Rating L2 speaker comprehensibility on monologic vs. interactive tasks

2020 ◽  
Vol 6 (1) ◽  
pp. 96-121 ◽  
Author(s):  
Dustin Crowther
Keyword(s):  
Second Language ◽  
English Learners ◽  
Cognitive Task ◽  
Task Demands ◽  
Combined Effect ◽  
Linguistic Features ◽  
Minimal Impact

Abstract Second language (L2) scholars generally agree that pronunciation development should prioritize understandable over nativelike speech. However, which linguistic features enable understanding lacks clarity. While monologic research indicates a combined effect of segmental and suprasegmental measures, interactive research has emphasized a segmental focus. The current study takes a step in addressing this divide by applying a monologic methodology to interactive speech. 20 L2 English learners completed one interactive and three monologic tasks. 36 native listeners rated each speaker per task for comprehensibility. I additionally coded all utterances for a series of phonological and fluency measures. Surprisingly, segmental and suprasegmental measures had minimal impact on listerners’ ratings. Instead, ratings for the two more linguistically-constrained monologic tasks demonstrated stronger associations with fluency measures than the less-constrained monologic and interactive tasks. This finding is likely an effect of (a) increased cognitive task demands placed on speakers, and (b) listener familiarity with L2 English speech.

scholarly journals Effects of task type on L2 Mandarin fluency development

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Clare Wright
Keyword(s):  
Second Language ◽  
English Learners ◽  
Spontaneous Speech ◽  
Task Type ◽  
Task Demands ◽  
Task Load ◽  
Task Effects ◽  
Load Effects ◽  
Oral Development ◽  
The Impact

Abstract This study explores task effects on fluency development in second language (L2) Mandarin during study abroad (SA) in China, given linguistic and pedagogic challenges facing western learners of Mandarin (Zhao, 2011). Data from 10 adult English learners of Mandarin were compared pre/post 10 months’ SA in China. Performance was measured in 4 tasks with different task loads (rehearsed vs. spontaneous speech, in monologic and dialogic mode). Significant differences between the rehearsed monologue and other tasks found pre-SA were generally not found after SA. Some differences remained between monologues and dialogues, suggesting that task load effects may override SA impact. Claims about the impact of SA on L2 oral development should take more account of different task demands, to help further illuminate our understanding of how SA may benefit L2 fluency.

scholarly journals MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS

2021 ◽  
pp. 1-27
Author(s):  
Daniel R. Isbell ◽  
Young-A Son
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Second Language Acquisition ◽  
Item Difficulty ◽  
Measurement Properties ◽  
Linguistic Features ◽  
Elicited Imitation ◽  
Integrative Data Analysis ◽  
Rater Severity ◽  
Study Participants

Abstract Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

Plural marking in the second language: Atomicity, definiteness, and transfer

2021 ◽  
pp. 1-30
Author(s):  
Sea Hee Choi ◽  
Tania Ionin
Keyword(s):  
Second Language ◽  
English Learners ◽  
Judgment Task ◽  
Native Languages ◽  
L1 Transfer ◽  
Mass Nouns ◽  
Count Nouns ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Plural Marking

Abstract This paper examines whether second language (L2)-English learners whose native languages (L1; Korean and Mandarin) lack obligatory plural marking transfer the properties of plural marking from their L1s, and whether transfer is manifested both offline (in a grammaticality judgment task) and online (in a self-paced reading task). The online task tests the predictions of the morphological congruency hypothesis (Jiang 2007), according to which L2 learners have particular difficulty automatically activating the meaning of L2 morphemes that are incongruent with their L1. Experiment 1 tests L2 learners’ sensitivity to errors of –s oversuppliance with mass nouns, while Experiment 2 tests their sensitivity to errors of –s omission with count nouns. The findings show that (a) L2 learners detect errors with nonatomic mass nouns (sunlights) but not atomic ones (furnitures), both offline and online; and (b) L1-Korean L2-English learners are more successful than L1-Mandarin L2-English learners in detecting missing –s with definite plurals (these boat), while the two groups behave similarly with indefinite plurals (many boat). Given that definite plurals require plural marking in Korean but not in Mandarin, the second finding is consistent with L1-transfer. Overall, the findings show that learners are able to overcome morphological incongruency and acquire novel uses of L2 morphemes.

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.

Assessing the Role of Selective Fossilization Hypothesis in Determining Fossilizable Phonetic Errors in Tunisian EFL Learners’ Oral Output

2020 ◽  
Vol 2 ◽  
pp. 1-15
Author(s):  
Aicha Rahal ◽  
Chokri Smaoui
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Predictive Power ◽  
Rating Scale ◽  
First Language ◽  
Linguistic Features ◽  
Efl Learners ◽  
Phonetic Errors ◽  
Linguistic Phenomenon

Fossilization is said to be a distinctive characteristic of second language (L2) learning (Selinker, 1972, 1996; Han, 2004). It is the most pervasive among adult L2 learners (Han and Odlin, 2006). This linguistic phenomenon has been characterized by cessation of learning, even though the learner is exposed to frequent input. Based on the findings of the MA dissertation of the first researcher which is about ‘phonetic fossilization’ and where she conducted a longitudinal study, Han’s Selective Fossilization Hypothesis (SFL) is used to analyze the obtained fossilized phonetic errors in relation to L1 markedness and L2 robustness with a particular focus on fossilized vowel sounds. This is an analytical model for identifying both acquisitional and fossilizable linguistic features based on learners’ first language (L1) markedness and second language (L2) robustness. The article first gives an overview of the theory of Interlanguage and the phenomenon of fossilization. Then, it introduces SFL. This is an attempt to study fossilization scientifically. In other words, it tests the predictive power of a developed L1 Markedness and L2 Robustness rating scale based on Han’s (2009) model. The present study has pedagogic implications; it is an opportunity to raise teachers’ awareness on this common linguistic phenomenon.

Area MT Neurons Respond to Visual Motion Distant From Their Receptive Fields

2005 ◽  
Vol 94 (6) ◽  
pp. 4156-4167 ◽  
Author(s):  
Daniel Zaksas ◽  
Tatiana Pasternak
Keyword(s):  
Time Course ◽  
Visual Motion ◽  
Cognitive Task ◽  
Receptive Fields ◽  
Direction Selectivity ◽  
Task Demands ◽  
Visual Signals ◽  
Area Mt ◽  
Mt Neurons ◽  
Stimulus Offset

Neurons in cortical area MT have localized receptive fields (RF) representing the contralateral hemifield and play an important role in processing visual motion. We recorded the activity of these neurons during a behavioral task in which two monkeys were required to discriminate and remember visual motion presented in the ipsilateral hemifield. During the task, the monkeys viewed two stimuli, sample and test, separated by a brief delay and reported whether they contained motion in the same or in opposite directions. Fifty to 70% of MT neurons were activated by the motion stimuli presented in the ipsilateral hemifield at locations far removed from their classical receptive fields. These responses were in the form of excitation or suppression and were delayed relative to conventional MT responses. Both excitatory and suppressive responses were direction selective, but the nature and the time course of their directionality differed from the conventional excitatory responses recorded with stimuli in the RF. Direction selectivity of the excitatory remote response was transient and early, whereas the suppressive response developed later and persisted after stimulus offset. The presence or absence of these unusual responses on error trials, as well as their magnitude, was affected by the behavioral significance of stimuli used in the task. We hypothesize that these responses represent top-down signals from brain region(s) accessing information about stimuli in the entire visual field and about the behavioral state of the animal. The recruitment of neurons in the opposite hemisphere during processing of behaviorally relevant visual signals reveals a mechanism by which sensory processing can be affected by cognitive task demands.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

scholarly journals Predictors of second language English lexical recognition: Further insights from a large database of second language lexical decision times

2019 ◽  
Author(s):  
Stephen Skalicky ◽  
Scott Crossley ◽  
Cynthia M. Berger
Keyword(s):  
Second Language ◽  
Lexical Decision ◽  
The United States ◽  
English Learning ◽  
Large Database ◽  
Linguistic Features ◽  
Contextual Diversity ◽  
Orthographic Similarity ◽  
Statistical Measures ◽  
Decision Times

In this study we analyze a large database of lexical decision times for English content words made by speakers of English as an additional language residing in the United States. Our first goal was to test whether the use of statistical measures better able to model variation associated with participants and items would replicate findings of a previous analysis of this data (Berger, Crossley, & Skalicky, 2019). Our second goal was to determine whether variables related to experiences using and learning English would interact with linguistic features of the target words. Results from our statistical analysis suggest affirmative answers to both of these questions. First, our results included significant effects for linguistic features related to contextual diversity and contextual distinctiveness, providing a replication of findings from the original study in that words appearing in more textual and lexical contexts were responded to quicker. Second, a measure of length of English learning and a measure of daily English use interacted with a measure of orthographic similarity. Our study provides further evidence regarding how a large, crowdsourced database can be used to obtain a better understanding of second language lexical recognition behavior and provides suggestions for further research.

scholarly journals Effects of All-Night Driving on Selective Attention in Professional Truck Drivers: A Preliminary Functional Magnetic Resonance Study

Energies ◽  
2021 ◽  
Vol 14 (17) ◽  
pp. 5409
Author(s):  
Stefan P. Gazdzinski ◽  
Marek Binder ◽  
Alicja Bortkiewicz ◽  
Paulina Baran ◽  
Łukasz Dziuda
Keyword(s):  
Magnetic Resonance ◽  
Selective Attention ◽  
Cognitive Task ◽  
Local Level ◽  
Reaction Times ◽  
Task Demands ◽  
Control Mechanisms ◽  
Functional Magnetic Resonance ◽  
The Neural Network ◽  
Spatially Extended

Fatigue affects multiple aspects of cognitive performance among drivers. However, even after fatigue builds up, some are still able to maintain the level of behavioral performance. To evaluate these adaptations on the neural network level, we utilized functional magnetic resonance imaging (fMRI). Seventeen male professional drivers underwent two fMRI sessions, once while rested and once in a fatigued condition after 10-h of overnight driving. The cognitive task used in the study involved the detection of visual feature conjunctions, namely the shape and the color. There were no significant differences in the task performance between the conditions except for longer reaction times in the fatigued condition. However, we observed substantial differences in the activation patterns during the cognitive task involving selective attention between the conditions. On the global level, we observed a general decrease in activation strength in the fatigued condition, which appeared to be more pronounced in the left hemisphere. On the local level, we observed a (spatially) extended activation of the medial prefrontal regions in the fatigued condition, which reflected increased cognitive control mechanisms compensating for the diminished efficiency of mechanisms involved in meeting task demands.

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