Second Language Acquisition Research Articles

The Role of English Language Newspapers in Language Improvement

This article explores the role that English language newspapers play in the improvement of English language. Even though English language newspapers are or may not be primarily designed to improve linguistic skills of learners, there are many ways by which a second-language learner can benefit from them. The newspapers have a variety of columns, ranging from news, views, articles, games, and so on, that are very interesting to the daily lives of readers. At the same time, the newspapers are prepared in such a way that they pass through a rigorous process of editing in terms of the verifiability of their stories and the linguistic formality of their sentences and paragraphs. The newspapers use a wide variety of word class vocabularies, phrases, idioms, and expressions to give metaphorical meanings to their stories. To the English language learner who reads those newspapers on a continuous basis and is given assignments by teachers to discuss, debate, have conversation, and answer comprehension questions from them, the linguistic benefits are enormous. This article explains how learners would be able to boost their vocabulary, reading skills, listening skills, as well as speaking abilities by using English language newspapers.

Bridging the gap

The inclusion of the new mediation scales in the Common European Framework of Reference (CEFR) has fostered the role of second-language (L2) learners as multilingual social agents performing mediation activities that can build bridges between distant entities. However, even though mediation has become a fashionable topic in scholarly debate, there are still very few studies based on empirical evidence that support the theory. This study provides an empirical approach to mediation processes in the L2 classroom, more specifically in a context with Spanish-speaking first-language (L1) students enrolled in a German course in a Colombian university. The mediation processes are analyzed during two activities in which the students had to interact to fulfill the task. The aim of the study is twofold: (1) to measure the proportion of the types of mediation acts used in each activity; and (2) to provide specific examples of the strategies deployed in the mediation acts. The quantitative analysis confirms the presence of three types of mediation proposed by the CEFR – linguistic, communicative and cognitive – but records a low proportion of mediations performed in the L2, which reflects the difficulty associated with cognitively demanding tasks.

Early treatment for children with mental health problems and genetic conditions through a parenting intervention (The GAP): study protocol for a pragmatic randomized controlled trial

BackgroundChildren with genetic conditions are at increased risk for mental health and neurodevelopmental problems, often accompanied by significant parental distress. Genetic and family factors can impact children and parents’ mental health. Early parenting interventions, like the Incredible Years® programs, have demonstrated to improve parental distress and children’s mental health. The recent version for young children with language delays or autism spectrum disorder (IY-ASLD®) has shown to be feasible and effective to support parents in their children’s developmental trajectories. The effectiveness of treatments for children with genetic conditions and neurodevelopmental problems is largely unexplored, leaving significant gaps in evidence-based options. Clinicians lack guidance, especially when patients exhibit language or social communication impairments but do not meet diagnostic criteria for a full-blown autism spectrum disorder (ASD). We aim to fill this gap, providing evidence on the feasibility and effectiveness of the IY-ASLD® intervention for such patients.MethodsWe designed a prospective multicenter pragmatic randomized controlled trial including approximately 68 children aged 3 to 7 years, recruited from three tertiary care reference hospitals. Inclusion criteria will necessitate genetic confirmation of a neurodevelopmental disorder along with language, communication, or socialization difficulties. Individuals with an ASD diagnosis will be excluded. All subjects are included in a territorial register for rare conditions (ReMin, Registre de Malalties Minoritàries de Catalunya). Families will randomly be assigned to the intervention or the control group. The intervention will be held online by clinical psychologists and child and adolescent psychiatrists.DiscussionOur group has recently piloted the online implementation of the IY-ASLD® intervention for the first time in Spain, for parents of children with language delays, socialization difficulties, or ASD, but not genetically determined. Our multicenter research consortium is well-positioned to recruit patients with rare conditions and implement efficient treatment pathways within the National Health System. Given the geographical dispersion of families affected by rare conditions, the online format offers logistical advantages and improved therapy access, enhancing homogeneity across all patients. The results of this study will inform clinicians and policymakers about evidence-based treatment options for this vulnerable and overlooked group of young children.Trial registrationClinicalTrials.gov NCT06125093. Date of registration: first submitted 2023–10-23; first posted 2023–11-09. URL of trial registry record.

Factor structure and psychometric properties of the L2 teacher boredom scale

The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.

A latent profiling approach to foreign language enjoyment and L2 achievement

ABSTRACT Both Broaden-and-Build theory and Control-Value theory (CVT) posit that enjoyment contributes to academic achievement. However, empirical studies show mixed results concerning the predictive effects between these constructs in Second Language Acquisition (SLA). This study examines the link between second language (L2) achievement and Foreign Language Enjoyment (FLE) among 1,360 Chinese tertiary-level students learning English as a foreign language (EFL). Participants completed a national standardised English language test and an FLE questionnaire. Data analysis involved the use of Mplus to perform factor mixture modelling (FMM), a technique that identifies latent subgroups within the sample based on their response patterns. Results revealed four distinct profiles, each displaying different FLE-L2 achievement profile characteristics. The importance of this study lies in its analytic approach, which recognises the non-uniform connections between the three dimensions of FLE and L2 achievement across learners. This finding challenges the notion of straightforward correlations and sheds light on the complexities of these relationships, thereby addressing inconsistencies observed in previous studies and paving the way for more nuanced future research.

Sex Differences in the Broad Autism Phenotype: Insights from the Australian Biobank.

Examining sub-threshold autistic traits in non-autistic first-degree relatives of individuals on the autism spectrum, known as the Broad Autism Phenotype (BAP), could provide new insights into the associations and familial aggregation of autistic traits. This study was a retrospective cross-sectional study of parents (n = 1008), probands with autism (n = 613), and unaffected siblings (n = 221) of probands with autism. BAP traits were examined by the BAP Questionnaire and Communication Checklist-Adult in parents, Autism Developmental Observation Scale-Second edition in probands, and Social Responsiveness Scale in siblings. Multivariable linear regression analyses were used to investigate the associations of parental BAP traits on autistic traits in probands and unaffected sibling BAP traits. Fathers showed significantly increased aloofness, pragmatic language difficulties, and social engagement problems compared to mothers. Female siblings showed increased difficulties with social cognition compared to male siblings. Adjusted models of the regression analyses showed that all BAP traits in fathers were significantly associated with BAP trait expression in probands with autism. Additionally, all of mother's BAP traits were significantly associated with unaffected siblings' BAP trait expression while only fathers' aloofness and rigidity traits were inversely associated with siblings' BAP trait expression. Finally, there were significant inverse interactions noted between parent's BAP traits and their children's BAP trait expression. This study demonstrated differences in how males and females express BAP traits and also identified differences in parent-child associations by sex, with fathers having a greater effect on their proband children's expression of BAP traits than mothers.

The Inflammasome Adaptor Protein ASC in Plasma as a Biomarker of Early Cognitive Changes.

Dementia is a group of symptoms including memory loss, language difficulties, and other types of cognitive and functional impairments that affects 57 million people worldwide, with the incidence expected to double by 2040. Therefore, there is an unmet need to develop reliable biomarkers to diagnose early brain impairments so that emerging interventions can be applied before brain degeneration. Here, we performed biomarker analyses for apoptosis-associated speck-like protein containing a caspase recruitment domain (ASC), neurofilament light chain (NfL), glial fibrillary acidic protein (GFAP), and amyloid-β 42/40 (Aβ42/40) ratio in the plasma of older adults. Participants had blood drawn at baseline and underwent two annual clinical and cognitive evaluations. The groups tested either cognitively normal on both evaluations (NN), cognitively normal year 1 but cognitively impaired year 2 (NI), or cognitively impaired on both evaluations (II). ASC was elevated in the plasma of the NI group compared to the NN and II groups. Additionally, Aβ42 was increased in the plasma in the NI and II groups compared to the NN group. Importantly, the area under the curve (AUC) for ASC in participants older than 70 years old in NN vs. NI groups was 0.81, indicating that ASC is a promising plasma biomarker for early detection of cognitive decline.

Study to improve the quality of life in perimenopausal women from the community pharmacy. Research protocol pilot study -m+45

The menopause is a stage in a woman's life, characterised by oestrogen and progestogen deficiency, which can cause a series of symptoms of varying intensity among women. When they appear, their quality of life can be affected to a greater or lesser extent, so it is important to identify them and intervene by offering appropriate solutions. There are different validated scales, although in recent years the Menopause Rating Scale (MRS) has been one of the most widely used in global research.Taking into account the healthcare work of the community pharmacist, it is appropriate to suggest a project to measure the perception of quality of life in women aged from 45 to 64 years before and after a structured intervention to assess its impact on general wellbeing.A study was proposed in community pharmacies that were be randomly distributed into intervention and control groups. The study was offered to women who came to collect medication related to this stage or requested information or recommendations as long as they signed the informed consent form and did not suffer cognitive or language difficulties that would not allow them to understand the study. Two questionnaires were carried out on the first visit, which were repeated on the second visit, after 3 months, as well as a third, only on the second visit, on sources of information. The intervention group received on the initial visit, after data collection, health education and recommendations of commercially available products related to the characteristic symptoms.

Fragile X Syndrome and FMR1 premutation: results from a survey on associated conditions and treatment priorities in Italy

Background and objectivesFragile X Syndrome (FXS) is the most common cause of inherited intellectual disability, caused by CGG-repeat expansions (> 200) in the FMR1 gene leading to lack of expression. Espansion between 55 and 200 triplets fall within the premutation range (PM) and can lead to different clinical conditions, including fragile X- primary ovarian insufficiency (FXPOI), fragile X-associated neuropsychiatric disorders (FXAND) and fragile X-associated tremor/ataxia syndrome (FXTAS). Although there is not a current cure for FXS and for the Fragile X-PM associated conditions (FXPAC), timely diagnosis as well as the implementation of treatment strategies, psychoeducation and behavioral intervention may improve the quality of life (QoL) of people with FXS or FXPAC. With the aim to investigate the main areas of concerns and the priorities of treatment in these populations, the Italian National Fragile X Association in collaboration with Bambino Gesù Children’s Hospital, conducted a survey among Italian participants.MethodHere, we present a survey based on the previous study that Weber and colleagues conducted in 2019 and that aimed to investigate the main symptoms and challenges in American individuals with FXS. The survey has been translated into Italian language to explore FXS needs of treatment also among Italian individuals affected by FXS, family members, caretakers, and professionals. Furthermore, we added a section designated only to people with PM, to investigate the main symptoms, daily living challenges and treatment priorities.ResultsAnxiety, challenging behaviors, language difficulties and learning disabilities were considered the major areas of concern in FXS, while PM was reported as strongly associated to cognitive problems, social anxiety, and overthinking. Anxiety was reported as a treatment priority in both FXS and PM.ConclusionFXS and PM can be associated with a range of cognitive, affective, and physical health complications. Taking a patient-first perspective may help clinicians to better characterize the cognitive-behavioral phenotype associated to these conditions, and eventually to implement tailored therapeutic approaches.

Learning to Read in Hebrew and Arabic: Challenges and Pedagogical Approaches

Hebrew and Arabic are Semitic languages that use abjad alphabets, a consonant-primary writing system in which vowels are featured as optional diacritics. The relatively predictable morphology of Semitic language renders abjad writing feasible, with literate native speakers relying on grammatical and lexical familiarity to infer vowel sounds from consonantal texts. However, in the context of foreign language acquisition, abjads present unique difficulties in the attainment of literacy. Due to the absence of written vowels, learners of Hebrew and Arabic face manifold challenges, such as phonetic ambiguity, extensive homography, and morphological unpredictability. Therefore, the inherent complexities of abjad alphabets necessitate targeted pedagogical intervention to increase metalinguistic awareness to strengthen learners’ reading skills—specifically, by recreating elements of literacy education for native speakers in the second language context. This article explores the linguistic challenges of abjads for foreign language students and how pedagogical methodologies can be optimized to ameliorate long-term learning outcomes.

Exploring cross-linguistic differences in parental input and their associations with child expressive language in ASD: Bulgarian versus English comparison.

Parental input plays a central role in typical language acquisition and development. In autism spectrum disorder (ASD), characterized by social communicative and language difficulties, parental input presents an important avenue for investigation as a target for intervention. A rich body of literature has identified which aspects of grammatical complexity and lexical diversity are most associated with child language ability in both typical development and autism. Yet, the majority of these studies are conducted with English-speaking children, thus potentially overlooking nuances in parental input derived from cross-linguistic variation. To examine the differences in verbal parental input to Bulgarian- and English-speaking children with ASD. To examine whether aspects of verbal parental input found to be concurrent predictors of English-speaking children's expressive language ability are also predictors of the expressive language of Bulgarian-speaking children with ASD. We compared parental input to Bulgarian-speaking (N=37; 2;7-9;10 years) and English-speaking (N=37; 1;8-4;9 years) children with ASD matched on expressive language. Parent-child interactions were collected during free play with developmentally appropriate toys. These interactions were transcribed, and key measures of parental input were extracted. English-speaking parents produced more word tokens and word types than Bulgarian-speaking parents. However, Bulgarian parents produced more verbs in relation to nouns and used more statements and exclamations but asked fewer questions than English-speaking parents. In addition, child age and parents' use of questions were significant concurrent predictors of child expressive vocabulary. This is one of the first studies to conduct a cross-linguistic comparison of parental input in ASD. The differences found emphasize the need to further study parental input to Bulgarian children and adapt naturalistic parent-mediated interventions to the local language and its specific characteristics. What is already known on the subject A rich body of literature has identified the specific aspects of grammatical complexity, lexical diversity, and question-asking that are concurrently and longitudinally associated with the language ability of children with typical development and of children with ASD. Yet, the majority of these studies are conducted with English-speaking children. What this paper adds to the existing knowledge The present study finds that there are specific differences in verbal parental input to Bulgarian- and English-speaking children with autism in terms of lexical composition and question-asking. Bulgarian parents used more verbs than nouns, and the opposite pattern was found for English-speaking parents. In addition, Bulgarian parents asked fewer questions but used more statements and exclamations. Nevertheless, parental question use was significantly correlated with children's language ability across both groups, suggesting that question-asking should be further examined as a potential target for parent-mediated language interventions for Bulgarian children with autism. What are the potential or actual clinical implications of this work? Most language and social communication interventions for autism are designed and piloted with English-speaking children. These interventions are often simply translated and used in different countries, with different populations and in different contexts. However, considering that one of the defining characteristics of autism is language difficulty, more studies should examine (1) how these language difficulties manifest in languages other than English, and (2) what characterizes verbal parental input in these other contexts. Such research investigations should inform future language and social communication interventions. The present study emphasizes the cross-linguistic differences between Bulgarian- and English-speaking parents' verbal input to their children with autism.

Family linguistic ecology in Chinese American diasporas: migrants’ heritage language planning and discursive ethnolinguistic identity in-between

ABSTRACT Heritage language maintenance is a challenge faced by many immigrant parents. Previous studies on Chinese immigrant families and inheritance of the mother tongue privileged a pedagogical perspective focusing on second-language acquisition and literacy developments. Little attention has been paid to the nuanced understanding of how Chinese immigrant parents help their children construct language resilience of (un)belongingness across home and host contexts and how children negotiate fluid hybrid identity construction. Through questionnaires, semi-constructed interviews, and home visits with four Chinese immigrant families in the United States, this linguistic ethnography study probes the linguistic ecology, (in)visible language planning, and discursive identity construction in Chinese American diaspora families. The findings suggest migrant parents’ congruence and conflict in explicit and implicit family language ideology, management, and practice. Children negotiate fluid discursive identity construction and mediate hybrid culture characterised by the diversity of pathways of language learning as a (dis)continuum. The findings highlight the significance of a linguistic ecological niche in emergent bilingual immigrants’ heritage language maintenance and development. This research illuminates how parents can foster a greater sense of possibility for transitional children’s journeys of being and becoming bilinguals or multilinguals.

The development of synthetic child speech in three South African languages

It is well-known that children with expressive communication difficulties have the right to communicate, but they should also have the right to do so in whichever language they choose, with a voice that closely matches their age, gender, and dialect. This study aimed to develop naturalistic synthetic child speech, matching the vocal identity of three children with expressive communication difficulties, using Tacotron 2, for three under-resourced South African languages, namely South African English (SAE), Afrikaans, and isiXhosa. Due to the scarcity of child speech corpora, 2 hours of child speech data per child was collected from three 11- to 12-year-old children. Two adult models were used to “warm start” the child speech synthesis. To determine the naturalness of the synthetic voices, 124 listeners participated in a mean opinion score survey (Likert Score) and optionally gave qualitative feedback. Despite limited training data used in this study, we successfully developed a synthesized child voice of adequate quality in each language. This study highlights that with recent technological advancements, it is possible to develop synthetic child speech that matches the vocal identity of a child with expressive communication difficulties in different under-resourced languages.

Ill-defined constructs in SLA research using event-related potentials

An emerging trend in Second Language Acquisition (SLA) research is that proficiency is more important than the age of acquisition (AoA) to account for L2 ultimate attainment. An increasing number of researchers play down the role – or in some cases even deny the very existence – of a critical period (or ‘window of sensitivity’) and state that learners’ proficiency – and its various determinants – may trump age. There is a serious methodological issue with such a stance though. While AoA is easily factorised consistently across most experimental studies, participants’ proficiency is not. Authors of Event-Related Potentials (ERP) studies in particular are extremely vague and discordant as to how they rate participants’ proficiency. This makes the construct ‘proficiency’ unreliable, the results of ERP studies hard to compare, and the claims based on the primacy of proficiency in respect to AoA much weaker. This paper suggests more caution in general and in particular the need for collaboration between neurolinguists and SLA experts in the field of foreign language teaching and testing.

Improving the accessibility of subject English for students with language and/or attention difficulties

AbstractThe study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students’ responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject.

Challenges for unaccompanied asylum-seeking minors in Swedish compulsory institutional care

This qualitative thematic study aimed to examine the placement of unaccompanied asylum-seeking minors in compulsory institutional care in Sweden, to expand knowledge regarding their care and treatment. The dataset comprised official documents and anonymized journal documents from personnel detailing the experiences of twenty-five unaccompanied asylum-seeking minors in compulsory institutional care organized by the Swedish National Board of Institutional Care in 2015. The study identified three main themes: traumatic life events and mental health, alignment between needs, goals, and treatment, and language difficulties. The findings revealed a high prevalence of severe traumatic experiences among the asylum-seeking minors, with half having endured significant psychological and physical trauma. Mental health issues were inconsistently addressed, and prior traumas were often overlooked in care planning. The majority exhibited various mental health problems, underscoring the need for tailored interventions. The study highlights challenges in aligning unaccompanied asylum-seeking minors' individual needs, treatment goals, and provided care. Language barriers emerged as a critical concern, impeding effective communication and treatment. Approximately 80% of the asylum-seeking minors experienced difficulties in understanding and expressing themselves in Swedish. The limited use of professional interpreters further exacerbated this issue. The study underscores the need for targeted interventions to better support unaccompanied asylum-seeking minors within compulsory institutional settings.

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment

Informed by some relevant theories of positive psychology, the current study examined the interrelations among teacher support, grit, and L2 willingness to communicate (WTC), focusing mainly on the mediating role of foreign language enjoyment (FLE). A sample of 619 university students in China participated in this cross-sectional survey. Structural equation modeling (SEM) was used to analyze the gathered data. The results showed that grit could directly and positively predict L2 WTC. Furthermore, teacher support and grit could affect L2 WTC via the mediating role of FLE. These findings served as empirical evidence from the second language acquisition (SLA) domain for positive psychology, revealing the influential mechanism shaping the interconnectedness among all the constructs. The study concluded with a discussion of pedagogical implications and suggestions for future research.

Assessing the Language Abilities of Preterm-Born Children: An Examination of Standardized Testing and Language Sample Analysis.

To understand how best to assess the language abilities of preterm-born children, this study: (a) compared preterm- and term-born children's language skills using standardized testing and language sample analysis (LSA), (b) investigated how executive function skills and the language sampling context respectively affect standardized test and LSA scores, and (c) examined the pattern of associations between standardized test and LSA scores among preterm-/term-born groups. Twenty-five term-born and 23 preterm-born 2-year-old singletons were administered the language scales of the Bayley Scales of Infant and Toddler Development-Third Edition (receptive communication, expressive communication, language composite scores). Parent-child free-play recordings were used to quantify the (para)linguistic features of the children's speech. Executive function was measured via parent report. The preterm-born group obtained significantly lower scores than the term-born group on all Bayley language measures (though differences were not consistently observed when using cutoff scores). Few preterm-term differences in LSA measures were found. The preterm-term differences in Bayley scores were not explained by between-group differences in executive function. Some preterm-term differences in LSA scores were moderated by the language sampling context. The preterm- and term-born groups exhibited different patterns of Bayley-LSA correlations. Preterm language difficulties were more apparent on standardized test than LSA scores. Nonetheless, the Bayley-LSA correlations indicate that poor test performance (linked with preterm birth) is associated with functional communication difficulties. The discussion outlines the complementary utility of standardized tests and LSA while acknowledging the limited utility of cutoff scores and the confounding influence of the language sampling context. https://doi.org/10.23641/asha.26142661.

Supporting the mental health needs of children with language and literacy difficulties

Supporting the mental health needs of children with language and literacy difficulties Professor Mark Boyes, Curtin enAble Institute, spotlights mental health in the context of language and literacy difficulties, including the urgent need for accessible mental health interventions. Both oral (spoken) and written (reading, writing) language are crucial for success in educational and social contexts. Up to 15% of children experience significant and persistent difficulties with oral and written language, representing approximately four children in a typical Australian classroom. These children are at substantially elevated risk of mental health problems, are overrepresented in our justice systems, and are more likely to develop suicidal thoughts and behaviours than children who do not experience language difficulties.