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Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program
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Expectation violation enhances the development of new abstract syntactic representations: evidence from an artificial language learning study ...
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Prediction and error-based learning in L2 processing and acquisition : a conceptual review
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Expectation Violation Enhances the Development of New Abstract Syntactic Representations : Evidence from an Artificial Language Learning Study
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Eliciting and measuring L2 metaphoric competence : three decades on from Low (1988)
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Elicited metaphoric competence in a second language : a construct associated with vocabulary knowledge and general proficiency?
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Abstract:
The extent to which the ability to use metaphor in a second language ¬- metaphoric competence (MC) - relates to well-attested language proficiency components has implications both for understanding second language (L2) competence and for pedagogy. Building on previous enquiries (Azuma 2005) and extending a vocabulary size and depth research agenda (Qian 2002; Schmitt 2014) to the realm of MC, the present study sought to disentangle the relationships between six elicited MC constructs, reliably established by O’Reilly and Marsden (2021), two standardised L2 proficiency measures, and established vocabulary size and depth measures. With 108 Mandarin learners of L2 English, partial correlation analyses showed unique relationships between specific MC and proficiency measures, evidence of what these learners could do with metaphor at various proficiency levels, and how sparse references to metaphor in proficiency descriptors (e.g., CEFR) might be more precisely interpreted. Multiple regression analyses showed that Read’s (1993, 1998) Word Associates Test, a vocabulary depth measure, was closely linked to all types of MC, particularly productive control (Henriksen 1999) and metaphor language play (O’Reilly and Marsden 2021). The findings point to the centrality of different (but related) types of associative thinking ability in metaphor use and language learning more generally (Carroll 1993; Littlemore 2001; 2002; 2008; Littlemore and Low 2006a). Future research implications and pedagogical reflections are provided.
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URL: https://doi.org/10.1515/iral-2020-0054 https://eprints.whiterose.ac.uk/173497/
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Towards a credibility revolution in bilingualism research : Open data and materials as stepping stones to more reproducible and replicable research
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Introduction of Methods Showcase Articles in Language Learning
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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A meta-analysis of sensitivity to grammatical information during self-paced reading: Towards a framework of reference for reading time effect sizes.
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Inclusion of Research Materials When Submitting an Article to Language Learning
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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Extending the reach of second language research: The accessible summaries initiative
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In: https://hal.archives-ouvertes.fr/hal-02466249 ; 2018 (2018)
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A Methodological Synthesis of Self-Paced Reading in Second Language Research : Methodological synthesis of SPR tests
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Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
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Towards ecological validity in research into input-based practice : Form spotting can be as beneficial as form-meaning practice
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