PSYCHOLOGICAL CONSTRAINTS ON THE UTILITY OF METALINGUISTIC KNOWLEDGE IN SECOND LANGUAGE PRODUCTION

2002 ◽  
Vol 24 (3) ◽  
pp. 347-386 ◽  
Author(s):  
Guangwei Hu
Keyword(s):  
Second Language ◽  
Language Production ◽  
Time Pressure ◽  
Psycholinguistic Research ◽  
Form Processing ◽  
Chinese Learners ◽  
Grammatical Accuracy ◽  
L2 Production ◽  
Metalinguistic Knowledge ◽  
Verbalization Task

This paper reports on a study designed to investigate psychological factors that affect access to metalinguistic knowledge in second language (L2) production. Based on previous cognitive and psycholinguistic research, it was hypothesized that real-time access to metalinguistic knowledge would be largely determined by three interacting factors: attention to form, processing automaticity, and linguistic prototypicality (i.e., whether a rule concerns a central or peripheral use of a target structure). The subjects were 64 adult Chinese learners of English. A verbalization task was used to assess their metalinguistic knowledge about 12 target uses, and a judgment test was administered to determine the relative prototypicality of these uses. Attention to form was operationalized by two consciousness-raising tasks and by time pressure. Analyses of the subjects' output on writing and error-correction tasks revealed significantly greater grammatical accuracy for more prototypical uses and on tasks that allowed more attention to form. There was also a significant interaction between prototypicality and attention to form, suggesting the influence of processing automaticity. These results are taken as evidence that there are major psychological constraints on the utility of metalinguistic knowledge in L2 performance.

English Nasalance Values of Chinese Learners of English

2020 ◽  
pp. 1-10
Author(s):  
Yilan Liu ◽  
Sue Ann S. Lee
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
Language Production ◽  
First Language ◽  
Native English Speakers ◽  
Potential Effect ◽  
English Speakers ◽  
Chinese Speakers ◽  
Chinese Learners ◽  
Chinese Learners Of English

<b><i>Introduction:</i></b> Although a number of studies have been conducted to investigate nasalance scores of speakers of different languages, little research has examined the nasalance characteristics of second language learners. <b><i>Objective:</i></b> The goal of the current study was to examine whether English nasalance values of Mandarin Chinese speakers are similar to those of native English speakers, examining the potential effect of the first language on the nasalance scores of the second language production. <b><i>Methods:</i></b> Thirty-two adults (16 Mandarin Chinese speakers and 16 native English speakers) with a normal velopharyngeal anatomy participated. Nasalance scores of various speech stimuli were obtained using a nasometer and compared between the 2 groups. <b><i>Results and Conclusions:</i></b> Chinese learners of English produced higher nasalance scores than native English speakers on prolonged vowel /i/ and /a/, the syllable “nin,” and non-nasal sentences and passages. The first language effect on nasalance of the second language found in the current study suggests the importance of linguistic consideration in the clinical evaluation of resonance.

scholarly journals Assessing Lexical Psychological Properties in Second Language Production: A Dynamic Semantic Similarity Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Kun Sun ◽  
Xiaofei Lu
Keyword(s):  
Second Language ◽  
Semantic Similarity ◽  
English Learners ◽  
Language Production ◽  
Dynamic Semantic ◽  
Proficiency Levels ◽  
Similarity Algorithm ◽  
L2 Production ◽  
The Mean

Previous studies of the lexical psycholinguistic properties (LPPs) in second language (L2) production have assessed the degree of an LPP dimension of an L2 corpus by computing the mean ratings of unique content words in the corpus for that dimension, without considering the possibility that learners at different proficiency levels may perceive the degree of that dimension of the same words differently. This study extended a dynamic semantic similarity algorithm to estimate the degree of five different LPP dimensions of several sub-corpora of the Education First-Cambridge Open Language Database representing L2 English learners at different proficiency levels. Our findings provide initial evidence for the validity of the algorithm for assessing the LPPs in L2 production and contribute useful insights into between-proficiency relationships and cross-proficiency differences in the LPPs in L2 production as well as the relationships among different LPP dimensions.

Transfer and unlearning of topic prominence by Chinese learners of English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hui Chang ◽  
Lilong Xu
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Chinese Speakers ◽  
English Only ◽  
Cognitive States ◽  
Chinese Learners ◽  
Topic Constructions ◽  
Chinese Learners Of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

scholarly journals Constraints on variation, reduplication of semantics, and degrees of freedom: some notes on the computational account of code mixing

2016 ◽  
Vol 19 (5) ◽  
pp. 887-888 ◽  
Author(s):  
ROBERT J. HARTSUIKER
Keyword(s):  
Second Language ◽  
Language Production ◽  
Degrees Of Freedom ◽  
Sentence Production ◽  
Code Mixing ◽  
Precise Characterization

Goldrick, Putnam and Schwarz (2016) propose a very explicit account of code mixing, which nicely draws implications from the well-established findings of coactivation during bilingual language production, and that code mixing is constrained by grammatical principles. This precise characterization will undoubtedly serve as a useful basis for further research on code mixing, second language sentence production, and syntactic learning. However, there are three issues with the account that require further elaboration.

Second language acquisition: Theoretical and experimental issues in contemporary research

1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Psycholinguistic Research ◽  
Explanatory Theory ◽  
Parameter Values ◽  
Theoretical Issues

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

Lexical Retrieval: An Aspect of Fluent Second-Language Production That Can Be Enhanced

2002 ◽  
Vol 52 (4) ◽  
pp. 723-754 ◽  
Author(s):  
Patrick Snellings ◽  
Amos van Gelderen ◽  
Kees de Glopper
Keyword(s):  
Second Language ◽  
Language Production ◽  
Lexical Retrieval

scholarly journals Comparing the cognate effect in spoken and written second language word production

2019 ◽  
Author(s):  
Merel Muylle ◽  
Eva Van Assche ◽  
Robert Hartsuiker
Keyword(s):  
Second Language ◽  
Picture Naming ◽  
Language Production ◽  
Naming Task ◽  
Written Language ◽  
Word Production ◽  
Error Pattern ◽  
Underlying Processes

Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect.

Grammatically Judgments and Second Language Acquisition

1991 ◽  
Vol 13 (2) ◽  
pp. 161-186 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Small Scale ◽  
Think Aloud ◽  
Grammaticality Judgment ◽  
Dative Alternation ◽  
Think Aloud Protocols ◽  
Chinese Learners ◽  
Theoretical Assumptions

This article takes a critical look at grammaticality judgment tasks in second language acquisition research. It begins by examining the theoretical assumptions that underlie grammaticality judgment tasks, pointing out that previous studies have reported considerable differences between the results obtained from grammaticality judgment tasks and from other, production-oriented tasks. A description of the design features of grammaticality judgment tasks that have been used to date is then provided. There follows an account of a small-scale study designed to investigate the nature of learner judgments. Twenty-one adult advanced Chinese learners of English were asked to judge sentences designed to test their knowledge of dative alternation. The results indicated that the learners rarely used the “not sure” option in the test. Eight of these subjects were then administered a reduced version of the original test as a think-aloud task 1 week later. The results showed that these learners were inconsistent in 22.5% of their judgments. The think-aloud protocols showed that they resorted to a variety of strategies in making judgments. The article concludes by arguing that grammaticality judgment tasks elicit a particular kind of performance that needs to be understood much more thoroughly before it is used as a basis for investigating second language acquisition.

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