Encountering new words multiple times in the input is crucial for incidental vocabulary acquisition. While there is extensive research exploring the impact of word frequency on both learning and processing of novel vocabulary during reading, there is a notable gap in studies examining how contextual factors impact these processes, especially when reading texts, rather than short sentences. The present study aims to fill this gap by exploring the effect of contextual diversity or sameness on adult L2 English learners’ processing and incidental learning of novel lexical items through repeated reading of complete texts. Participants (N = 42) read one short story three times as well as three different stories, while their eye movements were recorded. Each contextual condition (Same vs. Different) contained ten pseudowords, repeated six times across the treatment. Participants were tested on both immediate and delayed vocabulary learning via form and meaning recognition tests. Our results indicate that repeated readings of the same text led to faster processing as well as better short-term learning of novel vocabulary, although this advantage was not retained for long-term learning. In contrast, initial encoding and lexical integration took longer in the Different condition, although this was not reflected in higher vocabulary gains either in the short- or the long term.

There has been a great deal of interest in second language vocabulary studies regarding the potential of reading as a source of incidental vocabulary learning. More recently, several studies have also focused on comparing reading with other input modes, such as listening, or reading-while-listening. Among these studies there are two – Brown et al. (2008) and Vidal (2011) – that have been extensively cited because of the evidence they provided regarding the differential effects of reading versus listening in promoting incidental vocabulary gains. The present study presents different arguments for replication of these two original studies as well as specific ideas on how such replications could be conducted.

This paper examined lag effects in the learning of second language (L2) grammar. Moreover, following the Desirable Difficulty Framework for L2 practice, the present study investigated whether lag effects could be explained by other sources of difficulty. Using digital flashcards, 117 English language learners (aged 10–18) learned two grammatical structures over two different sessions at a 1-day or 7-day intersession interval (ISI). Learners’ performance was analyzed at two retention intervals (RIs) of 7 and 28 days, respectively. Linguistic difficulty was compared by examining two different structures, while learner-related difficulty was analyzed by comparing learners who differed in terms of age, proficiency, and time required to complete the training. Results showed no main effect of ISI, a main effect of RI, and a small but significant ISI × RI interaction. Linguistic difficulty and age did not interact with ISI or RI. However, longer lags led to significantly higher scores for faster learners and learners of higher proficiency, while shorter lags promoted significantly higher scores for slower learners and learners of lower proficiency. The findings provide some support for the Desirable Difficulty Framework in its potential to explain L2 lag effects.

Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners’ (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye-movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.

The administration of selective serotonin reuptake inhibitors (SSRIs) typically used as antidepressants increases alcohol consumption after an alcohol deprivation period in rats. However, the appearance of this effect after the treatment with selective noradrenaline reuptake inhibitors (SNRIs) has not been studied. In the present work we examined the effects of a 15-d treatment with the SNRI atomoxetine (1, 3 and 10 mg/kg, i.p.) in male rats trained to drink alcohol solutions in a 4-bottle choice test. The treatment with atomoxetine (10 mg/kg, i.p.) during an alcohol deprivation period increased alcohol consumption after relapse. This effect only lasted one week, disappearing thereafter. Treatment with atomoxetine did not cause a behavioral sensitized response to a challenge dose of amphetamine (1.5 mg/kg, i.p.), indicating the absence of a supersensitive dopaminergic transmission. This effect is markedly different from that of SSRI antidepressants that produced both long-lasting increases in alcohol consumption and behavioral sensitization. Clinical implications are discussed.

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.