate the Direct Method with more advanced instructional techniques for a balanced approach to language teaching.

Text availability and the speaker’s visibility in simultaneous interpreting: effects on the process, product, and interpreters’ perceptions

ABSTRACT The input condition in simultaneous interpreting (SI) varies in practice, yet the effects of different input modalities on SI still remain largely unknown. To that end, text availability and the speaker’s visibility, two typical sources of multimodal input, were chosen to explore the effects of input modality on the SI process (fluency), product (accuracy), and interpreters’ perceptions. Data were collected from thirty student interpreters performing four comparable speeches from English to Chinese in four different conditions: audio-only, audio-video (speaker visible), audio-text (verbatim text available), and audio-video-text (speaker visible and verbatim text available). The results from analyzing audio recordings, questionnaires, and interview data showed that the increase in redundant information did not deteriorate the interpreting fluency and accuracy. Input modality had a significant effect on SI, with text availability significantly facilitating source language comprehension and target language production at the global level. However, text availability also introduced challenges in ear-eye-voice coordination at the local level. Additionally, the speaker’s visibility performed a supplementary function by promoting engagement and providing paralinguistic cues that facilitate communication. Individual differences existed in interpreters’ perceptions under different input conditions, with different challenges reported. These findings expand our understandings of multimodal processing in SI.

Exploring the flexibility of word position encoding in Chinese reading: the role of transposition effects

ABSTRACT Previous research in the alphabetic writing system has demonstrated that transposition distance (adjacent vs. non-adjacent) modulates word position encoding during sentence reading. To examine the generality of this pattern within a more holistic model of sentence processing, we investigated this effect in the logographic Chinese writing system. We manipulated the number of words intervening between the transposed words, creating four conditions: none, one, two, and three intervening words. Participants performed a rapid grammaticality judgment task. Results showed longer response latencies and higher error rates when words were transposed adjacent to each other compared to non-adjacent transpositions. Furthermore, more errors and longer response times were observed when one word intervened between the transposed words compared to two or three intervening words. However, no significant differences emerged between the two- and three-word interval conditions. These findings suggest that word position encoding exhibits graded, flexible tolerance to transposition distance, constrained by proximity.

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension

AbstractThis study tested whether encouraging prediction enhances prediction in second language (L2) speakers. L2 English speakers listened to English sentences like The woman … will read/buy one of the newspapers while viewing the target (a newspaper) and distractor objects (a rose, a bowl, and a mango) on a screen and clicked on the target as quickly as possible. The target was predictable (read) or unpredictable (buy) from the verb meaning. Participants looked at the target longer and were quicker to move the mouse to it when instructed to predict sentence continuation than when they were merely instructed to comprehend sentences. This result held true both when the target was predictable and unpredictable. Furthermore, only when instructed to predict did the participants make more clicking errors when the target was unpredictable than predictable, which suggested that encouraging prediction can interfere with word recognition accuracy in unpredictable contexts due to reduced cognitive resources or failed predictions.

How Does Understanding of Social Situations and Other's Intention Contribute to Idiom and Irony Comprehension in Autism Spectrum Disorder?

Background/Objectives: Figurative language is a central tool for enriching spoken and written languages, and it is important for building social relationships. Difficulties in figurative language understanding may impair social adjustment. Some studies have found more gaps in the understanding of irony and idioms among children with autism spectrum disorder (ASD) compared to those of their peers with typical development (TD). To date, no studies have examined the relationship between the ability to understand social situations (as a separate ability) and the ability to understand irony and idioms. The present study examined the roles of theory of mind (ToM) and social situation understanding in the comprehension of idioms and ironic criticism. Methods: The current study included 58 participants aged 8-11, including 28 children with high-functioning ASD and 30 children with TD matched by age, gender, and nonverbal intelligence. All the participants completed a ToM questionnaire that assesses their understanding of others' intentions, as well as a questionnaire pertaining to their comprehension of social situations, ironic criticism, and idioms. Results: TD children outperformed the autistic children in idiom and irony understanding, as well as in ToM and social situation understanding. Understanding social situations and ToM contributed to idiom and irony understanding, with ToM ability uniquely contributing to irony (but not to idiom) understanding. Path analysis revealed that social cognitive abilities mediated the link between group affiliation and vocabulary, affecting figurative language comprehension. Conclusions: The present study demonstrates that social cognition skills influence the ability to understand ironic criticism and idioms, mediating the association between vocabulary and figurative language comprehension.

Relevance of Prosodic Focus and Lexical Stress for Discourse Comprehension in Turkish: Evidence from Psychometric and Electrophysiological Data.

Prosody underpins various linguistic domains ranging from semantics and syntax to discourse. For instance, prosodic information in the form of lexical stress modifies meanings and, as such, syntactic contexts of words as in Turkish kaz-má "pickaxe" (noun) versus káz-ma "do not dig" (imperative). Likewise, prosody indicates the focused constituent of an utterance as the noun phrase filling the wh-spot in a dialogue like What did you eat? I ate----. In the present study, we investigated the relevance of such prosodic variations for discourse comprehension in Turkish. We aimed at answering how lexical stress and prosodic focus mismatches on critical noun phrases-resulting in grammatical anomalies involving both semantics and syntax and discourse-level anomalies, respectively-affect the perceived correctness of an answer to a question in a given context. To that end, 80 native speakers of Turkish, 40 participating in a psychometric experiment and 40 participating in an EEG experiment, were asked to judge the acceptability of prosodic mismatches that occur either separately or concurrently. Psychometric results indicated that lexical stress mismatch led to a lower correctness score than prosodic focus mismatch, and combined mismatch received the lowest score. Consistent with the psychometric data, EEG results revealed an N400 effect to combined mismatch, and this effect was followed by a P600 response to lexical stress mismatch. Conjointly, these results suggest that every source of prosodic information is immediately available and codetermines the interpretation of an utterance; however, semantically and syntactically relevant lexical stress information is assigned more significance by the language comprehension system compared with prosodic focus information.

The Spatiotemporal Dynamics of Bottom-Up and Top-Down Processing during At-a-Glance Reading.

Like all domains of cognition, language processing is affected by top-down knowledge. Classic evidence for this is missing blatant errors in the signal. In sentence comprehension, one instance is failing to notice word order errors, such as transposed words in the middle of a sentence: "you that read wrong" (Mirault et al., 2018). Our brains seem to fix such errors, since they are incompatible with our grammatical knowledge, but how do our brains do this? Following behavioral work on inner transpositions, we flashed four-word sentences for 300 ms using rapid parallel visual presentation (Snell and Grainger, 2017). We compared magnetoencephalography responses to fully grammatical and reversed sentences (24 human participants: 21 females, 4 males). The left lateral language cortex robustly distinguished grammatical and reversed sentences starting at 213 ms. Thus, the influence of grammatical knowledge begun rapidly after visual word form recognition (Tarkiainen et al., 1999). At the earliest stage of this neural "sentence superiority effect," inner transpositions patterned between grammatical and reversed sentences, showing evidence that the brain initially "noticed" the error. However, 100 ms later, inner transpositions became indistinguishable from grammatical sentences, suggesting at this point, the brain had "fixed" the error. These results show that after a single glance at a sentence, syntax impacts our neural activity almost as quickly as higher-level object recognition is assumed to take place (Cichy et al., 2014). The earliest stage involves detailed comparisons between the bottom-up input and grammatical knowledge, while shortly afterward, top-down knowledge can override an error in the stimulus.

Oral reading promotes predictive processing in Chinese sentence reading: eye movement evidence.

Fluent sentence reading is widely acknowledged to depend on top-down contextual prediction, wherein sentential and contextual cues guide the pre-activation of linguistic representations before encountering stimuli, facilitating subsequent comprehension. The Prediction-by-Production hypothesis posits an explanation for predictive processes in language comprehension, suggesting that prediction during comprehension involves processes associated with language production. However, there is a lack of eye movement evidence supporting this hypothesis within sentence reading contexts. Thus, we manipulated reading mode and word predictability to examine the influence of language production on predictive processing. Participants engaged in silent or oral reading of sentences containing either high or low-predictable target words. Eye movements were recorded using the Eyelink1000 eye tracker. The findings revealed a higher skipping rate and shorter fixation times for high-predictable words compared to low-predictable ones, and for silent compared to oral reading. Notably, interactive effects were observed in the time measures (FFD, SFD, GD) during first-pass reading, indicating that word predictability effects were more pronounced during oral reading than silent reading. The observed pattern of results suggests that the activation of the production system enhances predictive processing during the early lexical access, providing empirical support for the Prediction-by-Production hypothesis in eye movement sentence reading situations, extending the current understanding of the timing and nature of predictions in reading comprehension.

Syntactic comprehension abilities in aged people with mild cognitive impairment

ABSTRACT Background Language studies in mild cognitive impairment (MCI) and Alzheimer’s disease (AD) have been primarily focused on lexicosemantic abilities, with a paucity of data regarding syntactic processing. Aims We aimed to verify the sentence comprehension ability of older adults with amnestic MCI (aMCI), non-amnestic MCI (naMCI), and mild AD and compare it to the performance of cognitively healthy older adults. Methods & Procedures We evaluated 32 cognitively healthy older adults, 22 with aMCI, 43 with naMCI, and 12 with mild AD using the Test for Reception of Grammar Version 2 (TROG-2). Outcomes & Results There were significant differences between the control and MCI and control and AD groups in the total number of correct answers and among the four groups’ profiles according to the type of sentence (p < 0.05). Zero anaphor, pronoun gender/number, and centre-embedded sentences discriminated at least between two groups (p < 0.05). Conclusions Poorer performance in sentences structurally more complex was in line with the severity of the cognitive decline, which may point to the effect of increased demands on working memory and executive functions on syntactic processing.

THE EFFECT OF DISCOURSE-LEVEL CUES ON RC ATTACHMENT PREFERENCE IN L2 ENGLISH: IMPLICIT CAUSALITY IN VERBS

Examining implicit causality and relative clause attachment ambiguity in bilingual participants, this study investigates whether adult second language (L2) English speakers share sensitivity with native speakers to implicit causality (IC) information during online resolution of relative clause attachment ambiguity. L1 Turkish/L2 English speakers and English natives participated in offline sentence completion and online self-paced reading tasks. Results revealed that L1 English speakers preferred high attachment in IC conditions and low attachment in non-IC conditions. In contrast, L2 speakers showed a preference for high attachment in both conditions, suggesting that L2 sentence processing relies more on lexical than syntactic information.

Perceptual representations in L1 and L2 spatial and abstract language processing: applying an innovative sentence-diagram verification paradigm.

Perceptual representations in language comprehension were examined using sentence-picture verification tasks. However, concerns have been raised regarding the suitability of concrete pictures for representing abstract concepts compared to image-schematic diagrams. To assess the perceptual representations of spatial and abstract domains in both first language (L1) and second language (L2) processing, the study tests bilingual speakers' mental imagery on the basis of the simulation-based L1 comprehension model and proposes a simulation-based L2 comprehension model, supported by empirical evidence from an innovative sentence-diagram verification paradigm. 41 adult L1 Mandarin Chinese speakers participated in the study. 21 participants completed the Chinese sentence-diagram verification task (Experiment 1), while 20 participants completed the translation-equivalent version in L2 English (Experiment 2). Participants read a sentence [e.g., A diligent worker walked into the office (spatial sense); A strong team headed into the final (abstract sense)] at their self-paced speed, followed by a congruent (e.g., into diagram) or incongruent diagram (e.g., out-of diagram), and made binary judgments to verify spatial configurations between the sentence and diagram. Semantic rating tasks in both Chinese and English were also conducted to validate congruency between diagrams and sentences in both languages. Results from Experiment 1 indicate overall compatibility effects on L1 Chinese processing, unaffected by directional verbs or abstractness of sense. Results from Experiment 2 reveal interference effects on L2 English processing, with interference observed only after reading sentences encoding spatial senses, not abstract senses. Aligning with previous findings using sentence-picture verification tasks, the current findings confirm the weaker mental simulation effects in L2 processing compared to L1 processing. These findings extend the existing simulation-based L1 comprehension model, provide empirical support for the proposed simulation-based L2 comprehension model, and validate the innovative sentence-diagram verification paradigm for examining image-schematic representations in spatial and abstract language processing among Chinese-English bilinguals. The paradigm holds significant potential for research on perceptual representations in processing a broader range of grammatical and semantic properties during both online and offline L1 and L2 comprehension.

The structure and statistics of language jointly shape cross-frequency neural dynamics during spoken language comprehension

Humans excel at extracting structurally-determined meaning from speech despite inherent physical variability. This study explores the brain’s ability to predict and understand spoken language robustly. It investigates the relationship between structural and statistical language knowledge in brain dynamics, focusing on phase and amplitude modulation. Using syntactic features from constituent hierarchies and surface statistics from a transformer model as predictors of forward encoding models, we reconstructed cross-frequency neural dynamics from MEG data during audiobook listening. Our findings challenge a strict separation of linguistic structure and statistics in the brain, with both aiding neural signal reconstruction. Syntactic features have a more temporally spread impact, and both word entropy and the number of closing syntactic constituents are linked to the phase-amplitude coupling of neural dynamics, implying a role in temporal prediction and cortical oscillation alignment during speech processing. Our results indicate that structured and statistical information jointly shape neural dynamics during spoken language comprehension and suggest an integration process via a cross-frequency coupling mechanism.

The Study on Sentence Difficulty of the Chinese Components

In recent years, reading comprehension has gradually become a proficiency indicator of interest in lexical and grammar. As sentences are the basic units of discourse structure, sentence difficulty is often applied to the study of text difficulty. Although there have been a number of studies on sentence difficulty, the lack of consistency in the indicators chosen or the discussion of specific grammatical issues have limited the research on sentence difficulty. Therefore, this study adopts a corpus-based approach, using a corpus as an objective and scientific data source. The study utilizes the Digital Platform for Chinese Grammar and the 8000 Chinese Words as important reference sources. Additionally, the CRIE 3.0 is employed to validate the texts and establish sentence difficulty indicators. However, due to the incomplete development of certain indicators in the "Chinese Grammar Digital Platform", the study refers to the Chinese Proficiency Grading Standards for International Chinese Language Education and Hanyu Shuiping Kaoshi to establish comprehensive sentence structure and sentence component difficulty indicators. Subsequently, the established difficulty indicators are validated by conducting comparative analyses using corpora as the basis. Native speaker corpora are used as benchmarks, while Mandarin learner corpora are used for comparison, and then validate objectively through the machine learning model. These validation aims to examine the validity and reliability of the selected indicators and establish a calculation method involving " level of grammar * point distribution ratio of grammar " to determine the difficulty indicators for Chinese sentences, Additionally, expert reliability is accessed to ensure the credibility of indicators.

EPS mid-career prize: An integrated framework for the learning, recognition and interpretation of words.

In this article, I review the evidence on the involvement of sleep and consolidation in word learning and processing during language comprehension, focusing on implications for theory. The theoretical basis for the review is a complementary systems account of word learning involving flexible (hippocampal) and stable (cortical) pathways to lexical knowledge. I argue that the accumulated data are consistent with a role for both pathways in both learning and recognition of lexical items, with sleep and consolidation supporting the transfer of recent experience between the pathways. The level of involvement of each pathway is dependent on key factors, such as consistency with prior knowledge in the case of learning, and reliance on context and/or automaticity in the case of recognition. As a consequence, the notion of a mental lexicon cannot really be restricted to just the listener's stable knowledge about words: flexible knowledge and recent experiences are also important. Furthermore, I argue that the flexible pathway plays a critical role even in the absence of new lexical items. The available evidence suggests that this pathway encodes (and potentially consolidates) recent linguistic experiences, providing potential benefits to interpretation of subsequent language and the long-term retention of knowledge. In conclusion, I propose that a dual-pathway account incorporating both flexibility and stability is necessary to explain the learning, recognition, and interpretation of words.

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

Children with Auditory Brainstem Implants: Language Proficiency and Reading Comprehension Process

Introduction: Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABIs) throughout the first 3 years of life are difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI. Method: In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development-Third Edition (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language. Results: Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order. Conclusion: Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model, and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.

Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.

Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD. Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.

Comprehension of object relatives in Spanish: the role of frequency and transparency in acquisition and adult grammar

Abstract This study investigates the relative roles of frequency and transparency in native speakers’ comprehension of Spanish object relative sentences by comparing performance with two variants of the construction that differ in these properties. Experiment 1 suggests that seven- to eight-year-old children’s processing of object relative sentences is consistently facilitated by variant frequency and likely relies on separate representations for each variant as two different, although related constructions. Experiment 2 turns to adult comprehension of the two variants, showing similar accuracy and reaction time patterns for both variants for this population. This second outcome could be interpreted as a decrease in frequency effects over time, in line with the power law of practice, as an experience-based increase in the ability to make use of redundant markers, or both.

Pre-Stimulus Activity of Left and Right TPJ in Linguistic Predictive Processing: A MEG Study.

The left and right temporoparietal junctions (TPJs) are two brain areas involved in several brain networks, largely studied for their diverse roles, from attentional orientation to theory of mind and, recently, predictive processing. In predictive processing, one crucial concept is prior precision, that is, the reliability of the predictions of incoming stimuli. This has been linked with modulations of alpha power as measured with electrophysiological techniques, but TPJs have seldom been studied in this framework. The present article investigates, using magnetoencephalography, whether spontaneous oscillations in pre-stimulus alpha power in the left and right TPJs can modulate brain responses during a linguistic task that requires predictive processing in literal and non-literal sentences. Overall, results show that pre-stimulus alpha power in the rTPJ was associated with post-stimulus responses only in the left superior temporal gyrus, while lTPJ pre-stimulus alpha power was associated with post-stimulus activity in Broca's area, left middle temporal gyrus, and left superior temporal gyrus. We conclude that both the right and left TPJs have a role in linguistic prediction, involving a network of core language regions, with differences across brain areas and linguistic conditions that can be parsimoniously explained in the context of predictive processing.