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This study investigates whether second language (L2) learners’ language development and accuracy in production are comparable across oral and written modalities on the basis of Pienemann’s processability theory (PT). Eighty-seven English as a Foreign Language (EFL) learners, from high beginner to advanced levels, completed comparable speaking and writing tasks designed to elicit particular morphosyntactic structures predicted by PT to correspond to L2 stages of development. Time constraints encouraged participants to respond spontaneously, thus drawing on implicit knowledge. Implicational scaling shows correlations that suggest comparable language development between the modalities. However, accuracy was higher earlier in the written than in the oral modality, and accuracy in the written modality was more stable. The results provide a clearer understanding of the similarities and differences of L2 oral and written development and demonstrate that PT can be applied to L2 writing.

Processing Web-based health information can be difficult, especially for people with low health literacy. Presenting health information in an audiovisual format, such as animation, is expected to improve understanding among low health literate audiences. The aim of this paper is to investigate what features of spoken health animations improve information recall and attitudes and whether there are differences between health literacy groups. We conducted an online experiment among 231 participants aged 55 years or older with either low or high health literacy. A 2 (spoken vs written text) x 2 (illustration vs animation) design was used. Participants were randomly exposed to one of the four experimental messages, all providing the same information on colorectal cancer screening. The results showed that, among people with low health literacy, spoken messages about colorectal cancer screening improved recall (P=.03) and attitudes (P=.02) compared to written messages. Animations alone did not improve recall, but when combined with spoken text, they significantly improved recall in this group (P=.02). When exposed to spoken animations, people with low health literacy recalled the same amount of information as their high health literate counterparts (P=.12), whereas in all other conditions people with high health literacy recalled more information compared to low health literate individuals. For people with low health literacy, positive attitudes mediated the relationship between spoken text and the intention to have a colorectal cancer screening (b=.12; 95% CI 0.02-0.25). We conclude that spoken animation is the best way to communicate complex health information to people with low health literacy. This format can even bridge the information processing gap between audiences with low and high health literacy as the recall differences between the two groups are eliminated. As animations do not negatively influence high health literate audiences, it is concluded that information adapted to audiences with low health literacy suits people with high health literacy as well.

In a corpus compiled from the notes in John Walker's pronouncing dictionary (first edition 1791), Trapateau (2016) found that the most frequently occurring evaluative term used was vulgar. In Walker's dictionary, vulgar is defined as ‘plebeian, suiting to the common people, practised among the common people, mean, low, being of the common rate; publick, commonly bruited’ (1791, s.v. vulgar). The frequency of this term in Walker's critical notes suggests that the role of his dictionary was to warn against unacceptable pronunciations as well as to provide an account of acceptable or, to use Walker's second most frequent term, polite ones. In this article, I discuss some of the pronunciations labelled vulgar by Walker and other eighteenth-century authors and argue that, far from dismissing such evidence as prescriptive, we should consider the role played by Walker and his contemporaries in the enregisterment of stigmatised variants and varieties.

One of the key challenges in the field of historical linguistics is the lack of spoken records until the twentieth century, requiring researchers to focus on written records in order to reconstruct spoken language in the past, to investigate how spoken and written language have potentially influenced each other, and to shed light on language variation and change over time more generally,.

This article deals with the mechanisms that language users employ in historical periods to represent spoken language in writing. I focus on a set of features known as speech descriptors, which allow users to combine representation and evaluation of the speech (and, possibly, of the speaker), such as most disgusting in ‘he used most disgusting language’. The study shows that such speech descriptors in combination with the lemma language are used for a number of sociopragmatic purposes in the Old Bailey Corpus which includes legal materials, especially testimony, from 1720 to 1913. The descriptors can be used to avoid having to repeat a more specific, and possibly offensive and socially or morally inappropriate utterance; they can be used to put the spotlight on the evaluation and impact of the wording rather than the original speech itself; and they can help users mitigate, deflect, or disprove an accusation or guilt. Overall, the article demonstrates that studying the speech of the past must necessarily involve investigating the complex choices made by language users in terms of what to represent, what means to use to represent the speech, and how they evaluate the speech (and speaker).

Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological awareness development that is universal across languages, and that certain characteristics of spoken and written languages influence the rate of normal development and levels of phonological awareness that are normally achieved.

The relationship between written and spoken recall (SR) has primarily been analyzed with English‐speaking monolinguals. Written recall (WR) has been reported more accurate due to higher cognitive load and attention required to produce a text. This study examined the written and spoken text recall relationship in L2 learners of Russian and analyzed how individual working memory (WM) capacity influenced both types of recall. Twenty‐two intermediate‐low learners of Russian participated in the study. The obtained results were consistent with results obtained from research on monolingual learners. WR was found more accurate than SR. The WM score did not correlate, however, with accuracy for either type of recall. This could be due to low cognitive demands of the chosen text required from the participants. A longer text is suggested for future studies. Also, second language acquisition studies analyzing a possibility of scaffolding L2 speaking accuracy by practicing L2 writing are encouraged. The Challenge “How can we help our students improve their L2 speaking accuracy?” This is the question that most L2 educators ask themselves every day. Out of all existing methods, the role of L2 writing in scaffolding L2 speaking has often been overlooked. This study is an attempt to draw SLA researchers' attention to the great potential L2 writing has, in improving L2 speaking accuracy. This study also bridges the gap in our understanding of written and spoken recall of texts written in L2.

Learner corpus studies using syntactic complexity as a construct for characterizing learner proficiency have found that higher proficiency permits learners to produce more complex syntactic structures. However, the majority of previous studies have focused on writing, almost exclusively with adult second language (L2) learners. Given the fundamentally different mechanisms underlying speaking and writing activities, this study investigated (a) how different processes involved in writing and speaking performance affect child L2 learners' sentence production, and (b) whether syntactic complexity is a better predictor of proficiency in a particular production type. To this end, the authors analyzed syntactic complexity for written and spoken corpora supplied by native Korean-speaking child learners of English using 7 syntactic complexity indices. Results showed that learners used longer sentences, more subordination, more verb phrases per T-unit, and less coordination in writing than in speaking. In addition, a prediction model fitted to the written corpus explained more of the variance in proficiency scores than a model based on the spoken corpus. These findings indicate that the different processes underlying writing and speaking influence the way that beginning-level child L2 learners produce sentences in writing and speaking tasks. (Verlag, adapt.).

This article explores representations of south-western speech in nineteenth-century dialect writing. It draws on a selection of specimens from the Salamanca Corpus in order to determine what they can tell us about the language of south-western speakers at this time. By focusing on periphrastic do and pronoun exchange, I argue that representations of south-western dialects can be taken as a missing link in the history of these two grammatical features. In fact, the analysis of their distribution and frequency, which this article explores in dialect writing for the first time, shows that they accord with later evidence to an interesting degree. At the same time, the data are placed within the third-wave sociolinguistic models of enregisterment and indexicality so as to show that the conscious representation of these morphosyntactic features reflects contemporary perceptions about their use in south-western dialects while they reveal indexical associations between place, speaker and speech. This article thus seeks to contribute to the history of south-western dialects, while underscoring the validity of dialect writing as a source of Late Modern English speech where the structural and ideological dimensions of dialect intersect.

The main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.