Language Acquisition Research Articles

The role of biomechanics in enhancing cognitive function and learning outcomes in English language teaching

Language learning, traditionally taught through memory and repetition, often overlooks the role of physical movement in enhancing cognitive and linguistic abilities. Theories like embodied cognition and motor learning suggest that cognitive functions are closely linked to physical actions. Research suggests that posture, gestures, and movement can improve language processing and comprehension. However, the practical integration of biomechanical principles into structured language teaching remains underexplored. Previous studies on gesture-based learning and movement-enhanced vocabulary acquisition indicate potential benefits but lack a comprehensive approach. This study introduces a series of biomechanical interventions in English language teaching, including posture training, movement-based vocabulary learning, sensory-motor integration, and kinesthetic learning techniques. A quasi-experimental design with 115 12–16-year-olds was used for 8 weeks. The experimental group received biomechanical interventions, and the control group received traditional teaching. Cognitive function and language outcomes were assessed pre-and post-assessment. The experimental group showed significant cognitive function improvements, with scores rising from 78.5 ± 5.6 to 89.3 ± 4.8, while the control group showed only a minor change (77.9 ± 5.8 to 80.7 ± 5.5, t = 4.56, p = 0.002, d = 1.78 In the experimental group, vocabulary scores increased from 85.6 ± 7.4 to 92.3 ± 6.2 (t = 3.22, p = 0.008, d = 1.03). Memory improvement correlated strongly with vocabulary acquisition (r = 0.68, p = 0.003). Also, engagement frequency increased (p = 0.004).

Adaptive language strategies of an older sibling in bilingual German-Russian acquisition: A case study

Abstract In the beginning stages of language acquisition, children primarily learn language from their parents or main caregivers. Studies have shown that adults use a specific way of speaking when talking to young children, called child-directed speech (CDS). This type of speech has distinct characteristics across different aspects of language. Additionally, older siblings also communicate with their younger brothers and sisters. Studies suggest that even three- and four-year-olds change how they talk when interacting with younger children, like their siblings. Studies have shown that children’s speech patterns resemble those of adults, whether they grow up in monolingual or bilingual environments. However, research on bilingual language acquisition often focuses on how siblings influence the language development of younger children. In this study, we explore how children adapt their language in bilingual settings and focus on the older sibling. Specifically, we compare the speech of an older sibling, who speaks both German and Russian, when talking to their younger sibling and when talking to their parents. The study revealed the following: The girl demonstrated linguistic adaptations typical of child-directed speech in both Russian and German when interacting with her younger brother. However, these adaptations were not consistent across all linguistic categories analyzed, revealing some differences between the two languages. Notably, Katharina did not exhibit more child-directed speech features in one language over the other. Adaptive behavior was present in both Russian and German in categories such as MLU, MLU5, question constructions, and imperatives. In Russian, adaptation was also evident in coordinate constructions but not subordinate constructions, while the opposite pattern was observed in German.

Do children treat adjectives and nouns differently as modifiers in prenominal position?

Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.

Classroom Instruction During Study Abroad: A Comparative Exploration of Chinese Second Language Acquisition

AbstractExploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task‐based language teaching and a comparison group following a traditional approach at two proficiency levels. Spoken task data are analyzed within the framework of complexity, accuracy, and fluency. Quantitative findings point to enhanced linguistic development on the various measures used over the course of instruction abroad across the groups irrespective of instructional treatment and proficiency level. However, relative differences between the two groups point to an advantage of task‐based learning in a study‐abroad context. The findings are discussed in relation to the insights they allow into the role of different instructional treatments during study abroad, along with some directions for future research.

The Interplay of Complexity, Genre, and Second Language Proficiency: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”

The Interplay of Complexity, Genre, and Second Language Proficiency: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”

Developing the KATAKU Mobile Application to Enhance Vocabulary Acquisition for Deaf Students

This study presents the development of the KATAKU (Kata untuk Tunarungu Interaktif dan Unik) application as an educational tool designed to support vocabulary learning for deaf students. Deaf students, who have the same educational rights as their hearing peers, often attend Special Schools (SLB). The integration of visual aids and technology in learning has proven effective in increasing their engagement and interest. This study employed a mixed-methods approach, including vocabulary assessments for deaf students, classroom observations, and teacher interviews for a needs analysis to identify the specific requirements of schools and students. Results from the vocabulary assessments revealed that deaf students face significant challenges, particularly with academic terms and word categorization. Classroom observations at three SLB schools in Jombang highlighted engaging but challenging learning dynamics, reinforcing the need for accessible and efficient teaching tools for educators. Teacher interviews indicated that using the paper dictionary provided by the Ministry of Education can be time-consuming and lacks efficiency. This study concludes that deaf students in Jombang face substantial obstacles in vocabulary comprehension, especially with academic vocabulary. The findings underscore the need for targeted vocabulary interventions using modern technological tools to better prepare students for advanced educational demands.

Recent developments in mobile-assisted vocabulary learning: a mini review of published studies focusing on digital flashcards

This mini review provides a concise overview of recent developments in mobile-assisted vocabulary learning (MAVL) and compares its effectiveness to traditional methods in English as a Foreign Language (EFL) settings. The review synthesizes findings from recent empirical studies, highlighting how MAVL, particularly digital flashcards, promotes learner autonomy, engagement, and long-term vocabulary retention through features like spaced repetition and gamification. Traditional methods such as paper flashcards, while effective in structured classroom settings, lack the interactive and personalized benefits of MAVL. The review also discusses existing research gaps, including the need for further investigation into productive vocabulary use and long-term retention. Future developments in the field may include hybrid approaches that combine the strengths of both traditional and digital methods. This review aims to provide language teachers and researchers with an up-to-date understanding of MAVL and its potential to enhance EFL vocabulary acquisition.

L2 acquisition of Japanese null arguments

Abstract Adopting the anti-agreement hypothesis that argument ellipsis is allowed in languages lacking φ-feature agreement, the present study investigates whether second language (L2) learners of φ-feature agreement languages (L1-English L2 learners of Japanese; ELJs) and L2 learners of anti-agreement languages (L1-Mandarin Chinese L2 learners of Japanese; CLJs) can access sloppy interpretations of Japanese null arguments. The results concerning null subjects indicate that both L2 groups behaved similarly to Japanese native speakers (JNSs) by allowing the sloppy reading of null subjects. However, further analysis by L2 proficiency revealed distinct patterns. Intermediate ELJs exhibited L1-transfer of φ-feature agreement, assigning null subjects the strict reading, while the advanced ELJs were able to discard the φ-feature, allowing the sloppy reading. In contrast, CLJs accepted the sloppy reading from the intermediate level, indicating that the absence of the φ-feature functioned as positive transfer. Regarding the results with null objects, both L2 groups performed like JNSs, allowing the sloppy interpretation. Assuming that deleting a feature present in L1 is more difficult than adding a feature absent in L1 to L2, we will explain the results in terms of L1 transfer.

Microvariation in L2 acquisition of backward anaphora: Mandarin versus Japanese

Abstract There are crosslinguistic variations for backward anaphora coreference readings although the languages, such as English, Italian, Russian, and Mandarin, that have been experimentally studied are constrained by Principle C. English allows backward anaphora coreference readings between the pronoun and the antecedent NP for sentences like “While he was dancing, Kermit ate the pizza”, but languages like Russian, Mandarin, and Japanese prohibit the coreference readings for some types of temporal subordinate clauses. In addition to the macrovariation between the English type of languages versus the Russian/Mandarin/Japanese type of languages, a microvariation exists between Mandarin and Japanese. Due to idiosyncratic constraints in Mandarin, the acceptance rate for the coreference reading in sentences with the ‘because’ clause was substantially lower in Mandarin than in Japanese. In this study, we report findings from an experiment on bi-directional L2 acquisition of backward anaphora between Mandarin and Japanese which demonstrate similar mechanisms underlying both macrovariation and microvariation for pronoun resolution of backward anaphora sentences.

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

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>

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures.

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states - as an assumed underlying activity of memory reactivation - was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states – as an assumed underlying activity of memory reactivation – was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

The operationalization of bilingual linguistic experience and its relationship with executive function

Research of the relation between linguistic experiences and the executive function have been a hot topic in the field of psycholinguistics for over two decades. Considerable body of studies have provided both supporting and challenging evidence for the existence of such relation. The final answer about the relation between the linguistic experiences and the executive function has not been obtained yet, due to reconsiderations of the established methodological approaches and new theories still being developed, which challenge the validity of earlier findings. This article is an attempt to summarize and explain current trends in this line of studies, specifically focusing on the issue of operationalization of linguistic experiences. Bilingualism and multilingualism are complex constructs, composed of multiple elements that can have unique, independent effects on cognition, including language proficiency, manner and duration of language acquisition, current tendencies of language use. Earlier studies had a tendency to focus on a single element of language experience for categorical distinction between monolinguals and bilinguals, converging the great variability in the latter under a single category. Each element of linguistic experience has to be accounted for and carefully operationalized in a way that would allow reasonable comparison between different research on the topic. In addition to exploring the effects of various elements of linguistic experiences on cognitive control, interactions between those experiences also demand attention, which have been largely overlooked. Finally, each study has to be backed up by a solid theoretical background, which was argued to be a problem for the research of the relation between the linguistic experiences and the executive function, but has great potential for resolving the inconsistencies in research findings. Not all experiences with languages require effortful cognitive processing and adaptations, and even if some might, a comprehensive theory is required to explain how cognitive adaptations for language use can be generalized for other domains of cognition.

Good practices of pedagogical translanguaging: A global overview of emergence, development, and classroom applications

This paper deals with the concept of translanguaging as a powerful tool for fostering inclusive education in linguistically diverse settings. Translanguaging, unlike traditional views of languages as separate, bounded systems, recognizes the flexible, integrated nature of multilingual communication. It highlights how speakers draw from their entire linguistic repertoires to construct meaning, depending on context and need. The paper aims to provide teachers in Transcarpathia with a comprehensive understanding of translanguaging and its pedagogical applications. It explores the historical development of the concept, its key characteristics, and its differentiation from code-switching. The paper also discusses the theory and practice of pedagogical translanguaging, highlighting its benefits for both teachers and students. It presents examples from various countries, including the United States, Italy, and South Korea, to illustrate how pedagogical translanguaging has been implemented in different educational contexts. One of the core principles of translanguaging is that all languages are valuable and can be used to support learning. Teachers can create a more inclusive and equitable classroom environment where all learners feel valued and respected via accepting this principle. Translanguaging can also help students to develop a deeper understanding of the world around them by allowing them to connect their experiences across different languages and cultures. In addition to its benefits for learners, translanguaging can also be a powerful tool for teachers. By using translanguaging strategies, teachers can create more engaging and interactive lessons that are relevant to their students’ everyday lives. Translanguaging can also assist teachers to develop their own language skills and to become more culturally sensitive. While the implementation of translanguaging in the classroom may require some initial training and planning, the benefits are well worth the effort. This paper provides valuable insights and practical guidance to support teachers in harnessing the power of translanguaging to enhance language acquisition, content comprehension, and overall student success.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Mobile Assisted Language Learning in EFL Contexts: Maximizing Vocabulary Acquisition through Messenger Apps

Mobile Assisted Language Learning (MALL) has drawn the attention of researchers worldwide and is gaining more popularity in various educational backgrounds. In this context, the present study is conducted to investigate the effectiveness of MALL in English as a Foreign Language (EFL) settings. The study comprised 90 Moroccan high school students, aged between 15 and 17 years old, divided equally into experimental (N = 45) and control (N = 45) groups. The two groups underwent two treatments, which lasted for two weeks. During the first week, the first experimental group was provided with two vocabulary items via WhatsApp messenger three times a day for seven consecutive days; however, the control group received a printed list of the 14 items at the beginning of the week. In the second week, the groups switched treatments with another set of 14 words. A pretest was used to measure participants' vocabulary knowledge of the target items. Additionally, two immediate posttests were administered at the end of each week to measure the subjects' vocabulary learning during the experiment, while a delayed test was used four weeks after the end of the experiment to assess their vocabulary retention. The pre-and delayed-test results were insignificant since they did not show any difference between the groups, while the immediate post-test scores revealed a significant difference, with the experimental groups outperforming the control groups. In short, this study contributes to the growing body of research on MALL and provides insights for language instructors willing to integrate technology for effective vocabulary learning.

Migration and linguistic integration: an investigation of Chinese immigrants’ language learning experience before moving to Africa

ABSTRACT The current study investigates the linguistic integration of Chinese immigrants, with a particular focus on their language learning experiences before migrating to Africa. As China’s presence in Africa grows, understanding how Chinese migrants prepare linguistically for their new environments becomes crucial. Through a mixed-methods approach, which include surveys and interviews conducted primarily in Cameroon, the research highlights the value of language skills for successful integration and examines the potential consequences of inadequate language proficiency. The study suggests that both Chinese and African governments should collaborate to encourage Chinese immigrants to learn destination languages even before migrating to Africa. This could be achieved by promoting proactive language acquisition initiatives, reevaluating language policies, and implementing standardised language testing. Emphasising the language learning experience is crucial not only for effective communication but also for reducing stereotypes and fostering deeper understanding and integration between the Chinese expatriate community and local populations. Providing language resources and support can greatly enhance crosscultural interactions and promote the harmonious coexistence of diverse Chinese communities across Africa.