ABSOLUTE FREQUENCY EFFECTS IN SECOND LANGUAGE LEXICAL ACQUISITION

2019 ◽  
Vol 41 (04) ◽  
pp. 721-744 ◽  
Author(s):  
Scott A. Crossley ◽  
Stephen Skalicky ◽  
Kristopher Kyle ◽  
Katia Monteiro
Keyword(s):  
First Language ◽  
English Speaker ◽  
Absolute Frequency ◽  
Advanced Learners ◽  
Frequency Effects ◽  
Proficiency Level ◽  
Gender And Age ◽  
L2 Learners ◽  
L2 Production ◽  
Main Effects

AbstractA number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time).

scholarly journals The effects of instructor language choice on second language vocabulary learning and listening comprehension

2018 ◽  
Vol 24 (2) ◽  
pp. 250-272 ◽  
Author(s):  
Jang Ho Lee ◽  
Glenn S. Levine
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Vocabulary Learning ◽  
First Language ◽  
Language Choice ◽  
Code Switching ◽  
Phrasal Verbs ◽  
Advanced Learners ◽  
Proficiency Level ◽  
L2 Learners

The present study examined the interaction effects between teachers’ choice of language in lexical explanation and second language (L2) learners’ proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners’ first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers’ instruction about target vocabulary brought about more gains in learning of phrasal verbs than lack thereof. In addition, teachers’ use of code-switching benefited intermediate-level learners most, who were able to gain similar levels of vocabulary learning and listening comprehension to advanced learners.

Frequency effects and second language lexical acquisition

2014 ◽  
Vol 19 (3) ◽  
pp. 301-332 ◽  
Author(s):  
Scott Crossley ◽  
Tom Salsbury ◽  
Ashley Titak ◽  
Danielle McNamara
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Word Frequency ◽  
Lexical Acquisition ◽  
Absolute Frequency ◽  
Frequency Effects ◽  
L2 Learners ◽  
Post Hoc ◽  
L1 And L2

Frequency effects in an L1 and L2 longitudinal corpus were investigated using Zipfian distribution analyses and linear curve estimations. The results demonstrated that the NS lexical input exhibited Zipfian distributions, but that the L2 lexical output did not match the NS Zipfian patterns. Word frequency analyses indicated that NS interlocutors modify their lexicon such that frequency scores decrease as a function of time that L2 learners have studied English. In contrast, the word frequency scores for the L2 output increased as a function of time. Post-hoc analyses indicated that differences in frequency scores between NS input and L2 output were best explained by the repetition of infrequent words, but not frequent words by L2 learners in the early stages of language acquisition. The results question absolute frequency interpretations of lexical acquisition for L2 learners and provide evidence for usage-based approaches for language learning.

scholarly journals Chunk use and development in advanced Chinese L2 learners of English

2016 ◽  
Vol 22 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Junping Hou ◽  
Hanneke Loerts ◽  
Marjolijn H. Verspoor
Keyword(s):  
Second Language ◽  
First Language ◽  
Target Language ◽  
Future Research ◽  
Complexity Measures ◽  
Advanced Learners ◽  
English Classes ◽  
L2 Learners ◽  
Proficiency Scores ◽  
Over Time

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING

2013 ◽  
Vol 35 (3) ◽  
pp. 451-482 ◽  
Author(s):  
Brent Wolter ◽  
Henrik Gyllstad
Keyword(s):  
Language Acquisition ◽  
Response Times ◽  
First Language ◽  
Judgment Task ◽  
Error Rates ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
Advanced Learners ◽  
Frequency Effects ◽  
Highly Sensitive

This study investigated the influence of frequency effects on the processing of congruent (i.e., having an equivalent first language [L1] construction) collocations and incongruent (i.e., not having an equivalent L1 construction) collocations in a second language (L2). An acceptability judgment task was administered to native and advanced nonnative English speakers (L1 Swedish) to assess response times to and error rates for these collocations along with a matched set of unrelated items. The results suggested that advanced learners are highly sensitive to frequency effects for L2 collocations, which seems to support the idea that usage-based models of language acquisition can be fruitfully applied to understanding the processes that underlie L2 collocational acquisition. At the same time, however, the apparent continued influence of the L1 indicates that researchers may also want to draw on other models of language acquisition to gain a fuller understanding of the processes underlying the acquisition of collocations in a L2.

THE DATIVE ALTERNATION IN GERMAN-ENGLISH INTERLANGUAGE

2015 ◽  
Vol 38 (3) ◽  
pp. 485-521 ◽  
Author(s):  
Katja Jäschke ◽  
Ingo Plag
Keyword(s):  
Second Language ◽  
First Language ◽  
Probabilistic Constraints ◽  
Advanced Learners ◽  
Dative Alternation ◽  
L2 Learners ◽  
L1 English

This study investigates the role of probabilistic grammatical constraints on the dative alternation in English as a second language (ESL). It presents the results of an experiment in which the different factors that are influential in first language (L1) English are tested with advanced learners of English whose L1 is German. Second language (L2) learners are influenced by the same determinants as L1 speakers but to a lesser degree. Together with the results of previous studies, the present results suggest that, initially, the learners do not make use of probabilistic constraints in spite of the constraints being influential in the L1 and only gradually acquire a sensitivity toward the constraints that govern the choice between the two dative constructions.

scholarly journals On the Acquisition of Derivational Suffixes by Kuwaiti EFL Learners

2017 ◽  
Vol 13 (17) ◽  
pp. 223
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Production Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Comprehension Skills ◽  
L1 Influence

This study aims to test the extent to which 90 Kuwaiti EFL learners are aware of the correct use of derivational suffixes in English. It also identifies the mains reasons of the errors that Kuwaiti EFL learners may make. In addition, it investigates whether the English proficiency level of the participants plays a role in their answers on the test. To this end, the participants were tested twice in this study; a multiple-choice test was used to check their comprehension skills, whereas a fill-in the blank test was used to measure their ability to produce the correct derivational suffixes in English. Following data analysis, the results reveal that Kuwaiti EFL learners are fairly aware of the correct use of English derivational suffixes to a certain degree; the total mean on both tests (comprehension = 70% and production = 56%) is 63%. The participants obtained higher percentage of correct answers on the comprehension test (mean= 70%) compared to the production test (mean = 56%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension and production of these suffixes. The performance of the Advanced Learners (ALs) (comprehension = 77% and production = 62%) is better than that of the Intermediate Learners (ILs) (comprehension = 64% and production = 48%) on the tests. In particular, there is a statistically significant difference between the answers of ALs and ILs on both tests. Regarding the types of error made by the participants, I argued that the most noticeable ones are due to: (1) the modification that non-neutral derivational suffixes cause when they are attached to the word (stems/roots); and (2) first language (L1) influence. Finally, the study concludes with some recommendations for further research.

scholarly journals The Use of Inflectional Morphemes by Kuwaiti EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 32
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Inflectional Morphemes

<p>This research paper aims to test the extent to which 100 Kuwaiti EFL learners are aware of the correct use of inflectional morphemes in English. It also explores the main causes of the errors that Kuwaiti EFL learners may make. Additionally, it checks whether the English proficiency level of the participants plays a role in their answers on the test. To this end, a multiple-choice test was used to measure the participants’ ability to use the correct inflectional morphemesin English. Following data analysis, the results reveal that Kuwaiti EFL learners are aware of the correct use of the inflectional morphemes in English to a certain degree (total mean=65.5%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension of these morphemes. In particular, there is a statistically significant difference between the answers of the advanced learners (ALs) (73.5%) and intermediate learners (ILs) (57.5%). The number of correct answers provided by ALs is higher than that provided by ILs. Regarding the types of errors made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer and the irregularity of some types of inflectional morphemes in English. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

Verb bias and semantic persistence effects in L2 ambiguity resolution

2021 ◽  
pp. 026765832199790
Author(s):  
Duygu Fatma Şafak ◽  
Holger Hopp
Keyword(s):  
Sentence Processing ◽  
Sentence Comprehension ◽  
First Language ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Advanced Learners ◽  
L2 Processing ◽  
Verb Bias ◽  
L2 Learners ◽  
On Line

To pinpoint difficulties in the second language (L2) processing of temporarily ambiguous sentences, this study investigates first language (L1) effects and effects of verb bias, i.e. frequency information about preferential verb complements, on semantic persistence effects in L2 sentence comprehension. We tested 32 L1 German and 32 L1 Turkish intermediate-to-advanced learners of L2 English as well as 17 English natives in eye-tracking during reading and off-line comprehension. In off-line comprehension, neither natives nor L2 learners show verb bias effects, suggesting that semantic persistence of initial misinterpretations arises independently of lexical preferences. In contrast, reading times show that all groups are immediately sensitive to verb bias on-line, with L1 differences in how strongly verb bias affects garden-pathing. Unlike natives, however, L2 learners do not use verb bias to overcome semantic persistence to complete reanalysis in later segments of the sentence. We argue that, in spite of their initial sensitivity to verb bias in modulating garden paths, L2 readers suffer from processing limitations that constrain their ability to retrieve and integrate multiple sources of information for reanalysis. Our study confirms that reanalysis constitutes a key area of native versus non-native differences in L2 sentence processing.

scholarly journals Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English

2012 ◽  
Vol 35 (1) ◽  
pp. 27-70 ◽  
Author(s):  
MARY GRANTHAM O'BRIEN ◽  
CARRIE N. JACKSON ◽  
CHRISTINE E. GARDNER
Keyword(s):  
Second Language ◽  
Speech Production ◽  
First Language ◽  
Pitch Accent ◽  
English Speakers ◽  
Linguistic Differences ◽  
Prosodic Cues ◽  
L2 Learners ◽  
L2 Production ◽  
Learning English

ABSTRACTThis study examined whether late-learning English–German second language (L2) learners and late-learning German–English L2 learners use prosodic cues to disambiguate temporarily ambiguous first language and L2 sentences during speech production. Experiments 1a and 1b showed that English–German L2 learners and German–English L2 learners used a pitch rise and pitch accent to disambiguate PP-attachment sentences in German. However, the same participants, as well as monolingual English speakers, only used pitch accent to disambiguate similar English sentences. Taken together, these results indicate the L2 learners used prosody to disambiguate sentences in both of their languages and did not fully transfer cues to disambiguation from their first language to their L2. The results have implications for the acquisition of L2 prosody and the interaction between prosody and meaning in L2 production.

The influence of first language at the semantics–pragmatic interface

2020 ◽  
Author(s):  
Lulu Zhang
Keyword(s):  
First Language ◽  
Forced Choice ◽  
Future Research ◽  
Advanced Learners ◽  
Chinese Learners ◽  
Semantics And Pragmatics ◽  
L2 Learners ◽  
Article System ◽  
Pragmatic Knowledge ◽  
Chinese Learners Of English

Abstract Definite and demonstrative determiners in English share the same central semantics of uniqueness (e.g., Hawkins, 1991; Ionin, Baek, Kim, Ko, & Wexler, 2012; Wolter, 2006), but the computation of the semantics is constrained by different discourse conditions and determined by pragmatic knowledge, which pertains to the interface between semantics and pragmatics. This paper investigates whether L2 learners may have persistent difficulty in acquiring properties involving the semantics-pragmatics interface, by exploring the acquisition of L2 English definite and demonstrative determiners by advanced and near-native L1 Chinese learners of English. It also examines whether acquisition results are influenced by the learners’ L1 Chinese, which lacks an article system but allows demonstrative determiners. The results from a forced-choice written task show that advanced learners were unable to distinguish between the two determiners in different discourse conditions; near-native-level L1 Chinese learners displayed a native-like preference for the definite determiner, but not for the demonstrative determiner. It is argued that convergence at the semantics-pragmatics interface is not impossible for L2 learners, but (un)acquirability may be constrained by asymmetries in the L1–L2 realizations of semantics-pragmatics mappings. The findings raise interesting questions for future research into factors that can influence the acquisition of external interfaces.

Sign in / Sign up

Export Citation Format

Share Document