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- NewsLanguage Magazine17 Jul 2026
Bilingualism Delays Brain Aging By 6 Years
New research presented at the FENS Forum 2026 indicates that bilingualism can delay brain aging by up to six years. The study, led by Dr Lucia Amoruso, found that speaking multiple languages, especially when acquired early, is associated with younger brain age.
Original abstract
New research suggests that the more languages people speak, the younger their brains appear. Learning more languages, especially when younger, and achieving fluency in a second language also seem to slow brain aging. The research was presented at the recent Federation of European Neuroscience Societies (FENS) Forum 2026 by Dr Lucia Amoruso from the Basque […] The post Bilingualism Delays Brain Aging By 6 Years appeared first on Language Magazine .
- PaperLanguage Testing26 Jun 2026
Developing and Validating a Computerized Dynamic Diagnostic Assessment of Pragmatic Competence for Chinese Learners of English
Qi Lu, Ying Chen, Lianrui Yang
This study developed and validated a computerized dynamic diagnostic assessment of pragmatic competence (CDDA-P) for Chinese learners of English, focusing on refusals. Using empirically-derived response options from a corpus of 335 language users, the assessment diagnosed learners' strengths, weaknesses, and zones of proximal development, leading to significant improvement in pragmatic performance after mediation.
Original abstract
Recent initiatives have sought to integrate dynamic assessment and diagnostic assessment to facilitate language learning. Extending this line of innovation, the present study uses the example of refusals to illustrate the development and validation of a computerized dynamic diagnostic assessment of pragmatic competence (CDDA-P). To enhance the authenticity of assessed pragmatic performance, a bottom-up approach was adopted in item design, in which response options were empirically derived from a corpus of productions by 335 language users. The effectiveness of the CDDA-P was examined from three key perspectives: its ability to diagnose learners’ strengths and weaknesses, to identify their zones of proximal development (ZPDs) and learning potential, and to promote the development of learners’ pragmatic performance. A pretest–immediate posttest-delayed posttest design was employed to track changes in 66 Chinese learners’ performance before and after the implementation of the CDDA-P. Findings reveal that the CDDA-P can provide a fine-grained diagnosis of learners’ strengths and weaknesses in performing L2 refusals and identify their diverse ZPDs and learning potential. Furthermore, learners demonstrated significant improvement after mediation. This study presents both theoretical and methodological implications for the development of integrated dynamic and diagnostic language assessment, while also offering insights into promoting L2 pragmatic competence through assessment.