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Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches
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Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (30 April 2022) | Viewed by 13538

Special Issue Editors

Dr. Blanka Klímová

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Guest Editor
Department of Applied Linguistics, University of Hradec Králové, Rokitanského 62, 500 03 Hradec Králové, Czech Republic
Interests: psycholinguistics; sociolinguistics; teaching English as a foreign language; use of ICT in education; enhancement of cognitive skills among healthy older people; research methodology
Special Issues, Collections and Topics in MDPI journals
Dr. Marcel Pikhart

E-Mail Website
Guest Editor
Department of Applied Linguistics, University of Hradec Králové, Rokitanského 62, 500 03 Hradec Králové, Czech Republic
Interests: ESL; EFL; BELF; cognitive linguistics; psycholinguistics; eLearning; blended learning; english as a lingua franca; business communication; managerial communication; ICT in education; intercultural communication
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

You are invited to submit your abstract and manuscript for review for this Special Issue of European Journal of Investigation in Health, Psychology and Education. Psycholinguistics has recently seen unprecedented changes in its development due to the utilization of cognitive science, cognitive linguistics, neural science, or computational linguistics. All these new trends reflect significant changes in the human mind caused by the dramatically different digital communication patterns and other new global trends that radically alter the ways the human brain works. This Special Issue attempts to reflect these modern trends and wants to create an opportunity to describe modern development in the area of psycholinguistics, namely, in its application in second language acquisition. Second language acquisition trends in past decades have moved towards some previously neglected areas, such as second
language acquisition in the healthy elderly population. This Special Issue addresses the topics which are, or soon will be, crucial for the development of psycholinguistics as a prospective academic discipline.

Reference：

A list of ‘reference papers’ that are relevant for the SI topic from other authors/publishers.

Field, J. Psycholinguistics. The key concepts. Routledge: London, UK. 2004.

Kuhn, D.; Pease, M. Do children and adults learn differently? J. Cognit. Dev. 2006, 7, 279-293.

Singleton, D.; Pfenninger, S.E. (2018). L2 acquisition in childhood, adulthood and old age. Misreported and under-researched dimension of the age factor. J. Second Lang. Stud. 2018, 1, 254-275.

Valis, M., Slaninova, G., Prazak, P., Poulova, P., Kacetl, J., Klimova, B. (2019). Impact of learning a foreign language on the enhancement of cognitive functions among healthy older population. J Psycholinguist Res 2019, 48, 1311-1318.

Assoc. Prof. Dr. Blanka Klímová
Dr. Marcel Pikhart
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Second language acquisition
  • Second language learning
  • Young learners vs. older learners
  • Cognitive processes and second language acquisition
  • Positive psychology and second language learning
  • Cognitive linguistics
  • Psycholinguistics
  • English as a foreign language
  • Cognitive science
  • Learning psychology

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Published Papers (4 papers)

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Research

10 pages, 602 KiB  
Article
On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners
by Chin-Ting Liu and Yuan-shan Chen
Eur. J. Investig. Health Psychol. Educ. 2021, 11(4), 1310-1319; https://doi.org/10.3390/ejihpe11040095 - 19 Oct 2021
Cited by 2 | Viewed by 2269
Abstract
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first [...] Read more.
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reasons (e.g., taking on responsibility/explanation or account) and offer of repair were more salient in input to those learners. Additionally, the use of the apologetic strategies taking on responsibility and offer of repair increased in the posttest. Taken together, the results indicated that higher degrees of saliency in input led to better implicit learning outcomes. The interplay between input saliency and explicit/implicit learning as well as the pedagogical implications were discussed. Full article
(This article belongs to the Special Issue Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches)
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12 pages, 667 KiB  
Article
Multisensory Connections of Novel Linguistic Stimuli in Japanese as a Native Language and Referential Tastes
by Yan Yan, Yutao Yang, Misa Ando, Xinyi Liu and Toshimune Kambara
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 999-1010; https://doi.org/10.3390/ejihpe11030074 - 2 Sep 2021
Cited by 3 | Viewed by 2409
Abstract
Previous findings have shown essential connections between linguistic and gustatory stimuli for people with autism or lexical gustatory synesthesia. We examined the associative learning of novel linguistic forms in Japanese as a native language and tastes (candies and chocolates) for healthy people. Healthy [...] Read more.
Previous findings have shown essential connections between linguistic and gustatory stimuli for people with autism or lexical gustatory synesthesia. We examined the associative learning of novel linguistic forms in Japanese as a native language and tastes (candies and chocolates) for healthy people. Healthy subjects performed four phases: (a) evaluation phase of gustatory features; (b) learning phases of novel linguistic form and gustatory stimulus pairs (G) or novel word forms (W); (c) recognition memory phases linked with G and W; and (d) free recall phase for G and W. In the recognition memory phases, the performance scores of W were higher than those of G, while there was no significant difference between response times of G and W. Additionally, no difference between recall performances in G and W was also shown. A subjective evaluation of gustatory features (sweetness) negatively correlated with the recall score for linguistic forms connected to the gustatory feature, whereas the accuracy rates of the recognition memory phase in G positively correlated with those of the free recall phase in G. Although learning of novel linguistic forms is more efficient than learning of the relationships between novel linguistic forms and tastes, gustatory features influence the free recall performances of linguistic forms linked with the tastes. These results may contribute to future applications to word learning not just for patients, but also healthy people. Full article
(This article belongs to the Special Issue Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches)
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11 pages, 1189 KiB  
Article
Associative Learning of New Word Forms in a First Language (L1) and Haptic Referents in a Single-Day Experiment
by Yutao Yang, Yan Yan, Misa Ando, Xinyi Liu and Toshimune Kambara
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 616-626; https://doi.org/10.3390/ejihpe11020044 - 21 Jun 2021
Cited by 5 | Viewed by 3000
Abstract
This study focused on the associative learning of new word forms in the first language and haptic stimuli. In this study, healthy Japanese participants performed three-step tasks. First, participants made nine subjective evaluations of haptic stimuli using five-point semantic differential scales (e.g., regarding [...] Read more.
This study focused on the associative learning of new word forms in the first language and haptic stimuli. In this study, healthy Japanese participants performed three-step tasks. First, participants made nine subjective evaluations of haptic stimuli using five-point semantic differential scales (e.g., regarding stickiness, scored from 1 (not sticky) to 5 (sticky)). Second, the participants carried out learning and recognition tasks for associative pairs of new (meaningless) word forms in their first language (Japanese) and haptic stimulus (H condition), and performed learning and recognition tasks for new (meaningless) word forms only (W condition). The order of conditions was counterbalanced among participants. Third, participants performed free recall tasks. The results of the recognition tasks showed that the proportions and response times of the W condition were better and faster, respectively, than those of the H condition. Furthermore, preference of haptic features negatively correlated with free recall scores of the H condition; however, there was no significant difference between the free recall scores of the H and W conditions. Our results suggest that new word forms were learned better than associative pairs of new word forms and haptic stimuli in a single day of learning. Furthermore, the free recall performance of word forms associated with haptic features could also be affected by their subjective evaluation (preference). Full article
(This article belongs to the Special Issue Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches)
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15 pages, 305 KiB  
Article
Do Bilinguals Acquire Similar Words to Monolinguals? An Examination of Word Acquisition and the Similarity Effect in Japanese—English Bilinguals’ Vocabularies
by Aya Kutsuki
Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 168-182; https://doi.org/10.3390/ejihpe11010014 - 20 Feb 2021
Cited by 2 | Viewed by 2946
Abstract
Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other [...] Read more.
Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition. Full article
(This article belongs to the Special Issue Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches)
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