Second Language Acquisition Research Articles

Exploring task engagement strategies in DDL-enhanced tasks: Insights from EFL learners

The growing recognition of the concept of task engagement over the last two decades has made it a popular topic for research in second language acquisition (SLA). Yet, the field of SLA is still in its infancy in understanding engagement. Given its dynamic and malleable nature, investigating what strategies lead to more engagement provides grounds for developing interventions that promote learners’ task engagement and better capturing its essence. To this end, the present study set out to explore what strategies English as a foreign language (EFL) learners use to promote their engagement in data-driven learning (DDL)-enhanced tasks, tasks that require learners to explore authentic examples of particular language forms to discover how they work. Participants of the study were 308 EFL learners. The data were collected through an online open-ended task engagement strategies questionnaire and semi-structured interviews. The results indicated that learners use a wide range of strategies, including agentive, behavioral, metacognitive, cognitive, metaemotional, and social engagement, to maintain their engagement in DDL-enhanced tasks. The findings may be used to inform English language teaching and learning by developing interventions that promote learners’ task engagement.

An Investigation of Language-Specific and Orthographic Effects in L2 Arabic geminate production by Advanced Japanese- and English-speaking learners.

Research has indicated that second-language learners have difficulty producing geminates accurately. Previous studies have also shown an effect of orthography on second-language speech production. We tested whether the existence of a contrast in the first language phonology for length aids the second-language production of the same contrast. Furthermore, we examined the effect of exposure to orthographic input on geminate consonant production in a cross-script context. We tested the production of Arabic geminate-singleton stop consonants [/bː/-/b/, /tː/-/t/, /dː/-/d/, and /kː/-/k/], a nasal stop consonant /mː/-/m/, and an emphatic stop consonant /tˤː/-/tˤ/, as well as the effect of the diacritic used in Arabic to mark gemination in a delayed imitation task and two reading tasks (ortho-with diacritics and ortho-without diacritics). A comparison of the productions of advanced Japanese-speaking learners, English-speaking learners, and an Arabic control group showed that both learner groups were able to produce Arabic geminate stops; however, the Japanese-speaking learners exhibited an advantage over the English-speaking learners in the auditory-only task and in the presence of diacritics, highlighting the fact that orthographic effects may occur in some cross-script contexts.

Wellbeing in stroke and aphasia (WISA): protocol for a feasibility study setting up an accessible service offering psychological therapy to people with post-stroke aphasia

Background and aimFollowing a stroke, around a quarter of people will have aphasia, a language disability. Aphasia can have a devastating long-term impact on a person’s psychological wellbeing, yet their language difficulties make it challenging to access mental health care. The Wellbeing In Stroke and Aphasia (WISA) study aims to evaluate the feasibility of setting up an accessible psychological service for people with aphasia.MethodsThe service will be open to people with post-stroke aphasia (n = 30) who live in the UK, are able to access the service either in the university clinic or via telehealth and are not currently receiving therapy from a mental health professional. Participants will be offered up to 8 therapy sessions over 6 months, either one-to-one, with family, or in a group. The intervention is Solution Focused Brief Therapy (SFBT), a brief psychological therapy, delivered by speech and language therapists with training in SFBT under the supervision of a stroke-specialist clinical psychologist. As part of this service, a protocol for addressing mental health care has been developed. Feasibility will be assessed by monitoring referral rates, therapy received, discharge processes, resource capability, costs, challenges, and adverse events. Patient-reported outcome measures collected pre and post intervention will assess mental wellbeing, mood, participation, and satisfaction with therapy and the service. A purposive sample will take part in in-depth interviews following therapy.DiscussionGiven the high levels of psychological distress in this client group, there is a need to investigate innovative ways to provide accessible and acceptable psychological support.

Language ability in 5–12-year-old children with new-onset epilepsy

Purpose This clinically based study aimed to explore and describe language ability in 5–12-year-old children with new-onset epilepsy. Participants and methods: Twenty-one consecutively recruited children (eleven boys, ten girls) with new-onset epilepsy, were assessed using Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4) and additional tests for verbal fluency/word retrieval and phonology. In addition, caregivers rated their child’s speech, language, and communication in everyday context. Based on available tests and clinical observation, an overall evaluation of language ability was made to distinguish children with language disorders and children with language difficulties from those with language abilities within the normal range. Language disorder was diagnosed following the ICD-10 criteria. The cutoff for language difficulties was set at 1 standard deviation below the normative mean on the CELF-4 Core Language Score and additional indices. Results Out of twenty-one children, ten (47.5%) met the criteria for a language disorder diagnosis according to ICD-10. Another five (24%) had language difficulties but did not meet the criteria for a language disorder diagnosis according to ICD-10. Hence a total of fifteen (71.5%) children had an impaired language ability affecting different domains of language, including receptive language, language memory, and semantic processing. The remaining six (28.5%) children had average language ability. Conclusion In this group of children with new-onset epilepsy, a large over-representation of co-existing language disorder and language difficulties was found. The findings suggest that specific language assessments for children with new-onset epilepsy are needed, to ensure that adequate interventions and support can be offered.

The Influence of EFL Apprehension in Speaking Performance

The influence of EFL apprehension on speaking performance is a significant area of study in language learning. Empirical studies reveal that anxiety among EFL students is influenced by variables such as communication anxiety, fear of receiving a poor grade, and low self-esteem. during speaking activities. Speech anxiety among ESL/EFL learners can impact their oral communication skills negatively, leading to avoidance and withdrawal from speaking activities in the classroom. Language anxiety, specifically related to speaking, can hinder students' willingness to engage in foreign language acquisition and affect their speaking performance negatively .Research have indicated a connection between EFL students' oral communication anxiety and communication proficiency,highlighting the importance of addressing anxiety to enhance language proficiency.

Caregivers’ reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic

Purpose Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic. Method We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points. Result Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child’s word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child’s interest in literacy was positively associated with the home literacy environment. Conclusion These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.

Factors associated with nonword repetition skills in 4-to 6-year-old deaf and hard-of-hearing and typically hearing children

ABSTRACT Children identified as deaf and hard of hearing (DHH) exhibit an increased risk of speech and language difficulties. Nonword repetition (NWR) is a potential tool for identifying language difficulties in children with limited experience with the target language. In this study, we explored associations between auditory, linguistic, demographic and cognitive factors and NWR performance in DHH children and their typically hearing (TH) peers. We also examined the effect of the group on NWR outcomes when different factors were statistically controlled for. Our study included 68 4- to 6-year-old children: 18 with bilateral hearing aids (BiHAs), 18 with bilateral cochlear implants (BiCIs) and 32 with TH. The participants completed the Finnish Nonword Repetition Test comprising 24 test items with varying syllable lengths. The assessment methods also included tests of phonological, lexical, language comprehension and sentence repetition skills, along with a measure of nonverbal intelligence. The results showed that none of the auditory, linguistic, demographic and cognitive factors examined in the present study were correlated with NWR performance in the BiHA group, while significant correlations between NWR skills and linguistic abilities were observed in the BiCI group. The DHH children showed extraordinary difficulties in NWR compared to their TH peers, and these group differences remained after controlling for linguistic and demographic variables. The NWR task may be a potential clinical tool for identifying DHH children at risk for poor language outcomes and in need of speech and language intervention.

Interactive roles of preterm-birth and socioeconomic status in cortical thickness of language-related brain structures: Findings from the Adolescent Brain Cognitive Development (ABCD) study

Preterm-born (PTB) children are at an elevated risk for neurocognitive difficulties in general and language difficulties more specifically. Environmental factors such as socio-economic status (SES) play a key role for Term children's language development. SES has been shown to predict PTB children's behavioral developmental trajectories, sometimes surpassing its role for Term children. However, the role of SES in the neurocognitive basis of PTB children's language development remains uncharted. Here, we aimed to evaluate the role of SES in the neural basis of PTB children's language performance. Leveraging the Adolescent Brain Cognitive Development (ABCD) Study, the largest longitudinal study of adolescent brain development and behavior to date, we showed that prematurity status (PTB versus Term) and multiple aspects of SES additively predict variability in cortical thickness, which is in turn related to children's receptive vocabulary performance. We did not find evidence to support the differential role of environmental factors for PTB versus Term children, underscoring that environmental factors are significant contributors to development of both Term and PTB children. Taken together, our results suggest that the environmental factors influencing language development might exhibit similarities across the full spectrum of gestational age.

Assessing Delirium in Patients With Neurological Diseases.

BACKGROUND: Delirium is a common complication during hospitalization. Its consequences are severe, including reduced function, delayed rehabilitation, dementia, institutionalization, and death. Assessing delirium in neurological patients can be challenging due to the impact of neurological deficits. Therefore, the aim was to investigate the agreement between 2 delirium screening tools, factors associated with delirium, and assessing delirium in neurological patients. METHODS: This prospective observational study was conducted in 2 neurological units, using daily delirium screening. Intensive Care Delirium Screening Checklist and 2 versions of the Confusion Assessment Method were used to asses delirium in adult patients without baseline dementia, alcohol/drug detoxification, or palliative care. Descriptive analyses determined the number of delirium scores, and the analytical analyses were logistic regressions and a κ coefficient. RESULTS: The agreement between the screening tools was found to be substantial (κ = 0.71). Logistic regression analysis showed that the risk factors for a positive delirium screening were home care before admission (Confusion Assessment Method: odds ratio [OR], 4.21 [95% confidence interval (CI), 1.67-10.63]; Intensive Care Delirium Screening Checklist: OR, 6.14 [95% CI, 2.85-13.23]) and aphasia/dysarthria (Confusion Assessment Method: OR, 4.9 [95% CI, 1.32-6.81]; Intensive Care Delirium Screening Checklist: OR, 2.76 [95% CI, 1.3-5.87]). In total, 18.7% (n = 20/107) of the screening scores were positive. Specifically, the Confusion Assessment Method showed positive scores for 13.0% (n = 14/107) of participants, whereas the Intensive Care Delirium Screening Checklist showed positive scores for 16.8% (n = 18/107). CONCLUSION: The screening tools had a substantial degree of agreement. Therefore, nurses can use both screening tools to detect delirium in patients with neurological disorders. However, care should be taken in patients with aphasia to avoid misclassification with the Brief-Confusion Assessment Method. Moreover, special attention should be directed toward patients with language difficulties such as aphasia/dysarthria and those who received home care services before admission. These areas warrant further investigation in clinical practice and future studies.

Challenges Met by Intermediate Fast-Learner Classes on Communication Skills

This study explored the challenges faced by intermediate fast learner classes in five central schools of the Division of Surigao City in developing communication skills. Through interviews with 15 high-performing and 15 average-performing learners, challenges in reading, writing, speaking, and listening were identified and analyzed using thematic analysis. High-performing students struggle with comprehension, time management, and confidence, while average performers face additional difficulties in complex language and self-doubt. Strategies include resource use, external help, cognitive coping, and emotional regulation. Both groups employ various techniques to improve comprehension, fluency, and active listening

Deictic Gesture Production in Children with Autism Spectrum Disorder, Down Syndrome, and Typically Developing Children During Dyadic Interaction

Background: Deictic gestures are the first intentional form of communication that predict the emergence of first words. Deictic gestures include reaching, pointing, giving, and showing. Method: Forty-five Tamil-speaking children (28 male and 17 female) and their parents participated in this study. They were divided into three groups (ASD, DS, and TD). The parents were instructed to play and interact with their children, as they do at home, using the provided toy set, and this session was video-recorded. Deictic gestures such as reaching, pointing, giving, and showing were analyzed with a specific coding scheme. Results: On a Kruskal–Wallis test, a statistically significant difference across the three groups ( P < .05) was obtained for the total frequency of deictic gestures, use of pointing, giving, and showing gestures. The total frequency of deictic gestures and their types, such as pointing, giving, and showing gestures, used by the ASD group was less compared to the DS and TD groups. Conclusion: This study highlighted that, along with speech and language difficulties, children with ASD have deficits in producing deictic gestures. Children with DS have speech and language difficulties, but they use deictic gestures in order to communicate with their parents during interaction. This varied profile of deictic gesture use can be used for early identification, differential diagnosis, and setting intervention goals.

Effect of growth trajectories in communication skills on juvenile recidivism

AbstractPurposeIncreasing numbers of children with behaviour problems in school are recognized as having language and communication difficulties. However, communication limitations have not been assessed adequately as a risk factor for juvenile recidivism. The aim of this study was to examine how changes in communication skills impacted subsequent engagement in crime among youth.MethodsFour waves of longitudinal data of youth who were placed in juvenile justice residential facilities were used for the study. Group‐based trajectory and multivariate regression analyses were used to investigate how the growth trajectories of communication skills impacted recidivism.ResultsGroup‐based trajectory analysis revealed heterogeneous growth in communication skills among residential youth. More interestingly, the scale of growth predicted recidivism.ConclusionsThis study extends an understanding of juvenile aggression and criminal offences by underlining communication limitation issues as a focal predictor of recidivism. Sufficient resources are needed for the development, evaluation and implementation of intervention programmes to help youth overcome limitations in communication.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview

AbstractThis article presents a theoretical review of and methodological guidelines for the study of two key notions in second language acquisition research, complexity and difficulty. The term complexity has gained considerable currency over the past decades and has taken on a wide range of meanings. We argue for a more restricted interpretation, focusing exclusively on formal, structural properties of linguistic items. The less employed term difficulty in our account refers to the cognitive costs associated with learning and using such items. On the basis of our theoretical definitions, we critically review measures operationalizing these constructs and discuss their strengths, limitations, and potential applicability to second language research, in order to establish a small set of measures to be used routinely in the interest of replicability and knowledge accumulation in the field. In addition, we discuss the relationship between complexity and difficulty and the associated notions of proficiency and development.

Navigating Chinese international students’ inquiry learning in a multilingual and multicultural environment

ABSTRACT In the past few decades, inquiry learning, as a research-based learning approach, has been increasingly emphasised in developed Western countries. This study examined the inquiry learning experiences of 17 Chinese international students at their host universities in the USA, the UK, Australia, and Canada, along with their achievements and challenges. Through two rounds of one-on-one semi-structured interviews, this study found a close relationship between the emphasis on inquiry learning in host universities and neoliberal demands for students to acquire knowledge and diverse practical competences. Urged by the learning demands in the host universities, participants advanced in knowledge acquisition, acquired active, passionate, responsible, and inclusive learning attitudes, as well as English language competence, intercultural competence, and other practical competences through inquiry learning. They also faced additional workload and challenges regarding language difficulties and sociocultural factors mediated by home and host educational, social, and cultural contexts. This study advises international and domestic staff and students to engage in constant, candid dialogue, try to understand the specific learning challenges that international students face, and the support they desire. Collaborative efforts from all relevant stakeholders are necessary to create a diversified, caring, inclusive, and supportive inquiry learning environment conducive to mutual learning and thriving.

Expressive vocabulary intervention for four 2- to 3-year-old children with cerebral palsy and speech/language difficulties: A single-case A-B study

Purpose To evaluate a parent-delivered expressive vocabulary intervention using focused stimulation for young children with cerebral palsy (CP). Method A single case A-B design was used. Use of expressive target words was evaluated during the baseline (A) and intervention (B) phases. Untrained expressive words were used as control behaviour. Four 2- to 3-year-old boys with CP and their parents participated. All participants had an expressive vocabulary of less than 50 words at study intake. Following training, parents delivered the intervention daily at home for 5 weeks. Generalisation of the intervention was measured with a parent-rated vocabulary checklist. Result Two participants showed clear gains and one participant showed a smaller gain in target words. Two of these three participants did not improve on control words, but one participant increased his use of both target and control words. One participant did not increase his use of either control or target words. All participants improved on parent-reported expressive vocabulary, and for two children, improvements were large. Conclusion Parent-delivered focused stimulation may lead to gains in expressive vocabulary in children with CP and speech and language difficulties. The intervention would be suitable for larger single-case studies with more experimental control.

South-East Asian Nurses' Experiences Under the Economic Partnership Agreement (EPA) in Japan: How Language Ability Affects Self-Confidence and Interpersonal Relationships.

Since 2009, nurses have relocated to Japan from Indonesia, the Philippines, and Vietnam under the auspices of the Economic Partnership Agreement (EPA). We asked why some migrant nurses remain in Japan whereas others leave. We applied the methodology of Constructivist Grounded Theory. All participants were internationally educated nurses (IENs) currently or formerly working in Japan after passing the National Nursing Examination. Difficulty in mastering the Japanese language was established as one of the main themes. Initial coding elicited two explanatory sub-categories: lack of confidence in communication and effects of language difficulty on workplace relationships. One explains how practical experience in the workplace affected nurses' confidence in communication. The other explains how levels of Japanese language attainment shaped relationships with colleagues. These findings suggest a need to regulate the working conditions of foreign nurses, and a need for training schemes to optimize IEN retention.

Behavioural and neurodevelopmental characteristics of SYNGAP1

BackgroundSYNGAP1 variants are associated with varying degrees of intellectual disability (ID), developmental delay (DD), epilepsy, autism, and behavioural difficulties. These features may also be observed in other monogenic conditions. There is a need to systematically compare the characteristics of SYNGAP1 with other monogenic causes of ID and DD to identify features unique to the SYNAGP1 phenotype. We aimed to contrast the neurodevelopmental and behavioural phenotype of children with SYNGAP1-related ID (SYNGAP1-ID) to children with other monogenic conditions and a matched degree of ID.MethodsParticipants were identified from the IMAGINE-ID study, a UK-based, national cohort study of neuropsychiatric risk in children with ID of known genetic origin. Thirteen children with SYNGAP1 variants (age 4–16 years; 85% female) were matched (2:1) with 26 controls with other monogenic causes of ID for chronological and mental age, sex, socio-economic deprivation, adaptive behaviour, and physical health difficulties. Caregivers completed the Development and Wellbeing Assessment (DAWBA) and physical health questionnaires.ResultsOur results demonstrate that seizures affected children with SYNGAP1-ID (84.6%) more frequently than the ID-comparison group (7.6%; p = < 0.001). Fine-motor development was disproportionally impaired in SYNGAP1-ID, with 92.3% of children experiencing difficulties compared to 50% of ID-comparisons(p = 0.03). Gross motor and social development did not differ between the two groups. Children with SYNGAP1-ID were more likely to be non-verbal (61.5%) than ID-comparisons (23.1%; p = 0.01). Those children able to speak, spoke their first words at the same age as the ID-comparison group (mean = 3.25 years), yet achieved lower language competency (p = 0.04). Children with SYNGAP1-ID compared to the ID-comparison group were not more likely to meet criteria for autism (SYNGAP1-ID = 46.2%; ID-comparison = 30.7%; p = .35), attention-deficit hyperactivity disorder (15.4%;15.4%; p = 1), generalised anxiety (7.7%;15.4%; p = .49) or oppositional defiant disorder (7.7%;0%; p = .15).ConclusionFor the first time, we demonstrate that SYNGAP1-ID is associated with fine motor and language difficulties beyond those experienced by children with other genetic causes of DD and ID. Targeted occupational and speech and language therapies should be incorporated early into SYNGAP1-ID management.

Mathematical Concept Representations in the Early Years of School: Analyzing Student’s Errors

In this paper we analyze students’ mathematics errors in the early years of Brazilian school. To achieve this goal, we developed a questionnaire with eight math problems that included basic operations. This instrument was distributed to 76 third-grade students in three different classes from three different schools. To comprehend what caused the errors, we analyzed each question. To perform these analyzes we used the following categories: Errors due to language difficulties; Errors due to difficulties in obtaining spatial information; Errors due to incorrect associations or rigidity of thinking; Errors due to the application of irrelevant rules or strategies; Errors due to deficient mastery of prerequisite skills, facts, and concepts; Incorrect reproduction of the task; Error of counting; Errors in the assemblage of the arithmetic operations; Errors in the summing up with values bigger than ten; and Specific errors of subtraction. We believe that using errors as motivation could improve students' understanding of mathematics. We seek to help teachers (and researchers) identify most of the mistakes made by students in order to recognize them in their classrooms. The results indicated that some of the students' most common errors are in line with what the literature points out, that is, difficulty in translating the problem into mathematical language; difficulties in using the operations algorithms and difficulties in understanding what the problem is asking.

HL Mandarin Speakers Toss the Same Way as Fluent Mandarin Speakers

Abstract Heritage language (HL) speakers often show weaker semantics in HL words than speakers who continue to learn and use the language. In this study, we tested whether HL Mandarin speakers simplified near-synonyms of throw verbs by diminishing the difference between the near-synonyms and/or by diminishing the difference between the generic throw verb and other near-synonyms. Two participant groups, HL Mandarin speakers and English second-language learners, acted out six Mandarin near-synonyms of throw verbs and the English verb throw. The results showed more similarities than differences between the two groups in the core features of throw verb semantics (force, speed, and direction). We observed few signs of simplification. One interpretation of these results is that early and/or naturalistic exposure to Mandarin was an important predictor of speakers’ knowledge of conceptual features. These results add to the literature showing that there can be factors beyond proficiency that contribute to speakers’ lexical semantics.