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Direct linkYueqingzhou Ma; Norbert Vanek – Journal of Psycholinguistic Research, 2024
Research on first language (L1) attrition typically focuses on immigrant populations in their second language (L2) environment, yet we know comparably little about L1 attrition in the L1 setting. This study used two lexical tasks to test L1 attrition, a time-sensitive word decision task and a video retelling. Chinese teachers of English vs.…
Descriptors: Native Language, Language Skill Attrition, Chinese, Second Language Learning
Zhu, Xinhua; Yao, Yuan; Pang, Wanru; Zhu, Siyu – Journal of Psycholinguistic Research, 2023
Existing studies on L2 motivation have established a significant association between ideal self, learning engagement, and academic achievement, but few have examined the internal relationships between these variables in the L2 writing domain. In addition, students' linguistic competence, a fundamental element of writing achievement, remains…
Descriptors: Correlation, Linguistic Competence, Learning Motivation, Writing Achievement
Wang, Jiajia; Zhang, Jijia; Cui, Zhanling – Journal of Psycholinguistic Research, 2021
As a basic indicator of verbal ability, verbal fluency refers to the degree of fluency in the use of language to convey information. The different components of working memory play an important role in verbal fluency. The inhibiting control mechanism takes place during L2 production processing in bilinguals, which may affect their verbal fluency…
Descriptors: Second Language Learning, Second Language Instruction, Language Fluency, Verbal Ability
Luo, Canhuang; Chen, Wei; Zhang, Ye – Journal of Psycholinguistic Research, 2017
In studies of visual object recognition, strong inversion effects accompany the acquisition of expertise and imply the involvement of configural processing. Chinese literacy results in sensitivity to the orthography of Chinese characters. While there is some evidence that this orthographic sensitivity results in an inversion effect, and thus…
Descriptors: Chinese, Language Processing, Orthographic Symbols, Familiarity
Perception of Native English Reduced Forms in Adverse Environments by Chinese Undergraduate Students
Wong, Simpson W. L.; Tsui, Jenny K. Y.; Chow, Bonnie Wing-Yin; Leung, Vina W. H.; Mok, Peggy; Chung, Kevin Kien-Hoa – Journal of Psycholinguistic Research, 2017
Previous research has shown that learners of English-as-a-second-language (ESL) have difficulties in understanding connected speech spoken by native English speakers. Extending from past research limited to quiet listening condition, this study examined the perception of English connected speech presented under five adverse conditions, namely…
Descriptors: Undergraduate Students, English (Second Language), Second Language Learning, Second Language Instruction
Xue, Jin; Shu, Hua; Li, Hong; Li, Wenling; Tian, Xiaomei – Journal of Psycholinguistic Research, 2013
The present study examined the developmental issue of cognitive factors that explain Chinese literacy. Phonological awareness, rapid automatized naming, short-term memory, orthographic awareness and morphological awareness and two literacy tasks (character naming and reading fluency) were administered to 408 second-graders, 428 fourth-graders and…
Descriptors: Naming, Phonological Awareness, Literacy, Orthographic Symbols
