L2 exposure modulates the scope of planning during first and second language production

2020 ◽  
Vol 23 (5) ◽  
pp. 1093-1105
Author(s):  
Annie C. Gilbert ◽  
Maxime Cousineau-Perusse ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Production ◽  
Language Experience ◽  
Natural Break ◽  
Break Points ◽  
Speech Planning ◽  
L1 And L2

AbstractThe psycholinguistic literature suggests that the length of a to-be-spoken phrase impacts the scope of speech planning, as reflected by different patterns of speech onset latencies. However, it is unclear whether such findings extend to first and second language (L1, L2) speech planning. Here, the same bilingual adults produced multi-phrase numerical equations (i.e., with natural break points) and single-phrase numbers (without natural break points) in their L1 and L2. For single-phrase utterances, both L1 and L2 were affected by L2 exposure. For multi-phrase utterances, L1 scope of planning was similar to what has been previously reported for monolinguals; however, L2 scope of planning exhibited variable patterns as a function of individual differences in L2 exposure. Thus, the scope of planning among bilinguals varies as a function of the complexity of their utterances: specifically, by whether people are speaking in their L1 or L2, and bilingual language experience.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

scholarly journals A Cross-Linguistic Study of Individual Differences in Speech Planning

2021 ◽  
Vol 12 ◽  
Author(s):  
Benjamin Swets ◽  
Susanne Fuchs ◽  
Jelena Krivokapić ◽  
Caterina Petrone
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Language Production ◽  
American English ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Speed Of Processing ◽  
Linguistic Differences ◽  
Speech Planning ◽  
Planning Strategies

Although previous research has shown that there exist individual and cross-linguistic differences in planning strategies during language production, little is known about how such individual differences might vary depending on which language a speaker is planning. The present series of studies examines individual differences in planning strategies exhibited by speakers of American English, French, and German. Participants were asked to describe images on a computer monitor while their eye movements were monitored. In addition, we measured participants' working memory capacity and speed of processing. The results indicate that in the present study, English and German were planned less incrementally (further in advance) prior to speech onset compared to French, which was planned more incrementally (not as far in advance). Crucially, speed of processing predicted the scope of planning for French speakers, but not for English or German speakers. These results suggest that the different planning strategies that are invoked by syntactic choices available in different languages are associated with the tendency for speakers to rely on different cognitive support systems as they plan sentences.

Individual differences in the scope of speech planning: evidence from eye-movements

2014 ◽  
Vol 6 (1) ◽  
pp. 12-44 ◽  
Author(s):  
BENJAMIN SWETS ◽  
MATTHEW E. JACOVINA ◽  
RICHARD J. GERRIG
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Language Production ◽  
Time Pressure ◽  
Memory Span ◽  
Verbal Working Memory ◽  
External Pressures ◽  
Speech Planning ◽  
External Forces ◽  
Initial Object

abstractPrevious research has demonstrated that the scope of speakers’ planning in language production varies in response to external forces such as time pressure. This susceptibility to external pressures indicates a flexibly incremental production system: speakers plan utterances piece by piece, but external pressures affect the size of the pieces speakers buffer. In the current study, we explore internal constraints on speech planning. Specifically, we examine whether individual differences in working memory predict the scope and efficiency of advance planning. In our task, speakers described picture arrays to partners in a matching game. The arrays sometimes required speakers to note a contrast between a sentence-initial object (e.g., a four-legged cat) and a sentence-final object (e.g., a three-legged cat). Based on prior screening, we selected participants who differed on verbal working memory span. Eye-movement measures revealed that high-span speakers were more likely to gaze at the contrasting pictures prior to articulation than were low-span speakers. As a result, high-span speakers were also more likely to reference the contrast early in speech. We conclude that working memory plays a substantial role in the flexibility of incremental speech planning.

Predictors and consequences of individual differences in cross-linguistic interactions: A model of second language reading skill

2020 ◽  
Vol 24 (1) ◽  
pp. 154-166 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Chantel S. Prat
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Conflict Management ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Reading Skill ◽  
Equation Modeling ◽  
Language Experience ◽  
L2 Reading ◽  
Attention Tasks

AbstractPrevious research has demonstrated that individual differences in conflict management predict second-language (L2) reading skill. The current experiment tested the hypothesis that this relation reflects the need to manage conflict from cross-linguistic interactions (CLI). A novel model specifying the relation between L2 reading skill, CLI, and the predictors of such interactions was tested in 253 L2 English speaking adults, using structural equation modeling. In support of the hypothesis, the findings revealed that stronger CLI was related to poorer L2 reading skill. In addition, variability in non-linguistic conflict management, as measured by executive attention tasks, and relative language dominance reliably predicted CLI. Specifically, better conflict management and lower L1 dominance corresponded to fewer interactions. These results fill a crucial gap by demonstrating for the first time that the ability to manage CLI is critical to L2 reading, and that both cognitive skills and language experience contribute to variability in these interactions.

Second language experience modulates functional brain network for the native language production in bimodal bilinguals

NeuroImage ◽  
2012 ◽  
Vol 62 (3) ◽  
pp. 1367-1375 ◽  
Author(s):  
Lijuan Zou ◽  
Jubin Abutalebi ◽  
Benjamin Zinszer ◽  
Xin Yan ◽  
Hua Shu ◽  
...  
Keyword(s):  
Second Language ◽  
Language Production ◽  
Native Language ◽  
Brain Network ◽  
Language Experience ◽  
Functional Brain ◽  
Functional Brain Network

scholarly journals Second language experience impacts first language irony comprehension among bilingual adults

2020 ◽  
Author(s):  
Mehrgol Tiv ◽  
Fiona Deodato ◽  
Vincent Rouillard ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Executive Control ◽  
First Language ◽  
Metalinguistic Awareness ◽  
L2 Proficiency ◽  
Language Experience ◽  
Potential Sources ◽  
Preceding Context ◽  
Core Components

Recently, core components of irony processing (e.g., mental-state reasoning, executive control, and metalinguistic awareness) have been tentatively linked to bilingual experience. Thus, we investigated whether bilingual experience modulates irony comprehension during first language reading, and also how bilingual adults comprehend irony in positive vs. negative contexts (i.e., ironic compliments vs. criticisms, respectively). We deliver three main findings. First, bilinguals are faster at processing ironic criticisms than ironic compliments, and they find ironic criticisms more sensible than ironic compliments in their L1, much like past findings among monolinguals. Second, individual differences in bilingual experience modulate comprehension of ironic statements. Specifically, readers with high global L2 proficiency find ironic statements more sensible than readers with low global L2 proficiency, regardless of the valence of the preceding context. Third, individual differences in global L2 proficiency further predict the speed of L1 irony comprehension: following a positive scenario, greater global L2 proficiency patterns with faster processing of irony compared to literal statements. Together, these data suggest that second language experience may be linked to irony processing in the first language. While the precise mechanism underlying this relationship remains open, potential sources may be rooted in flexible social cognition or executive functions.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

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