Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian

2020 ◽  
Vol 24 (1) ◽  
pp. 124-136
Author(s):  
Giacomo Spinelli ◽  
Luciana Forti ◽  
Debra Jared
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Stress Pattern ◽  
Vocabulary Size ◽  
Stress Assignment ◽  
Chinese Speakers ◽  
Distributional Information ◽  
Written Word

AbstractLearning to pronounce a written word implies assigning a stress pattern to that word. This task can present a challenge for speakers of languages like Italian, in which stress information must often be computed from distributional properties of the language, especially for individuals learning Italian as a second language (L2). Here, we aimed to characterize the processes underlying the development of stress assignment in native English and native Chinese speakers learning L2 Italian. Both types of bilinguals produced evidence supporting a role of vocabulary size in modulating the type of distributional information used in stress assignment, with an early bias for Italian's dominant stress pattern being gradually replaced by use of associations between orthographic sequences and stress patterns in more advanced bilinguals. We also obtained some evidence for a transfer of stress assignment habits from the bilinguals’ native language to Italian, although only in English native speakers.

The role of orthotactic probability in incidental and intentional vocabulary acquisition L1 and L2

2016 ◽  
Vol 33 (2) ◽  
pp. 147-178 ◽  
Author(s):  
Denisa Bordag ◽  
Amit Kirschenbaum ◽  
Maria Rogahn ◽  
Erwin Tschirner
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Native Speakers ◽  
First Language ◽  
Intentional Learning ◽  
Vocabulary Size ◽  
Advanced Learners ◽  
Word Meanings ◽  
L1 And L2

Four experiments were conducted to examine the role of orthotactic probability, i.e. the sequential letter probability, in the early stages of vocabulary acquisition by adult native speakers and advanced learners of German. The results show different effects for orthographic probability in incidental and intentional vocabulary acquisition: Whereas low orthographic probability contributed positively to incidental acquisition of novel word meanings in first language (L1), high orthographic probability affected positively the second language (L2) intentional learning. The results are discussed in the context of the following concepts: (1) triggering the establishment of a new representation, (2) noticing of new lexemes during reading, and (3) vocabulary size of the L1 and L2 mental lexicons.

scholarly journals THE ROLE OF NATIVE LANGUAGE PHONOLOGY IN THE PRODUCTION OF L2 CONTRASTS

2012 ◽  
Vol 35 (1) ◽  
pp. 67-92 ◽  
Author(s):  
Fred Eckman ◽  
Gregory K. Iverson
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Production Data ◽  
Crucial Difference ◽  
Error Types

We present findings of an investigation into the acquisition of the English /s/–/ʃ/ contrast by native speakers of Korean and Japanese. Both of these languages have the phones [s] and [ʃ], and both languages exhibit a pattern—or motivate a rule—whereby /s/ is realized as [ʃ] before the vowel [i] and the glide [j]—that is, high front vocoids. The crucial difference, and the focus of this study, is that in Korean [s] and [ʃ] are allophones of /s/, whereas in Japanese the two sounds arguably instantiate different phonemes. We present production data showing that the differences in the functioning of [s] and [ʃ] in the second language learner’s native language have different consequences for the acquisition patterns and the error types produced in the learning of this contrast.

Stress assignment in bilingual adults reading Italian as a second language: The effect of vocabulary size

2011 ◽  
Author(s):  
C. Burani ◽  
S. Primativo ◽  
L. S. Arduino ◽  
S. O'Brien ◽  
D. Paizi ◽  
...  
Keyword(s):  
Second Language ◽  
Vocabulary Size ◽  
Stress Assignment

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

The Relation of Language Context and Religiosity to Trilemma Judgments

2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Standard Measure ◽  
Moral Norms ◽  
The Individual ◽  
Language Context

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

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.

scholarly journals Teaching Stress to ESL Students

IIUC Studies ◽  
2012 ◽  
Vol 6 ◽  
pp. 123-132
Author(s):  
Gazi Shahadat Hossain ◽  
Sawsan Tarannum
Keyword(s):  
Second Language ◽  
Stress Pattern ◽  
Esl Students ◽  
Raising Awareness ◽  
Language Students

In English conversation, people use their voice as a complex instrument. As they use sound systems of their languages, their pronunciation usually produces infinite variations of meaning. This variation made by stress on particular syllable or word creates confusion in the minds of the ESL (English as a Second Language) students in identifying the correct meaning of the word. So it is essential for ESL students to be familiar with English stress pattern. This essay will highlight the meaning and role of stress, the ways of raising awareness among the students and the techniques of teaching it in the classroom. DOI: http://dx.doi.org/10.3329/iiucs.v6i0.12253 IIUC Studies Vol.6 2010: 123-132

scholarly journals The Role of Native Language and the Fundamental Design of the Auditory System in Detecting Rhythm Changes

2019 ◽  
Vol 62 (4) ◽  
pp. 835-852 ◽  
Author(s):  
Mikhail Ordin ◽  
Leona Polyanskaya ◽  
David Maximiliano Gómez ◽  
Arthur G. Samuel
Keyword(s):  
Auditory System ◽  
Native Speakers ◽  
Native Language ◽  
Reaction Times ◽  
Processing System ◽  
Rhythmic Pattern ◽  
Cognitive Mechanisms ◽  
Regular Rhythm ◽  
Fundamental Design

Purpose We investigated whether rhythm discrimination is mainly driven by the native language of the listener or by the fundamental design of the human auditory system and universal cognitive mechanisms shared by all people irrespective of rhythmic patterns in their native language. Method In multiple experiments, we asked participants to listen to 2 continuous acoustic sequences and to determine whether their rhythms were the same or different (AX discrimination). Participants were native speakers of 4 languages with different rhythmic properties (Spanish, French, English, and German) to understand whether the predominant rhythmic patterns of a native language affect sensitivity, bias, and reaction time in detecting rhythmic changes in linguistic (Experiment 2) and in nonlinguistic (Experiments 1 and 2) acoustic sequences. We examined sensitivity and bias measures, as well as reaction times. We also computed Bayes factors in order to assess the effect of native language. Results All listeners performed better (i.e., responded faster and manifested higher sensitivity and accuracy) when detecting the presence or absence of a rhythm change when the 1st stimulus in an AX test pair exhibited regular rhythm (i.e., a syllable-timed rhythmic pattern) than when the 1st stimulus exhibited irregular rhythm (i.e., stress-timed rhythmic pattern). This result pattern was observed both on linguistic and nonlinguistic stimuli and was not modulated by the native language of the participant. Conclusion We conclude that rhythm change detection is a fundamental function of a processing system that relies on general auditory mechanisms and is not modulated by linguistic experience.

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