Is language interference (when it occurs) a graded or an all-or-none effect? Evidence from bilingual reported speech production

2018 ◽  
Vol 21 (3) ◽  
pp. 489-504 ◽  
Author(s):  
ANNA HATZIDAKI ◽  
MIKEL SANTESTEBAN ◽  
WOUTER DUYCK
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Word Order ◽  
The Other ◽  
Reported Speech ◽  
Cross Lingual ◽  
Syntactic Differences ◽  
Degree Of Similarity

Do cross-lingual interactions occur even with structures of different word order in different languages of bilinguals? Or could the latter provide immunity to interference of the contrasting characteristics of the other language? To answer this question, we examined the reported speech production (utterances reporting what just happened; e.g., Holly asked what Eric ate) of two groups of proficient, unbalanced bilinguals with varying similarity between their native (L1-Spanish/L1-Dutch) and second language (L2-English). The results showed that both groups of bilinguals produced word order errors when formulating indirect What-questions in L2, regardless of how similar the L1 was to the L2 in that respect. Our findings suggest that in the case of reported speech production in the examined bilingual groups, cross-linguistic syntactic differences by themselves suffice to induce language interference, and that the degree of similarity between the L1 and the L2 does not seem to modulate the magnitude of this effect.

The resolution of conflicts among competing systems: A bidirectional perspective

1987 ◽  
Vol 8 (4) ◽  
pp. 329-350 ◽  
Author(s):  
Susan M. Gass
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sentence Processing ◽  
Word Order ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Relative Strength ◽  
The Other ◽  
Prototype Model ◽  
Organizational System

ABSTRACTThe present study investigates the interaction of syntax, semantics, and pragmatics from the perspective of functional constraints on sentence processing. The functionalist model of Bates and Mac-Whinney (1981a, 1987) is taken as a basis for investigating subjects' reactions to sentences in which word order, topic, and animacy are varied. Subjects were native speakers of Italian, a language which is sensitive to semantics for interpretation and English, a language which is sensitive to syntax for interpretation (Bates, McNew, MacWhinney, Devescovi, & Smith, 1982). The two native speaker groups were further subdivided in terms of second versus foreign language learners. This study focusses on the question of how learners move from one organizational system to another. It is argued that the ways in which L2 learners are able to determine the strength of dominant factors provides insights not only into the processes involved in L2 acquisition but also into the relative strength of components crosslinguistically and the strength of boundaries between linguistic and extra-linguistic information. The results suggest that in moving from a semantic-dominant language to a syntactic-dominant one, learners first become aware of the importance of the concept of word order in a second language before being able to determine the specifics of word order in that language. On the other hand, moving in the other direction (from syntactic to semantic dominance) seems to come about with greater ease. To account for these results, a prototype model of acquisition is introduced. Finally, differences between second language and foreign language-learning environments are discussed.

The effect of bilingualism on the use of manual gestures

2007 ◽  
Vol 28 (3) ◽  
pp. 441-454 ◽  
Author(s):  
ELENA NICOLADIS
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Language Proficiency ◽  
Language Use ◽  
The Other ◽  
Clear Pattern ◽  
Second Language Teaching ◽  
Verbal Message ◽  
Linguistic Transfer ◽  
Linguistic Units

Gestures are often used while speaking to aid in the speaker's packaging of the verbal message and/or to aid the listener in decoding the message. The ways in which bilinguals use gestures are reviewed in this article. Researchers have predicted that bilinguals' gesture use is related to bilinguals' language proficiency. However, no clear pattern of a link between proficiency and gesture use has been observed across studies, probably because gestures rarely compensate for weak language proficiency, functioning instead to facilitate speech production in both first and second language use. Researchers have reported bilinguals using language-specific gestures in the other language. In addition, bilinguals have been shown to use gestures at a higher rate than monolinguals. These results suggest that cross-linguistic transfer can apply to gestures, as well as to other linguistic units. In conclusion, gestures play an important role in accessing language in the process of speech production. This conclusion has implications for second-language teaching; teaching through gestures and speech might be more effective than teaching the spoken component alone.

Models of Second Language Production

1996 ◽  
Vol 55 ◽  
pp. 151-159
Author(s):  
Nanda Poulisse
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Language Production ◽  
The Other ◽  
Semantic Features ◽  
Trial And Error ◽  
Look Ahead ◽  
One To One ◽  
Word Selection ◽  
Selection Of

The article discusses to what extent bilingual models of speech production can account for the fact that L2 speakers are generally, but not always, able to select LI words when speaking the LI and L2 words when speaking the L2. After a brief discussion of word selection in monolingual models of speech production, two bilingual models are presented. In one of these, LI and L2 systems form separate subsets which are activated in their entirety. In the other one there is only one network containing both LI and L2 items, and the language feature plays a role in activating individual lexical items. It is argued that the second representation has the advantage of being more efficient, because it allows one to explain the selection of a single LI word to be used in L2 speech without having to activate the entire LI system. The first model cannot give an efficient explanation for the language switches violating the matching principle proposed by Bierwisch & Schreuder (1993), which entails that a lemma is selected only if it includes all and only those of the semantic features contained in the chunk to be lexicalized. The article also addresses the chunking problem. Since there is no one-to-one correspondence between concepts and words, speakers need to cut up their messages into lexicalizable chunks. It is suggested that both LI and L2 speakers may follow an informed trial-and-error procedure based on their experiences with language(s) involved. Since there is no look-ahead, speakers do occasionally rum into lexical problems. In view of the matching principle, the only way to solve these problems is to go through the processes of conceptualization and chunking again.

Dynamic localization in second language English and German

2014 ◽  
Vol 18 (3) ◽  
pp. 400-418 ◽  
Author(s):  
MARY GRANTHAM O’BRIEN ◽  
CAROLINE FÉRY
Keyword(s):  
Second Language ◽  
Word Order ◽  
Native Speakers ◽  
Pitch Accent ◽  
The Other ◽  
Final Position ◽  
Dynamic Localization ◽  
L1 And L2 ◽  
Grammatical Structures ◽  
Pitch Accents

Marking new and given constituents requires speakers to use morphosyntactic and phonological cues within a discourse context. The current study uses a dynamic localization paradigm whereby German and English native speakers, with the other language as a second language (L2), describe constellations of pictures. In each picture a new or reintroduced animal is localized relative to other animals, thereby allowing for control of newness vs. givenness of animals. Participants completed the task in their native language (L1) and L2. English native speakers use predominantly canonical word order and often mark the new object with a falling pitch accent. German native speakers use a given-before-new word order, even when this is non-canonical, and they use a rising pitch accent in non-final position. The results indicate that speakers easily transfer unmarked grammatical structures – both word order and pitch accents – from their L1 to their L2.

Processing relative clauses in Chinese as a second language

2014 ◽  
Vol 30 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Yi Xu
Keyword(s):  
Second Language ◽  
Word Order ◽  
Relative Clauses ◽  
Explanatory Power ◽  
Judgment Task ◽  
The Other ◽  
Domain Theory ◽  
Sentence Reading ◽  
Reading Technique ◽  
L2 Learners

This project investigates second language (L2) learners’ processing of four types of Chinese relative clauses crossing extraction types and demonstrative-classifier (DCl) positions. Using a word order judgment task with a whole-sentence reading technique, the study also discusses how psycholinguistic theories bear explanatory power in L2 data. An overall preference for DCl-first structures and an advantage of DCl-subject relative clauses over the other three structures were found. Results were largely compatible with the filler-gap domain theory and indicated a weak subject-gap advantage. These motivations are subject to influences from other factors, and a multi-constraint proposal was proposed.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Pembobotan Berdasarkan Tingkat Kesamaan Semantik pada Metode Fuzzy Semi-Supervised Co-Clustering untuk Pengelompokkan Dokumen Teks

2014 ◽  
Vol 6 (2) ◽  
pp. 46-51
Author(s):  
Galang Amanda Dwi P. ◽  
Gregorius Edwadr ◽  
Agus Zainal Arifin
Keyword(s):  
Supervised Learning ◽  
Semantic Similarity ◽  
The Other ◽  
Classification Result ◽  
Document Similarity ◽  
The Matrix ◽  
Index Terms ◽  
Membership Value ◽  
Degree Of Similarity

Nowadays, a large number of information can not be reached by the reader because of the misclassification of text-based documents. The misclassified data can also make the readers obtain the wrong information. The method which is proposed by this paper is aiming to classify the documents into the correct group.  Each document will have a membership value in several different classes. The method will be used to find the degree of similarity between the two documents is the semantic similarity. In fact, there is no document that doesn’t have a relationship with the other but their relationship might be close to 0. This method calculates the similarity between two documents by taking into account the level of similarity of words and their synonyms. After all inter-document similarity values obtained, a matrix will be created. The matrix is then used as a semi-supervised factor. The output of this method is the value of the membership of each document, which must be one of the greatest membership value for each document which indicates where the documents are grouped. Classification result computed by the method shows a good value which is 90 %. Index Terms - Fuzzy co-clustering, Heuristic, Semantica Similiarity, Semi-supervised learning.

scholarly journals The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Thibault Asselborn ◽  
Wafa Johal ◽  
Bolat Tleubayev ◽  
Zhanel Zhexenova ◽  
Pierre Dillenbourg ◽  
...  
Keyword(s):  
Experimental Situation ◽  
Recent Change ◽  
The Other ◽  
Fine Motor ◽  
Skills Transfer ◽  
Short Text ◽  
Latin Script ◽  
Quasi Experimental ◽  
Cross Lingual

AbstractDo handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.

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