30.566, Review: Language Acquisition: Ćurčić (2018)

[The LINGUIST List]

LINGUIST List: Vol-30-566. Mon Feb 04 2019. ISSN: 1069 - 4875.

Subject: 30.566, Review: Language Acquisition: Ćurčić (2018)

Moderator: Malgorzata E. Cavar (linguist at linguistlist.org)
Student Moderator: Jeremy Coburn
Managing Editor: Becca Morris
Team: Helen Aristar-Dry, Everett Green, Sarah Robinson, Peace Han, Nils Hjortnaes, Yiwen Zhang, Julian Dietrich
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Jeremy Coburn <jecoburn at linguistlist.org>
================================================================


Date: Mon, 04 Feb 2019 20:57:22
From: Alex Magnuson [akm45 at psu.edu]
Subject: Explaining differences in adult second language learning: The role of language input characteristics and learners' cognitive aptitudes

 
Discuss this message:
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36452537


Book announced at http://linguistlist.org/issues/29/29-2758.html

AUTHOR: Maja  Ćurčić
TITLE: Explaining differences in adult second language learning: The role of language input characteristics and learners' cognitive aptitudes
SERIES TITLE: LOT Dissertation Series
PUBLISHER: Netherlands Graduate School of Linguistics / Landelijke (LOT)
YEAR: 2018

REVIEWER: Alex K Magnuson, Pennsylvania State University

INTRODUCTION

Maja Ćurčić’s (2018) dissertation provides an in-depth discussion, through
three key experimental studies, of how the intersection between second
language learners’ cognitive aptitudes and input characteristics mediate L2
learning. Thus, from the onset, the initial discussion addresses some of the
concerns held by members of the Applied Linguistics community in trying to
account for differing trajectories of adult second language development and
posit ways to enhance language instruction. Despite the composition of the
text including a variety of material from the domain of language aptitude and
individual differences, it is not an introductory text nor a guide to
designing empirical studies (albeit, the studies presented provide rich detail
for design considerations). Instead, it is aimed to provide an in-depth look
into an area that has more recently experienced a resurgence within the field
(Dörnyei, 2005).

SUMMARY

The first chapter, serving as an introduction to individual differences in the
context of cognitive aptitudes, awareness, and input characteristics in L2
processing and second language acquisition, provides an overview of the
theoretical and empirical motivating factors of the following studies that
comprise the monograph. One of the central motivating factors for the first
study is an extensive examination of “input reliability or consistency” which,
according to Ćurčić, is lacking in L2 experimental research. Additionally, the
problem space is limited early on and the focus is delineated as the
interactions between cognitive aptitudes and input characteristics through two
measures: grammaticality judgment tasks (GJTs) and an “unobtrusive measure,”
the visual word eye-tracking paradigm (p. 2). For the studies, the target L2
structure involved noun/determiner agreement patterns derived from an
artificial language. The chapter concludes with presenting the guiding
research questions of the subsequent inquiries. 

The second chapter aims to investigate input reliability, in terms of the
features of input that impact pattern learning. Ćurčić immediately situates
this study as an extension of usage-based approaches (see Bybee, 2008 for
discussion) and those found in developmental psychology (see Saffran, Aslin, &
Newport, 1996). The participants, 50 adult Dutch speakers, were exposed to
auditory input from “a novel miniature language based on Fijian” (Ćurčić,
2018, p. 18) with a linguistic target of determiner-noun agreement. Two groups
were formed: a reliable input group that heard only the target structure and
an unreliable input group that was exposed to non-target structures. To
measure aptitude, Ćurčić used the LLAMA D and F subtests from the freely
available LLAMA battery of assessments (Meara, 2005), a serial reaction time
task, and a non-verbal IQ test. To test the participants’ knowledge of the
target structure, two oral grammaticality judgment tasks were utilized. The
findings, derived from generalized linear models as the main statistical
procedures, suggested that unreliable input generally impacts pattern learning
negatively. Additionally, relations between memory capacity and the
participants’ performances on the GJTs were found. However, as Ćurčić (2018)
explains, “…we found no links between pattern learning and statistical
learning ability…” which can be accounted for by the implicit nature of
statistical learning and, in the author’s sample, “much of the learning was
driven or accompanied by awareness” (p. 41). This is a critical distinction
that is made as previous studies have indeed found relationships between the
two. Finally, aptitude by treatment interactions (ATIs) revealed an
interaction between input reliability and working memory, suggesting that
benefits relating to working memory capacity can be limited by inhibitory
factors (i.e., unreliable input).

The third chapter represents a partial replication and extension of the prior
study described in the second chapter with the key factor being the use of
prolonged exposure to the target structure (i.e., determiner-noun agreement).
In this context, prolonged exposure is defined as 176 additional trials (484
total trials versus the original 308 trials), for an increase equating to
approximately 60% (see p. 51 for discussion). While the results of the study
replicated the previous findings that unreliable input could negatively affect
participants’ learning when they were aware of the target pattern, it also
provided evidence that “…unreliable input helped them to better memorize both
regular items and exceptions” when unaware of the target and given prolonged
exposure (p. 45). Ćurčić also contends that this replication should be carried
out again, and if the results hold, then the implications for learning are of
critical importance as “…exposure length and the moment at which learners’
knowledge is tested during the exposure may lead to substantial differences in
what kind of performance is observed” (p. 71). Ćurčić’ maintains that this
would lead to the identification of implicit learning only if conducted early
enough in the learning stage.

In the fourth chapter, Ćurčić describes another related study focusing on the
role of overt language input reversal in terms of its function with working
memory and pattern learning. Once again, participants received auditory
exposure to the novel miniature language with the determiner-noun agreement
pattern as the target structure. To motivate this particular inquiry, Ćurčić
acknowledges the established connection between learners’ working memory and
linguistic pattern sensitivity, but cites Ellis and Sinclair (1996) as the
only empirical study to have investigated the connection between grammar
acquisition and rehearsal effects. To isolate rehearsal effects, the
participants—also 50 native Dutch speakers—were grouped into one of two
conditions: (a) a rehearsal group that performed an elicited imitation of the
stimuli and (b) a group that heard the stimuli twice. To measure the
participants’ knowledge of the target structure, two GJTs and a production
task were used. The reported results indicated that pattern learning in
general was only attributed to participants that became aware of the target
structure. Moreover, some of these participants demonstrated gains while
others did not. Ćurčić draws on usage-based theories posited by Abbot-Smith
and Tomasello (2006) and Bybee (2008) to explain that this may be accounted
for via the accumulation (or lack) of exemplar-based knowledge: in other
words, some had enough and some did not. Interestingly, Ćurčić (2018) also
claims that, based on the results, “…the benefits of rehearsal are due to
learners’ vocal repetition of the input” thus demonstrating a facilitating
effect (p. 103). Once again, a call for replication is made by Ćurčić for an
investigation into rehearsal’s role in “context-based types of instruction”
(p. 106).

The fifth chapter presents the final studies examined in the dissertation: an
investigation of visual eye-tracking paradigm measures with differing levels
of learner awareness, instruction type, and aptitude factors. Using the
Fundamental Identity Hypothesis, Ćurčić guides the inquiry away from the
differences between non-native and native processing and more so towards the
individual differences that can account for different observations of online
processing. Specifically, Ćurčić investigated the extent to which L2
processing of gender-marked determiners could be improved with both
instruction and rehearsal through two studies employing the data collected
from the previously discussed investigations in the other chapters (with a
total of 100 participants for the first and 50 for the second study). Of focal
interest for the first study is how awareness of the target structure, along
with aptitudes, are potentially able to influence online L2 processing; the
subsequent study is a replication of the first with an analysis of instruction
type effects. Additionally, the inclusion of eye-tracking was used to
determine if “…learners made rapid eye predictions about the coming noun based
on the determiner they heard” (p. 119). The results suggested that “prediction
aware learners” were the only ones to demonstrate predictive processing of the
target determiners; moreover, gender awareness was necessary for such
predictive processing to first occur (see p. 139 for discussion). The chapter
concludes with a call for further investigation of these factors in tandem
with other language structures.

The sixth and final chapter serves as a synthesized summary of the previous
chapters and posits implications for the key tenants of the research: input
reliability, pattern learning and aptitudes, L2 processing in the context of
individual differences, and differences in learner awareness. After a
discussion of the methodological considerations of using an artificial
language and differing task types, Ćurčić briefly discusses potential, but
limited, practical implications in the instructional context.

EVALUATION

Overall, Ćurčić’s work is an ambitious and highly informative contribution to
the field in terms of furthering our understanding of aptitude interactions,
and by extension, how individual differences affect L2 input processing. The
empirical studies detailed in this published dissertation are cogent and,
despite their ability to stand as fully independent contributions, logically
cohere into a more fully representative narrative of the roles of cognitive
aptitudes and input characteristics within the domain of second language
acquisition. Early on, Ćurčić addresses the lack of experimental research that
attends to “…how input reliability affects learning of L2 patterns” (p. 4). To
that goal, Ćurčić undoubtedly achieves this. As presented, the text can
definitely serve as an engaging source of discussion and as a guide for a
future research agenda for other researchers.

Despite these praiseworthy qualities, there are some areas which I felt, as a
reader, could be revisited. While the introduction is undeniably helpful in
setting the stage clearly for the reader to follow the ensuing chapter
progression, an even more robust discussion of the relevant literature would
have been desirable. Granted the scope of the chapter was intended to be
limited, but the lack of a more thorough treatment somewhat inhibits the
accessibility of the topic, especially for researchers with less familiarity
with it and its subcomponents. 

For example, while DeKeyser (2012) is mentioned, some of his more recent work
along with Suzuki (2017) is largely absent. This omission is very noticeable,
especially in the context of this study using some of the LLAMA battery
subcomponents. Even more noticeable is the lack of a study that was designed
to validate the LLAMA tests (see Rogers et al., 2017). This feels as if it is
a missed opportunity, especially in Chapter 6.2 Aptitudes and pattern learning
(pp. 145-149). While the use of the LLAMA tests was described, the motivations
behind their use were not fully detailed. While the relative recency of these
aforementioned articles may be partly to blame, these would undoubtedly
enhance the discussions present in the text.

Another, yet minor critique, is the term “prolonged exposure” as defined in
the third chapter. What constitutes prolonged exposure is not clearly situated
within the existing literature. While it is operationalized as a 60% increase
in trials, this does not appear to be theoretically motivated.

Finally, the practical implication section’s brevity is very noticeable. While
Ćurčić readily admits that, “[b]ased on the results of this dissertation, it
is difficult to see immediate implications for teaching,” (p. 155) and she
does attempt to make modest connections, it leaves the reader yearning for
more. However, this is admittedly not fully her responsibility as she has
attempted to contribute to the current gaps in the field while presenting new
areas for potential development by other researchers. This is most evident in
her repeated—and most refreshing—invites for replication research of the
presented studies.

While this text is a timely contribution to those already interested in
aptitude and input, it is by no means an introductory primer. Thus, the
audience for this volume may be more inherently limited in scope as it is more
specialized. Irrespective of the daunting nature of the constructs presented,
if one were to have an interest within these domains, then the actual
presentation (i.e., the writing style and organization) is most
reader-friendly and that does ameliorate some of the aforementioned
accessibility issues. Despite some shortcomings, this text—as a whole—offers a
fresh perspective on a promising area of continued research.

REFERENCES

Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization
in a usage-based account of syntactic acquisition. The Linguistic Review, 23,
275-290.

Bybee, J. (2008). Usage-based grammar and second language acquisition. In P.
Robinson, & N. Ellis (Eds.), Handbook of cognitive linguistics and second
language acquisition (pp. 216-236). New York: Routledge.

Ćurčić, M. (2018). Explaining differences in adult second language learning:
The role of language input characteristics and learners’ cognitive aptitudes
(Published doctoral dissertation). The Netherlands: Netherlands Graduate
School of Linguistics/Landelijke (LOT).

DeKeyser, R. M. (2012). Interactions between individual differences,
treatments, and structures in SLA. Language Learning, 62, 189-200.

Dörnyei, Z. (2005). Language aptitude. In The psychology of the language
learner: Individual differences in second language acquisition (pp. 31-64).
Mahwah, NJ: Lawrence Erlbaum.

Ellis, N. C., & Sinclair, S. G. (1996). Working memory in the acquisition of
vocabulary and syntax: Putting language in good order. The Quarterly Journal
of Experimental Psychology Section A, 49(1), 234–250.

Meara, P. M. (2005). LLAMA language aptitude tests [Computer Software].
Swansea, UK: Lognostics. Available from
http://www.lognostics.co.uk/tools/llama/

Rogers, V., Meara, P., Barnett-Legh, T., Curry, C., & Davie, E. (2017).
Examining the LLAMA aptitude tests. Journal of the European Second Language
Association, 1(1), 49-60.

Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by
8-month-old infants. Science, 274(5294), 1926-1928.

Suzuki, Y., & DeKeyser, R. (2017). The interface of explicit and implicit
knowledge in a second language: Insights from individual differences in
cognitive aptitudes. Language Learning, 67(4), 747-790. doi:10.1111/lang.12241


ABOUT THE REVIEWER

Alex K. Magnuson is a Ph.D. candidate in Applied Linguistics at the
Pennsylvania State University. In addition to teaching in the affiliated
intensive English program, he also has experience in a variety of contexts
including freshman and sophomore college composition for L1 and L2 writers,
developmental English, and high school English (both in the U.S. and Japan).
His current interests include SLA, assessment, and individual differences
realized as language aptitudes.





------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:

              The IU Foundation Crowd Funding site:
       https://iufoundation.fundly.com/the-linguist-list

               The LINGUIST List FundDrive Page:
            https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-30-566	
----------------------------------------------------------