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Gregory D. Keating – Language Learning, 2025
For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye-tracking data from Keating's (2022) study on the processing of noun-adjective gender agreement in speakers of…
Descriptors: Spanish, Morphology (Languages), Form Classes (Languages), Native Language
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Ares Llop Naya; Eloi Puig-Mayenco; Anna Paradís – International Journal of Multilingualism, 2025
This paper provides fresh insights on how PIs (Polarity Items) in non-veridical contexts (questions and conditionals) are represented in the grammar of multilingual learners of Catalan at different stages of development. It explores how this non-native grammatical system interacts with other previously acquired systems of negation and the implicit…
Descriptors: Second Language Learning, Multilingualism, English (Second Language), English
Joseph Gagen Stockdale III – Online Submission, 2025
"A Dictionary of Contemporary Figurative Language" is meant to be an appendix to an earlier, more comprehensive work: ED648945, "A Dictionary and Thesaurus of Contemporary Figurative Language and Metaphor 2024." This appendix simply updates the dictionary of that previous work to better reflect the language used during the 2024…
Descriptors: Figurative Language, Language Usage, Dictionaries, Phrase Structure
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Yu Tamura – Second Language Research, 2025
This study examined number marking comprehension among Japanese learners of second language (L2) English, whose first language (L1) does not have an obligatory number marking system. The study conducted an online sentence comprehension experiment with 96 L1-Japanese learners and 32 native speakers of English, wherein participants engaged in a…
Descriptors: Learning Processes, English (Second Language), Second Language Learning, Language Processing
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Mohamed A. Mekheimer; A. I. Fageeh – Discover Education, 2025
This study investigated the impact of information density on English as a Foreign Language (EFL) listening comprehension, testing the hypothesis that listeners prioritize message understanding in information-rich discourse over grammar-focused analysis in rhetorical discourse. A quasi-experimental design was employed with 26 EFL college students,…
Descriptors: Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction