Started in fall 2018, the Second Language Acquisition (SLA) Reading Group includes members from the Applied Linguistics and the Germanic and Slavic Languages and Literatures departments. We hold bi-weekly meetings to read, discuss, and critique current literature (empirical and theoretical) connected to SLA, psycholinguistics, and usage-based approaches. The primary goal is to develop both a broader and deeper understanding of these approaches and how they inform current SLA research; additionally, the group seeks to support and refine analytical approaches related to members’ ongoing research projects. No prior training or experience is required to join this group. New members are welcome! Please contact Alex Magnuson (akm45@psu.edu) for more information.
Articles discussed so far:
Fall 2019
Ćoso, B., & Bogunović, I. (2019). The role of linguistic cues in bilingual negation processing. International Journal of Bilingualism, 23(1), 21–36.
Hopp, H., & Lemmerth, N. (2018). Lexical and syntactic congruency in L2 predictive gender processing. Studies in Second Language Acquisition, 40(1), 171-199.
Kim, K. M., & Godfroid, A. (2019). Should we listen or read? Modality effects in implicit and explicit knowledge. Modern Language Journal, 103(3), 648–664.
Kim, H. and Rah, Y. (2019). Constructional processing in a second language: The role of constructional knowledge in verb-construction integration. Language Learning, 69(4), 1022-1056.
Peters, E. (2019). The effect of imagery and on-screen text on foreign language vocabulary learning from audio-visual input. TESOL Quarterly.
Spring 2019
Ellis, N. C., & Sagarra, N. (2010). The bounds of adult language acquisition. Studies in Second Language Acquisition, 32(4), 553-580.
Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes, 6(4), 319-335.
Hwang, H., Shin, J. A., & Hartsuiker, R. J. (2018). Late bilinguals share syntax unsparingly between L1 and L2: Evidence from crosslinguistically similar and different constructions. Language Learning, 68(1), 177-205.
Issa, B. I., & Morgan-Short, K. (2018). Effects of external and internal attentional manipulations on second language grammar development: An eye-tracking study. Studies in Second Language Acquisition, 1-29.
Malone, J. (2018). Incidental vocabulary learning in SLA: Effects of frequency, aural enhancement, and working memory. Studies in Second Language Acquisition, 1-25.
Fall 2018
Degani, T., Prior, A., & Hajajra, W. (2018). Cross-language semantic influences in different script bilinguals. Bilingualism: Language and Cognition, 21(4), 782-804.
Suzuki, Y., & DeKeyser, R. (2017). Effects of distributed practice on the proceduralization of morphology. Language Teaching Research, 21(2), 166-188.
Tsai, M. H. (2018). The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations. Language Teaching Research
Vafaee, P., Suzuki, Y., & Kachisnke, I. (2017). Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59-95.
Wolter, B., & Yamashita, J. (2018). Word Frequency, Collocational Frequency, L1 Congruency, and Proficiency in L2 Collocational Processing: What Accounts for L2 Performance?. Studies in Second Language Acquisition, 40(2), 395-416.
Wu, X., Munro, M. J., & Wang, Y. (2014). Tone assimilation by Mandarin and Thai listeners with and without L2 experience. Journal of Phonetics, 46, 86-100.