Frontiers in Psychology is delighted to present the ‘Reviews in’ series of article collections. Reviews in Language Sciences will publish high-quality scholarly review papers on key topics in Language Sciences. It aims to highlight recent advances in the field, while emphasizing important directions and new possibilities for future inquiries. We anticipate the research presented will promote discussion in the community of Language Sciences that will translate to best practice applications in Language Sciences settings. The Reviews in Language Sciences collection welcomes full-length, mini, or systematic review papers. New articles will be added to this collection as they are published.

Explore the newest collection of reviews to discover advances and potentials within Language Sciences.

. This research topic examines the importance of causal inference in language processing, the use of memorization strategies in foreign language learning, the shift from traditional College English to English for Specific Purposes (ESP), the potential of chatbots in EFL teaching and learning, and the effect of exposure to complex input on speech sound development. <ul> <li>Causal inference is an important aspect of understanding the connections between events in language processing.</li> <li>Memorization strategies have shifted from Memorization, Vocabulary Memorization to Text Memorization.</li> <li>Globalization and international development have led to a shift from traditional College English to English for Specific Purposes (ESP).</li> <li>Chatbots have potential for applying and integrating existing theories and concepts used in EFL teaching and learning.</li> <li>Exposure to complex input promotes improvement in production of both complex and simple speech sounds.</li> </ul>

Frontiers in Psychology

Psychology of Language

Frontiers in Communication

Reviews in Language Sciences

During the last decades, language sciences have experienced a notable development that has resulted in a deeper understanding of what language is and how it is put into use for fulfilling different functions. Accordingly, we have gained a clearer view of language within the infrastructure of human cognition, including how it is processed by the brain, how it is impaired in people with pathological conditions, how it is acquired by the child, or how it evolved in our species, to name a few. Likewise, we have also made substantial progress in understanding the principles that govern human interaction through language, as observed in daily conversations, but also in many other speech events. Additionally, we now have comprehensive descriptions of thousands of language varieties across the world, from languages to sociolects to registers to styles, as well as detailed characterizations of the physical and sociocultural factors that contribute to regulating such linguistic diversity. Overall, this has notably improved our comprehension of the causes of linguistic diversity, and ultimately, the position of language(s) within human behavior. Methodologically, we now use more sophisticated tools and procedures for analyzing language at all levels, which has resulted in richer data about language facts, and ultimately, in more robust theories about language. Finally, we have also made a significant effort at translating all these discoveries to society, which has crystallized in e.g., better speech therapies aimed to help people with language disorders or more accurate language policies intended to regulate language use in complex, multilingual societies.All this progress has transformed language sciences into a dynamic and exciting field of research, but at the same time has made research in language sciences very demanding. Researchers in language sciences face several crucial challenges. First, it is not just that, as noted, the amount of data and evidence about language facts has increased exponentially. At present, a proper study of language is not possible without considering the data and evidence provided also by allied disciplines, like archaeology, history, ethology, genetics, or neuroscience, to name a few. In other words, language sciences have become increasingly multidisciplinary in nature. At the same time, and in part as a consequence of such multidisciplinarity, research in language sciences has become more and more demanding from a methodological perspective, resulting in a true technification in many fields. Consider, for instance, the sophisticated facilities used to examine how the brain processes language, the molecular techniques employed to determine the causes of language disorders with a genetic origin, or the Bayesian methods used to create language phylogenies. This methodological challenge is expected to increase during the next decades. Third, given the impressive amount of assorted data about language which is currently available, the time may have come to improve as well our hypotheses about the nature of language, which have been traditionally based on linguistic data (and theory) only. Theorizing better about language will be an additional challenge for the next decades too. Finally, as also noted, researchers in language sciences are more and more concerned about the necessity of transferring to society the results of their research, since there are indeed many problems that can benefit from a better understanding of language facts, from clinical linguistics, to artificial intelligence, to cultural mediation.Overall, because the field is increasingly multidisciplinary, methodologically complex, theoretically diverse, and applicable, and because research in all areas is growing exponentially, it is difficult for researchers to be up to date. Accordingly, reliable, open-source summaries of topics of interest for the field are more needed and more welcome than ever. The aim of this Research Topic is to gather comprehensive and actualized reviews of issues of particular relevance for language sciences. We have brought together 6 contributions from 14 scholars.Reflecting current deep interest in second language learning, we have four reviews of specific areas of research on second language learning: <a href="https://doi.org/10.3389/fpsyg.2023.1261220">Wang</a> on memorization strategies, and, in particular, on the recent move to memorization of longer texts, rather than simply individual words; <a href="https://doi.org/10.3389/fpsyg.2023.1140659">Dou et al.</a> on approaches to teaching second languages, particularly on the recent switch to English for Specific Purposes; <a href="https://doi.org/10.3389/fpsyg.2023.1131506">Klimova and Seraj</a> on the current role and future promise of Chatbots in teaching second languages; and <a href="https://doi.org/10.3389/fpsyg.2024.1347691">Qiao</a> on the factors that affect second language learners, including motivation, aptitude, personality, intelligence, and learner preferences.In addition, <a href="https://doi.org/10.3389/fpsyg.2021.651900">Maggu et al.</a> present a meta-analytic review of work on the role of complex input in children with speech sound disorders, reflecting the importance of language science in providing clinical insights and treatments.Finally, <a href="https://doi.org/10.3389/fpsyg.2023.1172928">Wie and Knoeferle</a> review literature on how language relates to events in the world, their causal connections, and their representations, reflecting the deeply related nature of language and cognition.Given our interest in providing good, open-source, scientifically valuable reviews of the most current areas of language research, broadly conceived, we wish to end by drawing attention to another Frontiers in Psychology Research Topic: “<a href="https://www.frontiersin.org/research-topics/61526/reviews-in-psychology-of-language">Reviews in psychology of language</a>,” which we hope will continue to provide a valuable resource to researchers in the area looking for comprehensive reviews across all areas of research in the psychology of language.AB-B: Writing &#x2013; original draft, Writing &#x2013; review &amp; editing. AB: Writing &#x2013; original draft, Writing &#x2013; review &amp; editing. TS: Writing &#x2013; original draft, Writing &#x2013; review &amp; editing.The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.We would like to thank all the contributors to this volume (both authors and reviewers).The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Editorial: Reviews in language sciences

Deep insights into the factors influencing second language learners can positively impact learners’ self-intervention and guide language teachers in selecting appropriate teaching materials and strategies. Drawing from Lightbown and Spada’s framework encompassing motivation, aptitude, personality, intelligence, and learner preferences, this paper examines the relationship between individual learners’ characteristics and second language learning effects across five aspects by dialectically considering the research methods suitable for different learner variables. By incorporating recent research and offering practical implications, this paper has the potential to contribute valuable insights to both researchers and practitioners in the field of language education.

Deep insights into the factors influencing second language learners can positively impact learners&#x2019; self-intervention and guide language teachers in selecting appropriate teaching materials and strategies. Drawing from Lightbown and Spada&#x2019;s framework encompassing motivation, aptitude, personality, intelligence, and learner preferences, this paper examines the relationship between individual learners&#x2019; characteristics and second language learning effects across five aspects by dialectically considering the research methods suitable for different learner variables. By incorporating recent research and offering practical implications, this paper has the potential to contribute valuable insights to both researchers and practitioners in the field of language education.

Factors influencing second language learning based on the research of Lightbown and Spada

Events are not isolated but rather linked to one another in various dimensions. In language processing, various sources of information—including real-world knowledge, (representations of) current linguistic input and non-linguistic visual context—help establish causal connections between events. In this review, we discuss causal inference in relation to events and event knowledge as one aspect of world knowledge, and their representations in language comprehension. To evaluate the mechanism and time course of causal inference, we gather insights from studies on (1) implicit causality/consequentiality as a specific form of causal inference regarding the protagonists of cause/consequence events, and (2) the processing of causal relations. We highlight the importance of methodology in measuring causal inference, compare the results from different research methods, and emphasize the contribution of the visual-world paradigm to achieve a better understanding of causal inference. We recommend that further investigations of causal inference consider temporally sensitive measures and more detailed contexts.

Events are not isolated but rather linked to one another in various dimensions. In language processing, various sources of information&#x2014;including real-world knowledge, (representations of) current linguistic input and non-linguistic visual context&#x2014;help establish causal connections between events. In this review, we discuss causal inference in relation to events and event knowledge as one aspect of world knowledge, and their representations in language comprehension. To evaluate the mechanism and time course of causal inference, we gather insights from studies on (1) implicit causality/consequentiality as a specific form of causal inference regarding the protagonists of cause/consequence events, and (2) the processing of causal relations. We highlight the importance of methodology in measuring causal inference, compare the results from different research methods, and emphasize the contribution of the visual-world paradigm to achieve a better understanding of causal inference. We recommend that further investigations of causal inference consider temporally sensitive measures and more detailed contexts.

Causal inference: relating language to event representations and events in the world

Memorization strategy as a subset of language learning strategy (LLS) has long been investigated to explain foreign language learners’ learning behaviors and uncover the role that it plays in foreign language learning (FLL). In the past half century, the focus of memorization research in FLL has been shifted from Memorization, Vocabulary Memorization to Text Memorization, which are termed with consideration of the length of language material to memorize. Since memorization strategy use is greatly influenced by varieties of psychological and socio-culture variables, the memorization strategy system becomes more complicated in the process of FLL. The present narrative review attempts to provide an overview of memorization strategy research in the field of FLL by discussing the concepts, categorizations, uses, instructions and influential factors of the three types of memorization strategies. By reviewing the existing studies, this paper proposes that in future research, diversified methods be deployed with the expansion of research perspectives and the enrichment of research topics to reveal the relationship between memorization strategy and FLL more extensively.

Memorization strategy as a subset of language learning strategy (LLS) has long been investigated to explain foreign language learners&#x2019; learning behaviors and uncover the role that it plays in foreign language learning (FLL). In the past half century, the focus of memorization research in FLL has been shifted from Memorization, Vocabulary Memorization to Text Memorization, which are termed with consideration of the length of language material to memorize. Since memorization strategy use is greatly influenced by varieties of psychological and socio-culture variables, the memorization strategy system becomes more complicated in the process of FLL. The present narrative review attempts to provide an overview of memorization strategy research in the field of FLL by discussing the concepts, categorizations, uses, instructions and influential factors of the three types of memorization strategies. By reviewing the existing studies, this paper proposes that in future research, diversified methods be deployed with the expansion of research perspectives and the enrichment of research topics to reveal the relationship between memorization strategy and FLL more extensively.

Memorization strategy and foreign language learning: a narrative literature review

Globalization and international development in language education have inspired a shift from the learning of traditional College English to English for Specific Purposes (ESP). This article begins with a section on the methodology used to develop the literature review. From various literatures, a historical perspective was first presented for the period, 1962 to the present day, and accompanied by a review on the teaching approaches. The purpose was to reveal emerging trends in ESP development and forefront the strength of association between ESP development and the changes in teaching approaches. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of growing research agendas that have implications for current and future ESP research directions. Finally, future vistas for ESP development and teaching are affirmed. The paper concludes on the note on the importance of knowing past and future ESP developments, and the prioritizing of effective teaching based on soundly designed materials tailored to particular student-centered needs and wants.

Globalization and international development in language education have inspired a shift from the learning of traditional College English to English for Specific Purposes (ESP). This article begins with a section on the methodology used to develop the literature review. From various literatures, a historical perspective was first presented for the period, 1962 to the present day, and accompanied by a review on the teaching approaches. The purpose was to reveal emerging trends in ESP development and forefront the strength of association between ESP development and the changes in teaching approaches. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of growing research agendas that have implications for current and future ESP research directions. Finally, future vistas for ESP development and teaching are affirmed. The paper concludes on the note on the importance of knowing past and future ESP developments, and the prioritizing of effective teaching based on soundly designed materials tailored to particular student-centered needs and wants.

Changing visions in ESP development and teaching: Past, present, and future vistas

This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot’s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot&#x2019;s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

The use of chatbots in university EFL settings: Research trends and pedagogical implications

In the current study, we aimed at understanding the effect of exposure to complex input on speech sound development, by conducting a systematic meta-analysis review of the existing treatment-based studies employing complex input in children with speech sound disorders. In the meta-analysis review, using a list of inclusion criteria, we narrowed 280 studies down to 12 studies. Data from these studies were extracted to calculate effect sizes that were plotted as forest plots to determine the efficacy of complexity-based treatment approaches. The outcome variables of interest were improvement on the treated and generalization to the untreated sounds. Meta-analysis revealed that the exposure to complex input not only promoted improvement in production of complex speech sounds (d = 1.08, CI = 0.98–1.19) but also facilitated the production of untreated simple speech sounds (d = 2.69, CI = 1.98–3.54). Overall, the current findings revealed that the exposure to complex input promotes acquisition of both complex and simple speech sounds. The current findings are in line with the models of language learnability. The current findings have implications in the treatment of speech sound disorders.

In the current study, we aimed at understanding the effect of exposure to complex input on speech sound development, by conducting a systematic meta-analysis review of the existing treatment-based studies employing complex input in children with speech sound disorders. In the meta-analysis review, using a list of inclusion criteria, we narrowed 280 studies down to 12 studies. Data from these studies were extracted to calculate effect sizes that were plotted as forest plots to determine the efficacy of complexity-based treatment approaches. The outcome variables of interest were improvement on the treated and generalization to the untreated sounds. Meta-analysis revealed that the exposure to complex input not only promoted improvement in production of complex speech sounds (d = 1.08, CI = 0.98–1.19) but also facilitated the production of untreated simple speech sounds (d = 2.69, CI = 1.98–3.54). Overall, the current findings revealed that the exposure to complex input promotes acquisition of both complex and simple speech sounds. The current findings are in line with the models of language learnability. The current findings have implications in the treatment of speech sound disorders.