Predicting second language listening functor comprehension probability with usage-based and embodiment approaches

Abstract

Aims and Objectives: Embodiment is a major paradigm of first language (L1) research but has not yet been widely adopted in second language (L2) research. The main objective of this research was to find evidence for the effects of sensorimotor embodiment on L2 listening functor comprehension rates. Research Hypothesis: Frequency, word length, and Minkowski3 sensorimotor norms are significantly predictive of functor comprehension probability in an L2 listening task. Methodology: 129 Japanese participants were administered a paused transcription test that contained twelve target phrases. Data and analysis: Transcription of functors was the dependent variable. The independent variables were frequency, word length, and Minkowski3 sensorimotor ratings. These variables were analyzed with logit mixed-effects regressions. Findings/conclusions: Greater frequency, longer word length, and higher Minkowski3 ratings were found to facilitate comprehension and significantly increase the probability that a functor was transcribed. Frequency rates derived from spontaneous L1 oration and conversations were found to be significant, whereas frequency derived from written texts was not significant despite being from a much larger corpus. Originality: No L2 study has used Minkowski3 sensorimotor ratings to predict L2 performance. Minkowski3 ratings quantify the relationship between language and the body. Few researchers have yet to incorporate embodiment theories into models of L2 comprehension. Implications: Embodiment theories complement usage-based approaches and should be incorporated into existing L2 theories. Researchers should be aware of textual differences between corpora and choose corpora appropriate for their analyses.

Automatic Scoring Model of Japanese Interpretation Based on Semantic Scoring

“…And in this process, working memory plays an important role. As an important cognitive ability of learners, working memory is closely related to second language listening and reading, which are processed in parallel with multiple tasks and is an important support for learners to give full play to their language ability [8]. Ansarin pointed out through empirical research that the capacity of working memory affects the content comprehension in the process of Japanese listening, and learners with high working memory capacity can improve the efficiency of information processing in the listening process [9].…”

“The Best Way to Learn a Language is Not to Learn it!”: Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input

“…Based on his discussion of multiple studies, he came to the conclusion that “language learning is exemplar based [and] the knowledge underlying fluent use of language is … a huge collection of memories of previously experienced utterances” (p. 166). Dovetailing with the theory of connectionism and usage‐based approaches, increasing the frequency of encounters potentially strengthens the associations between different linguistic elements (known as “maturation of representational correlations,” Patterson, 2021, p. 773), hence resulting in acquisition (N. Ellis, 2002). Although obtaining high currency, the hypothesis has also received some criticisms such as the weak association between frequency and the mastery of function words (see Patterson, 2021).…”

“…Dovetailing with the theory of connectionism and usage‐based approaches, increasing the frequency of encounters potentially strengthens the associations between different linguistic elements (known as “maturation of representational correlations,” Patterson, 2021, p. 773), hence resulting in acquisition (N. Ellis, 2002). Although obtaining high currency, the hypothesis has also received some criticisms such as the weak association between frequency and the mastery of function words (see Patterson, 2021).…”

“…Numerous researchers and scholars (e.g., Krashen, 1985;N. Ellis, 2002;Patterson, 2021;R. Ellis, 2008) have made considerable effort to hypothesize, examine, and discuss the effects of input and frequency of exposure on language learning.…”

“…Numerous researchers and scholars (e.g., Krashen, 1985; N. Ellis, 2002; Patterson, 2021; R. Ellis, 2008) have made considerable effort to hypothesize, examine, and discuss the effects of input and frequency of exposure on language learning. Empirical results have been overall promising in substantiating how input and frequency, though not the only necessary factors, play an instrumental role in successful language learning (e.g., R. Ellis, 2008).…”