Overexplicit Second Language Reference
Evidence for the Cognitive Load Hypothesis
Bibliographic Data
| ID | 21358116 |
|---|---|
| Authors | Jonathon Ryan (0000-0003-0980-6900, Waikato Institute of Technology), Jie Qin (0000-0002-6273-5585, South China Agricultural University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-04-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.70030 |
| OpenAlex | W7149316280 |
| Language | EN |
| References cited | 48 |
In research on referring expressions (REs), multiple explanations have been proposed for second language (L2) overexplicitness—the phenomenon of intermediate‐to‐advanced learners producing fuller REs than pragmatically required. However, these explanations have rarely been empirically tested. This study examined the cognitive load hypothesis and its interaction with the error avoidance and clarity hypotheses using a mixed‐model quasi‐experimental design. Sixty‐nine Chinese learners were assigned to either a language‐focused or content‐focused group and completed three retellings of one narrative. Cognitive load was manipulated through task repetition and content familiarity, whereas the avoidance and clarity hypotheses were operationalized via task instructions targeting accuracy and communicative clarity, respectively. Results show that task repetition significantly reduced overexplicitness, largely supporting the cognitive load hypothesis. In contrast, no significant effects were observed for the other hypotheses, suggesting overexplicitness was not driven by deliberate strategies of avoidance or hyperclarity. These findings indicate effective means of fostering pragmatically appropriate referential choices
CLARITY · Cognition · Cognitive Load · Operationalization · Psycholinguistics · Repetition (rhetorical device) · Second language · Task (project management) · Task Analysis · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
Reference and Informativeness
Presumptive Meanings
Reference in Discourse
Speaking
The effect of additional characters on choice of referring expression
Accessibility theory
Task Repetition and Second Language Speech Processing
Syntactic Maturity in Schoolchildren and Adults
Longitudinal data analysis using generalized linear models
Bilingual acquisition of reference
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Effects of repeated practice in pre-task planning on the acquisition of English personal pronouns by Chinese EFL learners
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The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production
Optimizing Fluency Training for Speaking Skills Transfer
Overexplicit Referent Tracking in L2 English
Cognitive Status and the Form of Referring Expressions in Discourse
| Highly cited | No |
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