The E(xtended) P(rojection) P(rinciple) (specifically, in its guise as a movement-triggering feature in designated syntactic heads), has been a thorn in the Minimalist side since the mid-1990s. Recently, in the context of attempts to reduce syntactic mechanisms to their minimal expression, the generative operation Merge has been defined as unordered set formation (“Simplest Merge”), and the EPP has been pronounced dead in favour of conditions over labelling which force phrasal movement in order to dissolve ‘symmetry points’. This article compares several theoretical analyses and shows that very simple cases of {XP, YP} copular constructions in Spanish satisfy all requirements for labelling without the need to resort to Internal Merge (IM). Therefore, if there is IM of a DP it must be motivated by reasons other than labelling. Once such a reason exists, the elimination of EPP on labelling grounds becomes dubious.

Variability in the second language (L2) referential choice could be due to lower language proficiency in the L2 or cross-linguistic influence. We compare the L2 English referential choices of bilinguals of typologically different languages (Spanish and English, null subject and non-null subject) to those of bilinguals of typologically similar languages (Dutch and English, both non-null subject and both using pronouns similarly in the target context). Bilinguals’ performance was further compared to that of a group of functional monolingual English speakers. Both bilingual groups were highly proficient, to explore whether high proficiency would attenuate differences with monolinguals. Participants completed a picture-description task eliciting references to antecedents in two-character contexts. Performance was comparable among all three groups in all conditions—evidence that cross-linguistic influence did not play a role for bilingual referential choices. These results thus show that highly proficient bilinguals of both typologically different and similar languages can perform comparably to monolinguals.

The role of morphology in complex word acquisition was examined in Chinese (L1)–English (L2) bilinguals. Participants learned words consisting of two novel constituents, by pairing them with pictures. Items either belonged to large (torbnel, torbilm, torbla, torbiph) or small morphological families (torbilm, torbla). After training, participants completed recognition and spelling tasks with novel words that either included or excluded a trained morpheme. Results revealed robust stem-training effects, showing that items including a trained constituent were harder to reject and easier to spell than items including two untrained constituents. There was also a significant effect of morphological family size, with greater training effects for items belonging to large than small families. Effect sizes were overall smaller in L2 than in L1. These findings point to the important role of morphological structure in L2 word acquisition and suggest that large morphological family-clusters lead to better learning outcomes.

This study investigates whether the second language (L2) development of d/Deaf and hard of hearing (d/DHH) learners in comparison to the L2 development of hearing learners, based on the processability theory (PT) developed by Pienemann (1998, 2005) in the field of second language acquisition (SLA). Thirty-eight d/DHH and 32 hearing secondary school learners of English as a foreign language (EFL) completed a series of speaking tasks designed to elicit specific morphosyntactic structures that, according to PT, align with L2 developmental stages. Implicational scaling revealed that although d/DHH learners followed a similar developmental sequence to their peers, they displayed a noticeable delay. They also appeared to require additional time and practice to fully produce the entire target structures after reaching certain developmental stages. The results provide stronger empirical evidence for d/DHH learners’ L2 development, supporting the qualitative similarity hypothesis in the field of special education, which posits that despite quantitative delays, d/DHH learners exhibit qualitatively similar L2 development to their hearing peers.

French diachrony offers two textbook examples for negation studies: the evolution of ne…pas illustrating the Jespersen’s Cycle (Dahl, 1979) and the evolution of polarity-neutral items into negative indefinites (NIs), sometimes termed the Quantifier Cycle (Willis et al., 2013) and often exemplified by personne.

However, a significant disparity exists between the detailed research on ne…pas and the vagueness surrounding personne’s as NI origins. While its medieval origin is accepted, the dating of first attestations and definitive grammaticalization varies (Déprez, 2011; Vachon, 2012; GGHF, 2020), and predominant noun use and data scarcity hinder firm conclusions (Déprez, 2011; Larrivée & Kallel, 2020). Consequently, assumptions about personne’s development as an NI rely heavily on parallels with rien and aucun, lacking support from quantified data.

Through a corpus study of personne in Medieval and early Pre-Classical French (9th–16th centuries), focusing on its evolution into an NI, this article reveals a unique trajectory for personne, further demonstrating the variety characterizing the macro-construction of French NIs (Hansen in GGHF, 2020). Methodologically, the communicative immediacy-distance theory (Koch & Oësterreicher, 1985) and the “represented speech” perspective (Marchello-Nizia, 2012) prove relevant for tracing innovation in written diachronic corpora.

This paper explores temporal relations between clauses in complex sentences. We focus on a specific type of temporal reference, which we call long-distance (relative) temporal reference (LDTR), and which only occurs in deeply embedded clauses. This type of temporal reference is instantiated when the state of affairs expressed in the clause is placed in time relative to the state of affairs of another clause, which is not its immediate matrix clause but appears higher in the embedding structure. Looking for factors that evoke LDTR, we identify some key features of the sentences in which the phenomenon occurs. In the studied sample, the immediate matrix clause of the clause with LDTR has relative temporal reference and is often a complement clause. We also consider the phenomenon of LDTR in a wider context, suggesting that it challenges the idea of recursion as a fundamental property of language.

Digital oratory skills have become essential for academic and professional success in today’s digital world, making it imperative to integrate digital oratory training into public speaking pedagogy. This study examined second language (L2) speakers’ public speaking anxiety and nonverbal speech performance in the context of digital oratory. Participants were 40 English as a second language students enrolled in a public speaking course at a Hong Kong university. Each student recorded and uploaded an 8-minute speech to a digital learning platform. They also completed a questionnaire measuring digital oratory anxiety and participated in semi-structured interviews sharing their perceptions of digital presentation. Nonverbal speech performance was assessed, and correlations with digital oratory anxiety were analyzed. The results showed that cognitive and physiological factors had a greater influence on digital oratory anxiety than behavioral and technical factors. Although no significant correlations were found between digital oratory anxiety and nonverbal speech performances, the technical factor had the least impact on L2 students’ anxiety, leading to positive outcomes regarding the technical quality of the speech videos. Comparatively, eye contact and gestures attained much lower mean scores than voice control and facial expressions. Interview results further elucidated the benefits and challenges students experienced during digital presentations. Pedagogically, the findings highlight the need of a holistic approach considering cognitive, physiological, behavioral, and technical factors to address L2 learners’ digital oratory anxiety. Given its affordability and accessibility, digital oratory can be effectively integrated into instruction to develop L2 students’ multimodal communication and nonverbal delivery skills.

The past decade has seen a blossoming of emotion research in applied linguistics, which led to a deeper understanding of the crucial role both positive and negative emotions play in the context of foreign language (FL) learning. In this paper, we will outline a research agenda arising from the rich knowledge gained so far, which we hope inspires researchers to pursue future directions which we consider highly relevant for both researchers and practitioners alike. Firstly, we review the development of foreign language learner emotion research and identify research gaps. This will be followed by a discussion of four broad areas in which we perceive the pressing need for future research to advance our understanding of the role of emotions in foreign language learning. These include 1) the diversification of emotions studied, 2) a better understanding of emotion dynamics, 3) the need to diversify research contexts, and 4) bridging the research-practice gap. For each of these areas, we will outline tasks, taking into account the latest developments in theory and methodology, which we hope will advance our knowledge gained from this dynamic, thriving field of study.

This study investigates Turkish-speaking children’s reliability attributions to linguistic indicators of evidential source and whether source reliability has an effect on knowledge generalizability. Ninety-six four- and six-year-olds were first asked to perform a reliability judgement task where informants used the indirect evidential marker -mIş in the contexts of inference and hearsay. Next, they were randomly assigned to three groups and introduced a novel object “blicket” declared to be magnetic, using inference, hearsay, and generic statements, and their generalization behaviours were measured. Results showed that both four- and six-year-olds attributed higher reliability to inference compared to hearsay as evidential source, and six-year-olds did so more than four-year-olds. Four-year-olds generalized more in response to generic statements than inferential or hearsay statements, whereas six-year-olds generalized similarly in all conditions. Although children attributed more reliability to inference than hearsay, they did not generalize inferential statements more than hearsay statements.