Catálogo de publicaciones - revistas
Language Learning
Resumen/Descripción – provisto por la editorial en inglés
Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations.Palabras clave – provistas por la editorial
language; learning; research; education; linguistics; studies; journal; acquisition; psychology; cog
Disponibilidad
| Institución detectada | Período | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No detectada | desde ene. 1948 / hasta dic. 2023 | Wiley Online Library |
Información
Tipo de recurso:
revistas
ISSN impreso
0023-8333
ISSN electrónico
1467-9922
País de edición
Estados Unidos
Fecha de publicación
1948-
Cobertura temática
Tabla de contenidos
doi: 10.1111/lang.12600
Neural Basis of Second Language Speech Learning – Past and Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”
Patrick C. M. Wong
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12594
Merging the Neuroscience of Second Language Processing With Variability in Social Variables: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook”
Eleonora Rossi; Megan Nakamura
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12605
Computational Modeling of Language Learning in the Era of Generative Artificial Intelligence: A Response to Open Peer Commentaries
Qihui Xu; Ping Li
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12603
Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools
Benjamin D. Zinszer; Joelle Hannon; Aya Élise Kouadio; Hermann Akpé; Fabrice Tanoh; Anqi Hu; Zhenghan Qi; Kaja Jasińska
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12606
Midadolescents’ Language Learning at School: A Response to Open Peer Commentaries
Paola Uccelli
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12507
Issue Information
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. 653-656
doi: 10.1111/lang.12610
The Acquisition of Strategies to Express Plurality in Hearing Second Language Learners of Sign Language of the Netherlands
Eveline Boers‐Visker
<jats:title>Abstract</jats:title><jats:p>This study reports on strategies to indicate plural referents in hearing learners of Sign Language of the Netherlands. This is the first explorative study that focuses on L2 expressions of plurality in a sign language. Using data from two datasets, I examined when learners start to express plural and which strategies they apply, and I noted typical learner characteristics. The first study examined spontaneous conversations of three learners, during the first 18 months of their learning. The second study analyzed elicited data from 11 learners during their first year of learning. The data reveal that learners are able to express plural referents in early stages, using strategies that are familiar to them (quantifiers) as well as strategies that do not occur in their mother tongue (reduplication of the noun, use of spatial devices). The early emergence might be explained by the salient nature of the devices and the resemblance with gestural portrayals.</jats:p>
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12614
Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries
Emma Marsden; Kara Morgan‐Short
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12612
Self‐Repair in Hearing L2 Learners’ Spontaneous Signing: A Developmental Study
Johanna Mesch; Krister Schönström
<jats:title>Abstract</jats:title><jats:p>This study presents a corpus‐based investigation of self‐repairs in hearing adult L2 (M2L2, second modality and second language) learners of Swedish Sign Language (<jats:italic>Svenskt teckenspråk</jats:italic>, STS). This study analyses M2L2 learners’ STS conversations with a deaf signer and examines the learners’ self‐repair practices and whether there are differences among learners of different proficiency levels. This provides a description of characteristics of self‐repair made by M2L2 learners as well as the frequency and distribution of self‐repair categories. The results show that the frequency of self‐repair decreases with increased proficiency, at least after the initial stage. Furthermore, the self‐initiated repair categories of the beginners are often phonological repairs, while intermediate learners tend to carry out self‐repairs at the lexical and syntactic level. The results also reveal a specific type of STS repair linked to fingerspelling repairs. We discuss the effects of second modality learning as well as the relationship between monitoring and language proficiency.</jats:p>
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible
doi: 10.1111/lang.12617
Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review
Adriana Weisleder; Margaret Friend; Angeline Sin Mei Tsui; Virginia A. Marchman
<jats:title>Abstract</jats:title><jats:p>A large number of children are exposed to more than one language. One well‐established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.</jats:p>
Palabras clave: Linguistics and Language; Language and Linguistics; Education.
Pp. No disponible