scholarly journals The impact of cross-language phonological overlap on bilingual and monolingual toddlers’ word recognition

2018 ◽  
Vol 22 (3) ◽  
pp. 476-499 ◽  
Author(s):  
KATIE VON HOLZEN ◽  
CHRISTOPHER T. FENNELL ◽  
NIVEDITA MANI
Keyword(s):  
Word Recognition ◽  
L2 Acquisition ◽  
Language Background ◽  
Feature Change ◽  
English Bilingual ◽  
Phonological Features ◽  
Cross Language ◽  
The Impact ◽  
L2 Word Recognition

We examined how L2 exposure early in life modulates toddler word recognition by comparing German–English bilingual and German monolingual toddlers’ recognition of words that overlapped to differing degrees, measured by number of phonological features changed, between English and German (e.g., identical, 1-feature change, 2-feature change, 3-feature change, no overlap). Recognition in English was modulated by language background (bilinguals vs. monolinguals) and by the amount of phonological overlap that English words shared with their L1 German translations. L1 word recognition remained unchanged across conditions between monolingual and bilingual toddlers, showing no effect of learning an L2 on L1 word recognition in bilingual toddlers. Furthermore, bilingual toddlers who had a later age of L2 acquisition had better recognition of words in English than those toddlers who acquired English at an earlier age. The results suggest an important role for L1 phonological experience on L2 word recognition in early bilingual word recognition.

Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults

2006 ◽  
Vol 9 (3) ◽  
pp. 249-261 ◽  
Author(s):  
JILL HOHENSTEIN ◽  
ANN EISENBERG ◽  
LETITIA NAIGLES
Keyword(s):  
Age Of Acquisition ◽  
Language Transfer ◽  
Language Usage ◽  
L2 Acquisition ◽  
Lexical Choice ◽  
English Bilingual ◽  
Usage Patterns ◽  
Cross Language ◽  
L1 And L2 ◽  
Lexical Transfer

Research has begun to address the question of transfer of language usage patterns beyond the idea that people's native language (L1) can influence the way they produce a second language (L2). This study investigated bidirectional transfer, of both lexical and grammatical features, in adult speakers of English and Spanish who varied in age of L2 acquisition. Early and late learners of English watched and orally described video depictions of motion events. Findings suggest bilinguals' patterns of motion description lexically and grammatically resemble those of monolinguals in each language. However, although participants showed bidirectional lexical transfer, they displayed only L1-to-L2 grammatical transfer. Furthermore, learning L2 post-puberty affected L2 lexical choice, but both early and late L2 learners showed L2 influence on L1 lexical choice. Finally, the findings of grammatical transfer and age of acquisition were mixed. We discuss results with reference to theories of cross-language transfer.

Computer-mediated input, output and feedback in the development of L2 word recognition from speech

ReCALL ◽  
2014 ◽  
Vol 27 (3) ◽  
pp. 321-339 ◽  
Author(s):  
Joshua Matthews ◽  
Junyu Cheng ◽  
John Mitchell O’Toole
Keyword(s):  
Second Language ◽  
Treatment Group ◽  
Word Recognition ◽  
Control Group ◽  
Treatment Level ◽  
Input Output ◽  
Gain Scores ◽  
Computer Mediated ◽  
The Impact ◽  
L2 Word Recognition

AbstractThis paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to a control group (n=31) or to one of two alternative treatment levels which used a web-based computer application enabling self-determined opportunities to repeatedly listen to and reconstruct spoken target text into its written form. Treatment group one (n=30) received text feedback after each of their efforts at target text reconstruction, whereas treatment group two (n=35) did not. Results indicated that word recognition gain scores of those who used the application, regardless of treatment level, were significantly higher than those of the control group. The relationship between the quantity of self-determined exposure to input and word recognition improvements was moderate but not linear, with those choosing moderate levels of speech input deriving the greatest measurable improvement. Neither increased levels of modified output nor the provision of text feedback were associated with significant improvements in word recognition gain scores. Implications for computer-mediated approaches for the development of L2 WRS are described and areas for future empirical research are suggested.

scholarly journals Impact of talker variability on L2 word recognition among Japanese EFL learners

2017 ◽  
Vol 6 (2) ◽  
pp. 8-22
Author(s):  
Noriko Matsuda ◽  
Keyword(s):  
Word Recognition ◽  
High Sensitivity ◽  
Repetition Effects ◽  
Recognition Time ◽  
Perceptual Dimension ◽  
Efl Learners ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
The Impact ◽  
L2 Word Recognition

This article is a pilot study investigating auditory word priming in 40 Japanese learners of English using speeded repetition tasks to measure the impact of talker changes on second language (L2) word recognition. The results showed that by focusing more on the perceptual dimension, in single-talker conditions, word recognition time was statistically significantly shorter and a perceptual learning effect was seen. However, with talker changes, word recognition time significantly increased and the repetition effects were nullified. The results indicate that Japanese English as a foreign language (EFL) learners have high sensitivity to individual attributes of speech and seem to need some variations in auditory input for some period of time without any need for comprehension in order to form robust representations of L2 words.

scholarly journals Future or Movement? The L2 Acquisition of Aller + V Forms

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 16
Author(s):  
Pascale Leclercq
Keyword(s):  
Native Speakers ◽  
Oral Narrative ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Developmental Patterns ◽  
Patterns Of Use ◽  
Modal Values ◽  
The Impact ◽  
Narrative Function ◽  
Semantic Values

This study aims to advance the understanding of the impact of the discursive context in the form-function mappings of aller + V forms by native speakers (NSs) and learners of French (NNSs), and to further knowledge about the developmental patterns of use of such forms at three proficiency levels (lower intermediate, upper intermediate, and advanced). While aller + V is often referred to as a periphrastic future form, i.e., a way to express temporal reference, it also takes a range of diverse semantic values (including spatial, aspectual, and modal values), and discursive functions. We therefore set out to examine data from a cross-sectional oral narrative and a longitudinal semi-guided interview task to find out to what extent aller + V forms are used by NSs and NNSs in a study abroad context. Our main results show that at lower intermediate level, spatial values dominate, while temporal and modal values emerge at upper intermediate and advanced levels. As regards the discursive functions of aller + V, learners make context appropriate choices (among others, narrative function in oral narratives, and stance-marking in interviews), but even at advanced level, their range of semantic values and discursive functions is more restricted than native speakers’.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Vowel development in young Mandarin-English bilingual children

Phonetica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jing Yang
Keyword(s):  
Bilingual Children ◽  
Vowel Duration ◽  
Formant Frequency ◽  
High Group ◽  
English Bilingual ◽  
English Vowels ◽  
Vowel Systems ◽  
Phonetic Features ◽  
Cross Language ◽  
L1 And L2

Abstract This study examined the development of vowel categories in young Mandarin -English bilingual children. The participants included 35 children aged between 3 and 4 years old (15 Mandarin-English bilinguals, six English monolinguals, and 14 Mandarin monolinguals). The bilingual children were divided into two groups: one group had a shorter duration (<1 year) of intensive immersion in English (Bi-low group) and one group had a longer duration (>1 year) of intensive immersion in English (Bi-high group). The participants were recorded producing one list of Mandarin words containing the vowels /a, i, u, y, ɤ/ and/or one list of English words containing the vowels /i, ɪ, e, ɛ, æ, u, ʊ, o, ɑ, ʌ/. Formant frequency values were extracted at five equidistant time locations (the 20–35–50–65–80% point) over the course of vowel duration. Cross-language and within-language comparisons were conducted on the midpoint formant values and formant trajectories. The results showed that children in the Bi-low group produced their English vowels into clusters and showed positional deviations from the monolingual targets. However, they maintained the phonetic features of their native vowel sounds well and mainly used an assimilatory process to organize the vowel systems. Children in the Bi-high group separated their English vowels well. They used both assimilatory and dissimilatory processes to construct and refine the two vowel systems. These bilingual children approximated monolingual English children to a better extent than the children in the Bi-low group. However, when compared to the monolingual peers, they demonstrated observable deviations in both L1 and L2.

scholarly journals The Impact of Interruptions on Feature Change Detection within Dynamic Scenes

2019 ◽  
Vol 63 (1) ◽  
pp. 1430-1434
Author(s):  
Kimberly N. Perry ◽  
Mark W. Scerbo
Keyword(s):  
Working Memory ◽  
Situation Awareness ◽  
Specific Information ◽  
Limited Information ◽  
Dynamic Scenes ◽  
Feature Change ◽  
Activation Level ◽  
Level 1 ◽  
Perceptual Changes ◽  
The Impact

The goal of the present study was to examine how interruptions occurring in dynamic scenes affect the ability to detect perceptual changes during level 1 situation awareness (SA). Undergraduates were asked to watch 24 brief videos (half with interruptions) including 8 with perceptual feature changes. All videos were unique and contained multiple dynamic objects. Three different sets of instructions regarding the changes were given to successive groups: no information, limited information, and feature specific information. Of the eight changes, half occurred during a visual interruption and half with no interruption. Results showed that participants detected few changes, but detections increased when given more information about the nature of the changes in the absence of interruptions. The findings suggest that interruptions may facilitate the decay of an objects’ activation level in working memory and that level 1 SA may be particularly fragile when the visual scene is interrupted.

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