Korean L2 learners’ perception and production of Vietnamese tones

2019 ◽  
Vol 5 (2) ◽  
pp. 195-222 ◽  
Author(s):  
Đích Mục Đào ◽  
Anh-Thư T. Nguyễn
Keyword(s):  
Second Language ◽  
Pattern Analysis ◽  
The Other ◽  
Read Aloud ◽  
Language Transfer ◽  
Error Pattern ◽  
Lexical Tones ◽  
L2 Learners ◽  
Korean Phonology ◽  
Vietnamese Speakers

Abstract This study investigated the production and perception of Vietnamese tones by Korean second language (L2) learners [n = 11], comparing their performance in an Imitation task to that in Identification and Read-Aloud tasks. The results showed that the Imitation task was generally easier for Korean speakers than the Identification and Read-Aloud tasks, suggesting that imitation was performed without some of the skills required by the other two tasks. The result on tonal F0 range and speakers’ tonal range showed that the Korean leaners have significantly narrower tonal F0 range than control Vietnamese speakers [n = 11]. The results of error pattern analysis and tonal transcription in this study also suggested the effects of phonetic realizations of lexical tones in Vietnamese that are in interaction with language transfer from Korean phonology.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

Evaluating two ways for marking Swedish phonological length in written text

2020 ◽  
Author(s):  
Bosse Thorén ◽  
Hyeseung Jeong
Keyword(s):  
Native Speakers ◽  
The Other ◽  
Read Aloud ◽  
Control Group ◽  
Written Text ◽  
System A ◽  
Short Vowels ◽  
L2 Learners ◽  
Phonological Length ◽  
The Way

Abstract The study compares two different graphic marking systems designed to help L2 learners of Swedish notice and realize phonological length. In System A, 22 L2 learners read aloud three /VːC/ words with length marked under long vowels and three /VCː/words with dots under short vowels. Twenty-two other L2 learners read the same words marked by the other system (System B) that underlines long vowels and long consonants. As a control group, 20 native Swedish speakers read the same words without any marking. We measured and compared the temporal realizations of the six words by all the three groups. System B readers realized Swedish phonological length more closely to the way that native speakers did, compared to System A readers. These results suggest that prompting both long vowels and long consonants can be more effective than marking long and short vowels.

Relevance Theory and the in second language acquisition

2004 ◽  
Vol 20 (3) ◽  
pp. 193-211 ◽  
Author(s):  
Vlad Žegarac
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
First Language ◽  
Relevance Theory ◽  
The Other ◽  
Human Communication ◽  
L2 Learners ◽  
The One ◽  
Teaching Learning

This article considers the implications of Sperber and Wilson’s (1986/95) Relevance Theory for the acquisition of English the by second language (L2) learners whose first language (L1) does not have an article system. On the one hand, Relevance Theory provides an explicit characterization of the semantics of the, which suggests ways of devising more accurate guidelines for teaching/learning than are available in current textbooks. On the other hand, Relevance Theoretic assumptions about human communication together with some effects of transfer from L1 provide the basis for a number of predictions about the types of L2 learners’ errors in the use of the.I argue that data from previous research (Trenkić, 2002) lend support to these predictions, and I try to show that examples drawn from the data I have collected provide evidence for the view that L2 learning is not influenced only by general pragmatic principles and hypotheses about L2 based on transfer from L1, but that learners also devise and test tacit hypotheses which are idiosyncratic to them.

EVIDENCE OF LEXICAL TRANSFER IN LEARNER SYNTAX

2001 ◽  
Vol 23 (1) ◽  
pp. 71-102 ◽  
Author(s):  
Rena Helms-Park
Keyword(s):  
Second Language ◽  
Semantic Information ◽  
First Language ◽  
Proficiency Levels ◽  
Semantic Classes ◽  
L2 Learners ◽  
Verb Lexicon ◽  
Lexical Transfer ◽  
Lexical Rules ◽  
Vietnamese Speakers

This article reports the findings of a study in which transfer of verb properties was investigated via syntactic data elicited from second language (L2) learners. It was hypothesized that a learner's first language (L1) would influence the acquisition of verbs in those L2 semantic classes where so-called L1-L2 translation equivalents could be found. To investigate lexical transfer, the performance of Hindi-Urdu speakers on tests of English causatives was compared with that of Vietnamese speakers, because there are significant differences between causativization patterns in Hindi-Urdu and Vietnamese. To account for proficiency-based variation in performance, learners were placed in one of three levels of lexical proficiency in English, and Mann-Whitney comparisons were made between Hindi-Urdu and Vietnamese speakers at corresponding proficiency levels. It was found that the performance of the Hindi-Urdu and Vietnamese groups differed significantly in several semantic contexts. Generally, the results suggest that there is some transfer of semantic information from the L1 verb lexicon to the emerging L2 verb lexicon. More specifically, the findings suggest that verb properties are transferred selectively and that transfer plays a role in the difficulty or ease involved in the shedding of overgeneralized lexical rules.

Access to UG and language transfer: a study of L2 learners' interpretation of reconstruction in Chinese

1999 ◽  
Vol 15 (1) ◽  
pp. 41-72 ◽  
Author(s):  
H. G. Ying
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Universal Grammar ◽  
Language Transfer ◽  
Control Group ◽  
Parameter Setting ◽  
L2 Learners ◽  
English Speaking

Twenty-seven English-speaking learners of Chinese (the experimental groups) and 20 native speakers of Chinese (the control group) participated in a study that investigated second language learners' knowledge of reconstruction (NP and predicate fronted sentences with ziji ‘self’) in Chinese. Results of a sentence interpretation task indicate that English-speaking learners of Chinese had knowledge of ambiguity of antecedence of ziji inside a moved predicate, and lack of ambiguity of antecedence of ziji inside a moved NP, although such information is not directly available in English. While the experiment produced evidence that they appeared to have access to Universal Grammar, English-speaking learners of Chinese bound ziji in non-movement sentences to an embedded subject, indicating that they mapped the narrower setting of reflexives in English onto a wider parameter setting of ziji in Chinese.

Dominant language transfer in adult second language learners and heritage speakers

2010 ◽  
Vol 26 (3) ◽  
pp. 293-327 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Language Contact ◽  
Second Language Learners ◽  
Judgment Task ◽  
Language Transfer ◽  
L2 Acquisition ◽  
Transfer Effects ◽  
Heritage Speakers ◽  
Dominant Language ◽  
L2 Learners

The effects of language transfer have been amply documented in second language (L2) acquisition and, to a lesser extent, in the language contact/loss literature (Cook, 2003). In both cases, the stronger and often dominant language encroaches into the structure of the less dominant language in systematic ways. But are transfer effects in these two situations comparable: is first language (L1) influence in adult L2 learners similar to L2 influence in the L1 of early bilinguals? The current study addresses this question by investigating knowledge of Spanish clitics, clitic left dislocations, and differential object marking (DOM) in 72 L2 learners and 67 Spanish heritage speakers. The contact language, English, is assumed to not instantiate these syntactic properties. Results of an oral production task and a written acceptability judgment task indicated overall advantages for the heritage speakers in some areas, but similar effects of transfer from English in the two groups. Transfer effects were less pronounced with core aspects of grammar (syntax proper in the case of clitics) than with aspects of grammar that lie at the interfaces of syntax and semantics/pragmatics, as in the case of clitic left dislocations and DOM. These findings have implications for current views on the vulnerability of certain linguistic interfaces in language development (Sorace, 2004; Serratrice et al., 2004; Tsimpli and Sorace, 2006; White, 2009) and for theories that stress the role of age in L2 acquisition and permanent transfer effects.

scholarly journals Metadiscourse Analysis of the Extraverted-Introverted L2 Learners’ Oral Production

2015 ◽  
Vol 2 (1) ◽  
pp. 52
Author(s):  
Behzad Ghonsooly ◽  
Seyyedeh Maryam Hamedi ◽  
Seyyedeh Mina Hamedi
Keyword(s):  
Second Language ◽  
Discourse Markers ◽  
The Other ◽  
Strong Positive Correlation ◽  
Efl Learners ◽  
Oral Production ◽  
Type Indicator ◽  
L2 Learners ◽  
The One ◽  
The Relationship

<p><em>The study at hand aims at analyzing the relationship between the extraversion level and the employment of metadiscourse markers in the second language (L2) learners’ oral production on the one hand, and investigating the differences between various levels of extraversion and the types of metadiscourse they use, on the other hand. To this end, 60 advanced EFL learners comprising 12 males and 48 females took part in the study and their extraversion level was assessed with the aid of Myer-Briggs Type Indicator questionnaire. The highly extraverted (N=7) accounted for 11.7%, moderately extraverted (N=22) comprising 36.7%, moderately introverted (N=9) including 15%, and quite introverted (N=22) involving 36.7% of the population. Indeed, the findings revealed a strong positive correlation between the extraversion level and the employment of metadiscourse markers in speech. Besides, there were statistically significant differences across highly extraverted, moderately extraverted, moderately introverted, and quite introverted learners regarding the application of met discourse markers in their speech.</em></p>

The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training

2019 ◽  
Vol 5 (1) ◽  
pp. 72-97 ◽  
Author(s):  
Tanja Kocjančič Antolík ◽  
Claire Pillot-Loiseau ◽  
Takeki Kamiyama
Keyword(s):  
Second Language ◽  
Real Time ◽  
Visual Feedback ◽  
The Other ◽  
Acoustic Data ◽  
L2 Learners ◽  
Before And After ◽  
Tongue Movements ◽  
L2 Pronunciation

Abstract The purpose of this study was to test the usability of ultrasound as a visual feedback tool in L2 pronunciation training. Six Japanese-speaking learners, aged 28–33 years, participating in a course in French phonetics for L2 learners, took part in the study. Four of them received three individual 45-minute lessons of ultrasound pronunciation training. The other two participants did not. Articulatory and acoustic data of French isolated /y/ and /u/ and Japanese [ɯ] were recorded before and after the ultrasound training, as well as two months later for the learners receiving the training. The analysis of the articulatory data revealed that three speakers with ultrasound feedback improved in the production of the French vowels, the contrast between them, as well as the contrast between the two French vowels and the Japanese [ɯ], suggesting that ultrasound may be a useful tool in second language pronunciation learning.

Categorical Perception of Chinese Lexical Tones by Late Second Language Learners With High Proficiency: Behavioral and Electrophysiological Measures

2021 ◽  
pp. 1-10
Author(s):  
Jie Xi ◽  
Hongkai Xu ◽  
Ying Zhu ◽  
Linjun Zhang ◽  
Hua Shu ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Second Language Learners ◽  
Categorical Perception ◽  
Event Related Potential ◽  
Active Listening ◽  
Speech Discrimination ◽  
Recording Site ◽  
Lexical Tones ◽  
L2 Learners

Purpose Although acquisition of Chinese lexical tones by second language (L2) learners has been intensively investigated, very few studies focused on categorical perception (CP) of lexical tones by highly proficient L2 learners. This study was designed to address this issue with behavioral and electrophysiological measures. Method Behavioral identification and auditory event-related potential (ERP) components for speech discrimination, including mismatch negativity (MMN), N2b, and P3b, were measured in 23 native Korean speakers who were highly proficient late L2 learners of Chinese. For the ERP measures, both passive and active listening tasks were administered to examine the automatic and attention-controlled discriminative responses to within- and across-category differences for carefully chosen stimuli from a lexical tone continuum. Results The behavioral task revealed native-like identification function of the tonal continuum. Correspondingly, the active oddball task demonstrated larger P3b amplitudes for the across-category than within-category deviants in the left recording site, indicating clear CP of lexical tones in the attentive condition. By contrast, similar MMN responses in the right recording site were elicited by both the across- and within-category deviants, indicating the absence of CP effect with automatic phonological processing of lexical tones at the pre-attentive stage even in L2 learners with high Chinese proficiency. Conclusion Although behavioral data showed clear evidence of categorical perception of lexical tones in proficient L2 learners, ERP measures from passive and active listening tasks demonstrated fine-grained sensitivity in terms of response polarity, latency, and laterality in revealing different aspects of auditory versus linguistic processing associated with speech decoding by means of largely implicit native language acquisition versus effortful explicit L2 learning.

Processing relative clauses in Chinese as a second language

2014 ◽  
Vol 30 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Yi Xu
Keyword(s):  
Second Language ◽  
Word Order ◽  
Relative Clauses ◽  
Explanatory Power ◽  
Judgment Task ◽  
The Other ◽  
Domain Theory ◽  
Sentence Reading ◽  
Reading Technique ◽  
L2 Learners

This project investigates second language (L2) learners’ processing of four types of Chinese relative clauses crossing extraction types and demonstrative-classifier (DCl) positions. Using a word order judgment task with a whole-sentence reading technique, the study also discusses how psycholinguistic theories bear explanatory power in L2 data. An overall preference for DCl-first structures and an advantage of DCl-subject relative clauses over the other three structures were found. Results were largely compatible with the filler-gap domain theory and indicated a weak subject-gap advantage. These motivations are subject to influences from other factors, and a multi-constraint proposal was proposed.

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