Proficiency, language of assessment, and attention to meaning and form during L2 comprehension
Methodological considerations in L2 replication research
Bibliographic Data
| ID | 21506166 |
|---|---|
| Authors | Paweł Szudarski (0000-0002-8270-2932, University of Nottingham, corresponding author), Sylwia Mikołajczak (0000-0003-3566-9153, Adam Mickiewicz University in Poznań) |
| Year | 2023 |
| Volume | 45 |
| Issue | 1 |
| Pages | 276-288 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Second Language Acquisition (JOURNAL) |
| Journal identifiers | ISSN: 0272-2631 • E-ISSN: 1470-1545 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0272263122000171 |
| OpenAlex | W4280540020 |
| Language | EN |
| References cited | 24 |
This study is a replication and extension of Morgan-Short et al.’s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners’ comprehension in different conditions with their L2 proficiency controlled for, and to examine this process when learners were tested using different languages. Data from three trials (N = 136) were analyzed: Trial-English, Trial-Polish, and Trial-Spanish, where comprehension was tested in English, Polish, or Spanish, respectively. Results showed that both L2 proficiency and language of assessment significantly affected learners’ performance, with their scores being lower in the -n morpheme condition but only when comprehension was tested in English or Spanish. We discuss these findings both theoretically and methodologically, making recommendations on designing future replication studies and improving the generalizability of L2 findings across multiple research sites
Comprehension · Developmental psychology · Generalizability theory · Language assessment · Language proficiency · Linguistics · Mathematics education · Morpheme · Reading comprehension · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning
Sampling Bias and the Problem of Generalizability in Applied Linguistics
Attending to Form and Content in the Input
Attention to Form and Meaning Revisited
Are Replication Studies Infrequent Because of Negative Attitudes
Does the testing method make a difference? The case of reading comprehension
Reading to summarize in English and Chinese
Replication in Second Language Research
Input Processing
An updated review on use of L1 in foreign language classrooms
The Interaction between Task and Meaning Construction in EFL Reading Comprehension Tests
The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance
Foreign Language Reading Comprehension Test
A Comparison of Multiple‐Choice and Open‐Ended Response Formats for the Assessment of Listening Proficiency in English
The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics
A Case for Multisite Second Language Acquisition Research
Multisite Replication in Second Language Acquisition Research
Attention to Form and Meaning Revisited
| Citation velocity | historical |
|---|---|
| Highly cited | No |