How does first language (L1) influence second language (L2) reading in the brain? Evidence from Korean-English and Chinese-English bilinguals

2017 ◽  
Vol 171 ◽  
pp. 1-13 ◽  
Author(s):  
Say Young Kim ◽  
Li Liu ◽  
Fan Cao
Keyword(s):  
Second Language ◽  
First Language ◽  
L2 Reading ◽  
L1 Influence ◽  
The Brain

scholarly journals SPOKEN AND WRITTEN REPRESENTATION OF NUMBER IN L2 CATALAN INDEFINITE DETERMINER PHRASES

2007 ◽  
Vol 21 (1) ◽  
pp. 321-350
Author(s):  
Liliana Tolchinski ◽  
Naymé Salas ◽  
Joan Perera
Keyword(s):  
Second Language ◽  
Literacy Instruction ◽  
First Language ◽  
Control Group ◽  
Similar Time ◽  
Language Background ◽  
Indefinite Article ◽  
L2 Learners ◽  
L1 Influence ◽  
The Relationship

The study explores the relationship that second language (L2) learners of Catalan establish between the spoken and the written representation of number inflection within an indefinite-article Determiner Phrase (DP); and it also addresses first language (L1) influence in this processo Five- to eight-year-olds, speakers of varieties of Chinese and Moroccan Arabic, with differing degrees of literacy instruction in their home countries —but similar time of residence in Catalonia— participated in the study. The children carried out individual semi-structured tasks designed to evaluate comprehension and production of changes in number inflections (un cotxe ‘a car’; uns cotxes ‘a-pl cars ’). Results showed that, irrespective of children’s language background, comprehension preceded production of singular and plural indefinite-article DPs; spoken representation was easier than written representation of number changes; and production of plural indefinite-article DPs was more difficult than its singular counterpart. Despite typological differences between the languages compared, both groups of L2 learners, even the Catalan control group, underwent similar processes.

scholarly journals First- and Second-language Phonological Representations in the Mental Lexicon

2006 ◽  
Vol 18 (8) ◽  
pp. 1277-1291 ◽  
Author(s):  
Núria Sebastian-Gallés ◽  
Antoni Rodríguez-Fornells ◽  
Ruth de Diego-Balaguer ◽  
Begoña Díaz
Keyword(s):  
Second Language ◽  
Brain Activity ◽  
First Language ◽  
Great Difficulty ◽  
Error Rates ◽  
Decision Task ◽  
Phonological Representations ◽  
Error Related Negativity ◽  
New Information ◽  
The Brain

Performance-based studies on the psychological nature of linguistic competence can conceal significant differences in the brain processes that underlie native versus nonnative knowledge of language. Here we report results from the brain activity of very proficient early bilinguals making a lexical decision task that illustrates this point. Two groups of Spanish-Catalan early bilinguals (Spanish-dominant and Catalan-dominant) were asked to decide whether a given form was a Catalan word or not. The nonwords were based on real words, with one vowel changed. In the experimental stimuli, the vowel change involved a Catalan-specific contrast that previous research had shown to be difficult for Spanish natives to perceive. In the control stimuli, the vowel switch involved contrasts common to Spanish and Catalan. The results indicated that the groups of bilinguals did not differ in their behavioral and event-related brain potential measurements for the control stimuli; both groups made very few errors and showed a larger N400 component for control nonwords than for control words. However, significant differences were observed for the experimental stimuli across groups: Specifically, Spanish-dominant bilinguals showed great difficulty in rejecting experimental nonwords. Indeed, these participants not only showed very high error rates for these stimuli, but also did not show an error-related negativity effect in their erroneous nonword decisions. However, both groups of bilinguals showed a larger correct-related negativity when making correct decisions about the experimental nonwords. The results suggest that although some aspects of a second language system may show a remarkable lack of plasticity (like the acquisition of some foreign contrasts), first-language representations seem to be more dynamic in their capacity of adapting and incorporating new information.

Relativization strategies in SLA

2012 ◽  
Vol 28 (4) ◽  
pp. 443-476
Author(s):  
Eleonora Luzi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Relative Clauses ◽  
First Language ◽  
Target Language ◽  
Functional Difference ◽  
Proficiency Levels ◽  
Linguistic Research ◽  
L1 Influence ◽  
Restrictive Relative Clauses

This article examines the process of acquisition of relative clauses in second language (L2) Italian. Despite the fact that linguistic research clearly evidences a distinction between restrictive relative clauses and non-restrictive relative clauses, second language acquisition studies have so far investigated the acquisition of relative clauses disregarding this fundamental and functional difference. Based on the analysis of oral data of 96 L2 Italian students of two different Common European Framework of Reference proficiency levels (B1 and C2), this study examines occurrences of target language relative clauses and of other strategies of relativization (i.e. coordinated sentences), analysing proficiency and first language (L1) influence on distribution. The significant differences in the distribution of alternative relativization strategies between the two groups and the non-restrictive function of coordinated sentences lead to the hypothesis that there are two distinct patterns of acquisition: one for restrictive and another for non-restrictive relative clauses.

The role of L1 and L2 reading comprehension in solving mathematical word problems

2005 ◽  
Vol 28 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Emine Erktin ◽  
Ayse Akyel
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Private School ◽  
Word Problems ◽  
First Language ◽  
L2 Reading ◽  
Mathematical Word Problems ◽  
And Performance ◽  
And Mathematics ◽  
L1 And L2

Abstract Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.

scholarly journals How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

2021 ◽  
Author(s):  
Jui-Fang Kuo
Keyword(s):  
Second Language ◽  
First Language ◽  
Reading Motivation ◽  
Multiple Case Study ◽  
Qualitative Approach ◽  
L2 Reading ◽  
Multiple Case ◽  
Children's Reading ◽  
Children’S Reading

<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

scholarly journals SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD

2019 ◽  
Vol 31 (6) ◽  
pp. 1769-1771
Author(s):  
Hristina Miteva Tanaskoska
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Critical Period ◽  
Second Language Learning ◽  
First Language ◽  
Older Learners ◽  
New Community ◽  
The Brain

Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.

Hur ser tysk L2-produktion ut hos svenska, kinesiska och vitryska avancerade inlärare?

2020 ◽  
Vol 50 (1) ◽  
pp. 153-177
Author(s):  
Christina Rosén
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
First Language ◽  
Target Language ◽  
Specific Information ◽  
Advanced Learners ◽  
Structural Patterns ◽  
Chinese Learners ◽  
L1 Influence ◽  
Discourse Pragmatics

AbstractThis paper investigates first language (L1) influence on the acquisition of syntax and discourse pragmatics in a second language (L2) in essays written by advanced learners of German from Sweden, China and Belarus (the KobaltDaF Corpus). The control corpus consists of essays written by native German speakers. The study focuses on the clause-initial preverbal position of V2 declaratives, the so-called prefield (Vorfeld) and the Vor-Vorfeld. The results show that the language-specific information structural patterns that exist in the L1 have an impact on the L2. The forms and frequencies of prefield constituent types differ substantially from the target language, indicating transfer in a domain other than pure syntax. The learners start their sentences in a nonnative way. Even though Swedish and German are closely related languages, the results show, contrary to what is expected, that Chinese learners produce patterns that are more targetlike. In addition, implications of these findings for language teaching are discussed.

Connections between First- and Second-Language Reading

1995 ◽  
Vol 27 (4) ◽  
pp. 565-584 ◽  
Author(s):  
Judith E. Brisbois
Keyword(s):  
Second Language ◽  
First Language ◽  
Second Language Reading ◽  
Reading Scores ◽  
Air Force Academy ◽  
L2 Reading ◽  
Upper Level ◽  
L2 Vocabulary ◽  
The Relationship ◽  
L2 Reading Comprehension

This study builds upon previous research examining the relationship between first-language (L1) reading, second-language (L2) knowledge, and L2 reading. The unique contributions of L1 reading, L2 vocabulary, and L2 grammatical skill to L2 reading scores are investigated along with whether or not the contributions differ by course level. Subjects included 131 students (88 beginners and 43 upper level) enrolled in French at the U.S. Air Force Academy. Data were analyzed using multiple regression. Two programs were run for each subject group because L1 reading was measured using two different tests—recall protocols and the comprehension portion of the Nelson Denny Test. All of the independent variables contributed significantly for beginners, but did so for the upper level subjects only when L1 protocols were used as the reading measure. Typically, L1 reading contributed substantially, particularly for the upper level group, supporting Cummins's (1981) Hypothesis. This study demonstrates the importance of L1 reading and L2 knowledge to L2 reading comprehension.

Child second language acquisition from a generative perspective

2013 ◽  
Vol 3 (1) ◽  
pp. 26-47 ◽  
Author(s):  
Belma Haznedar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Morphological Variability ◽  
Current Work ◽  
L2 Acquisition ◽  
Functional Architecture ◽  
L1 Influence ◽  
L1 Acquisition

This chapter reviews current work on child second language acquisition from a generative perspective. The primary goal is to identify characteristics of child L2 acquisition in relation to child first language (L1) acquisition and adult second language (L2) acquisition and to discuss its contribution to these sister fields both in typical and atypical domains. The chapter is organized into three sections, covering L1 influence in child L2 acquisition, the acquisition of functional architecture in child L2 acquisition, and the issue of morphological variability. Also included in the last section are the relatively new and fast developing areas of research in atypical child L2 acquisition research.

scholarly journals Bilingual Education: Features & Advantages

2021 ◽  
Vol 12 (5) ◽  
pp. 735-740
Author(s):  
Najat A. Muttalib M. Jawad
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Bilingual Education ◽  
First Language ◽  
The Other ◽  
Great Effort ◽  
English Learning ◽  
New Knowledge ◽  
High Level ◽  
The Brain

Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 will essentially affect the learners’ progress in English learning if they don’t get full English immersion. Moreover, bilingualism cannot obtain easily and that is all. To keep high-level bilingualism, learner of two languages (the bilingual person) needs to use both languages constantly and with great effort. Learning a foreign language leads to learning a different culture that widens understanding and develops humanity. And the ability to use the second language and the second culture is considered a means to achieve creative capabilities.

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