Auditory discrimination of French vowels by English speakers

1961 ◽  
Vol 7 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Robert L. Politzer
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Auditory Discrimination ◽  
English Speakers ◽  
General Area ◽  
Sound System ◽  
Minimal Pairs

The concept that the auditory discrimination of phonemic differences in a foreign language is influenced by the phonemic contrast of the native language is certainly not new. A considerable amount of research has been done in the general area of auditory discrimination and the results of such research tend to prove the more or less expected: Those sound differences which are utilized by the phonemic system of the native language are perceived more easily than those which do not correspond to a native phonemic opposition. The pedagogical applications of this principle are fairly obvious and far reaching. In the learning of a second language, particular emphasis must be placed on the development of auditory discrimination between sounds which have no acoustic counterpart or near relative in the system of the learner. Thus one of the prerequisites of the teaching of pronunciation is the comparison of the sound system of the native language with that of the language to be learned and the development of auditory discrimination drills involving the phonemes revealed as difficult by the comparison. Usually the auditory discrimination drills take the form of listening to and repeating minimal pairs differentiated by the difficult sounds.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

scholarly journals O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań

Neofilolog ◽  
2010 ◽  
pp. 185-194
Author(s):  
Marzanna Karolczuk
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Native Language ◽  
Russian Language ◽  
Educational Institutions ◽  
Cultural Environment ◽  
Knowledge And Skills ◽  
Multilingual Students ◽  
Previous Learning

The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.

ARTICULATORY TIMING IN A SECOND LANGUAGE

2003 ◽  
Vol 25 (3) ◽  
pp. 399-432 ◽  
Author(s):  
Elizabeth C. Zsiga
Keyword(s):  
Second Language ◽  
Native Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Russian Speakers ◽  
Word Boundaries ◽  
Learning English

This study compares patterns of consonant-to-consonant timing at word boundaries in English and Russian and investigates the roles of transfer and the emergence of linguistic universals in second language (L2) articulation. Native Russian speakers learning English and native English speakers learning Russian produced phrases in English and Russian contrasting VC#CV, VC#V, and V#CV sequences. The duration of all stop closures was measured as well as the percentage of consonant sequences in which the first consonant was audibly released. In their native language (L1), Russian speakers had a higher percentage of released final consonants than did English speakers in their L1 as well as a higher ratio of sequence-to-singleton duration. Examination of the timing patterns across different clusters revealed different articulatory strategies for the two languages. The native Russian pattern transferred to L2 English, but the native English pattern did not transfer to L2 Russian. Evidence was found for both articulatory transfer and the emergence of a default pattern of articulation, characteristic of neither L1 nor L2.

Impact of Cyrillic on Native English Speakers’ Phono-lexical Acquisition of Russian

2018 ◽  
Vol 61 (4) ◽  
pp. 565-576 ◽  
Author(s):  
Catherine E. Showalter
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Native Language ◽  
First Language ◽  
Native English Speakers ◽  
Lexical Acquisition ◽  
English Speakers ◽  
Pictures And Words ◽  
Lexical Learning

We investigated the influence of grapheme familiarity and native language grapheme–phoneme correspondences during second language lexical learning. Native English speakers learned Russian-like words via auditory presentations containing only familiar first language phones, pictured meanings, and exposure to either Cyrillic orthographic forms (Orthography condition) or the sequence <XXX> (No Orthography condition). Orthography participants saw three types of written forms: familiar-congruent (e.g., <KOM>-[kom]), familiar-incongruent (e.g., <PAT>-[rɑt]), and unfamiliar (e.g., <ФИЛ>-[fil]). At test, participants determined whether pictures and words matched according to what they saw during word learning. All participants performed near ceiling in all stimulus conditions, except for Orthography participants on words containing incongruent grapheme–phoneme correspondences. These results suggest that first language grapheme–phoneme correspondences can cause interference during second language phono-lexical acquisition. In addition, these results suggest that orthographic input effects are robust enough to interfere even when the input does not contain novel phones.

scholarly journals Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

2021 ◽  
Vol 8 (1) ◽  
pp. 1-5
Author(s):  
Kenjayeva Adolat Asrorovna
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Languages ◽  
Training Professionals ◽  
Methodological Problems ◽  
Language Students ◽  
Language Description ◽  
Foreign Language Students

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

scholarly journals Speech Interference as the Result of a Two-Pronged Negative Influence

2021 ◽  
Vol 12 (1) ◽  
pp. 23-40
Author(s):  
Mahanbet Dzhusupov
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Speech Errors ◽  
Russian Word ◽  
Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

scholarly journals Autonomic arousal in a foreign language in the context of decision making

2019 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Mai Al-Khatib ◽  
Charles R. Fletcher
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Framing Effect ◽  
Age Of Acquisition ◽  
Affective Processing ◽  
Autonomic Arousal ◽  
L1 And L2 ◽  
Emotional Distancing

We test emotional distancing in a second language (L2) by replicating an experiment by Keysar, Hayakawa, and An (2012) on making decisions under the framing effect (Kahneman and Tversky, 1979). With their participants’ average Age of Acquisition (AoA) being around and beyond puberty, autonomic arousal was evident in native language (L1) but absent in L2. Our study showed no difference between L1 and L2 when AoA was around 4. However, when average AoA was around 7.7, autonomic arousal was evident in L1 but absent in L2, predicting an AoA threshold affecting L2 affective processing significantly earlier than puberty.

Effects of reading speed on second-language sentence processing

2014 ◽  
Vol 36 (4) ◽  
pp. 799-830 ◽  
Author(s):  
EDITH KAAN ◽  
JOCELYN C. BALLANTYNE ◽  
FRANK WIJNEN
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Sentence Processing ◽  
Native Language ◽  
Reading Speed ◽  
Native English Speakers ◽  
English Speakers ◽  
L2 Learners ◽  
Cross Language ◽  
Language Conflict

ABSTRACTTo test the effects of reading speed on second-language (L2) sentence processing and the potential influence of conflicting native language word order, we compared advanced L2 learners of English with native English speakers on a self-paced reading task. L2 learners read faster overall than native English speakers. When differences in reading speed were controlled for, L2 learners were as sensitive to grammaticality manipulations as native English speakers. On-line reading times did not reflect any effect of cross-language conflict in the learners. Results from an end-of-sentence verification task showed a stronger bias toward a subject–object order in the cross-language conflict conditions in speed-matched L2 learners but not in L2 learners reading faster than native speakers. Results are compatible with hypothesized differences in resource allocation between L2 and native language processing.

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