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.

Development of sensitivity to phonological context in learning to spell in English

2010 ◽  
Vol 13 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Nadya Dich
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Common Factor ◽  
Native English Speakers ◽  
English Word ◽  
Context Sensitivity ◽  
English Speakers ◽  
Russian Speakers ◽  
Word Spelling ◽  
L1 And L2

The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.

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.

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.

Grammaticality judgments in a second language: Influences of age of acquisition and native language

2000 ◽  
Vol 21 (3) ◽  
pp. 395-423 ◽  
Author(s):  
JANET L. MCDONALD
Keyword(s):  
Second Language ◽  
Language Learners ◽  
General Problem ◽  
Word Order ◽  
Native Language ◽  
Age Of Acquisition ◽  
Native English Speakers ◽  
English Speakers ◽  
Surface Form ◽  
Grammaticality Judgments

Native Spanish early and late acquirers of English as well as native Vietnamese early and child acquirers of English made grammaticality judgments of sentences in their second language. Native Spanish early acquirers were not distinguishable from native English speakers, whereas native Spanish late acquirers had difficulty with all aspects of the grammar tested except word order. Native Vietnamese early acquirers had difficulty with those aspects of English that differ markedly from Vietnamese. Native Vietnamese child acquirers had more generalized problems, similar to those of native Spanish late acquirers. Thus, native language appeared to make a difference for early acquirers, whereas a later age of acquisition caused a more general problem. A processing-based model focusing on the difficulty non-native language learners have in rapidly decoding surface form is offered as a possible explanation for both effects.

scholarly journals The missing-VP effect in readers of English as a second language

2021 ◽  
Author(s):  
Stefan L. Frank ◽  
Patty Ernst ◽  
Robin L. Thompson ◽  
Rein Cozijn
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Native Language ◽  
Native English Speakers ◽  
Reading Difficulty ◽  
English Speakers ◽  
L2 Reading ◽  
High Exposure ◽  
Verb Phrases ◽  
Embedded Clauses

AbstractEnglish sentences with double center-embedded clauses are read faster when they are made ungrammatical by removing one of the required verb phrases. This phenomenon is known as the missing-VP effect. German and Dutch speakers do not experience the missing-VP effect when reading their native language, but they do when reading English as a second language (L2). We investigate whether the missing-VP effect when reading L2 English occurs in native Dutch speakers because their knowledge of English is similar to that of native English speakers (the high exposure account), or because of the difficulty of L2 reading (the low proficiency account). In an eye-tracking study, we compare the size of the missing-VP effect between native Dutch and native English participants, and across native Dutch participants with varying L2 English proficiency and exposure. Results provide evidence for both accounts, suggesting that both native-like knowledge of English and L2 reading difficulty play a role.

Language and Play of Preschool Children Learning English as a Second Language and Native English Speakers

1982 ◽  
Vol 50 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Shavaun M. Wall ◽  
Sarah M. Pickert
Keyword(s):  
Second Language ◽  
Preschool Children ◽  
Native English Speakers ◽  
Free Play ◽  
English Speakers ◽  
Solitary Play ◽  
Parallel Play ◽  
English Speaking ◽  
Group Play ◽  
Learning English

To study the frequency and complexity of language in relation to levels of social play, 5 preschool children learning English as a second language and 5 English-speaking peers were observed during free play in the fall and 6 mo. later in the spring. In the fall native English speakers were observed proportionately more often in group play. In the spring, both groups were observed more in group play and less in solitary play. All children spoke more often and used more complex speech during group play than during solitary or parallel play. Observed social interactions were primarily positive for both groups. The relation between developing language and play is discussed in the context of the total social environment.

SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English

2001 ◽  
Vol 23 (4) ◽  
pp. 497-526 ◽  
Author(s):  
Anastasia Riazantseva
Keyword(s):  
Second Language ◽  
Standardized Test ◽  
English Proficiency ◽  
Native English Speakers ◽  
Pause Duration ◽  
Target Language ◽  
English Speakers ◽  
Control Group ◽  
L2 Proficiency ◽  
Russian Speakers

The present study examines the relationship between second language (L2) proficiency and pausing patterns (i.e., pause duration, frequency, and distribution) in the speech of 30 Russian speakers of English performing two oral tasks—a topic narrative and a cartoon description—in Russian and in English. The subjects were divided into two oral English proficiency groups, high and intermediate, on the basis of a standardized test of spoken English. Baseline data were collected from a control group of 20 native English speakers. Statistical analyses were performed to determine: (a) the native norms of pause duration, frequency, and distribution for Russian and English on the two experimental tasks; (b) the effect of the level of L2 proficiency (high and intermediate) on the pausing of Russian speakers in English; and (c) the differences or similarities in pausing exhibited by native English speakers and native Russian speakers (with two different levels of English proficiency) when speaking English. The results of this study indicate that English and Russian informal monologue speech can be characterized as having different pausing conventions, thus suggesting that crosslinguistic differences involve, among many other aspects, contrasts in pausing patterns. Additionally, L2 proficiency was found to affect the pause duration of advanced nonnative speakers in that they were able to adjust the duration of their pauses in English to produce a nativelike pausing norm. It was also found that even highly proficient L2 speakers pause more frequently in their L2 than in their first language (L1). The examination of pause distribution patterns suggests that persons of intermediate to high L2 speaking proficiency make the same number of within-constituent pauses as native speakers. Overall, the findings of this study support the view that adherence to the target language pausing norms may lead to the perception of nonnative speech as more fluent and nativelike. The findings also highlight the importance of exposing L2 students to a richer variety of situations that illustrate native patterns of verbal communication.

scholarly journals The missing-VP effect in readers of English as a second language

2019 ◽  
Author(s):  
Stefan L. Frank ◽  
Patty Ernst ◽  
Robin Thompson ◽  
Rein Cozijn
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
English Proficiency ◽  
Native Language ◽  
Native English Speakers ◽  
Reading Difficulty ◽  
English Speakers ◽  
L2 Reading ◽  
Verb Phrases ◽  
Embedded Clauses

English sentences with double center-embedded clauses are read faster when they are made ungrammatical by removing one of the required verb phrases. This phenomenon is known as the missing-VP effect. German and Dutch speakers do not experience the missing-VP effect when reading their native language, but they do when reading English as a second language (L2). We investigate whether the missing-VP effect when reading L2 English occurs in native Dutch speakers because their knowledge of English is similar to that of native English speakers, or because of the difficulty of L2 reading. In an eye-tracking study, we compare the size of the missing-VP effect between native Dutch and native English participants, and across native Dutch participants with varying L2 English proficiency and exposure. Results provide evidence for both accounts, suggesting that both native-like knowledge of English and L2 reading difficulty play a role.

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

scholarly journals Helping Second Language Student Writers Improve Their Revision

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Wenzhe Kang ◽  
Ruiyi Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Comprehensive Evaluation ◽  
Native English Speakers ◽  
English Speakers ◽  
Student Writers ◽  
Writing Ability ◽  
Language Students

Writing ability is a comprehensive evaluation of language learning level. Nowadays, most universities offer writing-related courses to help students lay a good foundation for writing and contribute to their subsequent studies. Compared with native English speakers, second language learners need to do more revision, which is a great challenge for second language learners. Therefore, in this paper, the aim is to make the second language students understand and apply the revision correctly.    

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