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Zahra Neshatian; Mohammad Saber Khaghaninejad – Language Teaching Research Quarterly, 2024
This study scrutinized the effects of words' superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Word Recognition
Xi, Yueming; Geva, Esther – Developmental Psychology, 2023
Current models of the affinity between syntax and vocabulary are complex and recognize the contribution of bootstrapping and computational processes. To date, the mutual facilitation between these two constructs over time has not been studied in second language (L2) school children. The present study investigated longitudinally the direction and…
Descriptors: Longitudinal Studies, Elementary School Students, Vocabulary Development, Syntax
Deygers, Bart; Vanbuel, Marieke – Language Testing, 2022
The Peabody Picture Vocabulary Test (PPVT) is a widely used test of receptive vocabulary, but no researchers to date have examined the performance of low-educated, low-literate L2 adults, or compared these individuals' performances to their more highly educated peers. In this study, we used many-facet Rasch analysis and mixed-effects linear…
Descriptors: Literacy, Educational Background, Verbal Ability, Intelligence Tests
Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Journal of Learning Disabilities, 2022
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Grantee Submission, 2022
This study centered on Dual Language Learners (DLLs) with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2-4, including both DLLs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
Arizmendi, Genesis D.; Asencio Pimentel, Monica F.; Li, Jui-Teng; Swanson, H. Lee – Bilingual Research Journal, 2023
The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and…
Descriptors: Phonology, Second Language Learning, Native Language, English (Second Language)
Chamorro, Gloria; Janke, Vikki – International Journal of Bilingual Education and Bilingualism, 2022
Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social…
Descriptors: Bilingualism, Monolingualism, Elementary School Students, Spanish
Lesniewska, Justyna; Pichette, François; Béland, Sébastien – Canadian Modern Language Review, 2018
Cognates are known to facilitate second language acquisition and use, as learners tend to assign to a new L2 word the meaning of a similar L1 word. Consequently, for L2 tests that rely largely on lexical items, performance may prove inflated for examinees whose L1 shares many cognates with the language being tested. This article examines the…
Descriptors: Language Tests, Intelligence Tests, Verbal Ability, Vocabulary
Aktan-Erciyes, Asli; Ünlütabak, Burcu; Zengin, Betül Firdevs – First Language, 2021
This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to…
Descriptors: Second Language Learning, Monolingualism, Bilingualism, Native Language
Aktan-Erciyes, Asli – Journal of Language and Linguistic Studies, 2020
This study investigates how children lexicalize motion event patterns in their first and second languages, L1- Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the…
Descriptors: Native Language, Bilingualism, Turkish, Verbs
Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; van den Heuij, Kirsten; Timmermeister, Mona – First Language, 2020
Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined…
Descriptors: Transfer of Training, Bilingualism, At Risk Students, Vocabulary Development
Aktan-Erciyes, Asli – Journal of Language and Linguistic Studies, 2020
The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility.…
Descriptors: Longitudinal Studies, Second Language Learning, Native Language, English (Second Language)
Butler, Yuko Goto – Studies in Second Language Learning and Teaching, 2020
This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Elementary School Students
Nicoladis, Elena; Jiang, Zixia – Journal of Cognition and Development, 2018
The primary purpose of the present study was to test language and cognitive predictors of lexical selection in the storytelling of monolingual and bilingual children. Measures of language proficiency and cognitive ability were assessed with both English- and Mandarin-speaking monolinguals and Mandarin-English bilinguals aged 4 to 6 years old. To…
Descriptors: Monolingualism, Bilingualism, Cognitive Ability, Vocabulary Development
Keh, Melissa Latham – CATESOL Journal, 2019
Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in mind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal useful information about ELs' language and literacy skills. This mixed-method…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Testing
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