Oscillatory brain dynamics of pronoun processing in native Spanish speakers and in late second language learners of Spanish

2020 ◽  
Vol 23 (5) ◽  
pp. 964-977
Author(s):  
Eleonora Rossi ◽  
Yanina Prystauka
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Time Course ◽  
Spanish Speakers ◽  
Cell Assembly ◽  
Native Spanish Speakers ◽  
Time Frequency ◽  
L2 Processing ◽  
L2 Learners

AbstractA longstanding question in the second language acquisition literature is whether late second language (L2) learners process grammatical structures in a native-like manner. Here, we use Time Frequency Representation (TFR) analysis to test morpho-syntactic processing of clitic pronouns in native and late L2 learners of Spanish. The TFR results show overall similar power decreases in theta, alpha, and beta frequencies in both groups. Critically, the observed oscillatory effects persisted in time for native Spanish speakers, but declined earlier for L2 learners. We discuss the results using cell-assembly theory models for language processing (e.g., Pulvermüller, 1999) that posit a biphasic time-course for neural assemblies consisting of an early ignition (recognition) and a later reverberation (re-processing) phase. We propose a working hypothesis for L2 processing in tune with a cell-assembly theory suggesting that the length of the reverberation phase could be a distinguishing feature between native and L2 processing.

Missing verbal inflections as a representational problem

2012 ◽  
Vol 2 (2) ◽  
pp. 109-140 ◽  
Author(s):  
Bill VanPatten ◽  
Gregory D. Keating ◽  
Michael J. Leeser
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Spanish Speakers ◽  
Inflectional Morphology ◽  
Native Spanish Speakers ◽  
Advanced Learners ◽  
Syntactic Structures ◽  
L2 Learners ◽  
Grammatical Structures

A continuing concern in second language acquisition (SLA) research is whether problems with inflectional morphology are representational or related somehow to performance. In this study, we examine 25 non-advanced learners of L2 Spanish and compare them with 18 native Spanish speakers on three grammatical structures: subject-verb inversion, adverb placement and person-number inflections on verbs. We use self-paced reading as a measure of underlying sensitivity to grammatical violations. Our results clearly show that the L2 learners pattern like the native speakers on the two syntactic structures; both groups demonstrate sensitivity to grammatical violations while reading sentences for meaning. For person-number on verbs, L2 learners did not show sensitivity to grammatical violations whereas the native speakers did. We argue that these results suggest a representational problem for morphology in our L2 population.

Transfer and typological proximity in the context of second language processing

2002 ◽  
Vol 18 (3) ◽  
pp. 250-273 ◽  
Author(s):  
Gisela Håkansson ◽  
Manfred Pienemann ◽  
Susan Sayehli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
First Language ◽  
First Year ◽  
Intermediate Structure ◽  
Verb Second ◽  
Second Language Processing ◽  
L2 Learners ◽  
L1 Influence

In this article, the issue of cross-linguistic influence in second language acquisition is examined from a processing perspective. Applying Processability Theory as the theoretical framework we claim that second language (L2) learners can only produce forms they are able to process. We thus argue that the first language (L1) influence on the L2 is developmentally moderated. Data were collected from German L2 learners with Swedish as their L1. Twenty informants participated in the study, 10 in their first year of German (13 years of age) and 10 in their second year of German (14 years of age). Both languages involved are typologically very close but not mutually intelligible. The results show that Swedish learners of German do not transfer the verb-second structure from their L1 to the L2 even though this structure is identical in both languages.Instead they start out with canonical word order and subsequently produce an intermediate structure (adv NPsubjV X), which is ungrammatical in the L1 and the L2. These observations support the idea of a developmentally moderated transfer. The results clearly contradict the predictions from the ‘full transfer/full access’ hypothesis (Schwartz and Sprouse, 1994; 1996).

Second language sentence processing in reading for comprehension and translation

2012 ◽  
Vol 16 (3) ◽  
pp. 518-537 ◽  
Author(s):  
JUNG HYUN LIM ◽  
KIEL CHRISTIANSON
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Sentence Processing ◽  
Relative Clauses ◽  
Native Speakers ◽  
First Language ◽  
Native English Speakers ◽  
L2 Processing ◽  
L2 Learners ◽  
Native Speakers Of English

A self-paced reading and translation task was used with learners of English as a second language (L2) to explore what sorts of information L2 learners use during online comprehension compared to native speakers, and how task (reading for comprehension vs. translation) and proficiency affect L2 comprehension. Thirty-six Korean native speakers of English and 32 native English speakers read plausible and implausible subject relative clauses and object relative clauses. Reading times, comprehension accuracy, and translations were analyzed. Results showed that L2 learners were able to use syntactic information similarly to native speakers during comprehension, and that online L2 processing and offline comprehension were modulated by reading goals and proficiency. Results are interpreted as showing that L2 processing is quantitatively rather than qualitatively different from first language processing, i.e. strategically “good enough”.

scholarly journals Comparing and explaining the trajectories of first and second language acquisition: in search of the right mix of psychological and linguistic factors

1998 ◽  
Vol 1 (1) ◽  
pp. 29-30 ◽  
Author(s):  
GERARD KEMPEN
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Universal Grammar ◽  
Emotional Reactions ◽  
Parameter Setting ◽  
Learning Mechanisms ◽  
L2 Learners ◽  
L1 And L2

When you compare the behavior of two different age groups which are trying to master the same sensori-motor or cognitive skill, you are likely to discover varying learning routes: different stages, different intervals between stages, or even different orderings of stages. Such heterogeneous learning trajectories may be caused by at least six different types of factors:(1) Initial state: the kinds and levels of skills the learners have available at the onset of the learning episode.(2) Learning mechanisms: rule-based, inductive, connectionist, parameter setting, and so on.(3) Input and feedback characteristics: learning stimuli, information about success and failure.(4) Information processing mechanisms: capacity limitations, attentional biases, response preferences.(5) Energetic variables: motivation, emotional reactions.(6) Final state: the fine-structure of kinds and levels of subskills at the end of the learning episode.This applies to language acquisition as well. First and second language learners probably differ on all six factors. Nevertheless, the debate between advocates and opponents of the Fundamental Difference Hypothesis concerning L1 and L2 acquisition have looked almost exclusively at the first two factors. Those who believe that L1 learners have access to Universal Grammar whereas L2 learners rely on language processing strategies, postulate different learning mechanisms (UG parameter setting in L1, more general inductive strategies in L2 learning). Pienemann opposes this view and, based on his Processability Theory, argues that L1 and L2 learners start out from different initial states: they come to the grammar learning task with different structural hypotheses (SOV versus SVO as basic word order of German).

Second language processing of English past tense morphology: The role of working memory

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Filiz Rızaoğlu ◽  
Ayşe Gürel
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Native Speakers ◽  
Negative Relationship ◽  
Masked Priming ◽  
Morphological Processing ◽  
Target Language ◽  
Past Tense ◽  
L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

scholarly journals Subjacency Violations in Second Language Acquisition: Some Evidence from Chinese Mandarin Speakers of L2 English

2017 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Xia Dai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Literature Review ◽  
Native Speakers ◽  
Chinese Speakers ◽  
Follow Up Study ◽  
L2 Learners ◽  
Mandarin Speakers

The literature review shows that many previous studies have used Subjacency to test the availability of UniversalGrammar (UG) in second language acquisition. Schachter (1989) claimed that L2 learners do not have access to UGprinciples, while Hawkins and Chan (1997) suggested that L2 learners had partial availability of UG, for they foundthere was a strong difference between the elementary L2 learners and the advanced L2 learners in judging theungrammaticality of Subjacency violations; that is, the elementary L2 learners owned the highest accuracy. Underthe hypothesis of partially availability of UG in second language acquisition, L2 learners are only able to acquire theproperties instantiated in their L1s. Although they may accept violations of universal constraints, it is only at facevalue; rather the L2 learners develop different syntactic representations from the native speakers. This study has beenundertaken as a follow-up study of Hawkins and Chan (1997), and tested on L1 Mandarin speakers of L2 English injudging the grammaticality of their Subjacency violations. The results of the Grammaticality Judgement Test showthat the accuracy of Chinese speakers in judgement increased with English proficiency and that they rejectedresumptives inside islands as a repair. Contrary to the previous findings, this study provides evidence that UG isavailable in adult second language acquisition.

Identity Markers and L2 Pronunciation

1988 ◽  
Vol 10 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Jane Zuengler
Keyword(s):  
Second Language ◽  
American English ◽  
Spanish Speakers ◽  
American Identity ◽  
Native Spanish Speakers ◽  
Sociolinguistic Variation ◽  
English Pronunciation ◽  
Identity Markers ◽  
Social Markers ◽  
Social Marking

This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.

scholarly journals Second Language Acquisition of the English Dative Alternation by Native Speakers of Arabic

2018 ◽  
Vol 6 (1) ◽  
pp. 65-88
Author(s):  
Anwar S. Aljadani
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Double Object ◽  
Dative Alternation ◽  
L2 Learners ◽  
Semantic Properties

Abstract This paper reports on an experimental study that investigates the influence of the disparity between English and Arabic on second language acquisition, namely the phenomenon of the acquisition of the English dative alternation by Arab learners. The disallowance of certain Arabic verbs to occur in the double object dative structure causes difficulty for Arab learners to acquire English as far as the acquisition of the dative alternation is concerned. The experiment is devised to examine whether Arab learners are sensitive to syntactic and semantic properties associated with the English dative alternation. The experiment involved picture tasks with two structures: the prepositional dative structure and the double object dative structure. Overall, the results of the experiment show that the L2 learners failed to acquire the double object dative structure which does not exist in their L1. Based on these results, it is argued that L1 has an important effect on the acquisition of L2.

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