L2 English Research Articles

Exploring the transfer of topic-comment structures called unagi-sentences in Asian L2 Englishes: cross-proficiency-level and cross-varietal studies

Exploring the transfer of topic-comment structures called unagi-sentences in Asian L2 Englishes: cross-proficiency-level and cross-varietal studies

Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)

The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short speeches and engage in conversations with a researcher, during which their periods of silence were observed and recorded. All participant utterances were meticulously transcribed and analysed. Additionally, participants self-assessed their WTC for each utterance, and a stimulated recall interview was conducted to gather in-depth qualitative data. The results generally indicated that participants’ WTC was somewhat decreased when silence occurred between and during utterances. However, the findings also revealed the intricate and multifaceted nature of silence in relation to WTC, underscoring the need for a deeper understanding and nuanced consideration of learners’ silence. This study highlights the complexity of the interplay between WTC and silence, suggesting that silence should not be solely viewed as a negative phenomenon but rather as an integral part of the communicative process that warrants careful analysis and understanding.

Examining how topicality impacts pronoun resolution in second language processing

In research on second language (L2) processing, the processing of reference has been highlighted as a domain of particular difficulty, but the source of the difficulty is not well understood. The present study examines whether differences in the pronominal systems of the first language (L1) and L2 impact processing. We take a novel approach, testing a group of intermediate-advanced L2 learners in both their L1 (Mandarin Chinese) and L2 (English), allowing us to directly examine whether L2 learners show similar or different patterns when processing the L1 and L2. We also test a group of L1 English speakers. The study focused on two topicality-related factors, subjecthood and pronominalization, that have been shown to increase the prominence of an entity in the discourse, making it more likely that an entity in subject position (subjecthood) or an entity that has been referred to with a pronoun (pronominalization) will be considered as an antecedent for a subsequent pronoun. We developed a picture verification task with visual-world eye-tracking in both English and Chinese. This task provides a measure of both pronoun interpretation and online processing. Results showed subtle differences in how subjecthood and pronominalization are weighted in English and Chinese as L1s: pronominalization played a stronger role in L1 Chinese than in L1 English both in the interpretation measure and in the eye-movement data. The results for the L2 English learners showed an interesting pattern in which their results were more similar to the L1 English results on the measure of pronoun interpretation, but were more similar to the L1 Chinese results in the eye-movement data. These results show successful use of discourse cues in L2 pronoun interpretation but differences between L1 and L2 speakers during processing. It is proposed that decreased sensitivity to morphosyntactic information that is not present in the L1 (case on pronouns) leads to differences in L2 referential processing, in line with proposals that L2 learners face challenges with integrating different kinds of linguistic information online, particularly morphosyntactic information.

Enhancing Metalinguistic Awareness Through Microlearning: A Comparative Analysis of Catalan Acquisition Between Multilingual French and English Learners

Knowing that previously learned languages may influence and support language learning among multilingual learners, equipping educators with diverse tools and resources empowers them to make more informed decisions in facilitating language learning. This holds particular significance in the case of minority languages like Catalan, where resource availability tends to be more restricted. This paper presents the findings of a project aimed at identifying the specific needs of multilingual B1 learners of Catalan. Using a comprehensive five-way classification system, the study compares the written productions of multilingual learners from different linguistic backgrounds (English and French L1 learners of Catalan). Analyses revealed a similar pattern regarding the nature of the errors, with incorrect word selections at the lexical-semantic, syntactic, and orthographic levels being the most frequent. Both groups differ significantly in terms of the distribution of errors; however, they did not differ when the analyses were conducted by error types. In both cases, the most frequent error was the lexical-semantic misselections, with false analogies and incomplete applications of rules explaining the errors. These findings led to the creation of just-in-time microlearning capsules tailored to address these issues. The microlearning capsules were designed to enhance students' metalinguistic awareness. Students' and teachers' perceptions of the tool were also assessed, and both groups predominantly viewed interlinguistic information as beneficial to language learning. This project highlights how microlearning, tailored to frequent errors, can bolster multilingual learners' acquisition and provides promising tools for language teaching.

The effects of deductive versus inductive pronunciation instruction in combination with captioned video on the acquisition of incongruent grapheme‐phoneme correspondences in L2 German

AbstractPrior research indicates that first language (L1) orthography can adversely affect second language (L2) phonological acquisition, yet studies on orthographic interference and pedagogical strategies to mitigate these effects remain sparse. Addressing these research gaps, this study investigates the impact of orthographic interference on L2 German pronunciation among L1 English speakers, employing a technology‐based homework intervention with EdPuzzle, an educational video platform, in three beginner courses. Students in two experimental groups engaged with captioned video clips and were guided through questions using either an inductive or deductive approach, while a control group focused solely on meaning. Analysis of a pre‐intervention production task revealed German grapheme‐phoneme correspondences < v > ‐ /f/, < s > ‐ /z/, and < z > ‐ /ts/ were most frequently mispronounced. Comprehensibility ratings by native German speakers suggest that both experimental groups significantly improved in their word‐level productions, with the inductive group also significantly improving in their sentence‐level productions. This study also sheds light on student perceptions of these instructional activities, enhancing our understanding of engaging L2 German pronunciation pedagogy. This research underscores the potential of integrating technology and accessible content in homework assignments to enrich and supplement L2 German pronunciation instruction in the classroom.

Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better

Metacognitive strategies are essential to second/foreign language (L2) acquisition. However, the individualized use of metacognitive strategies and their relation to L2 learning has been understudied. Guided by the theory of the Island Ridge Curve (IRC), the current study used latent profile analysis (LPA) to explore university students’ unique patterns of metacognitive strategy use during L2 (English) acquisition. A total of 1180 undergraduates (freshmen and sophomores) participated in this study. Results of LPA revealed four profiles of strategy use: low, medium, high, and extremely high strategy profiles. Multinomial regression analysis indicated no significant effect of gender on the four strategy profiles but a significant negative effect of grade level on the extremely high strategy profile, meaning second-year students are less likely to overuse metacognitive strategies than first-year students. An analysis of variance showed that students’ English achievement increased steadily from the low to the extremely high profile. However, a post hoc analysis indicated that the change in English achievement from the high to the extremely high strategy profile was non-significant. This nonlinear relationship provides further evidence reinforcing the fluid relationship between metacognitive strategies and English achievement. More importantly, this study validates the IRC theory in the context of L2 acquisition.

World Englishes pedagogy: constructing learner identity

Abstract This article examines the impact of a critical pedagogy informed by World Englishes and investment frameworks on one L2 learner in Hong Kong who claims to use ‘Hong Kong English’ (HKE). Taking a critical and proactive stance, we seek to counter insidious (neo)colonial ideologies and practices through our pedagogic investigation in an undergraduate course. Multimodal output during the intervention was jointly analysed to gauge the impact of the pedagogy on one learner’s investment trajectory. The findings revealed that the participant-learner managed to invest in multiple intertwined identities as Hongkonger, legitimate HKE user, and as an L2 English learner. The participant-learner challenged her exonormative orientations to become an invested, self-reflective learner who endorses and embodies endonormative norms in her local English. Overall, the study highlights tasks that create spaces for students to actively resist colonial representations of English.

Bilinguals in social and emotional contexts: How positive and negative moods shape stereotype judgements in bilingual women

Purpose: The study offers insights into the interplay between mood and the language of operation in the context of stereotype judgements in female bilinguals. Methodology: Participants were presented with gender stereotypically congruent and incongruent sentences in their L1 (Polish) and L2 (English). They performed a stereotype congruency judgement task while their behavioural responses were being recorded. Data and analysis: The speed and accuracy of participants’ responses were measured and analysed using linear and generalised mixed-effect modelling, respectively. Findings: Our results indicated that bilinguals’ positive and negative mood states may interact with the language of operation, irrespective of stereotype congruency. We observed a facilitatory effect on response times of a positive relative to negative mood in L2 as opposed to L1. Such findings point to strong internalisation of gender stereotype in L1, with the behavioural responses remaining unaffected by mood changes, as well as decreased internalisation of gender stereotypes and their weaker accessibility in L2 compared to L1. Originality: The study is the first to illuminate the complex interplay among mood, language of operation, and stereotype activation, enhancing our understanding of the cognitive processes underpinning social judgements in bilingual speakers. Significance: The reduced accessibility of gender stereotypes in L2 might carry important consequences for various domains such as social interactions, politics, and employment situations, where L2 may serve as a tool for encouraging gender equality and diminishing gender-based stereotypes and biases.

L2 English Learners Perception of English Diphthong /u/ and Chinese Pinyin (wo) /uo/ (nest) in Phonetic Contexts

Abstract: In English phonetics instruction, vowels often present challenges for second language learners. The articulation of vowel is complex and can be difficult for learners to be accurately grasped, making it hard for them to perceive the precise where English vowels are produced. Additionally, the vowel systems of English and Chinese differ significantly. Native Chinese speakers have internalized the Chinese vowel system, leading to pronunciation patterns that do not easily align with those of English. This paper examines the differences between the vowel systems of the two languages and the extent to which second language learners perceive specific vowels through a literature review. The findings suggest that the collected research on English and Chinese vowel system differences will serve as a valuable foundation for the upcoming experiment on the comparison and perception of the diphthongs /u/ and /uo/. Furthermore, the review finds that conducting experiments on the perception of diphthongs with native Chinese speakers can provide valuable insights for further development in bilingual classrooms of second language learning.

Exploring the Influence of Syntactic Structures on English Syntactic Priming

Abstract: English syntactic structures are essential components in the process of learning English as a second language (ESL) and play a critical role in the acquisition process. Based on previous research, this paper discusses the impact of syntactic structures on English L2 syntactic priming among Chinese learners from three perspectives: research paradigms, priming structures, and the factors influencing priming effects. The findings indicate that, given syntactic structure interchangeability, different syntactic structures exhibit varying degrees of priming effects. Key factors such as L2 proficiency, syntactic usage preferences, and language structureincluding both structural differences within English and similarities between the learner's native language and Englishsignificantly affect the extent of these priming effects. These insights not only contribute to further research on English L2 syntactic priming but also provide practical guidance for ESL teaching, highlighting the importance of understanding these dynamics to improve language acquisition and instructional strategies. It also enables English as a second language learners to fully understand the mechanisms of syntactic priming effects, providing them with scientific learning methods, thereby allowing them to learn English more efficiently.

Notes on the acquisition of L2 English intervention structures: a case of Japanese EFL learners

Abstract This paper discusses Japanese-speaking EFL learners’ acquisition of English object relative clauses (ORC), which have intervention (Relativized Minimality) structures. Specifically, we contrast their early understanding of the ORC and the Subject Control constructions with their late understanding of the Subject Raising (seem) construction that exhibits a structural effect of locality on the filler-gap relation. We argue that relativization and the Control structure in Japanese induce hierarchical structures on par with those in English. Therefore, the learners have acquired a way of avoiding intervention during the process of acquiring the ORC and the Control structures in Japanese. L1 grammatical knowledge helps nullify the intervention effect in acquiring the constructions in L2 English. On the other hand, it takes time for them to overcome the effect by learning the seem raising structure with a specific strategy because Japanese does not have a construction similar to it. L1 Japanese critically influences the acquisition of L2 English with respect to the intervention configurations.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

The role of causal and concessive connectives in comprehending and producing L2 English discourse

The role of causal and concessive connectives in comprehending and producing L2 English discourse

The Bidirectionality of Pragmatic Transfer in Chinese English Language Learners' Compliment Responses: The Effects of Second Language Proficiency

AbstractA handful of second language (L2) studies have explored bidirectional pragmatic transfer: forward pragmatic transfer—the influence of learners' first language (L1) on their L2—and reverse pragmatic transfer—the impact of learners' L2 on their L1. This explanatory sequential mixed‐methods study investigated how L2 proficiency influenced the bidirectionality of pragmatic transfer in compliment responses. Thirty‐four intermediate English‐as‐a‐foreign‐language (EFL) learners and 34 advanced EFL learners were recruited from a university in China. The results of computer‐mediated communication via WeChat showed that, similar to L1 Chinese speakers, the intermediate learners tended to deny compliments in English, indicating forward pragmatic transfer. Like L1 English speakers, the advanced learners frequently accepted compliments in Chinese, suggesting reverse pragmatic transfer. Furthermore, when responding to compliments in Chinese or English, some advanced learners preferred to accept compliments first and then deny them. Findings from interviews revealed that identity and language prestige might affect bidirectional pragmatic transfer.

Linguistic correlates of second language users’ attitudes to Arabic and Chinese varieties of English: a verbal guise study

ABSTRACT Research into language attitudes suggests that L2 users often hold negative attitudes toward their own and others’ L2 accents. However, less is known about specific features that affect these attitudes. Beinhoff’s study explored consonantal variation and its impact on perceptions of L2 speakers, but this study further examines linguistic correlates of L2 users’ attitudes toward Arabic and Chinese varieties of English. Using the verbal guise method, Arabic and Chinese male and female speakers read a paragraph in English with varying L1 influences. Each sample was rated by 30 L2 listeners on a 6-point semantic differential scale assessing status, solidarity, and dynamism. Phonological and fluency analyses of the samples revealed that non-segmental features, such as prosody, play a more significant role in eliciting positive attitudes toward these English varieties than do segmental features. These findings highlight the importance of suprasegmental aspects in shaping listener perceptions of L2 English speech.

A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing

As a somewhat elusive and occlusive concept, voice can be a challenging and formidable hurdle for second language (L2) writers. One area that exemplifies this struggle is timed argument writing, where authors must position claims, ideas, and individual perspectives to an existing knowledge base and scholarly community under the confines of time. To enrich our understandings of voice construction in L2 English writers’ timed writing, we explored how 41 Chinese English-major undergraduates deployed authorial voice in two prompt-based argument writing tasks (timed versus untimed). We also sampled their self-reported knowledge, use, and understanding of voice through a survey-based instrument. To compare the quantity and quality of voice construction between the two samples, we measured 10 voice categories, three voice dimensions, and overall voice strength. Results showed that only two categories displayed statistically significant differences in terms of frequencies, but all three voice dimensions and overall voice strength scored significantly higher in untimed writing samples. Based on the results of our text analysis and survey, we further highlight the complexities of voice in L2 writing, provide evidence in support of existing voice rubrics, and make practical suggestions for teaching and assessing voice in writing.

Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality

ABSTRACT Previous studies have examined linguistic and non-linguistic factors affecting the comprehensibility of L2 English speakers. However, there is a relative scarcity of empirical studies specifically investigating how these factors influence the comprehensibility of international teaching assistants (ITAs) as perceived by their undergraduate (UG) students. The current study aimed to fill this gap by examining how linguistic and non-linguistic factors affect American UGs’ judgments of ITAs’ speech comprehensibility and teaching quality. One hundred and ninety-eight U.S. UGs reported their previous experience with and attitudes towards ITAs through a Qualtrics survey, and gave their ratings about ITAs’ speech comprehensibility, segmental and suprasegmental errors, and teaching quality. Results from step-wise regression analyses indicated that segmental errors were statistically significant predictors of UGs’ ratings of ITAs’ comprehensibility and teaching quality, and that UGs who had taken more courses with ITAs had higher ratings of ITAs’ comprehensibility. More notably, UGs’ attitudes towards ITAs were found to contribute to their perceptions of ITAs’ speech comprehensibility and teaching quality. This study concluded with recommendations about how to counter the potential negative effects of biased UG ratings of ITAs so as to promote a healthier environment for ITAs’ professional identity development in higher educational settings.

Vocabulary sophistication in children’s L2 school writing

Abstract This paper tests three hypotheses about written vocabulary in child L2 English. Specifically, as children mature, (1) the mean frequency values of the nouns they use increase; (2) the mean frequencies of other parts-of-speech decrease; (3) the use of academic vocabulary increases only in certain types of writing. Using a corpus of writing by children in Norway, hypothesis 1 was confirmed up to the mid-teenage years. The mean frequency values of nouns then decreased. Analysis showed that the early increase is due to decreased repetition of low-frequency topic words. After age 15, frequencies drop as the main source of vocabulary moves from a region around the 150th most frequent lemma to one around the 550th. Hypotheses 2 and 3 were partially confirmed. Mean frequencies of non-nouns decreased in non-stories after Year 9. Non-stories became more academic across school years. Stories had much lower scores overall but also showed an increase at Year 10.

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.

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.