Differences in L1 linguistic attention control between monolinguals and bilinguals

2014 ◽  
Vol 19 (1) ◽  
pp. 106-121 ◽  
Author(s):  
HILARY D. DUNCAN ◽  
NORMAN SEGALOWITZ ◽  
NATALIE A. PHILLIPS
Keyword(s):  
Second Language ◽  
Task Switching ◽  
Mental Representation ◽  
Positive Impact ◽  
Native Language ◽  
First Language ◽  
Attention Control ◽  
Spatial Prepositions ◽  
Concrete Nouns ◽  
Incoming Message

Relational elements of language (e.g. spatial prepositions) act to direct attention to aspects of an incoming message. The listener or reader must be able to use these elements to focus and refocus attention on the mental representation being constructed. Research has shown that this type of attention control is specific to language and can be distinguished from attention control for non-relational (semantic or content) elements. Twenty-two monolinguals (18–30 years) and nineteen bilinguals (18–30 years) completed two conditions of an alternating-runs task-switching paradigm in their first language. The relational condition involved processing spatial prepositions, and the non-relational condition involved processing concrete nouns and adjectives. Overall, monolinguals had significantly larger shift costs (i.e. greater attention control burden) in the relational condition than the non-relational condition, whereas bilinguals performed similarly in both conditions. This suggests that proficiency in a second language has a positive impact on linguistic attention control in one's native language.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English

2013 ◽  
Vol 24 (4) ◽  
pp. 689-710 ◽  
Author(s):  
Ryan Spring ◽  
Kaoru Horie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Language ◽  
First Language ◽  
Learning Curves ◽  
Third Language ◽  
Chinese Learners ◽  
Language Type

AbstractThis study looks at the effect of one's first language type, as proposed by Talmy (2000) and Slobin (2004), on their second language acquisition. Talmy (2000) gives an account of languages as being either verb-framed or satellite-framed based on how path and manner of motion are encoded in motion events. Meanwhile, Slobin (2004) argues for a third language type, which he calls equipollently-framed. This study compares and contrasts the learning curves of equipollently-framed language (Mandarin Chinese) native speakers and verb-framed language (Japanese) native speakers as they learn a satellite-framed language (English). It examines not only the learner's pattern preferences, but also their manner of motion encoding preferences and deictic verb usage to show that there is a clear difference in how the two groups of learners acquire a second language of a different type from their own native language.

scholarly journals Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition

2021 ◽  
Vol 3 (1) ◽  
pp. 38-44
Author(s):  
V Devaki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Language ◽  
First Language ◽  
Great Influence ◽  
Logical Thinking ◽  
The Difference ◽  
High Level ◽  
Cognitive Influence

Linguistics and psychological schools of thought had a great influence on language acquisition theories It is still under discussion whether second language acquisition is easy or effortless for adults to learn or not.  In non-teaching environments, children can learn their native language quickly, whereas adults cannot. Many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language acquisition. Therefore, this paper explores to what extent the theories of behavioral and cognitive influence adult acquisition in the second language process. This study considered that these theories have highlighted the difference between the way that children and adults learn to the point that adults appear to “lift the bar” unrealistically when they try to learn an additional language. The novelty of this study is in how the analysis gave a new direction for adult language acquisition theorists to guide adults to mimic children’s way of acquisitioning their first language.

scholarly journals Reflecting On The Modification Of A Summative Assessment Instrument To Redress Its Linguistic Complexity For Second-Language Learners In An ODL Context

2012 ◽  
Vol 11 (8) ◽  
pp. 895
Author(s):  
C. H. Bothma ◽  
M. C. Cant ◽  
M. N. Du Toit
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Positive Impact ◽  
First Language ◽  
Summative Assessment ◽  
Assessment Instrument ◽  
Linguistic Complexity ◽  
Marketing Department ◽  
The University

This study attempted to determine whether simplifying the linguistic complexity of a written summative assessment instrument would improve the examination results of second-language learners; the academic literature suggests that linguistic complexity impacts negatively on the performance of second-language learners. The module chosen for the study was the capstone module of the marketing department at the University of South Africa, an open and distance learning institution. A 2007 examination paper was modified in an attempt to make it linguistically simpler and was used again in 2009. The results of first-language learners were compared with those of second language learners, who represent a significant component of the universitys student population, across the two periods in question. The results were analysed using an independent two-sample t-test. The findings do not support the premise that simplifying the linguistic complexity of an assessment instrument would have a positive impact on the examination performance of second-language learners. The article highlights a number of issues and questions that require further research.

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.

Optimality in second language phonology: codas in Thai ESL

2000 ◽  
Vol 16 (3) ◽  
pp. 201-232 ◽  
Author(s):  
Barbara Hancin-Bhatt
Keyword(s):  
Second Language ◽  
Optimality Theory ◽  
Native Language ◽  
First Language ◽  
Test Case ◽  
Second Language Phonology ◽  
Esl Learners

This study presents an Optimality Theoretic account of syllable codas in Thai ESL. To date, there is little research in the literature on the study of codas, and Thai ESL presents an interesting test case since Thai has a more restrictive set of constraints on what can occur syllable-finally than does English. Thai ESL learners thus need to resolve the conflict between what they know (their first language or L1) and what they are learning (their second language or L2 grammar). Optimality Theory provides the mechanisms to understand how this phonological conflict is resolved,and in what ways. The main findings of this study are that the native language constraint rankings interact with target constraint rankings in a specific way, allowing a restricted and predictable range of production types by intermediate Thai learners of ESL. The study argues that constraint rerankings occur in an ordered fashion:the constraints on which segments can appear in codas (CODA-AC) re-rank before the constraint disallowing complex codas (*COMPLEX), thereby correctly defining the observed stages in ESL coda development.

scholarly journals THE USE OF CLICHED FORMULAS IN TEACHING RUSSIAN LANGUAGE TO STUDENTS OF ECONOMIC PROFILE

2020 ◽  
Vol 74 (4) ◽  
pp. 165-168
Author(s):  
А. Ongarbaeva ◽  
◽  
K. Aitmukhametova ◽  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Positive Impact ◽  
First Language ◽  
Negative Influence ◽  
Educational Material ◽  
Russian Language ◽  
Trilingual Education ◽  
Economic Profile ◽  
Economy And Education

In this article, we will try to show the use of cliched formulas in teaching Russian to a national audience, namely, specialists in the economic sphere. We have taken as a basis the principle of interconnected learning when teaching Russian to Kazakh-speaking students of Economics in the system of trilingual education. It should be noted that the principle of interconnected learning involves a coordinated selection and presentation of educational material. This principle is significant because each concept is considered from the perspective of three languages that provide greater efficiency in understanding, understanding and memorizing scientific concepts. In Kazakhstan, as is known, trilingual education is provided. Language contacts of Kazakh, Russian and English languages occur in our country in the sphere of economy and education. As a result of this process is the transposition (a positive impact of languages) and interference (negative influence of the native, first language learning, second, language) and languages in General possible convergence (convergence or coincidence of two or more linguistic entities). As you know, a competitive specialist should know not only the features of the socio-cultural and sociolinguistic situation in the country, but also the features of perception, understanding and generation of speech in the second and third languages, be competent in the field of interrelated language learning.

Vietnamese language selection issues in novels by some overseas modern Vietnamese writers

2021 ◽  
Vol 66 (1) ◽  
pp. 80-86
Author(s):  
Hanh Vu Thi
Keyword(s):  
Second Language ◽  
Native Language ◽  
First Language ◽  
Type A ◽  
Conservation And Development ◽  
Language Selection ◽  
Language Issues

Different from domestic writers, overseas Vietnamese writers have to select language to creat: first language (Mother Tongues - Vietnamese) or second language (Non-native language). Vietnamese language selection issues in novels by some overseas female Vietnamese writers not only refer to selection language to creat (literature as type a language art) but also attitudes to Vietnamese language and cultute. Therefore, the research language issues in novels by some overseas Vietnamese writers contributes to assert values and roles of overseas writers in conservation and development Vietnamese abroad.

scholarly journals Multilingual native language identification

2015 ◽  
Vol 23 (2) ◽  
pp. 163-215 ◽  
Author(s):  
SHERVIN MALMASI ◽  
MARK DRAS
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Binary Data ◽  
Native Language ◽  
First Language ◽  
Language Identification ◽  
Ensembles Of Classifiers ◽  
Part Of Speech ◽  
Language Groups ◽  
Fourth Experiment

AbstractWe present the first comprehensive study of Native Language Identification (NLI) applied to text written in languages other than English, using data from six languages. NLI is the task of predicting an author’s first language using only their writings in a second language, with applications in Second Language Acquisition and forensic linguistics. Most research to date has focused on English but there is a need to apply NLI to other languages, not only to gauge its applicability but also to aid in teaching research for other emerging languages. With this goal, we identify six typologically very different sources of non-English second language data and conduct six experiments using a set of commonly used features. Our first two experiments evaluate our features and corpora, showing that the features perform well and at similar rates across languages. The third experiment compares non-native and native control data, showing that they can be discerned with 95 per cent accuracy. Our fourth experiment provides a cross-linguistic assessment of how the degree of syntactic data encoded in part-of-speech tags affects their efficiency as classification features, finding that most differences between first language groups lie in the ordering of the most basic word categories. We also tackle two questions that have not previously been addressed for NLI. Other work in NLI has shown that ensembles of classifiers over feature types work well and in our final experiment we use such an oracle classifier to derive an upper limit for classification accuracy with our feature set. We also present an analysis examining feature diversity, aiming to estimate the degree of overlap and complementarity between our chosen features employing an association measure for binary data. Finally, we conclude with a general discussion and outline directions for future work.

Are stories just as transporting when not in your native tongue?

2019 ◽  
Vol 11 (02) ◽  
pp. 285-309
Author(s):  
ASHLEY CHUNG-FAT-YIM ◽  
ELENA CILENTO ◽  
EWELINA PIOTROWSKA ◽  
RAYMOND A. MAR
Keyword(s):  
Second Language ◽  
Language Processing ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Emotional Reactions ◽  
Language Groups ◽  
English Fluency ◽  
Short Films ◽  
Text Study

abstractWe spend much of our time consuming stories across different types of media, often becoming deeply engaged or transported into these stories. However, there has been almost no research into whether processing a story in one’s non-native language influences our level of transportation. We analyzed three existing datasets in order to compare engagement with English-language stories for those who reported English as their first language and those who reported English as their second language. Stories were presented as text (Study 1), audio (Study 2), and short films (Study 3). Across all studies, equivalent levels of narrative transportation between language groups were found, even after accounting for age and years of English fluency. These results are in contrast to some previous proposals that emotional reactions are attenuated during non-native language processing, despite equivalent levels of comprehension. Our evidence indicates that individuals processing a narrative in their second language feel just as transported into the story as those processing the same narrative in their native language.

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