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Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language.

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Title: Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language.
Authors: Pan, Junlan1,2 junlan.pan@cqu.edu.cn, Zhang, Yuyang3, Zhang, Wen1
Source: Foreign Language Annals. Mar2023, Vol. 56 Issue 1, p214-231. 18p.
Subject Terms: *Comprehension, *Second language acquisition, *Chinese-speaking students, *English as a foreign language, Lexical grammar
Abstract: The current replication study aims to examine the effects of learners' attention to lexical and grammatical forms on meaning comprehension while listening to a passage in Spanish. The registered protocol and materials in the aural mode from Morgan‐Short et al.'s (2018) multisite replication study were used, with first language (L1) Chinese–second language (L2) English participants (N = 122) learning Spanish as the third language (L3). The results partially reproduced the previous findings that there was no effect of attending to a lexical item (sol) on meaning comprehension. However, a small to medium effect was found on comprehension scores for simultaneously attending to a grammatical form (la). This finding reveals a site‐specific effect with learners from different L1 backgrounds, suggesting that learners' attending to a grammatical form absent in their L1 is detrimental to their meaning comprehension even if this form exists in their earlier learned L2. The Challenge: Does attending to lexical or grammatical form while listening to a passage inhibit learners' meaning comprehension? A series of studies have yielded inconclusive findings. This study revisits this question in a context in which Chinese speakers learn Spanish as an additional foreign language after having learned English. [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language.
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  Data: <searchLink fieldCode="AR" term="%22Pan%2C+Junlan%22">Pan, Junlan</searchLink><relatesTo>1,2</relatesTo><i> junlan.pan@cqu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Yuyang%22">Zhang, Yuyang</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Wen%22">Zhang, Wen</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Foreign+Language+Annals%22">Foreign Language Annals</searchLink>. Mar2023, Vol. 56 Issue 1, p214-231. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Lexical+grammar%22">Lexical grammar</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current replication study aims to examine the effects of learners' attention to lexical and grammatical forms on meaning comprehension while listening to a passage in Spanish. The registered protocol and materials in the aural mode from Morgan‐Short et al.'s (2018) multisite replication study were used, with first language (L1) Chinese–second language (L2) English participants (N = 122) learning Spanish as the third language (L3). The results partially reproduced the previous findings that there was no effect of attending to a lexical item (sol) on meaning comprehension. However, a small to medium effect was found on comprehension scores for simultaneously attending to a grammatical form (la). This finding reveals a site‐specific effect with learners from different L1 backgrounds, suggesting that learners' attending to a grammatical form absent in their L1 is detrimental to their meaning comprehension even if this form exists in their earlier learned L2. The Challenge: Does attending to lexical or grammatical form while listening to a passage inhibit learners' meaning comprehension? A series of studies have yielded inconclusive findings. This study revisits this question in a context in which Chinese speakers learn Spanish as an additional foreign language after having learned English. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2023
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