Link to this article: http://journals.cambridge.org/abstract_S1360674312000305How to cite this article: DANIEL WIECHMANN and ELMA KERZ (2013). The positioning of concessive adverbial clauses in English: assessing the importance of discourse-pragmatic and processing-based constraints.English permits adverbial subordinate clauses to be placed either before or after their associated main clause. Previous research has shown that the positioning is conditioned by various factors from the domains of semantics, discourse pragmatics and language processing. With the exception of Diessel (2008), these factors have never been investigated in concert, which makes it difficult to understand their relative importance. Diessel's study, however, discusses only temporal constructions and identifies iconicity of sequence as the strongest predictor of clause position. Since this explanation is, in principle, unavailable for other types of subordinate clauses, the generalizability of Diessel's findings is somewhat limited. The present study offers a multifactorial analysis of 2,000 concessive constructions from the written part of the BNC and assesses the variable importance of six factors for the ordering choice, showing that semantic and discoursepragmatic factors are much stronger predictors of clause position than processing-based, weight-related ones. On a methodological note, the study proposes that random forests using conditional inference trees constitute the preferred tool for the general type of problem investigated here.

A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now, studies on implicit learning have mainly been conducted in laboratory settings under highly controlled conditions with university students as participants. The present study investigated whether and to what extent the results obtained in such settings can be extrapolated to the general population. Building on Williams (2005), we designed two crowdsourcing experiments that examined the learning of novel form-meaning mappings under incidental conditions in 163 participants. Our design allowed us to disentangle the effects of awareness at the level of noticing and understanding. The results of the two experiments demonstrated the implicit learning effect outside the lab in a more varied sample of participants and indicated that awareness at both levels appears to have a facilitative effect on learning outcomes.

Recent studies have uncovered substantial individual differences in first language (L1) language attainment across the lifespan and across multiple components of language. The existence of such variability raises the question of its role in second language (L2) learning. The existing body of research on L1–L2 relationships has primarily targeted reading comprehension by means of controlled experimental designs. This study extended existing research by investigating L1–L2 relationships in writing through the automatic analysis of linguistic complexity in paired samples of authentic production data. For each writing sample, a series of measurements of 12 indicators was obtained using a computational tool that implements a sliding‐window approach. Results from mixed‐effects modeling revealed significant relationships between L1 complexity and L2 complexity for all but one measure, indicating that an L1 effect is robust across different levels of linguistic description.

Second language learners reach expert levels in relative cue weighting only gradually. On the basis of ensemble machine learning models fit to naturalistic written productions of German advanced learners of English and expert writers, we set out to reverse engineer differences in the weighting of multiple cues in a clause linearization problem. We found that, while German advanced learners succeeded in identifying important cues, their assignment of cue importance differed from that of the expert control group. Even at advanced levels, learners are found to rely on a smaller set of perceptually salient cues than native speakers do, focusing on cues that exhibit relatively high cue availability and relatively low cue reliability. Our findings suggest that the principles of the Unified Model of first and second language acquisition, which have been extensively supported for comprehension also underlie the written production of advanced second language learners.

In this paper, we combined linguistic complexity and (dis)fluency features with pretrained language models for the task of Alzheimer's disease detection of the 2021 ADReSSo (Alzheimer's Dementia Recognition through Spontaneous Speech) challenge. An accuracy of 83.1% was achieved on the test set, which amounts to an improvement of 4.23% over the baseline model. Our best-performing model that integrated component models using a stacking ensemble technique performed equally well on cross-validation and test data, indicating that it is robust against overfitting.