The use of metaphors, whether linguistic or visual, has been shown to enhance advertisement effectiveness, and sensory marketing research highlights the positive effects of appealing to consumers’ sensory perception. Synaesthetic metaphors, which involve metaphor and sensory experiences, are ideal for studying the effects of both metaphor and (multi)sensory cues in advertisements. We experimentally tested the hypothesis that the presence of (linguistic and/or visual) metaphor and the evocation of multiple senses will enhance advertisement appreciation and the intention to purchase the advertised product. We manipulated eight print advertisements, each of which was presented in the following conditions: (1) visual and linguistic synaesthetic metaphor; (2) linguistic but no visual synaesthetic metaphor; (3) visual but no linguistic synaesthetic metaphor; and (4) neither visual nor linguistic synaesthetic metaphor. Each advertisement was also rated for its multisensoriality, that is, its association with the five basic senses. Results partly supported the hypothesis, showing that advertisements with both visual and linguistic synaesthetic metaphors and those perceived as more multisensory were most appreciated. However, purchase intentions were not influenced by either metaphor or multisensoriality. This indicates that higher aesthetic appreciation does not necessarily translate into higher purchase intentions, suggesting the need for further research into additional influencing factors.

This study examines the future temporal reference (FTR) system among Francophones and Anglophones speaking English in Kapuskasing, Ontario. Previous studies have shown that in Laurentian French, the go future is the preferred variant, and the strongest determinant of variant choice is polarity: negatives strongly favor the inflected future. In Canadian English, the go future has no polarity effect and there is robust variation with will, highlighting a key contrast in the underlying constraints between the French and English FTR systems. The results show that while older Anglophones pattern in tandem with known studies of English, Francophones, as well as young Anglophones, exhibit the polarity contrast of the French system, even though they are speaking English. We suggest that these results may stem from social alignment between Francophones and Anglophones driven by increasing linguistic and social symmetry in the community, as well as increasing positive affect toward French in Kapuskasing.

Being literate likely has consequences for learning a second language, but surprisingly little research has been devoted to how emergent literacy affects second-language acquisition processes. Using a word learning experiment, we aimed to tease apart two possible ways through which literacy could impact second-language acquisition: through literacy-induced restructuring and through using written input in addition to spoken input. Totally, 166 (L1 Arabic and L2 Dutch) participants of varying literacy levels (emergent readers and more experienced readers) had to acquire eight words as names of people and pet animals, of which some only varied in one phoneme. Half of the participants received only auditory input to learn these names, and the other half also received written input. Bayesian mixed-effects models indicate that experienced readers are better able to acquire words and a phonological contrast than emergent readers, pointing toward a benefit from literacy-induced restructured linguistic representations. We also obtained anecdotal evidence that, although experienced readers seemingly benefit more from written input than emergent readers, the latter group could still use written input to a small extent. Possibly, written input might be beneficial, even though it cannot be properly decoded yet—at the very least it does not harm providing such input.

As increasing numbers of students disclose mental health conditions, this study is the first to examine mental health status as a critical variable in foreign language anxiety research. Using a mixed-methods approach and drawing on data from 262 languages students at the Open University, it systematically compares foreign language speaking anxiety (FLSA) experiences between students with and without declared mental health conditions. Vocabulary retrieval emerged as the primary anxiety trigger common to all learners, however, significant distinctions emerged: students without mental health conditions expressed more academic-focused anxieties, whereas those with mental health conditions faced confidence and identity-based barriers. Students with mental health challenges are less likely to speak spontaneously and undertake spoken assessments, often opting to avoid online synchronous sessions entirely, requiring different coping strategies. The findings are analysed through a Universal Learning Design lens and reveal the need for tailored support and innovative pedagogical solutions, including AI-powered practice environments and self-compassion interventions specifically designed for online language learning contexts, to address the emotional barriers faced by students with mental health conditions. The study offers broader implications for inclusive (language) course design and learner engagement.