New quantitative methodology and the development of corpus and experimental linguistics tools have recently made researching lexical comprehension and production more accessible. While several tools and data sets are available in English (Coh-metrix, CELEX) and a few other languages, the development of resources and empirical research is still lacking in Spanish. This volume brings together original empirical research and theoretical perspectives that examine lexical development in Spanish L1, L2 and L3, with a focus on different teaching approaches and textbook coverage of Spanish lexicon in L2 curricula and the use of corpus linguistics in methodological investigations. Some questions addressed include the role of lexical development in mapping grammatical acquisition phases, the potential transfers of L1 to L2 lexical abilities, the effect of explicit vocabulary learning techniques in L2, how affective meaning modulates L2 acquisition, or how a typological understanding of lexical organization can help in teaching more effectively the lexicon of a language, among many others. The book offers an overview of what is currently being done in the field of Spanish lexical acquisition through a myriad of approaches and topics.

The Routledge Handbook of Second Language Acquisition and Psycholinguistics provides a comprehensive survey of the latest research at the intersection of linguistics, cognitive psychology, and applied linguistics, for those seeking to understand the mental architecture and processes that shape the acquisition of additional languages. The handbook represents the full complexity of second language acquisition across the lifespan, spanning childhood bilinguals and adult L2 learners, and is inclusive of heritage languages, early bilingualism and multilingualism, and language attrition. An authoritative selection of diverse, global, leading psycholinguists synthesize the latest research to provide a thorough overview in a single volume and set the agenda for the future. The volume is organized into five key parts for ease of use: psycholinguistics across the lifespan; methods; theoretical perspectives; the psycholinguistics of learning; and transdisciplinary perspectives. This handbook will be an indispensable resource for scholars and students of psycholinguistics, second language acquisition, applied linguistics, bilingualism, cognitive science, psychology, and research methodology.

This volume, derived from papers presented at the 2016 GURT conference, seeks to explore research and examples of practice of assessment and evaluation in language education. The specific--and varied--ways in which assessment and evaluation are able to impact learning and teaching have become an important language education research concern, particularly as educators are increasingly called upon to implement these processes for improvement, accountability, or curricular development purposes. This volume is divided into three parts, each exploring a different element of the conversation around assessment: "Connecting assessment, learners, and learning"; "Innovating, framing, and exploring assessment in language education"; and "Validity evaluation."

A guide to principles and methods for the management, archiving, sharing, and citing of linguistic research data, especially digital data. "Doing language science" depends on collecting, transcribing, annotating, analyzing, storing, and sharing linguistic research data. This volume offers a guide to linguistic data management, engaging with current trends toward the transformation of linguistics into a more data-driven and reproducible scientific endeavor. It offers both principles and methods, presenting the conceptual foundations of linguistic data management and a series of case studies, each of which demonstrates a concrete application of abstract principles in a current practice. In part 1, contributors bring together knowledge from information science, archiving, and data stewardship relevant to linguistic data management. Topics covered include implementation principles, archiving data, finding and using datasets, and the valuation of time and effort involved in data management. Part 2 presents snapshots of practices across various subfields, with each chapter presenting a unique data management project with generalizable guidance for researchers. The Open Handbook of Linguistic Data Management is an essential addition to the toolkit of every linguist, guiding researchers toward making their data FAIR: Findable, Accessible, Interoperable, and Reusable.

This book is the first hands-on roadmap for conducting rigorous experimental research on second language speech processing and spoken word recognition. Isabelle Darcy expertly defines key concepts and offers a detailed step-by-step guide to designing empirical psycholinguistic research in this complex, interdisciplinary area. The book covers the following: setting up an efficient workflow to enhance reproducibility of findings; determining a methodology; selecting experimental controls and designing stimuli; collecting data using an array of methodological tools; addressing common challenges; preparing and analyzing data; preregistering the study; and sharing data transparently in accordance with Open Science practices. Darcy provides everything needed to design and carry out robust behavioral studies on L2 speech processing, in a laboratory or online. This book will be an invaluable practical resource for researchers and advanced students in second language speech learning, second language acquisition, psycholinguistics, cognitive science, and language teaching, as well as those interested in applied linguistics, pronunciation, and related subjects.

A conversation between two people can only take place if the words intended by each speaker are successfully recognized. Spoken word recognition is at the heart of language comprehension. This automatic and smooth process remains a challenge for models of spoken word recognition. Both the process of mapping the speech signal onto stored representations for words, and the format of the representation themselves are subject to debate. So far, existing research on the nature of spoken word representations has focused mainly on native speakers. The picture becomes even more complex when looking at spoken word recognition in a second language. Given that most of the world’s speakers know and use more than one language, it is crucial to reach a more precise understanding of how bilingual and multilingual individuals encode spoken words in the mental lexicon, and why spoken word recognition is more difficult in a second language than in the native language. Current models of native spoken word recognition operate under two assumptions: (i) that listeners’ perception of the incoming speech signal is optimal; and (ii) that listeners’ lexical representations are accurate. As a result, lexical representations are easily activated, and intended words are successfully recognized. However, these assumptions are compromised when applied to a later-learned second language. For a variety of reasons (e.g., phonetic/phonological, orthographic), second language users may not perceive the speech signal optimally, and they may still be refining the motor routines needed for articulation. Accordingly, their lexical representations may differ from those of native speakers, which may in turn inhibit their selection of the intended word forms. Second language users also have to solve a larger selection challenge—having words in more than one language to choose from. Thus, for second language users, the links between perception, lexical representations, orthography, and production are all but clear. Even for simultaneous bilinguals, important questions remain about the specificity and interdependence of their lexical representations and the factors influencing cross-language word activation. This Frontiers Research Topic seeks to further our understanding of the factors that determine how multilinguals recognize and encode spoken words in the mental lexicon, with a focus on the mapping between the input and lexical representations, and on the quality of lexical representations.