Continuous immersion in a second language causes speakers’ first language to change, a phenomenon known as L1 attrition. We explored (1) whether bilingual native Mandarin speakers display attrition-related changes in their use of referring expressions in Mandarin after exposure to English and (2) whether the severity of attrition is affected by the amount of exposure to both Mandarin (L1) and English (L2) and English proficiency. All participants completed a questionnaire to assess their language experience and a picture description task in spoken Mandarin. The results show that where more monolingual Mandarin speakers preferred null pronouns, bilingual speakers tended to use overt pronouns, suggesting attrition-related changes in their native language which favoured explicitness. Our study also shows that decreased use of L1 coupled with increased use of L2 and higher L2 proficiency are likely to result in a greater degree of attrition, although such an association is statistically unreliable in some models.

In this research agenda, we first review the thematic landscape of task engagement research, providing definitions and elaborating on the core theoretical infrastructure for task engagement. We then summarize consensus perspectives from this body of work and identify important contributions that task engagement research stands to make to second language (L2) learning and teaching research. Following this, we outline five key research tasks that we believe will broaden the field’s understanding of task engagement, sharpen insights from empirical work, and accelerate the contribution of this research. Our goals are, first, to highlight for readers the shared understandings that exist in this important area of language learning research and, second, to draw attention to specific areas where additional L2 task engagement research is needed to push the field forward productively.

We examined how language affects moral judgments in a non-WEIRD population. Tanzanian participants (N = 103) evaluated utilitarian agents in moral dilemmas, either in native Chagga or foreign Swahili. Agents were rated significantly more moral and braver when evaluated in a foreign language. Bravery predicted morality more strongly in the foreign language than in the native language. Indirect sacrifices were judged more moral than direct ones, but equally brave. These findings extend the moral foreign language effect to informally acquired languages and highlight methodological implications for cross-cultural research.

Sentences written in Chinese are composed of continuous sequences of characters, without spaces or other visual cues to mark word boundaries. While skilled L1 readers can efficiently segment this naturally unspaced text into words, little is known about the word segmentation capabilities of L2 readers, including whether they employ the same strategies to process temporary segmental ambiguities. Accordingly, we report two eye movement experiments that investigated the processing of sentences containing temporarily ambiguous “incremental” three-character words (e.g., “体育馆,” meaning “stadium”) whose first two characters could also form a word (“体育,” meaning “sport”), comparing the performance of 48 skilled L1 Chinese readers and 48 high-proficiency L2 Chinese readers in each experiment. Our findings reveal that both groups can process this ambiguity efficiently, employing similar word segmentations strategies. We discuss our findings in relation to models of eye movement control and word recognition in Chinese reading.

Bilingual speakers have been found to outperform monolingual speakers in tasks which involve taking others’ perspectives. This research examined whether bilingualism improves young adults’ performance on visuospatial perspective-taking (VPT) tasks, independently of culture and executive function (EF). Sixty-three East Asian and 61 European bilingual adults, as well as 60 English monolingual adults took part in level-1 VPT tasks (judging what others can see), level-2 VPT tasks (judging how others can see something) and EF tasks. They also filled in questionnaires about their social and language background, cultural orientation and acculturation. Groups did not differ in terms of VPT, suggesting that adult VPT is not affected by bilingualism or cultural orientation. Hierarchical regression revealed that VPT performance was predicted by EF skills, but not by individual differences in bilingualism or culture.