Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets.

A quarter of a century has passed since complex dynamic systems theory was proposed as an alternative paradigm to rethink and reexamine some of the main questions and phenomena in applied linguistics and language learning. In this article, we report a scoping review of the heterogenous body of research adopting this framework. We analyzed 158 reports satisfying our inclusion criteria (89 journal articles and 69 dissertations) for methodological characteristics and substantive contributions. We first highlight methodological trends in the report pool using a framework for dynamic method integration at the levels of study aim, unit of analysis, and choice of method. We then survey the main substantive contribution this body of research has made to the field. Finally, examination of study quality in these reports revealed a number of potential areas of improvement. We synthesize these insights in what we call the “nine tenets” of complex dynamic systems theory research, which we hope will help enhance the methodological rigor and the substantive contribution of future research.

This study reports on a bibliometric mapping analysis of L2 pronunciation research. Analyses on 629 articles published between 1977 and 2020 in 15 prestigious SSCI-indexed applied linguistics journals identified significant research themes and trends, influential authors, documents, and publication sources. The results of the analyses of citation impact, cocitation, and research trends provide valuable insights into understanding the dynamics, evolution patterns, and the intellectual background of L2 pronunciation research, thereby guiding future research and practice.

This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment.

We examined what causes L1-L2 differences in sensitivity to prominence cues in discourse processing. Participants listened to recorded stories in segment-by-segment fashion at their own pace. Each story established a pair of contrasting items, and one item from the pair was rementioned and manipulated to carry either a contrastive or presentational pitch accent. By directly comparing the current self-paced listening data to previously obtained experimenter-paced listening data, we tested whether reducing online-processing demands allows L2 learners to show a nativelike behavior, such that contrastive pitch accents facilitate later ruling out the salient alternative. However, reduced time pressure failed to lead even higher proficiency L1-Korean learners of English to reach a nativelike level, suggesting that L2 learners’ nonnativelike processing and representation of the prominence cue in spoken discourse processing can be due to the inherent difficulty of fully learning a complex form-function mapping rather than to online-processing demands.

This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

In two studies, we examined two functional dimensions of L2 learners’ self-regulation toward their motivational goals: assessment and locomotion. The assessment constitutes the aspect of self-regulation concerned with critically evaluating the relative quality of L2 states and goals and the means to achieve them. The locomotion mode constitutes the aspect of self-regulation concerned with uninterrupted movement from state to state toward L2 goals. We developed two scales to measure L2 self-regulatory modes. We also examined how L2 learners’ regulatory modes were associated with their emotional experiences, motivation, and language proficiency. Psychometric work attested to the reliability and validity of the two scales. Moreover, regression analyses revealed that each L2 self-regulatory mode has distinct emotional, motivational, and linguistic emphases. Finally, cluster analyses suggested that both L2 self-regulatory modes should work together for optimal L2 learning outcomes.

We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

This study examined how discriminability and prototypicality of nonnative phones modulate the amplitude of the Mismatch Negativity (MMN) event-related brain potential. We hypothesized that if a frequently occurring (standard) stimulus is not prototypical to a listener, a weaker predictive memory trace will be formed and a smaller MMN will be generated for a phonetic deviant, regardless of the discriminability between the standard and deviant stimuli. The MMN amplitudes of Japanese speakers hearing the English vowels /æ/ and /ɑ/ as standard stimuli and /ʌ/ as a deviant stimulus in an oddball paradigm were measured. Although the English /æ/-/ʌ/ contrast was more discriminable than the English /ɑ/-/ʌ/ contrast for Japanese speakers, when Japanese speakers heard the /æ/ standard stimulus (i.e., less prototypical as Japanese /a/) and the /ʌ/ deviant stimulus, their MMN amplitude was smaller than the one elicited when they heard /ɑ/ as a standard stimulus (i.e., more prototypical as Japanese /a/) and /ʌ/ as a deviant stimulus. The prototypicality of the standard stimuli in listeners’ phonological representations modulates the MMN amplitude more robustly than does the discriminability between standard and deviant stimuli.

There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental groups (reading, listening, reading while listening) and a no treatment control group. The experimental groups encountered 17 target collocations in the same graded reader. Learning was measured using two tests that involved matching the component words and recalling their meanings. The results indicated that the reading while listening condition was most effective while the reading and listening conditions contributed to similarly sized gains. The findings suggest that listening may play a more important role in learning collocations than single-word items.

In two visual priming experiments, we investigated the relation of form-identical word forms with different grammatical functions in L1 and L2 German. Four different grammatical types (inflected verbs, infinitives, deverbal conversion forms, and countable nouns) were used as primes and their influence on the processing of form-identical inflected verbs as targets was compared. Results revealed full priming of inflected verbs, but only partial priming for conversion forms and infinitives. No priming was observed for semantically related countable nouns suggesting that they have a separate lexical entry. The findings bring first psycholinguistic evidence for typological claims that deverbal conversion nouns and infinitives fall into the category of nonfinites. They also support accounts assuming representations with a basic lexical entry and word-category specific subentries. The same priming pattern was observed in L1 and L2 suggesting that representation and processing of the studied complex forms is not fundamentally different in the two populations.

A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.

This study examined the role of visual cues (facial expressions and hand gestures) in second language (L2) speech assessment. University students (N = 60) at English-medium universities assessed 2-minute video clips of 20 L2 English speakers (10 Chinese and 10 Spanish speakers) narrating a personal story. They rated the speakers’ comprehensibility, accentedness, and fluency using 1,000-point sliding scales. To manipulate access to visual cues, the raters were assigned to three conditions that presented audio along with (a) the speaker’s static image, (b) a static image of a speaker’s torso with dynamic face, or (c) dynamic torso and face. Results showed that raters with access to the full video tended to perceive the speaker as more comprehensible and significantly less accented compared to those who had access to less visually informative conditions. The findings are discussed in terms of how the integration of visual cues may impact L2 speech assessment.

In the current study, we examined the role of first-language (L1) influence on the additional-language development of grammatical gender marking in Spanish. The participants were L1 speakers of English or French (N = 215), who were learning Spanish and who were at three instructional levels. The data came from their use of gender marking in noun-modifier pairs in an argumentative essay. We adopted the unified methodological framework developed by Scott Jarvis and we applied insights from variationist second language acquisition to contribute to the discussion about whether learners’ L1 impacts variability in targetlike gender marking in additional-language Spanish. Specifically, we designed our study to investigate four types of evidence that Jarvis identified (intragroup homogeneity, intergroup heterogeneity, cross-language congruity, and intralingual contrasts), and we used variationist methods to account for other factors that are known to impact variable use of gender marking. The quantitative analyses supported each type of evidence, consequently demonstrating that these learners’ L1 influenced their variable use of gender marking in Spanish. We concluded by reflecting on the contributions that the current study has made to the understanding of gender marking in additional-language Spanish and to research on L1 influence more generally.

The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following previous findings, we investigated whether the prediction of the ILH improved by (a) examining the influence of each level of individual ILH components (need, search, and evaluation), (b) adopting optimal operationalization of the ILH components and test format grouping, and (c) including other empirically motivated variables. Results showed that the resulting models explained a greater variance in learning gains. Based on the models, we created incidental vocabulary learning formulas. Using these formulas, one can calculate the effectiveness index of activities to predict their relative effectiveness more accurately on incidental vocabulary learning.

In this study, we propose a hypothesis that domain-general auditory processing, a perceptual anchor of L1 acquisition, can serve as the foundation of successful post-pubertal L2 learning. This hypothesis was tested with 139 post-pubertal L2 immersion learners by linking individual differences in auditory discrimination across multiple acoustic dimensions to the segmental, prosodic, lexical, and morphosyntactic dimensions of L2 proficiency. Overall, auditory processing was a primary determinant of a range of participants’ proficiency scores, even after biographical factors (experience, age) were controlled for. The link between audition and proficiency was especially clear for L2 learners who had passed beyond the initial phase of immersion (length of residence > 1 year). The findings suggest that greater auditory processing skill benefits post-pubertal L2 learners immersed in naturalistic settings for a sufficient period of time by allowing them to better utilize received input, which results in greater language gains and leads to more advanced L2 proficiency in the long run (similar to L1 acquisition).

Eighty Japanese learners of English as a foreign language encountered 40 target words in one of four experimental conditions (three encounters, six encounters, three encounters with talker variability, and six encounters with talker variability). A picture-naming test was conducted three times (pretest, immediate posttest, and delayed posttest) and elicited speech samples were scored in terms of form-meaning connection (spoken form recall) and word stress accuracy (stress placement accuracy and vowel duration ratio). Results suggested that frequency of exposure consistently promoted the recall of spoken forms, whereas talker variability was more closely related to the enhancement of word stress accuracy. These findings shed light on how input quantity (frequency) and quality (variability) affect different stages of lexical development and provide implications for vocabulary teaching.

This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.