L2 Ability Research Articles

The ideal L2 self versus ability beliefs: are they really distinct?

ABSTRACT The validity of the standard ideal L2 self scale has increasingly been called into question. This paper reports both quantitative and qualitative investigations into whether the ideal L2 self items tap into the intended construct of an actual–ideal discrepancy. Study 1 involved an experimental approach manipulating the items to explicitly refer to ability beliefs. Data from 1,362 participants across three countries (Austria, China, and Saudi Arabia) showed a lack of discriminant validity between original and manipulated items. Study 2 used cognitive interviewing to examine the thought processes of 24 Japanese university students as they responded to ideal L2 self items. Thematic analysis revealed that responses were dominated by reflections on current ability and expectations about using the language in specific situations, rather than envisioning an idealised future self. The findings of Studies 1 and 2 converge to indicate that the standard ideal L2 self scale does not successfully operationalise the intended theoretical construct of actual–ideal self discrepancies. Instead, responses are mostly driven by beliefs about ability to achieve the states described in each item. The results therefore challenge the validity of this widely-used scale, calling for a reinterpretation of its findings in the L2 Motivational Self System literature.

Is musical expertise associated with self-reported foreign-language ability?

Many claims have been made about links between musical expertise and language ability. Rhythm ability, in particular, has been shown to predict phonological, grammatical, and second-language (L2) abilities, whereas music training often predicts reading and speech-perception skills. Here, we asked whether musical expertise-musical ability and/or music training-relates to L2 (English) abilities of Portuguese native speakers. Participants (N = 154) rated their L2 ability on seven 7-point scales, one each for speaking, reading, writing, comprehension, vocabulary, fluency, and accent. They also completed a test of general cognitive ability, an objective test of musical ability with melody and rhythm subtests, and a questionnaire that measured music training and other aspects of musical behaviors. L2 ability correlated positively with education and cognitive ability but not with music training. It also had no association with musical ability or with self-reports of musical behaviors. Moreover, Bayesian analyses provided evidence for the null hypotheses (i.e., no link between L2 and rhythm ability, no link between L2 and years of music lessons). In short, our findings-based on participants' self-reports of L2 ability-raise doubts about proposed associations between musical and second-language abilities, which may be limited to specific populations or measures. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Disfluency and self‐repair in presentational and interpersonal speech modalities

AbstractThe current study investigated disfluency and self‐repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self‐repair. Knowledge of self‐initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as presentational and interpersonal speech, may provide distinct psychological and discourse conditions for eliciting speech. Although presentational and interpersonal communicative skills are deemed crucial subskills of L2 ability, little research has examined whether patterns of L2 disfluency and self‐repair may vary between the two speech modes. The current study examined the distributions and rates of different types of disfluency signals, reparanda, and repair strategies manifested in presentational and interpersonal speech by advanced L2 Chinese speakers. The results revealed that in both speech modes, advanced Chinese speakers allocated significant repairing effort to correct lexical items and reformulate messages. The distributions and rates of different types of self‐repair exhibited significant between‐mode differences. The findings indicate that speaking practice through different modes may facilitate the development of L2 speaking skills in different areas. Further research is still needed to examine disfluency and self‐repair in various speech modes and with different L2 proficiency levels and task conditions.

The role of socioemotional wellbeing difficulties and adversity in the L2 acquisition of first-generation refugee children

AbstractFirst-generation refugee children often experience pre- and post-migration adversity and display high levels of mental health/wellbeing difficulties, but to date, research has not examined the impact of such factors on refugee children's L2 acquisition. Accordingly, this study examined the influence of externalizing and internalizing problem behaviours (wellbeing), time in refugee camps and low socioeconomic status (SES) (adversity) on the English-L2 abilities of 117 Syrian refugee children (7–14 years) in their third year of residency in Canada. Wellbeing difficulties and adversity factors accounted for variance on L2 vocabulary, morphosyntax, listening comprehension and narrative production tasks, beyond the variance accounted for by age of L2 acquisition and length of L2 exposure. Specifically, externalizing problem behaviours, time in refugee camp, maternal education and maternal employment predicted variance in L2 abilities. It is concluded that refugee children could have influences on their L2 acquisition that are different from those of bilinguals with other backgrounds.

A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner's L1 and L2 Identities Development.

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities.

Synthesis, photophysical characterization, relaxometric studies and molecular docking studies of gadolinium-free contrast agents for dual modal imaging

Three new EDTA-N, N’’ Bis(amides) ligands functionalized by luminophores (4-(aminomethyl)pyridine (L1) and 2-aminoanthraquinone (L2) and sulphonate (aminomethanesulfonic acid (L3)) on the amide side-arms (L1-L3) and their transition metal complexes (Mn (II), Cu (II) (except for L3), Zn (II)) were synthesized and characterized by analytical and spectroscopic techniques. The potential of L1-L3 to act as a dual-modal contrast agent for magnetic resonance imaging (MRI CA) was evaluated by measuring physicochemical properties such as (a) thermodynamic stability by measuring macroscopic protonation constants and stability constants with potentiometric titrations (b) R1 relaxivities by NMR relaxivity studies (c) spectrophotometric investigations. Comparative studies revealed Mn-L1 has performance comparable to the commercially available gadolinium-based contrast agents Magnevist® and Dotarem®. It is also higher than Teslascan® (manganese-based contrast agent, previously clinically approved and withdrawn from the market). Specifically, Mn-L1 exhibited relaxivity of 3.52 mM-1S-1 (at 30 MHz, 37 °C) as opposed to Teslascan® of 1.88 mM-1s−1(at 20 MHz, 37 °C). L1 also exhibited high overall stability constant for its Zn (II) complex (16.03), slightly higher than Teslascan® (15.1). Furthermore, the sharp break exhibited in the NMRD titration profile of L1 with Mn (II) indicated a 1:1 complex formation and substantiates a higher association constant. The photophysical characterization confirmed the ability of L1 and L2 to act as on–off type, fluorescent-based chemosensors for Cu (II). Time-resolved fluorescence investigations (TCSPC) indicated the potentiality of L1 for live-cell imaging. Unfortunately, while relaxivity studies on L2 were prevented by solubility issues at physiological pH, L3 exhibited poor complexation with Mn (II) and prevented further investigation. We also demonstrate through a structure-based virtual screening that L1 could act as a multi-target ligand to modulate the activity of two unrelated receptor proteins; Human aurora B kinase and Human serum albumin. Moreover, L1 exhibited a strong binding affinity for blood plasma protein, human serum albumin and this was relatively higher than FODIPIR, the ligand for Teslascan®.

Impact of L2 learners' background factors on the perception of L1 Spanish speech

AbstractListener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait‐irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented speech on comprehensibility, accentedness, acceptability, and open‐mindedness. Results showed mixed findings regarding the impact of L2 listener background factors and study abroad experiences on L1 speech perception ratings with little variance explained overall despite significant differences between speech constructs, suggesting that there may be other effects that impact how L2 learners perceive L1 speech. Results support previous findings that learner L2 level and ability seem to influence how target language speech is perceived. Findings provide implications for the fields of study abroad and immersion learning and teaching.

Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech.

This study had two goals: to clarify the relationship between electroencephalographic (EEG) features estimated while non-native speakers listened to a second language (L2) and their proficiency in L2 determined by a conventional paper test and to provide a predictive model for L2 proficiency based on EEG features. We measured EEG signals from 205 native Japanese speakers, who varied widely in English proficiency while they listened to natural speech in English. Following the EEG measurement, they completed a conventional English listening test for Japanese speakers. We estimated multivariate temporal response functions separately for word class, speech rate, word position, and parts of speech. We found significant negative correlations between listening score and 17 EEG features, which included peak latency of early components (corresponding to N1 and P2) for both open and closed class words and peak latency and amplitude of a late component (corresponding to N400) for open class words. On the basis of the EEG features, we generated a predictive model for Japanese speakers’ English listening proficiency. The correlation coefficient between the true and predicted listening scores was 0.51. Our results suggest that L2 or foreign language ability can be assessed using neural signatures measured while listening to natural speech, without the need of a conventional paper test.

Strengths and Weaknesses of Collaborative Writing and Peer Feedback in an EFL Intensive Reading and Writing Coursework

The advantages of collaborative writing and peer feedback have contributed to give significant effect to the writing ability of L1 (first language) learners, L2 (second language) learners, and FL (foreign language) learners. The objective of this study was to find out the strengths and weaknesses of collaborative writing and peer feedback in an EFL intensive reading and writing coursework classroom especially in English education department students of Hasyim Asy’ari University. This study used a qualitative method where the data were described qualitatively. As this study used a qualitative approach, therefore observation and interview were used as instruments to collect the data. The result showed that collaborative writing and peer feedback strategies were not easy to be implemented in an EFL classroom. There were some strengths and weaknesses found during the observation. The strengths of these strategies showed that students could share ideas, improve grammar and vocabulary, make students more active, have good cooperation among peers, build self-confidence and make students happy. However, the strategies may not give any significant effect on the students’ cognitive ability in writing skills if most of the students have the low ability in mastering English. In addition, a smart student would prefer to write individually than in collaborative writing.

Comparison of Activation in the Prefrontal Cortex of Native Speakers of Mandarin by Ability of Japanese as a Second Language Using a Novel Speaking Task.

Evidence shows that second language (L2) learning affects cognitive function. Here in this work, we compared brain activation in native speakers of Mandarin (L1) who speak Japanese (L2) between and within two groups (high and low L2 ability) to determine the effect of L2 ability in L1 and L2 speaking tasks, and to map brain regions involved in both tasks. The brain activation during task performance was determined using prefrontal cortex blood flow as a proxy, measured by functional near-infrared spectroscopy (fNIRS). People with low L2 ability showed much more brain activation when speaking L2 than when speaking L1. People with high L2 ability showed high-level brain activation when speaking either L2 or L1. Almost the same high-level brain activation was observed in both ability groups when speaking L2. The high level of activation in people with high L2 ability when speaking either L2 or L1 suggested strong inhibition of the non-spoken language. A wider area of brain activation in people with low compared with high L2 ability when speaking L2 is considered to be attributed to the cognitive load involved in code-switching L1 to L2 with strong inhibition of L1 and the cognitive load involved in using L2.

Mayers-Scotten’s 4-M Model: A Qusai-Experimental Study of Pashto-English Morphological Ability

Bilingualism has been a myth for linguists and language policy and planning professionals for decades. Current study observes morphological ability and bilingual profile of L1 and L2 of Pashto mother-tongue children. Bilingual profile of the participants measured through bilingual language profile (BLP) tool. Both L1 and L2 children were tested before and after intervention. Morphological ability was measured through 4 M model. After 4 weeks of intervention, experimental child was able to read and write complex words with bridge morphemes. In contrast, controlled sample was not exposed to the intervention. The participants performed assigned language tasks and their performance-expressions were analyzed. Study confirms that early and late bridge morphemes are acquired and children have intelligibility of the language despite the fact that BLP shows low profile of the mother tongue. Significant effects of mother tongue were recorded in the participants’ performance. Effects of explicit morphological instruction was focused on identifying Pashto orthography and applying morphological ability on word formations. Findings reveal bilingual profile and patterns of morphological ability after didactic practice of intervention. Intervention contributed in developing Pashto orthography that was crucial for reading and writing proficiency. Direct impact on text-based inference and reading comprehension was another milestone of this qusai-experimental research. This model can be used for longitudinal studies.

다중언어 학습자의 자아 이미지와 학습동기 체계 및 언어 능력 간의 구조적 관계

This study explores structural relationships among the self image, learning motivational self system, and language learning ability of multilingual learners. A total of one hundred twenty of the participants were learning English as an L2 and Chinese or Japanese as an L3 at colleges in Korea. The Structural Equation Model analysis showed that there were differences in pathways between the motivational factors in L2 and L3 learning systems. The findings showed that in the L2 learning process, the ideal-self and the learning attitude directly affected the L2 ability while the positive L3 self-image and the L3 learning attitude affected the L3 ability in the L3 learning. The result suggested that the L2 and L3 learning factors should be differently considered in each target language learning and teaching process.

Home language environment and children's second language acquisition: the special status of input from older siblings.

Previous research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child L2 learners of English (mean age = 5;10 [range 4;10-7;2]; mean exposure to L2 in school = 16.7 months [range 2-48 months]). All children had at least one older sibling. Using hierarchical linear regression modelling with controls for age, non-verbal reasoning and phonological short-term memory, we found that greater L2 input from siblings - but not mothers - was associated with stronger L2 abilities in narrative macrostructure, inflectional morphology, and vocabulary. Increased cumulative exposure to the L2 at school and greater maternal L2 fluency were also positively related to children's L2 inflectional morphology and vocabulary scores.

“Put a little bit of humor into it”

Abstract This study examines the use of teacher humor in whole-group interactions in beginning-level Spanish foreign language (FL) classes. Previous research has focused primarily on student humor and on humor in intermediate- and advanced-level FL courses. Hence, the goals of the research were, first, to determine whether teachers use spontaneous verbal humor in beginning-level courses and, if so, in what ways. Second, we considered whether the amount of teacher humor was related to the amount of student humor. The findings indicate that many of the instructors in the study did, indeed, joke around with their students. Most teacher humor was affiliative or rapport-enhancing, delivered in the target language, and designed with students’ L2 abilities in mind. Finally, in classes in which teachers joked more often, there was a tendency for students to joke more often as well, suggesting that teacher humor may encourage student humor.

GENDER DIFFERENCE OF ELEMENTARY LEVEL L2 LEARNERS

The study aims to seek the difference of language abilities between male and female young learners. The previous studies have already given plenty of proofs that there are some boundaries between male and female Language learners in achieving language ability. However, there are only few studies looking for gender difference of language ability in younger L2 learners. The present study used two young learners as the participants and the data is collected only in spoken language. Therefore, the data analysis only focused on the verbal ability and the use of linguistic device. The study found that male learner was more fluent in speaking L2 than the female one. He produced more words and used more in sentence conjunction than the female learner did. He also talked smother and more detail than the female leaner. However, both learners were equal in using intensifier. To be concluded, though many studies stated that female learners master L2 quicker than male learner, it might be different when it comes to the younger level L2 learners. Here, both male and female learners had balance level of ability of L2 learning.Keywords: gender difference, young L2 learner, language ability

The digital dilemma

Abstract The study abroad (SA) experience now involves increased learner access via technology to the home (in the L1) and to the host culture (in the L2). L1 technology use could detract from host culture integration and language learning by allowing SA participants to remain immersed in the L1, while L2 technology use could aid in host culture integration by connecting participants to L2 speakers. Given this, it is urgent to determine the nature of the impact of L1 and L2 technology use abroad on motivation, language gains, and host culture integration. In the present study, we analyzed daily technology logs, learner motivation and L2 gains, and guided reflections on host culture engagement and L2 learning goals by eleven US university students studying abroad in Argentina. Motivation and L2 abilities increased significantly, and were positively correlated. Also, L1 and L2 digital contact showed important qualitative relationships with motivation and host culture integration.

Do low L2 abilities impede healthy aging for migrant older adults in the Netherlands?

Abstract Research towards aging of migrant populations has so far mostly focused on (bio)medical and psychological aspects. Here we explore to what extent second language ability is a factor influencing the healthy aging process of older Turkish migrants in the Netherlands. To get a first understanding of the linguistic situation of older migrants within this setting, interviews with ten healthcare consultants1 with insight into their local Turkish community were conducted, forming a ‘needs-analysis’ of this group. It emerged that older migrants rely heavily on their ethnically close-knit networks for information and care. In communicating their healthcare needs to others outside the family, the older migrants experience language barriers, directly resulting from low L2 proficiency and L2 anxiety. These barriers prevent access to health information and induce dependence. This initial exploration of the interplay between language and aging in a migrant population can be used as input into more advanced, empirical investigations.

A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing

AbstractThis study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of interdependent relations between L1 and L2 operations in receptive and productive skills. Results also indicate that L1 reading predicted L2 writing, but L1 writing did not predict L2 reading. L2 proficiency was also shown to be important. L2 proficiency made a greater contribution to L2 reading and writing operations than L1 ability did. Also, the relation between L1 and L2 writing skills but not reading skills was significantly moderated by L2 proficiency. The author discusses results in the context of existing theories about L1–L2 relations and highlights important implications for pedagogy and future research.

Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self

The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan affects learners’ self‐ and identity‐related motivation to learn LOTEs. Survey responses of 250 Japanese learners, who simultaneously learned a foreign LOTE and English as a required language, were analyzed using a structural equation modeling (SEM) approach. The results offer insight into how various coexisting social factors are connected to learners’ multiple self‐ and identity‐related orientations, which in turn predict several varied academic consequences (e.g., effort, attitude, and L2 ability). We also confirmed positive and negative interplay of English‐ and LOTE‐related orientations such that the self‐ and identity‐related orientations of the languages will play a competing role (e.g., Csizér & Lukács, 2010). This finding highlights the importance of taking sociopolitical perspectives into consideration in a context where learners learn two languages and one has a specific political presence.

(N,Se) and (Se,N,Se) Ligands Based on Carborane and Pyridine Fragments – Reactivity of 2,6‐[(1′‐Me‐1′,2′‐closo‐C2B10H10)SeCH2]2C5H3N towards Copper and Silver

Two new closo‐carborane selenolated ligands, 2‐[(1′‐Me‐1′,2′‐closo‐C2B10H10)SeCH2]C5H4N (L1) and 2,6‐[(1′‐Me‐1′,2′‐closo‐C2B10H10)SeCH2]2C5H3N (L2), were prepared by the C–H activation of 1‐Me‐1,2‐C2B10H11 with nBuLi, followed by the insertion of elemental selenium into the C–Li bond and reaction with 2‐(BrCH2)C5H4N or 2,6‐(BrCH2)2C5H3N, respectively. The closo species L1 and L2 were deboronated with CsF to give the nido‐carborane cesium salts Cs[2‐{(1′‐Me‐1′,2′‐nido‐C2B9H9)SeCH2}C5H4N] (1) and Cs2[2,6‐{(1′‐Me‐1′,2′‐nido‐C2B9H9)SeCH2}2C5H3N] (2). The isolation of the complexes [Ag(OTf)(L2)] (3, OTf = triflate), [Ag(PPh3)(L2)][OTf] (4), [Cu(L2)(MeCN)][PF6] (5), and [Cu(L2)2][PF6] (6) indicates the coordination ability of L2 towards these metals. The molecular structures of L1 and L2 were established by single‐crystal X‐ray diffraction. Quantum‐chemical calculations confirmed the molecular geometries and also the presence of C–H···Se intramolecular interactions as well as C–H···H–B and B–H···π intermolecular interactions.