Second language learners develop non-native lexical processing biases

2019 ◽  
Vol 23 (1) ◽  
pp. 119-130 ◽  
Author(s):  
Seth Wiener
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
Language Learners ◽  
Second Language Learners ◽  
Lexical Processing ◽  
Native Language ◽  
Spoken Language ◽  
Language Recognition ◽  
English Vowels ◽  
L1 And L2

AbstractInfants develop language-specific biases favoring either consonantal or vocalic information. These phonological biases affect various levels of spoken-language recognition in children and adults. This study explored whether adults who speak a second language (L2) apply phonological biases during L2 lexical processing, and whether the biases applied are those of the native language (L1), or those appropriate for the L2. Two word reconstruction experiments were carried out in English and Mandarin Chinese. L1 and L2 speakers of English demonstrated a consonantal bias by changing English vowels faster than consonants. L1 and L2 speakers of Mandarin demonstrated a vocalic bias by changing Mandarin consonants faster than vowels. Even relatively late L2 classroom learners whose L1 triggers a consonantal bias (English) exhibited a vocalic bias in their L2 (Mandarin). Lexically related processing biases are thus determined by the phonological and lexical characteristics of the stimuli being processed and not solely by listeners’ L1.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

The influence of first language polysemy and first language and second language lexical frequencies on second language learners’ use of false cognates

2019 ◽  
Vol 24 (3) ◽  
pp. 530-541
Author(s):  
Carl Cañizares-Álvarez ◽  
Virginia C Mueller Gathercole
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Low Frequency ◽  
Complex Interaction ◽  
Word Choice ◽  
Relative Transparency ◽  
L1 And L2 ◽  
L1 English

Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish words that had several translations in English, one of which was a cognate form. Words were strictly balanced for L1 polysemy (high versus low), frequency of the S word, frequency of the E cognate form, and frequency of the E non-cognate translation. The words were presented in unambiguous contextual frames that pushed for the non-cognate translation in English. Data and analysis: Analyses of variance were used to analyze participants’ translations relative to the variables of Spanish polysemy and the frequencies of the forms in question. Findings: The findings show that the relative transparency or opacity of the mapping between the L1 and L2 influences word choice: the use of a false cognate instead of a competing correct lexical item depends on the complex interaction of L1 polysemy and the lexical frequencies of the L1 and L2 forms in the bilingual’s two languages. Originality: This study strictly controls for several factors crucial to L2 users’ choice of a word in the L2: polysemy in the L1, frequency of the L1 word, and frequencies of the L2 words involved. Significance: When these variables are viewed together, the data reveal a complex interaction showing factors that contribute to the transparency or opacity of the L1–L2 lexical semantic linkages.

Auditory training for experienced and inexperienced second-language learners: Native French speakers learning English vowels

2011 ◽  
Vol 33 (1) ◽  
pp. 145-160 ◽  
Author(s):  
PAUL IVERSON ◽  
MELANIE PINET ◽  
BRONWEN G. EVANS
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Natural Variability ◽  
High Variability ◽  
Auditory Training ◽  
Natural Speech ◽  
English Speakers ◽  
English Vowels ◽  
Learning English

ABSTRACTThis study examined whether high-variability auditory training on natural speech can benefit experienced second-language English speakers who already are exposed to natural variability in their daily use of English. The subjects were native French speakers who had learned English in school; experienced listeners were tested in England and the less experienced listeners were tested in France. Both groups were given eight sessions of high-variability phonetic training for English vowels, and were given a battery of perception and production tests to evaluate their improvement. The results demonstrated that both groups learned to similar degrees, suggesting that training provides a type of learning that is distinct from that obtained in more naturalistic situations.

scholarly journals The L2-acquisition of the German particle doch

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Lotte Hogeweg ◽  
Helen de Hoop ◽  
Stefanie Ramachers ◽  
Frans van der Slik ◽  
Verena Wottrich
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Acquisition ◽  
Discourse Particles

AbstractDiscourse particles are notoriously difficult to acquire for second language learners. It has been argued that this difficulty is caused by a lack of equivalent concepts in the learner’s native language. In this article we compare the acquisition of the German particle

scholarly journals Phoneme acquisition: Infants and second language learners

2011 ◽  
Vol 35 (6) ◽  
pp. 24
Author(s):  
James Jensen
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Language Model ◽  
High Variability ◽  
Phoneme Perception ◽  
Infant Language ◽  
Perception Training

This paper argues for explicit phoneme perception training. It discusses infant phoneme acquisition studies and relates these studies to second language learners. The first half of the article is an account of infant language acquisition studies and uses the Native Language Model, as developed by Patricia Kuhl, to conceptualize an infant’s phoneme acquisition process. The second half of this paper deals with what L1 phoneme acquisition means for adult second language learners. Three questions are addressed: First, to what extent can L2 learners’ perceptual patterns be modified after the initial neural commitment? Second, is phonemic training with adult learners worthwhile? And, third, what methodologies are the most effective for modifying an L2 learner’s initial L1 phoneme structure? The techniques discussed are contrastive exposure, making the phoneme salient, and high-variability. 本論は、明示的に行う音素認識トレーニングについて論じる。乳幼児の音素習得研究を論議し、これらの研究を第2言語学習者に関連づける。前半は乳幼児の言語習得研究の説明において、Patricia Kuhlの乳幼児の音素習得プロセスを概念したNative Language Magnet Theoryを用いている。後半では、乳幼児の第１言語音素習得が大人である第2言語学習者にどのような意味を持つのかを述べる。次の3点を検討する。1）第2言語学習者の音素認識パターンは、第1言語でのパターンが確立した後、どの程度修正されることができるのか。2）大人の学習者に対する音素認識トレーニングは価値があるのか。3）第2言語学習者における第１言語の音素構造を修正するには、どのような方法が最も効果的なのか。論議されている手法は、音素を際立たせ、高い変動性をもたらす対照提示である。

The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Li Ma ◽  
Gita Martohardjono ◽  
William McClure
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Past Tense ◽  
Functional Roles ◽  
Past Time ◽  
The Matrix ◽  
Esl Learners

AbstractThe present study investigates the functional roles of two lexical devices, past-time temporal adverbials and frequency adverbs, in Mandarin Chinese-speaking ESL learners’ encoding of temporality in their English interlanguage. The results of the present study indicate that past-time temporal adverbials are facilitative in Mandarin Chinese-speaking ESL learners’ encoding of past time. Meanwhile, the existence/absence of the matrix agreement, which is a linguistic device that has not been discussed in previous studies, may also lead to learners’ different reactions. The results of the present study also show that the introduction of frequency adverbs is associated with a higher usage rate of the present tense and causes more difficulty in a past tense context. This association is found to exist not only in learners’ data, but also in English native speakers’ data. The present study contributes to our understanding of the development of second language learners’ expression of temporal locations and relations.

scholarly journals Effects of Cognate Status on Word Comprehension in Second Language Learners: An ERP Investigation

2011 ◽  
Vol 23 (7) ◽  
pp. 1634-1647 ◽  
Author(s):  
Katherine J. Midgley ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Comprehension ◽  
N400 Component ◽  
L1 And L2 ◽  
English Students ◽  
L1 English

ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes in the N400 component when compared with noncognates. L1 items that were cognates showed early differences in amplitude in the N400 epoch when compared with noncognates. L2 items showed later differences between cognates and noncognates than L1 items. The results are discussed in terms of how cognate status affects word recognition in second language learners.

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