Why are L2 learners not always sensitive to subject-verb agreement?

2008 ◽  
Vol 8 ◽  
pp. 235-258 ◽  
Author(s):  
Mayumi Shibuya ◽  
Shigenori Wakabayashi
Keyword(s):  
Verb Agreement ◽  
Japanese Learners Of English ◽  
Person Features ◽  
L2 Learners ◽  
Japanese Learners ◽  
Numeral Quantifier

This study investigates whether intermediate Japanese learners of English (JLE) show any variability in sensitivity to the overuse of 3rd person singular (3sg) -s and if they do, what the causes may be. The results of the experiment indicate that JLE do exhibit variability: JLE showed sensitivity to ungrammaticality caused by a discrepancy in person features between subjects and verbs. In addition, they were sensitive to number feature disagreement when the plurality of subjects was expressed syntactically, namely, by using the conjunction and (e.g., Tim and Paul), by the demonstrative these and by a numeral quantifier (e.g., these two secretaries). However, they were not sensitive to such disagreement when subjects were marked only by plural -s (e.g., The chefs). Based on these results, we suggest that the failure of JLE to use 3sg -s may not lie in the difficulty of subject–verb agreement, but in the detection of the number feature of sentential subjects. We suggest that intermediate JLE have problems both with the number feature at the lexicon/syntax level and with its morphological mapping at the level of morphology.

Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent

2020 ◽  
Vol 17 (2) ◽  
pp. 221-257
Author(s):  
Veronika Timpe-Laughlin ◽  
Judit Dombi
Keyword(s):  
Language Learners ◽  
New Technology ◽  
Spoken Dialogue Systems ◽  
Dialog Systems ◽  
Japanese Learners Of English ◽  
Foreign Language Learners ◽  
L2 Learners ◽  
Request Strategies ◽  
Japanese Learners ◽  
Oral Interaction

AbstractNew technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. We examined the requests employed by 107 L2 learners, exploring in particular the request strategies and modifications used. We first transcribed verbatim all audio-recorded dialogues. Then, all turns were coded as to whether they contained a request or not. All turns that were identified as including requests were then coded for four categories adopted from Cross-cultural Speech Act Realization Patterns project: (1) Level of directness, (2) Request strategy, (3) External modifiers, and (4) Internal modifiers. Direct requests were most frequently used and learners’ preferred request strategies were want-statements and query preparatories. Additionally, they employed more internal than external modifications – a finding that seems contrary to most interlanguage studies on request realization. Moreover, we found distinct request realizations when comparing L1 Hungarian and L1 Japanese learners of English. We discuss the findings with regard to previous interlanguage studies on request realization, the potential impact of an automated agent, and ways automated spoken dialog systems might be used to implement individualized feedback to raise learners’ pragmatic awareness.

TRANSFER AND TRANSITION IN THE SLA OF ASPECT

2009 ◽  
Vol 31 (3) ◽  
pp. 371-402 ◽  
Author(s):  
Alison Gabriele
Keyword(s):  
English Learners ◽  
Native Speaker ◽  
Native Language ◽  
First Language ◽  
Japanese Learners Of English ◽  
L2 Learners ◽  
Input Cues ◽  
Japanese Learners ◽  
English Native Speaker ◽  
Rule Out

Previous studies have shown that it is particularly difficult for second language (L2) learners to overcome the effects of transfer when they need to unlearn specific aspects of the native language in the absence of explicit input that indicates which properties of the first language (L1) are ruled out by the L2 grammar (Inagaki, 2001; Westergaard, 2003; White, 1991a, 1991b). The present study focuses on the effects of transfer in the domain of aspectual semantics through an investigation of the interpretation of the present progressive in L2 English and the imperfective marker te-iru in L2 Japanese and examines whether L2 learners can rule out interpretations available in the L1 but not in the L2. Japanese learners of English (n = 101), English native-speaker controls (n = 23), English learners of Japanese (n = 31), and Japanese native-speaker controls (n = 33) completed an interpretation task in English or Japanese. The results show that the L2 Japanese learners were more successful than the L2 English learners in both acquiring the semantics of the imperfective in the L2 and ruling out interpretations available only in the L1. It is proposed that successful unlearning depends on both the grammatical complexity of the semantic target in the L2 and the transparency of the input cues available to the learner.

scholarly journals Roles of Output and Feedback for L2 Learners’ Noticing

2004 ◽  
Vol 26 (1) ◽  
pp. 25
Author(s):  
Hideki Sakai
Keyword(s):  
Target Language ◽  
Japanese Learners Of English ◽  
L2 Learners ◽  
Japanese Learners

This study explores the roles of output and feedback in L2 learners’ noticing and repair in later production. Sixteen Japanese learners of English, assigned to one of two conditions (model or recast), performed communicative tasks and afterwards reported what they noticed about errors or linguistic problems in a retrospective interview. Results showed that although the learners noticed linguistic problems by producing the target language, they had difficulty in attending to and incorporating the subsequent input for later production. Also the results indicated that recasts were more effective to prompt the noticing of errors than were models, and that noticing a gap through feedback led to a relatively higher number of repairs on the second trial than was the case of noticing a hole through output. 本研究は、アウトプットとフィードバックの役割を、気づきと学習効果（２度目の発話時における修正）の点から調べた。日本人英語学習者 16 名が、フィードバックとしてモデルが与えられたグループと言い直し (recasts) が与えられたグループに分けられた。学習者は、コミュニカティブ・タスクの後で気づきについて言語報告した。主な結果は次の通りである。学習者は目標言語を表出することによって言えないことに気づいたが、その後でフィードバックによって与えられたインプットに注目して取り入れ、２度目の発話時に表出することは難しかった。また、言い直しはモデルよりも気づきを促進する点で効果的であった。さらに、フィードバックによってギャップに気づくこと (noticing a gap) の方がアウトプットによって言えないことに気づくこと (noticing a hole) よりも２度目の発話時の修正につながることが示された。

The interpretation of pronouns by Japanese Learners of English

2003 ◽  
Vol 3 ◽  
pp. 29-56
Author(s):  
Myoko Ito
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Lexical Knowledge ◽  
Complex Sentences ◽  
Japanese Learners Of English ◽  
L2 Learners ◽  
Pragmatic Principle ◽  
Japanese Learners ◽  
Specific Error

The purpose of this paper is to examine whether adult L2 learners of English have the same kinds of problem interpreting pronouns as L1 learning children do. Based on Reinhart and Reuland’s (1993) ‘Reflexivity’ and Grodzinsky and Reinhart’s (1993) ‘Rule I’, specific error patterns were predicted for 58 Japanese high school students, as compared to 14 English native controls, and 40 Japanese native controls. The experimental sentences included simple as well as complex sentences with both quantified and referential antecedents. Results indicate that L2 learners do have similar problems to L1 learning children. Specifically, they can use syntactic and lexical knowledge of English pronouns in interpreting pronoun reference but they have difficulty using the pragmatic principle Rule I.

Development of the L2 Motivational Self System: English at a University in Japan

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

The limits of extended naturalistic exposure on the perceptual mastery of English /r/ and /l/ by adult Japanese learners of English

1995 ◽  
Vol 16 (4) ◽  
pp. 380-406 ◽  
Author(s):  
Naoyuki Takagi ◽  
Virginia Mann
Keyword(s):  
United States ◽  
Native Speakers ◽  
The United States ◽  
Identification Accuracy ◽  
Spoken English ◽  
Japanese Learners Of English ◽  
Native Speakers Of English ◽  
Japanese Learners ◽  
One Year ◽  
Adult Exposure

AbstractTo evaluate the effect of extended adult exposure to authentic spoken English on the perceptual mastery of English /r/ and /l/, we tested 12 native speakers of English (A), 12 experienced Japanese (EJ) who had spent 12 or more years in the United States, and 12 less experienced Japanese (LJ) who had spent less than one year in the United States. The tests included the forced-choice identification of naturally produced /r/s and /1/s and the labeling of word-initial synthetic tokens that varied F2 and F3 to form an /r/-/l/-/w/ continuum. The F.Js’ mean performance in both tasks was closer to that of the As than the LJs, but nonetheless fell short. Extended exposure may improve /r/-/l/ identification accuracy; it does not ensure perfect perceptual mastery.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

scholarly journals Plural Marking in Spoken and Written Narratives: A Corpus-based Study of Japanese Learners of English

2017 ◽  
Vol 6 (5) ◽  
pp. 224
Author(s):  
Yumiko Yamaguchi ◽  
Hiroko Usami
Keyword(s):  
Picture Book ◽  
Developmental Sequence ◽  
Corpus Study ◽  
Written Narratives ◽  
Learner Corpus ◽  
Japanese Learners Of English ◽  
L2 Development ◽  
Plural Marking ◽  
Japanese Learners ◽  
Linguistic Structures

This paper aims to present the results of a learner corpus study on spoken and written narratives by Japanese learners of English using Processability Theory (PT) (Pienemann, 1998). PT assumes that there is a universal hierarchy of second language (L2) development and many studies (e.g., Di Biase, Kawaguchi, & Yamaguchi, 2015; Pienemann, 1998) have shown support for PT stages for English L2. However, few PT studies have addressed the issues of whether learners use linguistic structures in the same way in spoken and written tasks. The current study focuses on learners’ use of plural marking on nouns, since contradictory results have been reported for the developmental sequence of lexical plural -s and phrasal plural -s (Charters, Dao, & Jansen, 2011). The participants in this study comprised 291 university students learning in English programs in Japanese universities. Each of them performed spoken and written narratives using a picture book titled Frog, where are you? (Mayer, 1969) containing 24 wordless pictures. The learner corpus including both 291 audio-recorded and transcribed spoken narratives and 291 written narratives was compiled. The results of the analyses showed a connection between learners’ use of plural marker -s in speaking and that in writing, while a small number of students were found to perform differently in two different tasks. Moreover, this study demonstrated support for the developmental sequence of lexical and phrasal plural marking predicted in PT. 

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