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21,471
result(s) for
"Written Language"
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L2 language development in oral and written modalities
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.
Journal Article
Chinese language bilinguistic system supports the emotional resonance interpretation model of foreign language effect
The mechanism behind the influence of a foreign language on the framing effect is still controversial, in terms of whether this influence is due to emotional resonance evoked by language or to the cognitive differences stemming from the language-switching process. We resolved this ambiguity
by conducting two experiments with Chinese students. In Study 1 we verified the influence of language (English, Chinese, pinyin) on the framing effect in the decision-making process. In Study 2 we controlled for cognitive processing activities using language translation instructions (switching
conditions) to examine the framing effect change in the decision-making process caused by differences in language statements. Our results show that emotional resonance was a crucial factor behind this phenomenon, and that cognitive factors were relevant when emotional resonance variables were
controlled for.
Journal Article
Relationship between written and spoken text recall in L2
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.
Journal Article
Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence
In Study 1, children in grades 4–9 (
N
= 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history of language learning and other difficulties. Profiles (patterns) of normed measures for different levels of oral and written language used to categorize participants into diagnostic groups for
dysgraphia
(impaired
subword
handwriting) (
n
= 26),
dyslexia
(impaired
word
spelling and reading) (
n
= 38), or
oral and written language learning disability
OWL LD
(impaired oral and written
syntax
comprehension and expression) (
n
= 13) or control
oral and written language learners
(
OWLs
)
without
specific learning disabilities (
SLDs
) (
n
= 11) were consistent with reported history. Impairments in working memory components supporting language learning were also examined. In Study 2, right handed children from Study 1 who did not wear braces (controls,
n
= 9, dysgraphia,
n
= 14; dyslexia,
n
= 17, OWL LD,
n
= 5) completed an fMRI functional connectivity brain imaging study in which they performed a word-specific spelling judgment task, which is related to both word reading and spelling, and may be impaired in dysgraphia, dyslexia, and OWL LD for different reasons. fMRI functional connectivity from 4 seed points in brain locations involved in written word processing to other brain regions also differentiated dysgraphia, dyslexia, and OWL LD; both specific regions to which connected and overall number of functional connections differed. Thus, results provide converging neurological and behavioral evidence, for dysgraphia, dyslexia, and OWL LD being different, diagnosable SLDs for persisting written language problems during middle childhood and early adolescence. Translation of the research findings into practice at policy and administrative levels and at local school levels is discussed.
Journal Article
Special issue on speech representation in Late Modern English text types: introduction
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,.
Journal Article