scholarly journals DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?

2021 ◽  
pp. 1-25
Author(s):  
Whitney Chappell ◽  
Matthew Kanwit
Keyword(s):  
Native Speakers ◽  
Explicit Instruction ◽  
Phonological Representation ◽  
Social Characteristics ◽  
Social Meaning ◽  
Complex Interplay ◽  
Advanced Learners ◽  
Exemplar Models ◽  
Perception Model ◽  
Sociophonetic Variation

Abstract Learners must develop the ability to perceive linguistic and social meaning in their second language (L2) to interact effectively, but relatively little is known about how learners link social meaning to a single phonetic variable. Using a matched-guise test targeting coda /s/ (realized as [s] or debuccalized [h]), we explore whether L2 Spanish learners identify native speakers’ social characteristics based on phonetic variants. Our results indicate that advanced learners were more sensitive to sociophonetic information; advanced listeners who had completed a phonetics course were significantly more likely to categorize /s/ reducers as Caribbean and those who had studied abroad in aspirating regions recognized a relationship between coda /s/ and status. To account for the complex interplay among proficiency, explicit instruction, and dialectal exposure in the development of L2 sociophonetic perception, we suggest the union of the L2 Linguistic Perception Model with exemplar models of phonological representation and indexical meaning.

scholarly journals A Corpus-Based Study on the Use of the Logical Connector ‘Thus’ in the Academic Writing of Turkish EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 64
Author(s):  
Serpil Ucar ◽  
Ceyhun Yukselir
Keyword(s):  
Likelihood Ratio ◽  
Academic Writing ◽  
Native Speakers ◽  
American English ◽  
Advanced Learners ◽  
Efl Learners ◽  
Log Likelihood ◽  
Log Likelihood Ratio ◽  
Effect Relation ◽  
Academic Genre

This research was conducted to investigate how frequently Turkish advanced learners of English use the logical connector ‘thus’ in their academic prose and to investigate whether it was overused, underused or misused semantically in comparison to English native speakers. The data were collected from three corpora; Corpus of Contemporary American English and 20 scientific articles of native speakers as control corpora, and 20 scientific articles of Turkish advanced EFL learners. The raw frequencies, frequencies per million words, frequencies per text and log-likelihood ratio were measured so as to compare varieties across the three corpora. The findings revealed that Turkish learners of English showed underuse in the use of the connector ‘thus’ in their academic prose compared to native speakers. Additionally, they did not demonstrate misuse in the use of the connector ‘thus’. Nevertheless, non-native learners of English tended to use this connector in a resultative role (cause-effect relation) more frequently whereas native speakers used it in appositional and summative roles more as well as its resultative role. Furthermore, the most frequent occurrences of ‘thus’ have been in academic genre.

scholarly journals Effects of L1 Transfer Are Profound, Yet Native-Like Processing Strategy Is Attainable: Evidence From Advanced Learners’ Production of Complex L2 Chinese Structures

2021 ◽  
Vol 12 ◽  
Author(s):  
Fuyun Wu ◽  
Jun Lyu ◽  
Yanan Sheng
Keyword(s):  
Native Speakers ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
L1 Transfer ◽  
Processing Strategies ◽  
Asymmetric Pattern ◽  
Chinese Learners ◽  
L2 Chinese ◽  
Ultimate Attainment ◽  
English Group

English as a verb-medial language has a short-before-long preference, whereas Korean and Japanese as verb-final languages show a long-before-short preference. In second language (L2) research, little is known regarding how L1 processing strategies affect the ultimate attainment of target structures. Existing work has shown that native speakers of Chinese strongly prefer to utter demonstrative-classifier (DCL) phrases first in subject-extracted relatives (DCL-SR-N) and DCLs second in object-extracted relatives (OR-DCL-N). But it remains unknown whether L2 learners with typologically different language backgrounds are able to acquire native-like strategies, and how they deviate from native speakers or even among themselves. Using a phrase-assembly task, we investigated advanced L2-Chinese learners whose L1s were English, Korean, and Japanese, because English lacks individual classifiers and has postnominal relative clause (RC), whereas Korean and Japanese have individual classifiers and prenominal RCs. Results showed that the English and Korean groups deviated from the native controls’ asymmetric pattern, but the Japanese group approximated native-like performance. Furthermore, compared to the English group, the Korean and Japanese groups favored the DCL-second configuration in SRs and ORs. No differences were found between the Korean and Japanese groups. Overall, our findings suggest that L1 processing strategies play an overarching role in L2 acquisition of asymmetric positioning of DCLs in Chinese RCs.

The perception of Mandarin lexical tones by native Korean speakers differing in their experience with Mandarin

2018 ◽  
Vol 35 (3) ◽  
pp. 305-318 ◽  
Author(s):  
Kimiko Tsukada ◽  
Jeong-Im Han
Keyword(s):  
Fundamental Frequency ◽  
Native Speakers ◽  
Learning Experience ◽  
Empirical Studies ◽  
Lexical Tone ◽  
Discrimination Test ◽  
Advanced Learners ◽  
Lexical Tones ◽  
Perceptual Salience ◽  
Level Tone

While it is well established that non-native speakers differ from native speakers in their perception and/or production of Mandarin lexical tones, empirical studies focusing on non-native learners are still limited. The objective of this study is to add to the current understanding of lexical tone perception by comparing native speakers of standard Korean from the Seoul/Kyunggi area differing in Mandarin experience (NK1, NK2) with native speakers of Mandarin. NK1 ( n = 10) had no experience with Mandarin whereas NK2 ( n = 10) consisted of highly advanced learners of Mandarin. A group of 10 native Mandarin (NM) speakers was included as controls. Accuracy of perception of six tone pairs (T1–T2, T1–T3, T1–T4, T2–T3, T2–T4, T3–T4) was assessed in a four-alternative forced-choice discrimination test. As expected, the NK2 group with extensive Mandarin learning experience resembled the NM group to a greater extent than did the NK1 group. T2–T3 was the hardest pair for both NK groups, but NK2 had the largest advantage over NK1 for this pair. Apart from T2–T3 which is generally considered difficult, tone pairs involving T1 caused some misperception by the NK groups. This may be related to the difficulty with perceiving a level tone which shows the least fundamental frequency (F0) movement and possibly has limited perceptual salience.

L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Senyung Lee
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Judgment Task ◽  
Advanced Learners ◽  
L1 Transfer ◽  
English Only ◽  
Mixed Effects Modeling ◽  
L1 Influence ◽  
Native Speakers Of English ◽  
The Relationship

Abstract This study investigated the effect of first language (L1) transfer in the recognition of second language (L2) collocations and unacceptable word combinations across low-intermediate to advanced learners of English, and the relationship between proficiency and the recognition of L2 collocations. The study targeted learners from two different L1 backgrounds and native speakers of English in order to disentangle the effect of L1 transfer from the effect of intralingual factors. Four types of English verb-noun combinations were included: English-Korean-Mandarin, English-only, Korean-only, and Mandarin-only phrases. A phrase acceptability judgment task and a phrase recognition report were used. The performances of 92 participants were analyzed using mixed effects modeling. The results from both Korean and Mandarin groups revealed no L1 influence in the recognition of unacceptable L2 word combinations, even at low levels of proficiency. The results also showed that L2 proficiency predicts learners’ ability to rule out grammatical-but-unacceptable L2 word combinations, but not the ability to recognize L2 collocations

scholarly journals An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English

2020 ◽  
Vol 1 (2) ◽  
pp. 180-209
Author(s):  
Eva Ogiermann ◽  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Explanation ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Strong Preference ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Language Groups

Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.

Assignment of grammatical gender by native speakers and foreign learners of French

1999 ◽  
Vol 20 (4) ◽  
pp. 479-506 ◽  
Author(s):  
V. M. HOLMES ◽  
B. DEJEAN DE LA BÂTIE
Keyword(s):  
Native Speakers ◽  
Explicit Instruction ◽  
Grammatical Gender ◽  
Real Word ◽  
Gender Assignment ◽  
Written Production ◽  
On Line ◽  
Gender Attribution

This study compared the skill in gender attribution of foreign learners and native speakers of French. Accuracy and fluency of gender attribution by the foreign learners were assessed in spontaneous written production. Both groups performed on-line gender assignment to real nouns whose gender was regular or exceptional, given their ending, and to invented nouns with nonword stems and real-word endings. The pattern of results indicated that the native speakers' gender attributions were primarily based on rapidly evoked lexical associations, with gender-ending correspondences playing a significant but subsidiary role. The foreign learners were less able to summon lexical associations, relying heavily on ending-based rules. Overall, none of the foreign learners attained the same level of performance as any of the native speakers. We conclude that instruction in which students learn nouns in the context of distinctive lexical associates could profitably be supplemented by explicit instruction in gender-ending regularities.

Linguistic structure and information organisation

2003 ◽  
Vol 3 ◽  
pp. 183-206 ◽  
Author(s):  
Christiane von Stutterheim
Keyword(s):  
Empirical Study ◽  
Learning Process ◽  
Native Speakers ◽  
Formal System ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Advanced Learners ◽  
Event Time ◽  
Form Part ◽  
Time Structures

This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).

Examining the impact of task demands on morphological variability in native and non-native Spanish*

2014 ◽  
Vol 4 (2) ◽  
pp. 192-221 ◽  
Author(s):  
Beatriz López Prego ◽  
Alison Gabriele
Keyword(s):  
Native Speakers ◽  
Morphological Variability ◽  
Judgment Task ◽  
Task Demands ◽  
Advanced Learners ◽  
Number Agreement ◽  
Grammaticality Judgment ◽  
Perfect Performance ◽  
English Speaking ◽  
The Impact

The study tests representational and computational accounts of morphological variability in English-speaking learners of Spanish by examining performance on gender and number agreement under different task demands. Second language (L2) learners took either a Speeded grammaticality judgment task (GJT) or an Untimed GJT. The tasks targeted agreement violations of two types: errors in the use of ‘default’ morphology and errors involving ‘feature clashes’ (McCarthy, 2008). In addition, three groups of native speakers took the Speeded GJT at three different presentation rates to examine whether native speakers under a processing burden perform similarly to learners. Natives in the fastest speed performed better with feature clash errors for both gender and number. Learners showed the same pattern for number, but performed better with default errors in gender, suggesting different effects of processing demands for properties unique to the L2. On the Untimed GJT, a subset of advanced learners showed perfect performance with both gender and number.

Look before you move

2016 ◽  
Vol 29 (2) ◽  
pp. 396-428 ◽  
Author(s):  
Tania Leal
Keyword(s):  
Native Speakers ◽  
Syntactic Analysis ◽  
Left Periphery ◽  
Rating Task ◽  
Advanced Learners ◽  
Visual Rating ◽  
Proficiency Levels ◽  
Left Dislocation ◽  
Clitic Left Dislocation ◽  
Discourse Interface

The present study examines whether, as proposed by the Interface Hypothesis (Sorace, 2011), the syntax-discourse interface is especially vulnerable to non-native optionality even at very advanced levels. I focus on the acquisition of Clitic Left Dislocation in Spanish (CLLD), a structure that involves both syntax and discourse, when it combines with other structures at the left periphery (iterative topics, Fronted Focus, and wh-constructions). CLLD is a realization of topicalization requiring the integration of syntactic and discourse knowledge. This study provides data from an audio-visual rating task completed by 120 learners of Spanish of different proficiency levels and 27 monolingual native speakers. Results showed evidence that the most advanced learners had acquired the restrictions of these structures in a native-like way and supports López’s (2009) syntactic analysis of CLLD, whereby CLLD is generated through movement so that the pragmatic features [+anaphor]/[+contrast] can be assigned to the dislocated element.

Sign in / Sign up

Export Citation Format

Share Document