UMR 7320 : Bases, Corpus, Langage

titre: Understanding indirect meaning: A close replication
auteur: Laetitia Knight, Amanda Edmonds
article: Foreign Language Annals, 2023, ⟨10.1111/flan.12719⟩
annee_publi: 2023
resume: Abstract Pragmatic competence covers a range of skills, including the ability to interpret indirect meaning (i.e., any instance where there is a mismatch between literal and intended meaning). Past research has suggested that indirect meaning poses comprehension challenges for learners of a second language (L2). This result has been explained with reference to the influence of proficiency and the linguistic/discourse‐level conventionality of indirect meaning types. To verify and potentially extend these results, we conducted a close replication of a 2016 study of indirect meaning comprehension in L2 Spanish by Taguchi and colleagues, for which we used a group of L2 French learners. Results confirmed most of the study's findings. In our interpretation, we suggest that our results are consistent with the idea that difficulties with indirect meaning comprehension largely stem from lacunae in general oral comprehension, thus calling into question the idea that indirect meaning may be globally more difficult to interpret.
typdoc: Article dans une revue
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titre: The variable use of first-person-singular subject forms during an academic year abroad
auteur: Aarnes Gudmestad, Amanda Edmonds
article: Study Abroad and the Second Language Acquisition of Sociolinguistic Variation in Spanish, 37, John Benjamins Publishing Company, pp.266-290, 2023, Issues in Hispanic and Lusophone Linguistics, ⟨10.1075/ihll.37.09gud⟩
annee_publi: 2023
resume: The goal of the current study was to investigate the variable use and development of first-person-singular subject forms in additional-language Spanish before and at the end of an academic year in Spain. Our data came from the LANGSNAP corpus (http://langsnap.soton.ac.uk). We examined oral semi-guided interviews from 16 participants. We coded all contexts of first-person-singular subject forms, either the personal pronoun yo or an unexpressed subject (K = 3,571), for 11 independent variables. Our mixed-effects model showed that a range of linguistic factors (polarity, clause type, referent continuity, and perseveration) and individual characteristics (engagement with English and placement type) impacted the variable use of first-person-singular subjects and that the use of these subject forms changed over the course of an academic year in Spain.
typdoc: Chapitre d'ouvrage
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titre: Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency
auteur: Amanda Edmonds, Aarnes Gudmestad
article: Language Learning, 2023, 73 (2), pp.475-507. ⟨10.1111/lang.12547⟩
annee_publi: 2023
typdoc: Article dans une revue
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titre: ESPACE L2: exploring spacing effects in explicit and implicit online learning of L2 English
auteur: Shona Whyte, Amanda Edmonds, Katerina Palasis, Emilie Gerbier
article: Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 1, Research-publishing.net, pp.386-391, 2022, ⟨10.14705/rpnet.2022.61.1489⟩
annee_publi: 2022
resume: Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021), neglecting implicit learning and syntactic development (Rogers, 2021). The present project includes both explicit vocabulary learning activities and incidental exposure to a complex syntactic structure via a bespoke online L2 English learning platform. The goal is to investigate the two types of learning in two spacing conditions. This paper describes (1) the learning activities created to present opportunities for explicit vocabulary learning and the concealed syntactic input, and (2) the tests used to evaluate participants’ receptive and productive knowledge of target items. It aims to inform computer assisted language learning design with respect to pedagogical progression, learning activities, feedback, and learning schedules.
typdoc: Chapitre d'ouvrage
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titre: Exploring the Construct Validity of Tests Used to Assess L2 Productive Vocabulary Knowledge
auteur: Amanda Edmonds, Jon Clenton, Hosam Elmetaher
article: System, 2022, pp.102855. ⟨10.1016/j.system.2022.102855⟩
annee_publi: 2022
resume: Vocabulary knowledge in a second language (L2) is thought to be a complex construct and, accordingly, there exist numerous ways to evaluate a L2 learner’s vocabulary knowledge. These assessments are generally billed as tests of vocabulary size (i.e., number of words known) or depth (i.e., how well words are known) of either receptive or productive vocabulary knowledge. However, inconsistencies persist in how existing assessments are characterized, leading to sometimes contradictory claims over what these tests are measuring. This state of affairs leads to concerns with the construct validity of the tests in question. In the current study, we contribute to these ongoing discussions with a focus on tests that target productive vocabulary knowledge in L2 English. Four vocabulary tests (three productive, one receptive) were administered to a group of Francophone learners of English, and results were analyzed using an exploratory factor analysis. This analytic approach led to the identification of two underlying constructs, which we labeled receptive vocabulary knowledge and productive vocabulary knowledge, respectively. These results highlight the importance of the crucial distinction between receptive and productive knowledge in the conceptualization of the overall construct of vocabulary knowledge.
typdoc: Article dans une revue
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titre: Chapter 7. The non-default gender category in additional-language French
auteur: Amanda Edmonds, Aarnes Gudmestad, Thomas Metzger
article: The Acquisition of Gender, 63, John Benjamins Publishing Company, pp.157-182, 2022, Studies in Bilingualism, ⟨10.1075/sibil.63.07edm⟩
annee_publi: 2022
typdoc: Chapitre d'ouvrage
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titre: Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad
auteur: Vladyslav Gilyuk, Amanda Edmonds, Elisa Sneed German
article: Journal of the European Second Language Association, 2021, 5 (1), pp.101-114. ⟨10.22599/jesla.80⟩
annee_publi: 2021
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titre: Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary
auteur: Amanda Edmonds, Emilie Gerbier, Katerina Palasis, Shona Whyte
article: Lexis. Journal in English Lexicology, 2021, 18
annee_publi: 2021
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titre: A phraseological and phonological analysis of don’t: A stay abroad perspective
auteur: Amanda Edmonds, Elisa Sneed German, Pascale Leclercq
article: Lexis. Journal in English Lexicology, 2021, 18
annee_publi: 2021
typdoc: Article dans une revue
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titre: Moving Beyond the Native-Speaker Bias in the Analysis of Variable Gender Marking
auteur: Aarnes Gudmestad, Amanda Edmonds, Thomas Metzger
article: Frontiers in Communication, 2021, 6, ⟨10.3389/fcomm.2021.723496⟩
annee_publi: 2021
resume: In the current study, we respond to calls for reform in second language acquisition that center on the field’s preoccupation with native-speaker and prescriptive targets as a benchmark for additional-language learning. In order to address these concerns, we examine the use and development of grammatical gender marking in additional-language Spanish in a prescriptive-independent manner. Specifically, we depart from previous analyses that have centered on accuracy and targetlikeness and we shift the object of analysis to the linguistic forms (i.e., feminine and masculine modifiers) that additional-language participants use. We adopt a variationist approach to explain how participants vary their use of modifier gender and how this use changes longitudinally. We argue that such an approach to studying additional languages allows us to offer new insights about the acquisition of grammatical gender marking in additional-language Spanish. We end by critically reflecting on some of the challenges that we encountered in trying to integrate this paradigm shift into the examination of a well-studied grammatical structure.
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UMR 7320 : Bases, Corpus, Langage

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