The adaptation of French liquids in Haitian

2018 ◽  
Vol 33 (2) ◽  
pp. 386-410
Author(s):  
Benjamin Storme
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sound Change ◽  
Loanword Adaptation ◽  
Perceptual Asymmetry ◽  
The Way

Abstract Haitian, a French-lexifier creole with a Gbe substrate, shows an asymmetry in the way it has adapted French liquids: the French lateral was maintained in postvocalic coda position in Haitian, but the French rhotic was systematically deleted in this position. This paper presents the results of a perception study showing that the lateral is generally more perceptible than the rhotic in coda position in Modern French. The hypothesis that perception played a role in the phonological asymmetry in Haitian is compatible with these results. The paper sketches an analysis of how the perceptual asymmetry between French coda laterals and rhotics resulted in the emergence of a new phonological grammar, distinct from both the grammar of the substrate and superstrate languages. This analysis is in line with previous works on the role of perception in second language acquisition, loanword adaptation, creolization, and sound change more generally.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

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.

The Role of Group Work in Classroom Second Language Acquisition

1985 ◽  
Vol 7 (2) ◽  
pp. 233-248 ◽  
Author(s):  
Teresa Pica ◽  
Catherine Doughty
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Group Work ◽  
Classroom Interaction ◽  
Empirical Support ◽  
Important Variable ◽  
Classroom Organization ◽  
Interaction Task

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

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