The Role of Verb Bias and Plausibility in the Resolution of Temporarily Ambiguous Sentences: An ERP Study With English Speakers

Abstract In two experiments, we examine how proficient second language speakers integrate verb bias and plausibility information during online sentence comprehension. Spanish–English speakers and native English speakers read sentences in English in which a post-verbal noun phrase (NP) could be interpreted as a direct object or a sentential subject. To examine the role of verb bias, the post-verbal NP was preceded by a verb that is preferentially followed by a direct object (DO-bias verbs) or a sentential complement (SC-bias verbs). To assess the role of plausibility, the semantic fit between the verb and the post-verbal NP was either congruent or incongruent with the direct object interpretation. The results show that both second language speakers and native speakers used verb bias information to assign a grammatical role to the post-verbal ambiguous NP with small differences. Syntactic revision of an initially incorrect DO interpretation was facilitated by the presence of an implausible NP.

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COVID-19, the beer flu; or, the disease of many names

Lebende Sprachen ◽

10.1515/les-2020-0021 ◽

2020 ◽

Vol 49 (5) ◽

pp. 411-438

Author(s):

Antonio Lillo

Keyword(s):

Baby Boomers ◽

English Speakers ◽

The Creation

AbstractSince the coronavirus outbreak began to spread worldwide in the early months of 2020, English speakers have been coming up with new names for the disease at a rate of knots. The myriad unofficial synonyms for COVID-19 that we currently have at our disposal provide an extreme example of overlexicalisation, and it is not so much the number that is impressive as the sheer speed at which they have been coined. This study is based on a personally compiled corpus of tweets covering the period from late January to late May 2020 and aims to work out what mechanisms underpin the creation and use of some two hundred and seventy synonyms, paying particular attention to the role of slang, wordplay, verbal humour, bigotry and xenophobia. The author identifies and discusses a set of categories that help to better understand the attitudes behind these words, some of which bespeak a desire to confront the grim reality of disease, while others – the majority, in fact – seek to denigrate and stigmatise its “ideal victims” (the baby boomers) or its “evil perpetrators” (the Chinese). In a different context, this study might be deemed just a celebration of the creative levity and wit of English speakers when faced with adversity. In these dark times, it is also a sad testimony to how some of our primitive fears have come to be reflected in our pandemic lexicon.

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How much do visual cues help listeners in perceiving accented speech?

Applied Psycholinguistics ◽

10.1017/s0142716418000462 ◽

2018 ◽

Vol 40 (1) ◽

pp. 93-109

Author(s):

YI ZHENG ◽

ARTHUR G. SAMUEL

Keyword(s):

Visual Information ◽

Visual Cues ◽

Nonnative Speakers ◽

Apparent Distance ◽

Native English Speakers ◽

English Speakers ◽

Accented Speech ◽

Compressed Speech ◽

Degraded Speech

AbstractIt has been documented that lipreading facilitates the understanding of difficult speech, such as noisy speech and time-compressed speech. However, relatively little work has addressed the role of visual information in perceiving accented speech, another type of difficult speech. In this study, we specifically focus on accented word recognition. One hundred forty-two native English speakers made lexical decision judgments on English words or nonwords produced by speakers with Mandarin Chinese accents. The stimuli were presented as either as videos that were of a relatively far speaker or as videos in which we zoomed in on the speaker’s head. Consistent with studies of degraded speech, listeners were more accurate at recognizing accented words when they saw lip movements from the closer apparent distance. The effect of apparent distance tended to be larger under nonoptimal conditions: when stimuli were nonwords than words, and when stimuli were produced by a speaker who had a relatively strong accent. However, we did not find any influence of listeners’ prior experience with Chinese accented speech, suggesting that cross-talker generalization is limited. The current study provides practical suggestions for effective communication between native and nonnative speakers: visual information is useful, and it is more useful in some circumstances than others.

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Intonational effects on English scopally-ambiguous sentences

Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies ◽

10.5007/2175-8026.2020v73n3p13 ◽

2020 ◽

Vol 73 (3) ◽

pp. 13-36

Author(s):

Mien-Jen Wu ◽

Tania Ionin

Keyword(s):

Native English Speakers ◽

Judgment Task ◽

Subject Position ◽

English Speakers ◽

Universal Quantifier ◽

Sentential Negation ◽

Prior Literature ◽

The Relationship ◽

Acceptability Judgment

This paper examines the effect of intonation contour on two types of scopally ambiguous constructions in English: configurations with a universal quantifier in subject position and sentential negation (e.g., Every horse didn’t jump) and configurations with quantifiers in both subject and object positions (e.g., A girl saw every boy). There is much prior literature on the relationship between the fall-rise intonation and availability of inverse scope with quantifier-negation configurations. The present study has two objectives: (1) to examine whether the role of intonation in facilitating inverse scope is restricted to this configuration, or whether it extends to double-quantifier configurations as well; and (2) to examine whether fall-rise intonation fully disambiguates the sentence, or only facilitates inverse scope. These questions were investigated experimentally, via an auditory acceptability judgment task, in which native English speakers rated the acceptability of auditorily presented sentences in contexts matching surface-scope vs. inverse-scope readings. The results provide evidence that fall-rise intonation facilitates the inverse-scope readings of English quantifier-negation configurations (supporting findings from prior literature), but not those of double-quantifier configurations.

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The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective

Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies ◽

10.5007/2175-8026.2020v73n1p339 ◽

2020 ◽

Vol 73 (1) ◽

pp. 339-362

Author(s):

Déborah Salves ◽

Paolla Wanglon ◽

Ubiratã Kickhöfel Alves

Keyword(s):

Dynamic Systems ◽

Brazilian Portuguese ◽

English Speakers ◽

Southern Brazil ◽

Complex Dynamic ◽

Systems Perspective ◽

Complex Dynamic Systems ◽

Accented English ◽

L1 English

The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

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WHY ARE LEXICAL TONES DIFFICULT TO LEARN?

Studies in Second Language Acquisition ◽

10.1017/s0272263119000482 ◽

2019 ◽

Vol 42 (1) ◽

pp. 33-59 ◽

Cited By ~ 1

Author(s):

Ricky KW Chan ◽

Janny HC Leung

Keyword(s):

Incidental Learning ◽

Musical Training ◽

English Speakers ◽

Musical Experience ◽

Language Experience ◽

Tone Language ◽

Lexical Tones ◽

Tone Discrimination ◽

Level Tone

AbstractL2 sounds present different kinds of challenges to learners at the phonetic, phonological, and lexical levels, but previous studies on L2 tone learning mostly focused on the phonetic and lexical levels. The present study employs an innovative technique to examine the role of prior tonal experience and musical training on forming novel abstract syllable-level tone categories. Eighty Cantonese and English musicians and nonmusicians completed two tasks: (a) AX tone discrimination and (b) incidental learning of artificial tone-segment connections (e.g., words beginning with an aspirated stop always carry a rising tone) with synthesized stimuli modeled on Thai. Although the four participant groups distinguished the target tones similarly well, Cantonese speakers showed abstract and implicit knowledge of the target tone-segment mappings after training but English speakers did not, regardless of their musical experience. This suggests that tone language experience, but not musical experience, is crucial for forming novel abstract syllable-level tone categories.

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Native English speakers learning Arabic: The influence of novel orthographic information on second language phonological acquisition

Applied Psycholinguistics ◽

10.1017/s0142716414000411 ◽

2015 ◽

Vol 36 (1) ◽

pp. 23-42 ◽

Cited By ~ 19

Author(s):

CATHERINE E. SHOWALTER ◽

RACHEL HAYES-HARB

Keyword(s):

Second Language ◽

Word Learning ◽

Native English Speakers ◽

English Speakers ◽

The Novel ◽

Word Form ◽

Phonological Acquisition ◽

Talker Variability

ABSTRACTRecent research has indicated that learners exposed to second language words’ orthographic forms of words can often use this information to make inferences about the words’ phonological forms. Here we asked, do learners benefit even when the orthography is unfamiliar? We taught native English speakers minimal nonword pairs differentiated by the Arabic velar–uvular contrast (e.g., [kubu], [qubu]) and manipulated the quality of orthographic input. We found that participants were consistently unable to associate the novel phonemes with novel words. Results are discussed in terms of (a) the role of orthographic input in second language word form learning, (b) the influence of orthographic familiarity in moderating the role of orthographic input, and (c) the issue of talker variability in word learning.

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L1 word order and sensitivity to verb bias in L2 processing

Bilingualism Language and Cognition ◽

10.1017/s1366728912000776 ◽

2013 ◽

Vol 16 (4) ◽

pp. 761-775 ◽

Cited By ~ 17

Author(s):

EUN-KYUNG LEE ◽

DORA HSIN-YI LU ◽

SUSAN M. GARNSEY

Keyword(s):

Word Order ◽

Sentence Comprehension ◽

Native English Speakers ◽

Target Language ◽

English Speakers ◽

Sentence Structure ◽

L2 Processing ◽

Verb Bias ◽

On Line ◽

Korean Learners

Using a self-paced reading task, this study examines whether second language (L2) learners are flexible enough to learn L2 parsing strategies that are not useful in their first language (L1). Native Korean-speaking learners of English were compared with native English speakers on resolving a temporary ambiguity about the relationship between a verb and the noun following it (e.g.,The student read [that] the article. . .). Consistent with previous studies, native English reading times showed the usual interaction between the optional complementizerthatand the particular verb's bias about the structures that can follow it. Lower proficiency L1-Korean learners of L2-English did not show a similar interaction, but higher proficiency learners did. Thus, despite native language word order differences (English: SVO; Korean: SOV) that determine the availability of verbs early enough in sentences to generate predictions about upcoming sentence structure, higher proficiency L1-Korean learners were able to learn to optimally combine verb bias and complementizer cues on-line during sentence comprehension just as native English speakers did, while lower proficiency learners had not yet learned to do so. Optimal interactive cue combination during L2 sentence comprehension can probably be achieved only after sufficient experience with the target language.

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The Effect of Color and Positional Noise on Reading Performance in Human Vision

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2021.5729 ◽

2021 ◽

Vol 9 (B) ◽

pp. 130-135

Author(s):

Abdullah Alsalhi ◽

Nadia Northway ◽

Glyn Walsh ◽

Abd Elaziz Mohamed Elmadina

Keyword(s):

Word Recognition ◽

Letter Position ◽

Reading Performance ◽

Human Vision ◽

English Speakers ◽

Horizontal Line ◽

Vertical Displacements ◽

Distant Visual Acuity ◽

Mean Differences

BACKGROUND: Reading can be described as a complex cognitive process of decrypting signs to create meaning. Eventually, it is a way of language achievement, communication, and sharing information and ideas. Changing lighting and color are known to improve visual comfort and the perceptual difficulties that affect reading for those with poor vision. AIM: This study aims to investigate the effect of changing the wavelengths and different levels of positional noise on reading performance for participants with best-corrected distant visual acuity (BCVA) of 6/6 or better. METHODOLOGY: Twenty English speakers with BCVA 6/6 or better were asked to read words presented in a printed format. The stimuli were black print words in a horizontal arrangement on matte white card. They were degraded using positional noise produced by random vertical displacements of the letter position below or above the horizontal line on three levels. RESULTS: Introducing positional noise affected word recognition differently with different wavelengths. The role of short wavelength in enhancing orthographic reading and word recognition is clear – they reduce the effects of positional noise. The error rate and duration time have different effects with different wavelengths, even when positional noise is introduced. CONCLUSION: The reading rate is not affected by changing the wavelength of the light. However, the mean differences in wpm were affected by changing the wavelengths. Also, introducing positional noise affects word recognition differently with different wavelengths.

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The vocabulary of aviation radiotelephony communication in simulator emergencies and the contradictions in air traffic controller beliefs about language use

10.26686/wgtn.17152022 ◽

2021 ◽

Author(s):

◽

Jennifer Drayton

Keyword(s):

Language Use ◽

Native English Speakers ◽

Air Traffic ◽

English Speakers ◽

Plain Language ◽

Emergency Training ◽

Technical Vocabulary ◽

Multiword Units ◽

And Training

<p>This thesis encompasses a mixed methods enquiry into the language used in air traffic control in simulated emergency situations in the United Arab Emirates. The workplaces studied employ pilots and controllers from a diverse range of language backgrounds. This research sets out to answer three questions: 1. What is the technical vocabulary of aviation radiotelephony in emergency training in the simulator? 2. To what extent is technical vocabulary used in radiotelephony in emergency training in the simulator? 3. What factors influence the use of technical vocabulary in speaking? The first part of the study investigates the nature of technical language in aviation radiotelephony. Two spoken corpora were created from recordings of three air traffic controllers from two different workplaces (Ghaf and Sandy aerodromes), undergoing emergency simulator training. Mandated standard phraseology formed a written corpus. Standard phraseology is an international language defined by the International Civil Aviation Organisation (ICAO) and adopted by governments for use in radiotelephony communication. Quantitative analysis showed that the technical vocabulary in aviation radiotelephony consists of proper nouns, numbers, aviation alphabet, acronyms, technical word types and multiword units. The technical word types included purely technical words e.g. taxiway and cryptotechnical vocabulary (high, medium and low frequency words with a technical meaning (Fraser, 2009)) e.g. approach. Multiword units included ICAO standard phraseology e.g. hold short or subsidiary and local phraseology in the spoken corpora e.g. Do you have any question (subsidiary) and engine start approved (local). The second part of the study examines sources of difference in language use by controllers. Technical vocabulary coverage differed between the spoken corpora at 70.52% for Ghaf Aerodrome and 51.61% for Sandy Aerodrome. Two explanations for this were: differences in the purpose of emergency training in each aerodrome; and differences in linguistic style by the Sandy controller which was established through keyword analysis. Interviews with nine controllers established further factors which are likely to affect the use of technical vocabulary in radiotelephony communication including: communication styles of native English speakers (NES) and non-native English speakers (NNES). Further examination of interview data also revealed contradictory beliefs underlying language use by controllers. Their beliefs diverge around the role of standard phraseology, its use (or not) in emergencies and the value of language training for emergencies. This divergence reflects the contradictions in definitions of standard phraseology and plain language in the literature. Differences in language use can lead to frequent miscommunication and the need for clarification of meaning in these UAE workplaces. The present study makes two contributions to the significant body of research on aviation radiotelephony. The first is an Aviation Radiotelephony Word and Number List. It is used to clarify the role of technical vocabulary and plain language in radiotelephony and to show how the technical vocabulary coverage of radiotelephony communication, in an extract from the simulator emergency training and another extract from an ICAO document, is high compared to other professions. Second, a Model of Controller Beliefs and Outcomes is presented and suggests a way to interpret divergent language outcomes in radiotelephony. The model summarises two contradictory sets of controller beliefs about standard phraseology, language in emergencies, and training. Further, the language and training outcomes reflect those beliefs. The investigation concludes with implications for training and testing in aviation for ab initio and experienced controllers. The corpora, word and number list and model all provide useful tools for the training and testing needs in these UAE workplaces. The chapter concludes with limitations of the study and future research directions.</p>

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