scholarly journals Age of acquisition and proficiency in a second language independently influence the perception of non-native speech

2011 ◽  
Vol 15 (1) ◽  
pp. 190-201 ◽  
Author(s):  
PILAR ARCHILA-SUERTE ◽  
JASON ZEVIN ◽  
FERENC BUNTA ◽  
ARTURO E. HERNANDEZ
Keyword(s):  
Second Language ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Age Of Acquisition ◽  
L2 Acquisition ◽  
Sensorimotor Processing ◽  
Proficiency Level ◽  
Native Speech

Sensorimotor processing in children and higher-cognitive processing in adults could determine how non-native phonemes are acquired. This study investigates how age-of-acquisition (AOA) and proficiency-level (PL) predict native-like perception of statistically dissociated L2 categories, i.e., within-category and between-category. In a similarity task, participants rated the level of similarity between pairs of English syllables from 1 (similar) to 4 (dissimilar). Early L2 acquisition predicts accurate within-categorization and high proficiency in late L2 acquisition predicts improved between-categorization. Our results suggest that the manner in which bilinguals learn to categorize non-native sounds depends on the cognitive processes available at the age of L2 exposure.

Adjectival modification in L2 Spanish Noun Phrases

2014 ◽  
Vol 14 ◽  
pp. 143-172
Author(s):  
Pedro Guijarro-Fuentes
Keyword(s):  
Second Language ◽  
Target Language ◽  
L2 Acquisition ◽  
Proficiency Level ◽  
Gradual Process ◽  
Feature Reassembly ◽  
Chinese Learners ◽  
Acquisition Task ◽  
Functional Features ◽  
Grammar Systems

The present paper investigates the grammar systems of Chinese learners of Spanish as a second language with the aim of contributing to current debates within contemporary generative second language (L2) acquisition theory: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target language has led to recent accounts such as the Interpretability Hypothesis (Hawkins & Hattori 2006; Tsimpli & Dimitrakopoulou 2007) excluding L2A of non-L1 uninterpretable features, and more recently the Feature Reassembly Hypothesis (Lardiere 2009) claiming that L2 readjustment is an arduous acquisition task for [+/–] interpretable features. In evaluating both hypotheses, this study further explores L2A of uninterpretable and interpretable features by examining the development of certain Spanish features within the DP (i.e., [uGender]; [uNumber] and an interpretable Focus/Contrast feature) by L2 Chinese learners. Results of our two experimental tasks show that parametrically different uninterpretable and interpretable features are not totally accessible to adult L2 learners, but that proficiency level and individual differences figure largely in the implementation of them, causing competence target deviant patterns. Contrary to the IH, our results thus show initial underspecification of the [+/–] interpretable features in IL grammars and a gradual process which would first mimic L1-consistency before becoming native-like.

scholarly journals Individual phonological attrition in Albanian–English late bilinguals

2017 ◽  
Vol 21 (2) ◽  
pp. 278-295 ◽  
Author(s):  
ESTHER DE LEEUW ◽  
AURELA TUSHA ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Speech Production ◽  
Learning Model ◽  
L2 Acquisition ◽  
British English ◽  
Speech Learning Model ◽  
Native Speech ◽  
Acoustic Analyses ◽  
Speech Learning

The purpose of this study was to investigate phonological attrition in 10 native Albanian speakers who acquired Standard Southern British English (SSBE) as a second language (L2) in London, United Kingdom. A contrast was examined which is phonemic in Albanian but allophonic in SSBE, namely the production of light and dark lateral approximants. Impressionistic and acoustic analyses revealed that one late bilingual completely neutralized the phonemic contrast in her native Albanian speech. Furthermore, two other bilinguals neutralized the phonemic contrast between light /l/ and dark /ɫ/ in coda position, and overall there appeared to be a stronger trend for light /l/ to become dark in coda position than for dark /ɫ/ to become light in onset position. The findings are discussed in relation to the Speech Learning Model (Flege, 1995) and indicate that phonological attrition in native speech production is possible in late L2 acquisition, although not inevitable.

EFFECTS OF EXTERNAL AND INTERNAL ATTENTIONAL MANIPULATIONS ON SECOND LANGUAGE GRAMMAR DEVELOPMENT

2018 ◽  
Vol 41 (2) ◽  
pp. 389-417 ◽  
Author(s):  
Bernard I. Issa ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Cognitive Processes ◽  
L2 Acquisition ◽  
Attentional Allocation ◽  
Structured Input ◽  
Input Enhancement ◽  
Grammatical Development ◽  
Chance Performance ◽  
Theoretical Perspectives

AbstractThe role of attention has been central to theoretical and empirical inquiries in second language (L2) acquisition. The current eye-tracking study examined how external and internal attentional manipulations (Chun, Golomb, &Turk-Browne, 2011) promote L2 grammatical development. Participants (n= 55) were exposed to Spanish direct-object pronouns under external or internal attentional manipulations, which were implemented through textual input enhancement or structured input practice, respectively. Results for both manipulations indicated that (a) learner attentional allocation to the form was affected; (b) L2 gains were evidenced, although only the internal manipulation led to above-chance performance; and (c) L2 gains were related to attention allocated to the form under the external manipulation and to a lesser extent the internal manipulation. Overall, findings may inform theoretical perspectives on attention and elucidate cognitive processes related to L2 instruction.

Language acquisition, pidgins and creoles

1981 ◽  
Vol 3 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Henning Wode
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Cognitive Processing ◽  
L2 Acquisition ◽  
The Past ◽  
Processing Strategies ◽  
Linguistic Structures ◽  
The Way

Why are pidgin utterances structured linguistically the way they are? Why, as has often been noted, do the linguistic structures of different pidgins tend to be more similar to each other than to the structure of the original languages involved in the specific pidgin? This has been noted as all the more surprising since these similarities also occur in cases where totally unrelated languages are involved, so that borrowing must be excluded; or where historical explanations cannot apply because there was no contact in the past at all. It will be suggested here that these similarities result from universal linguo-cognitive processing strategies which man employs in learning languages. Some of these strategies are universal in the sense that they apply in all acquisitional types so that pidgins have some properties which recur in all types of acquisition. Other strategies are more restricted in their applicability, for example, to the various types of second language (L2) acquisition.

scholarly journals Leveraging Listening Texts in Vocabulary Acquisition for Low-literate Learners

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Darren LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Vocabulary Acquisition ◽  
Research Literature ◽  
Oral Traditions ◽  
L2 Acquisition ◽  
Research Areas ◽  
Langue Seconde ◽  
L2 Vocabulary

To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children, whereas those concerning L2 acquisition comprised learners already highly literate in their L1. Like other research areas of second language acquisition (SLA), learners with low or no literacy in their L1 have been virtually neglected in these studies. Clearly, who we study determines what we know in SLA, yet there exists a significant gap in research literature regarding how understudied, low-literate (and illiterate) populations with strong oral traditions may acquire L2 vocabulary through listening. This paper attempts to bridge the gap in research on cognitive processing and L2 vocabulary acquisition through listening. In light of this, relevant pedagogical implications for low-literate populations are discussed.   Jusqu’à présent, l’immense majorité de la recherche sur l’acquisition du vocabulaire de la langue seconde (L2) s’est concentrée sur la lecture, mais très peu d’études ont exploré le potentiel de l’acquisition du vocabulaire par l’écoute. En ce qui concerne les participants impliqués, les études sur l’acquisition de la première langue (L1) se sont principalement concentrées sur des enfants au stade de pré-lecture ou d’apprentissage de la lecture, alors que celles traitant de l’acquisition de la L2 incluaient des apprenants qui avaient déjà un haut niveau de littératie dans leur L1. Comme dans d’autres domaines de recherche sur l’acquisition de la langue seconde (ALS), les apprenants dont le niveau de littératie est bas ou inexistant dans leur L1 n’ont presque pas fait l’objet de ces études. Il est clair que les personnes que nous étudions déterminent ce que nous savons en matière d’ASL, cependant il existe dans la documentation de recherche un vide significatif concernant la capacité des populations sous scolarisées à faible niveau de littératie (et illétrées) dont les traditions orales sont fortes, à acquérir le vocabulaire de L2 par l’écoute. Cet article essaie de combler le vide dans la recherche sur le processus cognitif et l’acquisition du vocabulaire de la L2 par l’écoute. Sous cet angle, nous discutons des implications pédagogiques pertinentes pour les populations à faible niveau de littératie.

scholarly journals Second language learners’ reflections on the effectiveness of dictogloss: A multi-sectional, multi-level analysis

2014 ◽  
Vol 4 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Muriel Gallego
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
L2 Acquisition ◽  
Focus On Form ◽  
Low Level ◽  
Proficiency Level ◽  
Multi Level ◽  
Level Analysis

Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has been proven to be effective (Fortune, 2005; Kowal & Swain, 1994; Malmqvist, 2005; Nabei, 1996; Swain, 1998). While previous studies evaluating dictogloss explored feedback opportunities and the amount and type of language related episodes produced, fewer studies have reported on the effectiveness and its applicability according to proficiency level (Fortune, 2005; García Mayo, 2002) and none have explored learners’ conceptions about the task. Therefore, this study seeks to determine which proficiency level might be most appropriate for the implementation of dictogloss and to gather learners’ opinions regarding its usefulness and effectiveness. A total of 497 participants enrolled in novice-mid (N = 275) and advanced-low (N = 222) levels took part in the study. All participants engaged in two dictogloss tasks and completed a survey afterwards. Overall, results indicate that dictogloss was better received by advanced-low level students and that most students found it both useful and effective for learning.

Pedagogic Consequences

2010 ◽  
pp. 223-249 ◽  
Author(s):  
Jean-Paul Narcy-Combes
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Cognitive Processes ◽  
Cognitive Demand ◽  
Cognitive Resources ◽  
L2 Acquisition ◽  
Linguistic Terms ◽  
Cultural Schemata ◽  
Selection Of ◽  
And Task

As seen in chapter 4, CLT proponents assumed that the best way to approach learning a second language was to provide the learners with a great quantity of authentic input and with opportunities to discuss and process the second language. It gradually became clear that it is not possible to specify what a learner will learn in linguistic terms and that compatibility with the cognitive processes involved in L2 acquisition had to be ensured. Task-based Language Teaching (TBLT) was one of the responses (see chapter 3). Prabhu (1987) suggested that content could be specified by holistic units of communication, i.e. tasks, and by pre-selection of linguistic items. This did not seem sufficient, as was seen in chapter 5, Long & Crookes (1991) emphasized the need for learners to attend to form consciously. Issues of cognitive demand placed on the learner by the complexity of tasks have raised the question of how to reduce the cognitive load the learner has to cope with. This involves linguistic difficulty, but also problems related to cultural schemata and task familiarity. This cognitive demand may make it difficult for the learner to deploy cognitive resources to notice inter- and intra-lingual gaps.

scholarly journals O ritmo da interlíngua na produção do Português Europeu por falantes chineses

2017 ◽  
pp. 423-435
Author(s):  
Chao Zhou ◽  
Marisa Cruz ◽  
Sónia Frota
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
Native Speakers ◽  
Acquisition System ◽  
L2 Acquisition ◽  
Proficiency Level ◽  
European Portuguese ◽  
Different Levels ◽  
Cluster Reduction ◽  
Chinese Mandarin

The present research examines the rhythmic properties of European Portuguese spoken by native speakers of Mandarin Chinese. Based on the rhythm metrics and corpora used in previous studies focused on the comparison across different languages and varieties (Ramus, Nespor & Mehler, 1999; Frota & Vigário, 2001), we aimed at determining the rhythmic properties of the interlanguage and discussing the factors that may shape and/or constrain the grammar of the interlanguage. We analysed the rhythmic properties of sentences produced by 6 native speakers of Chinese Mandarin, with two different levels of proficiency in European Portuguese (L2) – B1 and C2. A crosscomparison analysis with the results obtained for European Portuguese (Frota & Vigário, 2001) and for Mandarin Chinese (Lin & Wang, 2007) was also conducted. Our results showed that the rhythm of the interlanguage evolves from L1 to L2, reflecting the proficiency level in the acquisition of European Portuguese as a L2. Additionally, we also found evidence for the influence of L1 on the grammar of the interlanguage (e.g., phonological simplifying processes such as cluster reduction in syllabic onsets or coda deletion). Although exploratory, these results contribute to further understand the intermediate linguistic status between a native and a second language, thus adding to the knowledge of the L2 acquisition system.

scholarly journals Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Mohammad Falhasiri
Keyword(s):  
Second Language ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Journal Writing ◽  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Rich Description ◽  
Instructional Technique ◽  
L2 Development ◽  
Langue Seconde

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to themselves why they have received CF, has been proposed as a technique which can stimulate deep cognitive processing of the written CF. In an effort to improve learners’ writing accuracy, I adopted WL, whereby upon receiving online direct corrections, learners typed their selfexplanations regarding the underlying reasons for their writing mistakes. Then, I engaged in systematic reflection and journaling during a 10-week semester to critically analyze the affordances and limitations of WL. The conclusion, drawn from my perceptions of the usefulness of WL originating from my journal writing, is that WL has the potential to not only facilitate learning for students but also can provide teachers with a rich description of learners’ cognitive and affective engagement with CF. Some recommendations are made for better implementation of this instructional technique.   Pour que la rétroaction corrective (RC) contribue au développement de la langue seconde (L2), des processus cognitifs doivent se produire. Les apprenants doivent remarquer et comprendre la RC, y réfléchir, la traiter profondément et pour finir, l’intégrer dans leur interlangue (Gass, 1997). La mise en langue écrite (MLE), qui exige des apprenants qu’ils s’expliquent à eux-mêmes de façon explicite pourquoi ils ont reçu de la RC, a été proposée comme une technique qui peut stimuler le traitement cognitif profond de la RC écrite. Dans le but d’améliorer la précision de la rédaction des apprenants, j’ai adopté la MLE, où, lorsqu’ils recevaient les corrections directes en ligne, les apprenants tapaient leurs propres explications sur les raisons pour lesquelles ils avaient commis des erreurs écrites. Ensuite, je me suis employé à réfléchir systématiquement et à tenir un journal pendant les 10 semaines que durait le semestre, afin d’analyser de façon critique les opportunités et les limitations de la MLE. La conclusion, tirée de mes perceptions de l’utilité de la MLE puisées dans mon journal, est que la MLE a non seulement le potentiel de faciliter l’apprentissage des apprenants, mais peut aussi fournir aux enseignants une riche description de l’engagement cognitif et affectif des apprenants eu égard à la RC. Des recommandations sont faites pour une meilleure mise en œuvre de cette technique d’enseignement.

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