刊讯丨SSCI 期刊《双语：语言与认知》2022年第5期

Bilingualism: Language and Cognition

Volume 25, Issue 5, November 2022

Bilingualism: Language and Cognition（SSCI一区，2021 IF：4.763）2022 年第5期共发文16篇。研究论文涉及双语翻译处理、母语人士和二语认识对单词的感受、双语者口译研究、声调语言使用者对英语韵律的感知优势、双语复合词的处理等。（2022已更完）

往期推荐：

刊讯丨SSCI 期刊《双语：语言与认知》2022年第4期

刊讯丨SSCI 期刊《双语：语言与认知》2022年第2-3期

刊讯｜SSCI 期刊《双语：语言与认知》2022年第1期

目录

Volume 25 - Issue 5

■ Processing syntactic and semantic information in the L2: Evidence for differential cue-weighting in the L1 and L2, by Nazik Dinçtopal Deniz

■ How similar are shared syntactic representations? Evidence from priming of passives in Greek–English bilinguals, by Sotiria Kotzochampou, Vasiliki Chondrogianni

■ Lost in translation, apparently: Bilingual language processing of evidentiality in a Turkish–English Translation and judgment task, by Sümeyra Tosun, Luna Filipović

■ The processing of bilingual (switched) compound verbs: Competition of words from different categories for lexical selection, by Mehdi Purmohammad, Constanze Vorwerg, Jubin Abutalebi

■ Lexical and semantic training to acquire words in a foreign language: An electrophysiological study, by Ana B. García-Gámez, Pedro Macizo

■ Love me in L1, but hate me in L2: How native speakers and bilinguals rate the affectivity of words when feeling or thinking about them, by Pilar Ferré, Marc Guasch, Hans Stadthagen-Gonzalez, Montserrat Comesaña

■ Prediction in challenging situations: Most bilinguals can predict upcoming semantically-related words in their L1 source language when interpreting, by Yiguang Liu, Florian Hintz, Junying Liang, Falk Huettig

■ Do L1 tone language speakers enjoy a perceptual advantage in processing English contrastive prosody? by Jiwon Hwang, Chikako Takahashi, Hyunah Baek, Alex Hong-Lun Yeung, Ellen Broselow

■ Unattended distributional training can shift phoneme boundaries, by Kateřina Chládková, Paul Boersma, Paola Escudero

■ The use of exemplars differs between native and non-native listening, by Annika Nijveld, Louis ten Bosch, Mirjam Ernestus

■ Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for? by Kazuya Saito, Haining Cui, Yui Suzukida, Diego Elisandro Dardon, Yuichi Suzuki, Hyeonjeong Jeong, Andrea Révész, Motoaki Sugiura, Adam Tierney,

■ The effects of habitual code-switching in bilingual language production on cognitive control, by Xuran Han, Wei Li, Roberto Filippi

■ The foreign language effect on altruistic decision making: Insights from the framing effect, by Cong Liu, Han Wang, Kalinka Timmer, Lu Jiao

■ Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties, by Kelly T. Macdonald, David J. Francis, Arturo E. Hernandez, Anny P. Castilla-Earls, Paul T. Cirino

■ How open science can benefit bilingualism research: A lesson in six tales, by Rodrigo Dal Ben, Melanie Brouillard, Ana Maria Gonzalez-Barrero, Hilary Killam, Lena V. Kremin, Erin Quirk, Andrea Sander-Montant, Esther Schott, Rachel Ka-Ying Tsui, Krista Byers-Heinlein

■ The role of socioemotional wellbeing difficulties and adversity in the L2 acquisition of first-generation refugee children, by Johanne Paradis, Adriana Soto-Corominas, Irene Vitoroulis, Redab Al Janaideh, Xi Chen, Alexandra Gottardo, Jennifer Jenkins, Katholiki Georgiades

摘要

Processing syntactic and semantic information in the L2: Evidence for differential cue-weighting in the L1 and L2

Nazik Dinçtopal Deniz, Boğaziçi University, Department of Foreign Language Education, İstanbul, Turkey

Abstract This study investigated how second language speakers use syntactic and semantic cues in processing complex sentences. Turkish speakers of English, native speakers of English and native speakers of Turkish participated in a self-paced reading experiment, a read-aloud task and a pen-and-paper questionnaire in their relevant languages. The participants’ working memory capacity was also measured. The results supported the primacy of syntax view for native speakers of Turkish and English (Frazier & Fodor, 1978). Both groups of native speakers primarily used syntactic cues in their on-line decisions; semantic information influenced later decisions only. The second language speakers, however, used semantic cues in both their initial and later decisions, with evidence for accessing complex syntactic representations. The results are taken to support the view that native and non-native speakers weight linguistic cues differentially (Cunnings, 2017). The potential reasons for differential cue-retrieval in the first and second language are discussed.

Key words second language processing, cue-retrieval, cue-weighting, syntax, semantics

How similar are shared syntactic representations? Evidence from priming of passives in Greek–English bilinguals

Sotiria Kotzochampou, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, United Kingdom of Great Britain and Northern Ireland

Vasiliki Chondrogianni, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, United Kingdom of Great Britain and Northern Ireland

Abstract The shared-syntax account of bilingual syntactic representations suggests that similar structures from different languages are represented as one in the bilingual mind. In this study, we examined the degree of morpho-syntactic similarity needed for representations to be shared in the bilingual mind by comparing passive structures in Greek and English. Contrary to English, non-active morphology in Greek is not restricted to passives and the “by phrase” is considered marked. In two structural priming experiments, we examined whether passives can be primed in L1-Greek and, subsequently, whether there is a single representation for passives in Greek–English bilinguals despite distributional and morpho-syntactic differences. Results showed that passive structures were primed in L1-Greek (Experiment 1) and from L1-Greek to L2-English (Experiment 2). Our findings suggest that morpho-syntactic and distributional differences inherent to passives do not prevent priming, and that structural representations can be shared even when featural structure is not identical.

Key words language production, bilingualism, syntactic representations, structural priming, passive

Lost in translation, apparently: Bilingual language processing of evidentiality in a Turkish–English Translation and judgment task

Sümeyra Tosun, Medgar Evers College, CUNY Brooklyn, NY, USA

Luna Filipović, University of East Anglia, Norwich, England, UK

Abstract We investigated how bilingual speakers process evidentiality information in a dual language activation setting (Green & Abutalebi, 2013) using a translation production and confidence judgment task. Due to interaction of multiple factors in bilingual processing a multifactor model CASP (Complex Adaptive System Principles) for Bilingualism (Filipović & Hawkins, 2019) was used as a theoretical frame. Evidentiality indicates the source of information about past events, i.e., whether they were witnessed firsthand or non-firsthand and it is marked obligatorily in the grammar of Turkish and optionally in English using verbs, adverbs or constructions. The results show that firsthand information is translated more correctly than the non-firsthand in both directions and that different bilingual populations all gravitate towards a shared pattern in both languages but in different ways due to the different proficiency (English vs. Turkish as the stronger (L1) language) and different acquisition histories (early heritage vs. migrant late bilingualism).

Key words CASP for Bilingualism, evidentiality, heritage bilinguals, judgments, migrant bilinguals, Turkish, translation

The processing of bilingual (switched) compound verbs: Competition of words from different categories for lexical selection

Mehdi Purmohammad, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran

Constanze Vorwerg, University of Applied Sciences and Arts Northwestern Switzerland, Muttenz, and Center for the Study of Language and Society, University of Bern, Bern, Switzerland

Jubin Abutalebi, University Vita Salute San Raffaele, Milano, Italy, and The Arctic University of Norway, Tromsoe, Norway

Abstract This paper investigates the production of Persian–English bilingual compound verbs (BCVs) of the type [VERB+VERB]. In this type of code-switched structure, a lexical verb from the donor language English is combined with a light verb from the native language Persian. We tested the hypothesis that in Persian–English BCVs English verbs occupy the nominal slots of monolingual Persian complex predicates of the type [NOMINAL+VERB]. Two methodologies were used. A conversational-corpus analysis confirmed our predictions that Persian–English BCVs have translation-equivalent Persian compound verbs, that the English verbs denote the same action as the nominal constituents of those monolingual constructions, and that the support verbs tend to correspond in both types of compound verbs. A bilingual picture-word interference experiment provided evidence suggesting that English verbs interfere with the production of the nominal constituents of complex Persian verbs in Persian-bilingual speakers. We conclude that words from different word categories can compete for lexical access.

Key words bilingual language production, bilingual compound verb, code-switching, grammatical encoding, lexical selection

Lexical and semantic training to acquire words in a foreign language: An electrophysiological study

Ana B. García-Gámez, Center for Health, Technology and Services Research (CINTESIS, Faro, Portugal), University of Algarve (Faro, Portugal)

Pedro Macizo, Mind, Brain and Behaviour Research Centre (CIMCYC, Granada, Spain), University of Granada (Granada, Spain)

Abstract An event-related potential (ERP) study was conducted to evaluate the efficacy of two learning methods for the acquisition of vocabulary in a foreign language (FL). In the semantic method, FL words were presented with pictures denoting their meaning and the learners practiced with a semantic categorization task (to indicate whether FL words were exemplars of a semantic category). In the lexical method, FL words were paired with their translation in the first language (L1) and the learners practiced with a letter-monitoring task (to indicate whether L1-FL words contained a grapheme). A translation task and a picture-naming task were used to evaluate FL acquisition. ERP modulations associated with semantic processing were more evident and broadly distributed in the semantic versus lexical learning group. The pattern of results suggests that a single session of semantic learning favors the establishment of connections between semantics and the words learned in a new language.

Key words L2 vocabulary learning, ERPs, N400, LPC

Love me in L1, but hate me in L2: How native speakers and bilinguals rate the affectivity of words when feeling or thinking about them

Pilar Ferré, Universitat Rovira i Virgili, Department of Psychology and CRAMC, Tarragona, Spain

Marc Guasch, Universitat Rovira i Virgili, Department of Psychology and CRAMC, Tarragona, Spain

Hans Stadthagen-Gonzalez, School of Psychology, The University of Southern Mississippi, Long Beach, MS, USA

Montserrat Comesaña, Research Unit in Human Cognition, CIPsi, School of Psychology, University of Minho, Braga, Portugal, Centro de Investigación Nebrija en Cognición (CINC), Nebrija University, Madrid, Spain

Abstract This study examines the distinction between knowing the meaning of a word and experiencing the feelings associated with it. We collected affective ratings for a set of emotional and neutral English words from a group of English native speakers and a group of European Portuguese–English bilinguals. Half of the emotional words named emotions (emotion words) and the other half did not name emotions but could provoke them (emotion-laden words). Some participants were asked to focus on the meaning of words while others were asked to focus on the feeling produced by the words. Native speakers of English produced more intense affective ratings that Portuguese–English bilinguals. Such difference was larger when participants focused on their feelings than when they focused on the words’ meaning. Accordingly, such distinction should be considered in the study of bilingual affective language processing. Finally, the type of emotional word (emotion vs. emotion-laden) had only modest effects.

Prediction in challenging situations: Most bilinguals can predict upcoming semantically-related words in their L1 source language when interpreting

Yiguang Liu, Department of Linguistics, Zhejiang University, Hangzhou, China, Research Center for Applied Mathematics and Machine Intelligence, Zhejiang Lab, Hangzhou, China

Florian Hintz, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands

Junying Liang, Department of Linguistics, Zhejiang University, Hangzhou, China

Falk Huettig, Department of Linguistics, Zhejiang University, Hangzhou, China, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands, Centre for Language Studies, Radboud University, Nijmegen, Netherlands

Abstract Prediction is an important part of language processing. An open question is to what extent people predict language in challenging circumstances. Here we tested the limits of prediction by asking bilingual Dutch native speakers to interpret Dutch sentences into their English counterparts. In two visual world experiments, we recorded participants’ eye movements to co-present visual objects while they engaged in interpreting tasks (consecutive and simultaneous interpreting). Most participants showed anticipatory eye movements to semantically-related upcoming target words in their L1 source language during both consecutive and simultaneous interpretation. A quarter of participants during simultaneous interpretation however did not move their eyes, an extremely unusual participant behaviour in visual world studies. Overall, the findings suggest that most people predict in the source language under challenging interpreting situations. Further work is required to understand the causes of the absence of (anticipatory) eye movements during simultaneous interpretation in a substantial subset of individuals.

Key words bilinguals, prediction, visual world paradigm, consecutive interpreting, simultaneous interpreting

Do L1 tone language speakers enjoy a perceptual advantage in processing English contrastive prosody?

Jiwon Hwang, Department of Asian and Asian American Studies, Stony Brook University, Stony Brook, USA

Chikako Takahashi, Department of Linguistics, Stony Brook University, Stony Brook, USA, Department of East Asian Languages and Cultures, Columbia University, New York, USA

Hyunah Baek, Department of Linguistics, Stony Brook University, Stony Brook, USA, Division of Liberal Arts and Sciences, Gwangju Institute of Science and Technology, Gwangju, Republic of Korea

Alex Hong-Lun Yeung, Department of Linguistics, Stony Brook University, Stony Brook, USA

Ellen Broselow, Department of Linguistics, Stony Brook University, Stony Brook, USA

Abstract This study compared the ability of English monolinguals and Mandarin–English bilinguals to make use of English contrastive prosody not only in natural speech but also in masked speech, in which the only available information was prosodic. In contrast to earlier studies (Choi et al., 2019; Choi, 2021; Tong et al., 2015) which found that L1 tone language speakers outperformed native speakers in tasks involving the use of pitch to identify stress position in English, we did not find a similar advantage for Mandarin–English bilinguals in the interpretation of English contrastive prosody, even under conditions that enforced reliance on pitch contours. These findings are consistent with other studies suggesting that the integration of prosodic information into discourse is an area of particular difficulty for L2 speakers.

Key words Contrastive prosody, English monolinguals, Mandarin–English bilinguals, bilingual advantage

Unattended distributional training can shift phoneme boundaries

Kateřina Chládková, Institute of Psychology, Czech Academy of Sciences, Czech Republic, Institute of Czech Language and Theory of Communication, Charles University, Prague, Czech Republic, Amsterdam Center for Language and Communication, University of Amsterdam, the Netherlands

Paul Boersma, Amsterdam Center for Language and Communication, University of Amsterdam, the Netherlands

Paola Escudero, The MARCS Institute for Brain Behaviour and Development, Western Sydney University, Penrith, Australia, Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University, Canberra, Australia

Abstract Listeners are sensitive to speech sounds’ probability distributions. Distributional training (DT) studies with adults typically involve conscious activation of phoneme labels. We show that distributional exposure can shift existing phoneme boundaries (Spanish /e/–/i/) pre-attentively. Using a DT paradigm involving two bimodal distributions we assessed listener's neural discrimination across three sounds, showing pre-to-post-test improvement for the two adjacent sounds that fell into different clusters of the trained distribution than for those that fell into one cluster. Upon unattended exposure to an intricate stimulus set, listeners thus relocate native phoneme boundaries. We assessed whether the paradigm also works for category creation (Spanish establishing a duration contrast), where it has methodological advantages over the usual unimodal-versus-bimodal paradigm. DT yielded a greater effect for the /e/–/i/ boundary shift than for duration contrast creation. It seems that second-language phoneme contrasts similar to native ones might be easier to acquire than new contrasts.

Key words distributional learning, speech sounds, language acquisition, speech perception, mismatch response

The use of exemplars differs between native and non-native listening

Annika Nijveld, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands, Department of Linguistics, University of Alberta, Edmonton, Canada

Louis ten Bosch, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands

Mirjam Ernestus, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands

Abstract This study compares the role of exemplars in native and non-native listening. Two English identity priming experiments were conducted with native English, Dutch non-native, and Spanish non-native listeners. In Experiment 1, primes and targets were spoken in the same or a different voice. Only the native listeners showed exemplar effects. In Experiment 2, primes and targets had the same or a different degree of vowel reduction. The Dutch, but not the Spanish, listeners were familiar with this reduction pattern from their L1 phonology. In this experiment, exemplar effects only arose for the Spanish listeners. We propose that in these lexical decision experiments the use of exemplars is co-determined by listeners’ available processing resources, which is modulated by the familiarity with the variation type from their L1 phonology. The use of exemplars differs between native and non-native listening, suggesting qualitative differences between native and non-native speech comprehension processes.

Key words speech comprehension, exemplar effects, non-native listening, native listening, processing resources, familiarity, speaker voice, speech reduction

Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for?

Kazuya Saito, University College London, London, UK

Haining Cui, Tohoku University, Sendai, Japan

Yui Suzukida, University College London, London, UK

Diego Elisandro Dardon, Tohoku University, Sendai, Japan

Yuichi Suzuki, Kanagawa University, Yokohama, Japan

Hyeonjeong Jeong, Tohoku University, Sendai, Japan

Andrea Révész, University College London, London, UK

Motoaki Sugiura, Tohoku University, Sendai, Japan

Adam Tierney, Birkbeck, University of London, London, UK

Abstract Extending the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability to represent, encode, and integrate spectral and temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant of the outcomes of post-pubertal L2 speech learning. The current study set out to test the hypothesis that auditory processing makes a UNIQUE contribution to L2 speech acquisition, for 70 Japanese classroom learners of English with different levels of L2 proficiency when biographical backgrounds (length of instruction and immersion) AND memory abilities (working, declarative, and procedural memory) are controlled for. Auditory processing loaded onto modality-general capacities to represent and incorporate anchor stimuli (relative to target stimuli) into long-term memory in an implicit fashion, but dissociated from explicit abilities to remember, associate, and elaborate sensory information. Auditory processing explained a small-to-medium amount of variance in L2 speech learning, even after the other potentially confounding variables were statistically factored out.

Key words auditory processing, second language acquisition, speech, memory, executive functions

The effects of habitual code-switching in bilingual language production on cognitive control

Xuran Han, Institute of Education, University College London's Faculty of Education and Society, London, United Kingdom, MULTAC (Multilanguage and Cognition Lab), Institute of Education, University College London's Faculty of Education and Society, London, United Kingdom

Wei Li, Institute of Education, University College London's Faculty of Education and Society, London, United Kingdom

Roberto Filippi, Institute of Education, University College London's Faculty of Education and Society, London, United Kingdom, MULTAC (Multilanguage and Cognition Lab), Institute of Education, University College London's Faculty of Education and Society, London, United Kingdom

Abstract

This study explored how bilingual code-switching habits affect cognitive shifting and inhibition. Habitual code-switching from 31 Mandarin–English bilingual adults were collected through the Language and Social Background Questionnaire (Anderson, Mak, Keyvani Chahi & Bialystok, 2018) and the Bilingual Switching Questionnaire (Rodriguez-Fornells, Krämer, Lorenzo-Seva, Festman & Münte, 2012). All participants performed verbal and nonverbal switching tasks, including the verbal fluency task, a bilingual picture-naming and colour-shape switching task. A Go/No-go task was administered to measure the inhibitory control of participants.

Frequent bilingual switchers showed higher efficiency in both English to Chinese verbal switching and nonverbal cognitive shifting. Additionally, bilinguals with intensive dense code-switching experience outperformed in the Go/No-go task. In general, the study revealed the connections between bilinguals’ intensity of single-language context experience and goal maintenance efficiency, which partially supported the Adaptive Control Hypothesis’ prediction (Green & Abutalebi, 2013). Besides, it also indicated the facilitations of bilinguals’ dense code-switching experience on their conflicts monitoring and response inhibition.

Key words adaptive control hypothesis, bilingual switching habits, cognitive control, control process model, language production

The foreign language effect on altruistic decision making: Insights from the framing effect

Cong Liu, Department of Psychology, Normal College & School of Teacher Education, Qingdao University, Qingdao, China

Han Wang, Department of Psychology, Normal College & School of Teacher Education, Qingdao University, Qingdao, China

Kalinka Timmer, Faculty of Psychology, University of Warsaw, Warsaw, Poland, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University, Kraków, Poland

Lu Jiao, Department of Psychology, Normal College & School of Teacher Education, Qingdao, University, Qingdao, China

Abstract The present study investigated the foreign language effect within an altruistic decision making process. Chinese–English bilinguals made altruistic decisions in their native (L1: Chinese) and second language (L2: English). The decisions were framed in two ways: either as “not to harm” (harm frame) or as “to help” the other person (help frame) at one's economic cost. Behavioral results suggest that bilinguals might behave more altruistically in the harm frame than the help frame (i.e., framing effect) in their native language but not in their foreign language. Electrophysiological results show that the modulation of the framing effect in the native versus foreign language originated in the early ERP components (N1 and N2) and did not present in the late positive potential (LPP). These findings suggest the foreign language effect most likely results from the reduced emotional reaction in a foreign compared to the native language.

Key words foreign language effect, altruistic decision making, bilinguals, ERPs

Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties

Kelly T. Macdonald, Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas

David J. Francis, Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas

Arturo E. Hernandez, Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas

Anny P. Castilla-Earls, Department of Communication Disorders and Sciences, University of Houston, Houston, Texas

Paul T. Cirino, Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas

Abstract Among bilinguals, language-related variables such as first and second language PROFICIENCY and BALANCE may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language among at-risk ELs in middle school (N = 161). Specifically, we contrasted variable-centered and person-centered approaches, and convergence between objective and self-report measures. Findings support a two-factor structure of English and Spanish language skills in this population, three profiles of students (balanced, moderately unbalanced-higher Spanish, and very unbalanced-higher English), convergence between variable-centered and person-centered approaches, and mixed support for subjective indices of usage. Results provide a foundation from which to examine the roles of L1 and L2 proficiency as well as balance in important cognitive and academic outcomes in this at-risk and understudied population.

Key words English learners, balanced bilingualism, language, proficiency

How open science can benefit bilingualism research: A lesson in six tales

Rodrigo Dal Ben, Concordia University, Montreal, Canada

Melanie Brouillard, Concordia University, Montreal, Canada

Ana Maria Gonzalez-Barrero, Concordia University, Montreal, Canada

Hilary Killam, Concordia University, Montreal, Canada

Lena V. Kremin, Concordia University, Montreal, Canada

Erin Quirk, Concordia University, Montreal, Canada

Andrea Sander-Montant, Concordia University, Montreal, Canada

Esther Schott, Concordia University, Montreal, Canada

Rachel Ka-Ying Tsui, Concordia University, Montreal, Canada

Krista Byers-Heinlein, Concordia University, Montreal, Canada

Abstract Bilingualism is hard to define, measure, and study. Sparked by the “replication crisis” in the social sciences, a recent discussion on the advantages of open science is gaining momentum. Here, we join this debate to argue that bilingualism research would greatly benefit from embracing open science. We do so in a unique way, by presenting six fictional stories that illustrate how open science practices – sharing preprints, materials, code, and data; pre-registering studies; and joining large-scale collaborations – can strengthen bilingualism research and further improve its quality.

Key words bilingualism, open science, replicability, reproducibility, large-scale collaboration

The role of socioemotional wellbeing difficulties and adversity in the L2 acquisition of first-generation refugee children

Johanne Paradis, University of Alberta, Edmonton, Canada

Adriana Soto-Corominas, Universitat Internacional de Catalunya, Barcelona, Spain

Irene Vitoroulis, University of Ottawa, Ottawa, Canada

Redab Al Janaideh, Ontario Institute for Studies in Education/University of Toronto, Toronto, Canada

Xi Chen, Ontario Institute for Studies in Education/University of Toronto, Toronto, Canada

Alexandra Gottardo, Wilfrid Laurier University, Waterloo, Canada

Jennifer Jenkins, Ontario Institute for Studies in Education/University of Toronto, Toronto, Canada

Katholiki Georgiades, McMaster University, Hamilton, Canada

Abstract First-generation refugee children often experience pre- and post-migration adversity and display high levels of mental health/wellbeing difficulties, but to date, research has not examined the impact of such factors on refugee children's L2 acquisition. Accordingly, this study examined the influence of externalizing and internalizing problem behaviours (wellbeing), time in refugee camps and low socioeconomic status (SES) (adversity) on the English-L2 abilities of 117 Syrian refugee children (7–14 years) in their third year of residency in Canada. Wellbeing difficulties and adversity factors accounted for variance on L2 vocabulary, morphosyntax, listening comprehension and narrative production tasks, beyond the variance accounted for by age of L2 acquisition and length of L2 exposure. Specifically, externalizing problem behaviours, time in refugee camp, maternal education and maternal employment predicted variance in L2 abilities. It is concluded that refugee children could have influences on their L2 acquisition that are different from those of bilinguals with other backgrounds.

Key words child L2 acquisition, individual differences, wellbeing, SES, child refugees

期刊简介

Bilingualism: Language and Cognition is an international peer-reviewed journal focusing on bilingualism from a linguistic, psycholinguistic, and neuroscientific perspective. The aims of the journal are to promote research on the bilingual and multilingual person and to encourage debate in the field. Areas covered include: bilingual language competence, bilingual language processing, bilingual language acquisition in children and adults, bimodal bilingualism, neurolinguistics of bilingualism in normal and brain-damaged individuals, computational modelling of bilingual language competence and performance, and the study of cognitive functions in bilinguals. The journal maintains an inclusive attitude to research involving all languages, and we specifically encourage the study of less well researched languages (including especially minority and minoritized languages) to increase our understanding of how language and cognition interact in the bilingual individual. 

《双语：语言与认知》是一本国际同行评议的期刊，主要从语言学、心理语言学和神经科学的角度探讨双语现象。该杂志的目的是促进对双语和多语的人群的研究，并鼓励在该领域的争鸣。议题包括:双语语言能力、双语语言加工、儿童和成人双语语言习得、双模双语、正常人和脑损伤者双语能力的神经语言学、双语语言能力和表现的计算建模、双语者认知功能的研究。该杂志对涉及所有语言的研究持包容态度，我们特别鼓励对研究较少的语言(特别是少数民族和少数民族语言)的研究，以增加我们对双语人群语言和认知如何相互作用的理解。

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