In the 1880s, Sievers proposed that in Old English words such as *feorhes, the loss of the post-consonantal *h caused compensatory lengthening of the vowel: fēores. Since there are no unambiguous traces of this sound change in later English, widespread analogical restitution of the short vowels was assumed (e.g. from feorh). The evidence for this lengthening is largely metrical. I argue that while Sievers is correct that words like <feores> often need to scan with a heavy initial syllable, this need not be explained by a general lengthening in the language at large. Indeed, the distribution of where heavy scansions are required in verse is typical for metrical archaisms: late prehistoric metrical values of words preserved for poetic convenience. Just as wundor ‘marvel’ can continue to be scanned as monosyllabic *wundr, or contracted hēan can scan as disyllabic *hēahan, so can light-syllabled feores continue to scan as heavy *feorhes. The same sets of poems that prefer non-epenthesized or non-contracted forms also prefer the heavy scansions of feores-type words. If heavy scansions of feores-words are seen as a matter of poetic convention, then the hypothesis of compensatory lengthening in the language generally is left without evidence and should be rejected.

Early language development has rarely been studied in hearing children with deaf parents who are exposed to both a spoken and a signed language (bimodal bilinguals). This study presents longitudinal data of early communication and vocabulary development in a group of 31 hearing infants exposed to British Sign Language (BSL) and spoken English, at 6 months, 15 months, 24 months and 7 years, in comparison with monolinguals (exposed to English) and unimodal bilinguals (exposed to two spoken languages). No differences were observed in early communication or vocabulary development between bimodal bilinguals and monolinguals, but greater early communicative skills in infancy were found in bimodal bilinguals compared to unimodal bilinguals. Within the bimodal bilingual group, BSL and English vocabulary sizes were positively related. These data provide a healthy picture of early language acquisition in those learning a spoken and signed language simultaneously from birth.

This paper presents a probabilistic model of loanword accentuation in Japanese, analysing a corpus of 3,017 English-based loanwords. Through corpus analysis and computational modelling, the study reveals that Japanese loanword accentuation involves two distinct types of faithfulness effects, alongside markedness effects. First, there is a significant influence of the stress patterns of English source words and the epenthetic status of loanword syllables. This challenges the common assumption that accents driven by faithfulness are merely sporadic exceptions, highlighting instead a probabilistic interplay between faithfulness and markedness. Second, this study uncovers faithfulness to Japanese speakers’ implicit knowledge of the English stress system. Rather than merely imitating the stress patterns of individual English words, Japanese speakers develop an internalised theory of the English stress system and mimic what they believe is the correct pronunciation according to their internalised theory.

Word age of acquisition (AoA) influences many aspects of language processing, including reading. However, reading studies of word AoA effects have almost exclusively focused on monolingual young adults, leaving their influence in other age and language groups little understood. Here, we investigated how age (childhood, young adulthood) and language background (monolingual, bilingual) influence word AoA effects during first-language (L1) and second-language (L2) reading. Using eye-tracking, we observed larger L1 word AoA effects in children versus adults (across both language backgrounds). Moreover, we observed larger L2 versus L1 word AoA effects in bilinguals (across both ages), with some evidence of heightened effects in bilingual adults (for late-stage reading only). Taken together, our findings suggest that word AoA exerts a stronger influence on reading during conditions of reduced lexical entrenchment, offering critical insights into how both developing and bilingual readers acquire and maintain word representations across their known languages.

The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we first offer a short discussion of different views of disability and inclusion and a succinct summary of the definitions of SpLDs. We then summarize recent research developments in five main areas: (1) the impact of SpLDs on L2 learning and achievement, (2) the identification of SpLDs in multilingual contexts, (3) teaching techniques and programmes in supporting language learners with SpLDs, (4) assessing the second language competence of test-takers with SpLDs, and (5) raising language teachers’ awareness and knowledge of SpLDs.

In our conclusion, we highlight the implications of recent scholarship in this field for language teaching and testing, teacher education, and suggest further research directions.

This article addresses classical issues in conversation analysis related to the overall structural organization of social interaction, achieved through opening and closing sequences. While the integrity and autonomy of social interaction are most often oriented to by participants in single interactions, the study of some institutional interactions shows that forms of porosity between encounters do exist, in which one encounter impinges on another. This is the case of encounters-in-a-series, in which a new encounter is opened as the previous is not yet closed. The article examines interactions in which participants orient to the preservation of the integrity of successive encounters, contrasted with cases in which the initiation of the opening of a new encounter happens during or before the closing of the previous, and discusses how and when this is treated as normatively delicate or not, within the participants’ local endogenous analysis of the overall structural organization of the interaction. (Social interaction, conversation analysis, multimodality, overall structural organization, opening, closing, encounters-in-a-series, porosity)

Since its inception, the Common European Framework of Reference (CEFR) has become increasingly influential in the field of second language (L2) education. In an effort to define the grammatical structures that English learners acquire at each CEFR level, the English Grammar Profile (EGP) provides a list of over 1,200 structure-level mappings derived from largely manual analysis of learner corpora. Though highly valuable for the design of didactic materials and examinations, the EGP lacks comprehensive quantitative methods to verify the acquisition levels it proposes for the grammatical structures. This paper presents an approach for revisiting the EGP structure-level mappings with empirical statistics. The approach utilizes automatic grammatical construction extraction, a large learner corpus, and statistical testing to empirically determine the level of each structure. The structure-level mappings resulting from our approach show limited agreement with that of the original EGP proposals, suggesting that frequency data alone does not provide enough evidence for the acquisition of the grammatical structures at the levels presented by the EGP.

As social and educational landscapes continue to change, especially around issues of inclusivity, there is an urgent need to reexamine how individuals from diverse linguistic backgrounds are perceived. Speakers are often misjudged due to listeners’ stereotypes about their social identities, resulting in biased language judgments that can limit educational and professional opportunities. Much research has demonstrated listeners’ biases toward L2-accented speech, i.e., perceiving accented utterances as less credible, less grammatical, or less acceptable for certain professional positions, due to their bias and stereotyping issues. Then, artificial intelligence (AI) technology has emerged as a viable alternative to mitigate listeners’ biased judgments. It serves as a tool for assessing L2-accented speech as well as establishing intelligibility thresholds for accented speech. It is also used to assess characteristics such as gender, age, and mood in AI facial-analysis systems. However, these AI systems or current technologies still may hold racial or accent biases. Accordingly, the current paper will discuss both human listeners’ and AI’ bias issues toward L2 speech, illustrating such phenomena in various contexts. It concludes with specific recommendations and future directions for research and pedagogical practices.

This study examines the role of the timing of obligatory disambiguating information – obligatory cues – and presence/absence of optional morphological markers in resolving temporary syntactic ambiguity in Spanish object relative clauses. Native adult comprehension (Study 1) reveals similar accuracy for clauses with relatively early obligatory cues, regardless of the presence/absence of additional markers, and those with late obligatory cues with additional markers, but reduced accuracy for those with late obligatory cues without additional markers. Given the phonetic resemblance of the late-disambiguated variant with its corresponding subject relative, we conduct two follow-up perceptual identification tasks with the whole relative clause, including the head (Study 2), and relative clause fragments (Study 3). The identification tasks show that, when instructed to attend to the form of the structures, participants perceive acoustic differences but retain a bias towards subject-relative interpretations. Our results suggest that additional markers aid comprehension of non-canonical structures when obligatory cues occur relatively late within the structure and highlight the dominance of predictive processing over perceptual information in such cases of late disambiguation.

Recent developments in artificial intelligence (AI) in general, and Generative AI (GenAI) in particular, have brought about changes across the academy. In applied linguistics, a growing body of work is emerging dedicated to testing and evaluating the use of AI in a range of subfields, spanning language education, sociolinguistics, translation studies, corpus linguistics, and discourse studies, inter alia. This paper explores the impact of AI on applied linguistics, reflecting on the alignment of contemporary AI research with the epistemological, ontological, and ethical traditions of applied linguistics. Through this critical appraisal, we identify areas of misalignment regarding perspectives on knowing, being, and evaluating research practices. The question of alignment guides our discussion as we address the potential affordances of AI and GenAI for applied linguistics as well as some of the challenges that we face when employing AI and GenAI as part of applied linguistics research processes. The goal of this paper is to attempt to align perspectives in these disparate fields and forge a fruitful way ahead for further critical interrogation and integration of AI and GenAI into applied linguistics.

Line breaks are ubiquitous in continuous text, as in this article. Despite this prevalence, their effects on parsing and interpretation have been markedly understudied in previous research on written language processing. To shed light on these effects, we conducted a self-paced reading and an eye-tracking study in which participants read multiline texts that contained direct object–subject ambiguity, a type of temporary clause boundary ambiguity. Within these texts, we manipulated the placement of line breaks so that they either regularly coincided or clashed with clause boundaries. We hypothesised that this manipulation would cause readers to adjust their parsing strategies and interpretative commitments. Results revealed that the way in which text is segmented through line breaks can significantly affect how readers parse syntactically ambiguous structures. While coinciding line breaks and clause boundaries helped readers arrive at the correct analysis of the ambiguous structures, cases of line break and clause boundary clash led readers down the garden path during online processing, and in some cases also impacted their comprehension. Findings are discussed in terms of their implications for the importance of text segmentation in real-world settings, such as books, educational material and digital content.

Modal concord refers to the phenomenon where the co-occurrence of two modal elements with the same flavor and force (e.g. may possibly, must certainly) gives rise to the interpretation of single modality. Given their (arguably) equivalent semantics, constructions with modal concord and single modal (e.g. may, must) can function as alternative choices in different contexts of use – how do speakers choose between them, and how is the choice perceived? In this article, we take a ‘Register’ approach and report an experimental study of MC in US English, addressing their linguistic and social meanings with versus without situational context. The results show that (i) modal concord constructions differ from single modal ones in linguistic meanings, which casts doubt on the concord assumption, and (ii) modal concord has distinct social meanings from those of single modal constructions. Our findings suggest a correlation between the meaning strength of a linguistic expression and the social perception about the speaker. Context, manipulated via the single situational parameter of interlocutor relation (close vs. distant), did not interact with the linguistic or social meaning of modal concord constructions, the implications of which are discussed in relation to the multidimensional nature of conversational situations and the method applied.

How does the bilingual experience affect online processing? The distribution of lexical items shared between monolinguals and bilinguals can differ greatly. One critical difference is how code-switching allows more variability in the relative co-occurrence of words. The current study uses a visual world paradigm to test whether the relative distribution between Spanish gender-marked determiners (“el,” “la”) and the non-marked English determiner (“the”) predict the Spanish–English bilingual’s ability to predict and/or integrate an incoming noun. While we replicate a previously observed asymmetry among Spanish–English bilinguals between the masculine “el” and feminine “la,” our cluster permutation test results reveal differences in how bilinguals predict and integrate nouns when preceded by “el” versus “la” or “the.” Comparing our results to existing corpus data, we argue that bilinguals rely on the distributional norms they experience across both single-language and code-switched contexts to facilitate online processing.

This study, grounded in critical disability studies, explores ableism in language education and its impact on Deaf and hard of hearing (DHH) students learning English as a foreign or third language (L3). Using interpretative phenomenological analysis, the lived experiences of 14 Iranian DHH undergraduate students, proficient in Esharani (sign language used by the Iranian Deaf community) and Persian, were analyzed. Participants recounted their experiences with ableism in English education through interviews. Analyzing interviews resulted in the emergence of three key themes: a) lack of awareness of (dis)ability and ableism throughout their English education, b) the prevalence of overt and covert ableism viewing deafness as a marker of “otherness,” and c) the need for advocacy and more inclusive practices and environments for DHH learners acquiring L3. This study highlights the challenges DHH learners face in L3 acquisition and calls for more inclusive language education policies to better support disabled students.