Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first language (L1) explanations, and aural input manipulation (AIM) with CS (AIMCS), where increased volume emphasized words alongside CS explanations. Pre-, post-, and delayed post-tests indicated that AIMCS led to better short-term vocabulary retention for both groups, with no significant differences longer term. VI learners benefited more overall, and learners with lower initial vocabulary showed the greatest gains. Listening proficiency moderated the effects, with AIMCS offering greater short-term benefits for learners with higher listening proficiency. The study suggests AIMCS enhances short-term vocabulary learning, particularly for VI learners, but listening proficiency is critical.

This study examines the elicited production of Spanish infinitives versus gerunds among Spanish/English bilingual children and adolescents in the United States. We focus on three contexts: infinitives in subject position, infinitives with the phrasal verb parar de (“to stop doing something”), and infinitives with the prepositional verb parar a (“to stop to do something”). Results showed that children and adolescents produced fewer infinitives than their Spanish-dominant parents in subject position and with parar de, often overextending the gerund. By contrast, all groups performed more accurately with parar a, where English and Spanish align structurally. Language dominance and Spanish experience significantly predicted more target-like infinitive use, while chronological age and English dominance were associated with increased gerund overextension. These findings support the Bilingual Alignment Hypothesis, showing that heritage Spanish morphosyntactic development is gradual and context-sensitive, with greater accuracy in areas of crosslinguistic convergence.

This study examines the effects of cue validity, proficiency, and immersion experience on the predictive processing of there-associated nouns in expletive sentences. A visual-world eye-tracking task manipulated the validity of the predictive cue by varying verb number (singular; plural) and aspect (simple; perfect): For example, There {is/are/has been/have been} just {one apple/two apples}. The results show that both L1 speakers and L2 learners predicted the target nouns within the predictive region. However, the prediction speed slowed down as cue validity decreased: Singular verbs with the perfect aspect elicited the slowest predictions, followed by singular verbs with the simple aspect and then plural verbs, regardless of the aspect. Furthermore, immersion experience, and not proficiency, affected the L2 predictive processing, with only immersed learners exhibiting predictive patterns. These results suggest that both L1 speakers and L2 learners engage in prediction, but the robustness/timing of their predictions is influenced by linguistic and individual factors.

The questions of whether first language (L1) speakers and second language (L2) learners can both predict what follows based on given linguistic cues and what factors may influence this predictive processing are still underexplored. Prior research has focused on the success or failure of predictions in real-time processing, paying relatively less attention to the speed of prediction. This study addresses these gaps by investigating the role of word co-occurrence frequency and proficiency in L1 and L2 predictive processing, using the Korean classifier system. In a webcam-based visual-world eye-tracking experiment, both L1-Korean speakers and L2-Korean learners showed sound predictive processing, with the frequency of co-occurrence between classifiers and nouns playing a crucial role. Higher co-occurrence frequency expedited predictive processing for L1-Korean speakers and boosted the ability to make online predictions for L2-Korean learners. The study also revealed a proficiency effect, where more advanced L2-Korean learners made predictions regardless of co-occurrence frequency, unlike their less advanced counterparts. Our findings suggest that predictive mechanisms in L1 and L2 operate in a qualitatively similar way. In addition, the use of webcam eye-tracking is expected to create a more inclusive and equitable research environment for (applied) psycholinguistics.

We investigated which objective language proficiency tests best predict the language dominance, balance, English and Spanish proficiency scores relative to Oral Proficiency Interview (OPI) scores (averaged across 5–6 raters). Eighty Spanish–English bilinguals completed OPIs, picture naming, semantic and letter fluency, lexical decision tests and a language history questionnaire. Except for letter fluency, objective measures explained more variance than self-report variables, which seldom and negligibly improved proficiency prediction beyond objective measures in forward regression models. Picture naming (the Multilingual Naming Test (MINT) Sprint 2.0) was the strongest predictor for most purposes. Lexical decision and category fluency were next best predictors, but the latter was time-consuming to score, while the former was easiest to administer (and does not require bilingual examiners). Surprisingly, self-rated proficiency better predicted the OPI scores when averaged across modalities (i.e., including reading/writing instead of just spoken proficiency), and lexical-decision (a written test) was as powerful as picture naming for predicting spoken Spanish (but not language dominance).

We conducted a detailed linguistic analysis of Oral Proficiency Interviews (OPIs) from older Spanish-English bilinguals (n = 28) to determine which cognitive, linguistic, and demographic factors predict proficiency. In the dominant language, older age was associated with lower proficiency scores, but aging effects were not significant after accounting for cognitive functioning scores. In the nondominant language, bilinguals with larger vocabulary scores, fewer speech errors, and higher education levels obtained higher proficiency scores. Multiple linguistic submeasures from the OPIs were highly correlated across languages (e.g., fast speakers spoke fast in both languages), but these same measures exhibited significant language dominance effects (e.g., bilinguals spoke faster in the dominant than in the nondominant language). These results suggest it is critical to control for cognitive functioning when examining aging effects on language production, reveal powerful individual differences that affect how people talk regardless of language, and validate the use of the OPI to measure bilingual proficiency.

Growing evidence suggests that ratings of second language (L2) speech may be influenced by perceptions of speakers’ affective states, yet the size and direction of these effects remain underexplored. To investigate these effects, 83 raters evaluated 30 speech samples using 7-point scales of four language features and ten affective states. The speech samples were 2-min videorecordings from a high-stakes speaking test. An exploratory factor analysis reduced the affect scores to three factors: assuredness, involvement, and positivity. Regression models indicated that affect variables predicted spoken language feature ratings, explaining 18–27% of the variance in scores. Assuredness and involvement corresponded with all language features, while positivity only predicted comprehensibility scores. These findings suggest that listeners’ perceptions of speakers’ affective states intertwine with their spoken language ratings to form a visual component of second-language communication. The study has implications for models of L2 speech, language pedagogy, and assessment practice.

When describing motion events, English encodes Manner of motion in the verb and Path of motion in a satellite (s-framing). Brazilian Portuguese (BP), however, encodes Path in the verb and elaborates Manner adverbially (v-framing). This study investigates at what stages of L2 proficiency L2BP and English learners’ acceptability ratings converge with those of L1 speakers when rating sentences with Manner elaborated in the verb (Manner-verb) or in an adverb: a prepositional phrase (Manner-prep) or subordinate clause (Manner-AdvClause). Participants (n = 176) consisted of L1/L2English and L1/L2BP speakers. L2ers were grouped according to language proficiency (Elementary, Intermediate and Advanced). Results of ordinal logistic regressions show that Intermediate proficiency is associated with Manner-verb (L2BP) and Manner-prep ratings (L2English), and that Advanced proficiency is associated with Manner-verb (L2English) and Manner-AdvClause judgments (L2English and L2BP). These findings contribute to the limited body of work on the acquisition of v-framed L2s and the development of low-proficiency learners.

In language production, inhibitory control is assumed to be the primary mechanism responsible for successful bilingual processing. To convey messages in one language, bilinguals must inhibit the unintended language. However, it remains unclear whether the same mechanism works in bilingual comprehension. Following up and expanding on Declerck and Philipp (2018, ‘Is inhibition implemented during bilingual production and comprehension? n–2 language repetition costs unchained’, Language, Cognition and Neuroscience, vol. 33, pp. 608–617), the present study investigates whether inhibition is involved in the linguistic identification system during bilingual comprehension with the n − 2 repetition paradigm. This is the second study exploring comprehension with this methodological setup to date. We used an auditory word–picture matching task with Chinese late trilinguals who learned their two non-native languages (L2 English and L3 Spanish) via formal school instruction. Our results indicate that participants responded faster in the n − 2 repetition trials (i.e., when the target language in the n and n − 2 trials matched). That is, we observed an n − 2 repetition benefit effect, a novel finding in this literature that goes counter the n − 2 repetition cost effect reported in previous studies using production-based tasks. In addition, our results underscore the complex interplay between proficiency and use and the resulting dynamics within the bilingual lexicon. We discuss the results in light of the different bilingual representation and processing models.

While iconicity has sometimes been defined as meaning transparency, it is better defined as a subjective phenomenon bound to an individual’s perception and influenced by their previous language experience. In this article, I investigate the subjective nature of iconicity through an experiment in which 72 deaf, hard-of-hearing and hearing (signing and non-signing) participants rate the iconicity of individual letters of the American Sign Language (ASL) and Swedish Sign Language (STS) manual alphabets. It is shown that L1 signers of ASL and STS rate their own (L1) manual alphabet as more iconic than the foreign one. Hearing L2 signers of ASL and STS exhibit the same pattern as L1 signers, showing an iconic preference for their own (L2) manual alphabet. In comparison, hearing non-signers show no general iconic preference for either manual alphabet. Across all groups, some letters are consistently rated as more iconic in one sign language than the other, illustrating general iconic preferences. Overall, the results align with earlier findings from sign language linguistics that point to language experience affecting iconicity ratings and that one’s own signs are rated as more iconic than foreign signs with the same meaning, even if similar iconic mappings are used.

Bilinguals often show evidence of cross language influences, such as facilitation in processing cognates. Here we use computational methods for analyzing spontaneous English texts written by hundreds of speakers of different L1s, at different levels of English proficiency, to investigate writers’ preference for using cognates over alternative word choices. We focus on English, since a majority of its lexicon is either of Romance or Germanic origin, allowing an investigation of the preference of speakers of Germanic and Romance L1s towards cognates between their L1 and English. Results show that L2 writers tend to prefer English cognates, and that this tendency is weaker as English proficiency level increases, suggesting diminishing effects of CLI. However, a comparison of the L2 writers with native English writers shows general overuse of cognates only for the Germanic, but not the Romance, L1 speakers, most likely due to the register of argumentative writing.