Intonational convergence in language contact: Utterance-final F0 contours in Catalan–Spanish early bilinguals

2011 ◽  
Vol 41 (2) ◽  
pp. 157-184 ◽  
Author(s):  
Miquel Simonet
Keyword(s):  
Language Learning ◽  
Language Contact ◽  
Second Language Learning ◽  
Native Language ◽  
Phonetic Category ◽  
Growing Body ◽  
Pitch Contours ◽  
Category Formation ◽  
Contact Situation ◽  
Pitch Accents

This study investigates utterance-final pitch accents in declaratives in two contact languages (Catalan and Spanish) as produced by two groups of Catalan–Spanish bilinguals (Catalan-dominant and Spanish-dominant). It contributes to a growing body of research showing that bilinguals transfer the intonational patterns of their native language to their non-native language, and it provides a sociolinguistic profile of an intonational variable in a language contact situation. We also examine the interaction of native and non-native patterns within the performance of the bilinguals. Evidence is presented for the existence of a process of phonetic category assimilation of non-native pitch contrasts to native pitch contours, as well as for phonetic new-category formation in second language learning.

Epilogue: A tale of two copulas

2008 ◽  
Vol 11 (3) ◽  
pp. 383-385 ◽  
Author(s):  
EVE ZYZIK ◽  
SUSAN GASS
Keyword(s):  
Language Learning ◽  
20Th Century ◽  
Language Contact ◽  
Second Language Learning ◽  
Past Century ◽  
Lexical Development ◽  
The Past ◽  
Context Of Learning

The five papers in this issue cover a range of perspectives on the acquisition and use of the Spanish copulasserandestarin a variety of contexts, including language contact, bilingual language acquisition, and classroom second language learning. The fact that these papers cite work in this area as far back as the early part of the 20th century with each subsequent decade being represented suggests the continual importance and complexity of the distinction between the two copular forms and shows how this complexity is played out in acquisition and bilingual use. Over the past century different perspectives have been taken on this multifaceted issue with linguistic explanations and the role of the native language being primary. In this epilogue, we focus on some of these same issues, but expand our commentary to include the new dimensions represented in this collection of papers: (i) context of learning (input), (ii) prior knowledge as represented by other language(s) known, (iii) item-learning and lexical development, and (iv) innovations in methodology.

Transfer and Non-Transfer: Where We Are Now

1979 ◽  
Vol 2 (1) ◽  
pp. 37-57 ◽  
Author(s):  
Eric Kellerman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Contact ◽  
Second Language Learning ◽  
Data Gathering ◽  
Analytical Methodology ◽  
Developmental Sequences ◽  
Dynamic View ◽  
Evolving System ◽  
Child Language Acquisition

Current research into second-language learning has tended to ignore (or at best to treat incidentally) a linguistic phenomenon that once used to be a particular preoccupation of applied linguists, the interference error. Instead, the limelight is now firmly focussed on developmental phenomena, with many studies using an approach to data gathering and analytical methodology strongly reminiscent of research into child language acquisition and language contact. There have been specific attempts to establish developmental sequences in the TL, in morpheme acquisition, for instance, so as to compare first and second language learning, and not a little attention is now being paid to such sociolinguistic notions as variability, continua and simplification. In other words, the main emphasis in interlanguage research has shifted from a rather static error-oriented view of language learning to a dynamic view of learners' language as a constantly evolving system. The calls for longitudinal studies of interlanguage of the late sixties and early seventies have not gone unheeded, eve if the word ‘longitudinal’ is sometimes rather liberally interpreted, as in those cases where a tacit (and probably justifiable) assumption is made that studying groups of learners of varying proficiency in respect of given TL features at one and the same time is really the same as following the progress of one group over a long period.

Neural systems of second language learning are shaped by native language

NeuroImage ◽  
2001 ◽  
Vol 13 (6) ◽  
pp. 612 ◽  
Author(s):  
Li Hai Tan ◽  
John A. Spinks ◽  
Charles A. Perfetti ◽  
Peter T. Fox ◽  
Jia-Hong Gao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Language ◽  
Neural Systems

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

In terference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.Keywords;Interference;  Second or Foreign Language Learning; Indonesian Learner

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

Children's Learning of Unfamiliar Phonological Sequences

1971 ◽  
Vol 33 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Jorma Kuusinen ◽  
Eero Salin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Language ◽  
Age Group ◽  
Children’S Learning ◽  
Opposite Trend ◽  
Phonological Rules ◽  
Children's Learning

4 groups of 15 4-, 6-, 8-, and 10-yr.-old children learned nonsense phonological sequences that varied in grammaticality by violating 0, 1, or 2 phonological rules of Ss' native language. The youngest age group made fewer errors in learning the most nongrammatical phonological sequences than in learning grammatical ones. With the 10- and 8-yr.-olds an opposite trend was found. The differences were not statistically significant. Implications for second language learning were discussed.

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