A one-man bilingual cocktail party: linguistic and non-linguistic effects on bilinguals' speech recognition in Mandarin and English.

Multilingual speakers can find speech recognition in everyday environments like restaurants and open-plan offices particularly challenging. In a world where speaking multiple languages is increasingly common, effective clinical and educational interventions will require a better understanding of how factors like multilingual contexts and listeners' language proficiency interact with adverse listening environments. For example, word and phrase recognition is facilitated when competing voices speak different languages. Is this due to a "release from masking" from lower-level acoustic differences between languages and talkers, or higher-level cognitive and linguistic factors? To address this question, we created a "one-man bilingual cocktail party" selective attention task using English and Mandarin speech from one bilingual talker to reduce low-level acoustic cues. In Experiment 1, 58 listeners more accurately recognized English targets when distracting speech was Mandarin compared to English. Bilingual Mandarin-English listeners experienced significantly more interference and intrusions from the Mandarin distractor than did English listeners, exacerbated by challenging target-to-masker ratios. In Experiment 2, 29 Mandarin-English bilingual listeners exhibited linguistic release from masking in both languages. Bilinguals experienced greater release from masking when attending to English, confirming an influence of linguistic knowledge on the "cocktail party" paradigm that is separate from primarily energetic masking effects. Effects of higher-order language processing and expertise emerge only in the most demanding target-to-masker contexts. The "one-man bilingual cocktail party" establishes a useful tool for future investigations and characterization of communication challenges in the large and growing worldwide community of Mandarin-English bilinguals.

Perspective judgment across adulthood: Evidence from bilinguals.

Judging the perspective of others often requires ignoring one's own accessible knowledge. Aging increases reliance on the most available knowledge and may decrease the adjustment of this knowledge to adopt another perspective. Using a dominant language also decreases control demands, while using a nondominant language promotes deliberation. We examined whether aging and language dominance shape the way in which individuals judge someone else's interpretation of ambiguous messages. Russian-Hebrew bilinguals (N = 237, ages 19-80) read 20 ambiguous messages and judged how a recipient would interpret them. Half of the texts contained information that suggested that the message was sincere, and half of the texts contained information that implied that the message was sarcastic. This information was available only to the participant and should not have affected the recipient's interpretation. An egocentric bias emerged in both languages since participants could not ignore their own knowledge when judging the recipient's perspective. Aging was associated with a greater bias, but the results were similar in both languages. A second study included 60 younger (ages 18-39) and 62 older (ages 60-80) Israeli-born participants, who performed the same task as well as a flanker task (i.e., judging the direction of a central arrow flanked by congruent and incongruent distractors). Age interacted with the egocentric bias, but there was no correlation between the flanker effect and perspective judgment. Thus, decreased inhibition, as measured by the flanker task, cannot account for the egocentric bias. We suggest that the findings reflect difficulty in overriding highly accessible information, especially in older age. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The role of embodied cognition in action language comprehension in L1 and L2.

In this study we carried out a behavioral experiment comparing action language comprehension in L1 (Italian) and L2 (English). Participants were Italian native speakers who had acquired the second language late (after the age of 10). They performed semantic judgments on L1 and L2 literal, idiomatic and metaphorical action sentences after viewing a video of a hand performing an action that was related or unrelated to the verb used in the sentence. Results showed that responses to literal and metaphorical L1 sentences were faster when the action depicted was related to the verb used rather than when the action depicted was unrelated to the verb used. No differences were found for the idiomatic condition. In L2 we found that all responses to the three conditions were facilitated when the action depicted was related to the verb used. Moreover, we found that the difference between the unrelated and the related modalities was greater in L2 than in L1 for the literal and the idiomatic condition but not for the metaphorical condition. These findings are consistent with the embodied cognition hypothesis of language comprehension.

A structural model of EFL teachers' physical activity, emotion regulation, and competence for online teaching.

BACKGROUND: The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators' physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers' physical activity, emotion regulation, and competence for online teaching remains underexplored. OBJECTIVES: This study aimed to investigate the interplay between EFL teachers' physical activity, emotion regulation strategies, and competence for online teaching. RESULTS: Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers' competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. CONCLUSIONS: These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. IMPLICATIONS: The study highlights the need for targeted interventions aimed at supporting EFL teachers' well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

Comparison between parameter-efficient techniques and full fine-tuning: A case study on multilingual news article classification.

Adapters and Low-Rank Adaptation (LoRA) are parameter-efficient fine-tuning techniques designed to make the training of language models more efficient. Previous results demonstrated that these methods can even improve performance on some classification tasks. This paper complements existing research by investigating how these techniques influence classification performance and computation costs compared to full fine-tuning. We focus specifically on multilingual text classification tasks (genre, framing, and persuasion techniques detection; with different input lengths, number of predicted classes and classification difficulty), some of which have limited training data. In addition, we conduct in-depth analyses of their efficacy across different training scenarios (training on the original multilingual data; on the translations into English; and on a subset of English-only data) and different languages. Our findings provide valuable insights into the applicability of parameter-efficient fine-tuning techniques, particularly for multilabel classification and non-parallel multilingual tasks which are aimed at analysing input texts of varying length.

A multilingual analysis of pro Russian misinformation on Twitter during the Russian invasion of Ukraine.

The Russian government has long since engaged in an information campaign of propaganda and disinformation as a major part of foreign policy. This has been taken to new heights since the invasion of Ukraine in February 2022. In this study, we investigate pro-Russian misinformation within the opening weeks of the invasion in 6 languages: English, Japanese, Spanish, French, German, and Korean. Using Twitter data, we apply a combination of network and language embedding models to identify popular topics of misinformation amongst users in each language. Despite English users forming the most dominant language base on Twitter, we find that the popularity of misinformation in Japanese regularly outstrips English for certain topics. Misinformation shared by Spanish users is also over-represented in proportion to its much smaller user base. Our results provide insight into the current state of misinformation in each language. While we discuss some of the possible drivers behind the factors such as language over-representation, our study also highlights the need for further cross-lingual misinformation research in order to better understand this phenomena in a truly global context.

Comparing perception of L1 and L2 English by human listeners and machines: Effect of interlocutor adaptationsa).

Speakers tailor their speech to different types of interlocutors. For example, speech directed to voice technology has different acoustic-phonetic characteristics than speech directed to a human. The present study investigates the perceptual consequences of human- and device-directed registers in English. We compare two groups of speakers: participants whose first language is English (L1) and bilingual L1 Mandarin-L2 English talkers. Participants produced short sentences in several conditions: an initial production and a repeat production after a human or device guise indicated either understanding or misunderstanding. In experiment 1, a separate group of L1 English listeners heard these sentences and transcribed the target words. In experiment 2, the same productions were transcribed by an automatic speech recognition (ASR) system. Results show that transcription accuracy was highest for L1 talkers for both human and ASR transcribers. Furthermore, there were no overall differences in transcription accuracy between human- and device-directed speech. Finally, while human listeners showed an intelligibility benefit for coda repair productions, the ASR transcriber did not benefit from these enhancements. Findings are discussed in terms of models of register adaptation, phonetic variation, and human-computer interaction.

Acoustic analysis of English tense and lax vowels: Comparing the production between Mandarin Chinese learners and native English speakers.

This study investigated how 40 Chinese learners of English as a foreign language (EFL learners) differed from 40 native English speakers in the production of four English tense-lax contrasts, /i-ɪ/, /u-ʊ/, /ɑ-ʌ/, and /æ-ε/, by examining the acoustic measurements of duration, the first three formant frequencies, and the slope of the first formant movement (F1 slope). The dynamic formant trajectory was modeled using discrete cosine transform coefficients to demonstrate the time-varying properties of formant trajectories. A discriminant analysis was employed to illustrate the extent to which Chinese EFL learners relied on different acoustic parameters. This study found that: (1) Chinese EFL learners overemphasized durational differences and weakened spectral differences for the /i-ɪ/, /u-ʊ/, and /ɑ-ʌ/ pairs, although they maintained sufficient spectral differences for /æ-ε/. In contrast, native English speakers predominantly used spectral differences across all four pairs; (2) in non-low tense-lax contrasts, unlike native English speakers, Chinese EFL learners failed to exhibit different F1 slope values, indicating a non-nativelike tongue-root placement during the articulatory process. The findings underscore the contribution of dynamic spectral patterns to the differentiation between English tense and lax vowels, and reveal the influence of precise articulatory gestures on the realization of the tense-lax contrast.

Impact of speech rate on perception of vowel and consonant duration by bilinguals and monolinguals.

The perceptual boundary between short and long categories depends on speech rate. We investigated the influence of speech rate on perceptual boundaries for short and long vowel and consonant contrasts by Spanish-English bilingual listeners and English monolinguals. Listeners tended to adapt their perceptual boundaries to speech rates, but the strategy differed between groups, especially for consonants. Understanding the factors that influence auditory processing in this population is essential for developing appropriate assessments of auditory comprehension. These findings have implications for the clinical care of older populations whose ability to rely on spectral and/or temporal information in the auditory signal may decline.

Switching off: disruptive TMS reveals distinct contributions of the posterior middle temporal gyrus and angular gyrus to bilingual speech production.

The role of the left temporoparietal cortex in speech production has been extensively studied during native language processing, proving crucial in controlled lexico-semantic retrieval under varying cognitive demands. Yet, its role in bilinguals, fluent in both native and second languages, remains poorly understood. Here, we employed continuous theta burst stimulation to disrupt neural activity in the left posterior middle-temporal gyrus (pMTG) and angular gyrus (AG) while Italian-Friulian bilinguals performed a cued picture-naming task. The task involved between-language (naming objects in Italian or Friulian) and within-language blocks (naming objects ["knife"] or associated actions ["cut"] in a single language) in which participants could either maintain (non-switch) or change (switch) instructions based on cues. During within-language blocks, cTBS over the pMTG entailed faster naming for high-demanding switch trials, while cTBS to the AG elicited slower latencies in low-demanding non-switch trials. No cTBS effects were observed in the between-language block. Our findings suggest a causal involvement of the left pMTG and AG in lexico-semantic processing across languages, with distinct contributions to controlled vs. "automatic" retrieval, respectively. However, they do not support the existence of shared control mechanisms within and between language(s) production. Altogether, these results inform neurobiological models of semantic control in bilinguals.

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language.

The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners' attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

An Alternative Method of Assessing d/DHH Secondary-School Students' L2 Language Development.

Little information is available on d/Deaf and hard of hearing (d/DHH) learners' L2 development. Their limited auditory access may discourage them from taking standardized tests, highlighting the need for alternative ways of assessing their L2 development and proficiency. Therefore, this study suggests adopting processability theory, which demonstrates a universal order of L2 development. Interviews with d/DHH learners and their teachers were conducted to explore their current difficulties in regard to understanding their L2 development. Also, we conducted brief speaking tasks to suggest alternatives to testing the L2 development of learners who are d/DHH in comparison to typical literacy learners. The result showed d/DHH students' L2 developmental patterns are similar to those of typical hearing peers, suggesting that d/DHH students and hearing learners share difficulties in similar areas when learning English. Teachers highlighted the lack of appropriate English tests to determine the d/DHH students' L2 development.

Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic.

This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students.

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach.

Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners' writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students' use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners' writing performance.

Effects of Lexical Properties in L2 Chinese Compound Processing: A Multivariate Approach.

Previous studies on L2 (i.e., second language) Chinese compound processing have focused on the relative efficiency of two routes: holistic processing versus combinatorial processing. However, it is still unclear whether Chinese compounds are processed with multilevel representations among L2 learners due to the hierarchical structure of the characters. Therefore, taking a multivariate approach, the present study evaluated the relative influence and importance of different grain sizes of lexical information in an L2 Chinese two-character compound decision task. Results of supervised component generalized linear regression models with random forests analysis revealed that the orthographic, phonological and semantic information all contributed to L2 compound processing, but the L2 learners used more orthographic processing strategies and fewer phonological processing strategies compared to the native speakers. Specifically, the orthographic information was activated at the whole-word, the character and the radical levels in orthographic processing, and the phonological information at the whole-word, the syllable, and the phoneme levels all exerted contributions in phonological processing. Furthermore, the semantic information of the whole words and the constituents was accessed in semantic processing. These findings together suggest that the L2 learners are able to use cues at all levels simultaneously to process Chinese compound words, supporting a multi-route model with a hierarchical morphological structure in such processing.

Enhancing Foreign Language Learning Approaches to Promote Healthy Aging: A Systematic Review.

The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors' welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors' educational process because their teaching methods and materials when adapted to the elderly's educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging.

Accommodation and Language Contact.

The paper introduces the Special Issue on Language Contact and Speaker Accommodation, which originates from the conference Phonetics and Phonology in Europe (PaPE) held at the University of Lecce, Italy, in 2019. It discusses the topics of language contact and speaker accommodation, summarizing the contributions included in the Special Issue, and arguing explicitly in favour of a unitary view of how both temporary and stable changes happen in (part of) the linguistic systems. Accommodation is seen as the same gradual and non-homogeneous process at play in different contact settings. In the introductory sections, a discussion is offered on various situations in which linguistic systems are in contact and on the main factors that may be at play; the following sections offer an overview of the papers included in the Special Issue, which focus on accommodation in L2 and heritage speakers as well as on the time dimension of dialect or language societal contact. Finally, accommodation is discussed as the same process that is at work in any interaction, that may modify temporarily or long-term the system of L2 learners and bilinguals (e.g., immigrants), that usually affects in the long-term the heritage speakers' system, and that only in the long term can lead to language changes involving entire communities.

Is there a bilingual advantage in auditory attention among children? A systematic review and meta-analysis of standardized auditory attention tests.

A wealth of research has investigated the associations between bilingualism and cognition, especially in regards to executive function. Some developmental studies reveal different cognitive profiles between monolinguals and bilinguals in visual or audio-visual attention tasks, which might stem from their attention allocation differences. Yet, whether such distinction exists in the auditory domain alone is unknown. In this study, we compared differences in auditory attention, measured by standardized tests, between monolingual and bilingual children. A comprehensive literature search was conducted in three electronic databases: OVID Medline, OVID PsycInfo, and EBSCO CINAHL. Twenty studies using standardized tests to assess auditory attention in monolingual and bilingual participants aged less than 18 years were identified. We assessed the quality of these studies using a scoring tool for evaluating primary research. For statistical analysis, we pooled the effect size in a random-effects meta-analytic model, where between-study heterogeneity was quantified using the I2 statistic. No substantial publication bias was observed based on the funnel plot. Further, meta-regression modelling suggests that test measure (accuracy vs. response times) significantly affected the studies' effect sizes whereas other factors (e.g., participant age, stimulus type) did not. Specifically, studies reporting accuracy observed marginally greater accuracy in bilinguals (g = 0.10), whereas those reporting response times indicated faster latency in monolinguals (g = -0.34). There was little difference between monolingual and bilingual children's performance on standardized auditory attention tests. We also found that studies tend to include a wide variety of bilingual children but report limited language background information of the participants. This, unfortunately, limits the potential theoretical contributions of the reviewed studies. Recommendations to improve the quality of future research are discussed.

Longitudinal Relationship between L2 Grit and Motivational Regulation Strategy in University Second Language Learning: An Autoregressive Cross-lagged Model Study.

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes repeated measures of L2 grit and MRS at two time points (T1 and T2) to investigate the direction of influence between them and proposes and evaluates four models: an autoregressive model, two unidirectional models, and a bidirectional model. Using questionnaire data from 205 Chinese university students to evaluate the models, results from model assessment revealed that L2 grit at T1 positively predicted L2 grit at T2 and that MRS at T1 positively predicted MRS at T2. While L2 grit showed stability, MRS developed over time. The unidirectional model with L2 grit at T1 as a predictor of MRS at T2 was identified as the model of best fit, indicating that L2 grit at an earlier time unidirectionally influenced MRS at a later time. Based on these findings, we conclude that there is a unidirectional influence between L2 grit and MRS: the former plays an influential role in shaping MRS in L2 learning over time. Implications and recommendations for future research are discussed. This study contributes to a deeper understanding of the dynamics between the two constructs, which in turn impacts language learning persistence and success, offering valuable insights for educators, policymakers, and researchers striving to optimize language learning environments and interventions.