Language Learning
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Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective
Language Learning - Tập 52 Số 3 - Trang 513-536 - 2002
The present study was conducted in the context of Test of English as a Foreign
Language (TOEFL) 2000 research to conceptually validate the roles of breadth and
depth of vocabulary knowledge in reading comprehension in academic settings and
to empirically evaluate a test measuring three elements of the depth dimension
of vocabulary knowledge, namely, synonymy, polysemy, and collocation. A
vocabular...
Size and Depth of Vocabulary Knowledge: What the Research Shows
Language Learning - Tập 64 Số 4 - Trang 913-951 - 2014
When discussing vocabulary, a distinction is often made between size of
vocabulary (number of known words) and depth of knowledge (how well those words
are known). However, the relationship between the two constructs is still
unclear. Some scholars argue that there is little real difference between the
two, while regression analyses show that depth typically adds unique explanatory
power compared ...
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian
Language Learning - Tập 49 Số 2 - Trang 183-217 - 1999
According to the “script dependent” hypothesis, accurate word recognition skills
develop more slowly in languages with an irregular orthography, such as English,
than in regular orthographies, such as Persian. According to the “central
processing” hypothesis, basic reading skills in all languages are influenced
primarily by underlying cognitive factors. These hypotheses were examined by
studying t...
Long‐Term Crosslinguistic Transfer of Skills From L1 to L2
Language Learning - Tập 59 Số 1 - Trang 203-243 - 2009
This study investigated the relationship of first language (L1) skills in
elementary school and second language (L2) learning in high school. Students
classified as high‐, average‐, and low‐proficiency L2 learners were compared on
L1 achievement measures of reading, spelling, vocabulary, phonological
awareness, and listening comprehension administered in the first, second, third,
and fifth grades....
Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency
Language Learning - Tập 63 Số 3 - Trang 530-566 - 2013
Few adult second language (L2) learners successfully attain high‐level
proficiency. Although decades of research on beginning to intermediate stages of
L2 learning have identified a number of predictors of the rate of acquisition,
little research has examined factors relevant to predicting very high levels of
L2 proficiency. The current study, conducted in the United States, was designed
to examin...
First and Second Language Speech Perception: Graded Learning
Language Learning - Tập 62 Số s2 - Trang 131-147 - 2012
In the process of language learning, individuals must acquire different types of
linguistic knowledge, such as the sounds of the language (phonemes), how these
may be combined to form words (phonotactics), and morphological rules. Early and
late bilinguals tend to perform like natives on second language phonological
tasks that involve pre‐lexical processes (e.g., categorization or identification
o...
The Structural Connectivity Underpinning Language Aptitude, Working Memory, and IQ in the Perisylvian Language Network
Language Learning - Tập 62 Số s2 - Trang 110-130 - 2012
In this article, we report the results of a study on the relationship between
individual differences in language learning aptitude and the structural
connectivity of language pathways in the adult brain, the first of its kind. We
measured four components of language aptitude (vocabulary learning; sound
recognition; sound‐symbol correspondence; and grammatical inferencing) using the
LLAMA language ...
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study
Language Learning - Tập 68 Số 3 - Trang 709-743 - 2018
AbstractThis study presents a cross‐sectional and longitudinal analysis of how
108 high school students in English as a foreign language (EFL) classrooms
enhanced the comprehensibility of their second language (L2) speech according to
different motivation, emotion, and experience profiles. Students’ learning
patterns were primarily associated with their emotional states (anxiety vs.
enjoyment) and...
AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOM
Language Learning - Tập 36 Số 1 - Trang 1-25 - 1986
This study investigated a causal model of second language learning. Particular
attention was given to three situation‐specific constructs: Language Class
Discomfort, Language Class Risktaking, and Language Class Sociability. It was
theorized that voluntary Classroom Participation mediates the effect of Language
Class Discomfort, Language Class Risktaking, Language Class Sociability, and
Strength o...
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
Language Learning - Tập 54 Số 1 - Trang 119-152 - 2004
This article investigates results and antecedents of willingness to communicate
(WTC) in a second Language (L2) through 2 separate investigations conducted with
Japanese adolescent learners of English. In the first investigation, involving
160 students, a model was created based on the hypothesis that WTC results in
more frequent communication in the L2 and that the attitudinal construct
internati...
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