Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

2006 ◽  
Vol 26 (3) ◽  
pp. 367-393 ◽  
Author(s):  
Alexandra Gottardo ◽  
Penny Chiappe ◽  
Bernice Yan ◽  
Linda Siegel ◽  
Yan Gu
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
English Speakers ◽  
English Speaking

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

scholarly journals The Choice of Tense in Translation into the Second Language

2016 ◽  
Vol 4 (2) ◽  
pp. 187
Author(s):  
Meng-Lin Chen ◽  
Dahui Dong
Keyword(s):  
Second Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Past Tense ◽  
Source Text ◽  
Present Perfect ◽  
Parallel Corpus ◽  
English Writing ◽  
English Speaking ◽  
Native English Speaking

<p><em>English tense is widely believed as one of the most problematic areas in the “interlanguage”, which includes non-native English speakers’ English writing and translations into the translator’s second language. This study aims to investigate the relationships between the tense choice in translation, the tense in the Chinese source text, and the translation competence of translators. A small Chinese-English parallel corpus has been built with 127 translations of Chinese press editorials by experienced native English speaking translators, experienced native Chinese speaking translators, and novice native Chinese speaking translators. Cross-tabulate analyses of this study have shown that the three groups of translators differ from one another significantly in their handling of marked Chinese past tense verbs, while they do not when translating Chinese sentences with contextually marked tense. This study suggests that in order to improve their translation </em><em>quality</em><em>, (1) experienced native Chinese speaking translators need to increase the</em><em> percentages</em><em> of Present Simple, Present Progress, Present Perfect, and Past Simple, and reduce the</em><em> percentag</em><em>e</em><em>s</em><em> of Past Perfect</em><em> in their translation</em><em>; (2) novice native Chinese speaking translators need to increase the</em><em> percentages</em><em> of Present Simple, and Present Progress, and reduce the </em><em>percentages</em><em> of Past Perfect, Past Simple, and Present Perfect</em><em> in their translation.</em><em> </em></p>

Language and Play of Preschool Children Learning English as a Second Language and Native English Speakers

1982 ◽  
Vol 50 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Shavaun M. Wall ◽  
Sarah M. Pickert
Keyword(s):  
Second Language ◽  
Preschool Children ◽  
Native English Speakers ◽  
Free Play ◽  
English Speakers ◽  
Solitary Play ◽  
Parallel Play ◽  
English Speaking ◽  
Group Play ◽  
Learning English

To study the frequency and complexity of language in relation to levels of social play, 5 preschool children learning English as a second language and 5 English-speaking peers were observed during free play in the fall and 6 mo. later in the spring. In the fall native English speakers were observed proportionately more often in group play. In the spring, both groups were observed more in group play and less in solitary play. All children spoke more often and used more complex speech during group play than during solitary or parallel play. Observed social interactions were primarily positive for both groups. The relation between developing language and play is discussed in the context of the total social environment.

Using Technology to Reduce a Healthcare Disparity

2018 ◽  
pp. 3725-3732
Author(s):  
Nilmini Wickramasinghe
Keyword(s):  
Cloud Computing ◽  
Second Language ◽  
Web 2.0 ◽  
Healthcare Disparities ◽  
Healthcare Delivery ◽  
Meaningful Use ◽  
English Speakers ◽  
Healthcare Disparity ◽  
Good Communication ◽  
English Speaking

Superior healthcare delivery requires good communication. For people who have English as a second language this is particularly challenging. Given the advances in technology most especially with Web 2.0 and cloud computing, the following proffers a technology mediated solution to address communication barriers that results when delivering healthcare to non-English speakers or limited proficient english speaking patients. this solution serves to reduce healthcare disparities, satisfy Meaningful use requirements and provide superior healthcare delivery that is efficient, effective and efficacious.

Using Technology to Reduce a Healthcare Disparity

2019 ◽  
pp. 175-183
Author(s):  
Nilmini Wickramasinghe
Keyword(s):  
Cloud Computing ◽  
Second Language ◽  
Web 2.0 ◽  
Healthcare Disparities ◽  
Healthcare Delivery ◽  
Meaningful Use ◽  
English Speakers ◽  
Healthcare Disparity ◽  
Good Communication ◽  
English Speaking

Superior healthcare delivery requires good communication. For people who have English as a second language, this is particularly challenging. Given the advances in technology, most especially with Web 2.0 and cloud computing, the following proffers a technology-mediated solution to address communication barriers that result when delivering healthcare to non-English speakers or limited-proficiency English-speaking patients. This solution serves to reduce healthcare disparities, satisfy meaningful use requirements, and provide superior healthcare delivery that is efficient, effective, and efficacious.

On the relationship between perception and production of L2 sounds: Evidence from Anglophones’ processing of the French /u/–/y/ contrast

2021 ◽  
pp. 026765832098806
Author(s):  
Gerda Ana Melnik-Leroy ◽  
Rory Turnbull ◽  
Sharon Peperkamp
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Clustering Analysis ◽  
Picture Naming ◽  
Statistical Analyses ◽  
Production Task ◽  
Good Production ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship

Previous studies have yielded contradictory results on the relationship between perception and production in second language (L2) phonological processing. We re-examine the relationship between the two modalities both within and across processing levels, addressing several issues regarding methodology and statistical analyses. We focus on the perception and production of the French contrast /u/–/y/ by proficient English-speaking late learners of French. In an experiment with a prelexical perception task (ABX discrimination) and both a prelexical and a lexical production task (pseudoword reading and picture naming), we observe a robust link between perception and production within but not across levels. Moreover, using a clustering analysis we provide evidence that good perception is a prerequisite for good production.

Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?

2010 ◽  
Vol 14 (2) ◽  
pp. 203-220 ◽  
Author(s):  
ELENA KURINSKI ◽  
MARIA D. SERA
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Native English Speakers ◽  
Cognitive Change ◽  
Grammatical Gender ◽  
The Body ◽  
Spanish Speakers ◽  
English Speakers ◽  
English Speaking

Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers' attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants' grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, the effect of Spanish grammatical gender was more limited in Spanish learners than in native Spanish speakers; it was not observed for all kinds of objects nor did it increase with learners' proficiency, suggesting that adults learning Spanish reach a plateau beyond which changes in categorization do not occur.

Production of Subject-Verb Agreement in Spanish as a Second Language

2003 ◽  
Vol 50 (3) ◽  
pp. 196-203 ◽  
Author(s):  
Janet Nicol ◽  
Delia Greth
Keyword(s):  
Second Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Error Patterns ◽  
Verb Agreement ◽  
Different Types ◽  
Semantic Variables ◽  
Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

The visual signature of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, and Abashidze ()

2021 ◽  
pp. 1-15
Author(s):  
Kim McDonough ◽  
Rachael Lindberg ◽  
Pavel Trofimovich ◽  
Oguzhan Tekin
Keyword(s):  
Second Language ◽  
Facial Expressions ◽  
Exploratory Study ◽  
Replication Study ◽  
English Speakers ◽  
Lingua Franca ◽  
Visual Cue ◽  
Systematic Replication ◽  
Dynamic Movement

Abstract This replication study seeks to extend the generalizability of an exploratory study (McDonough et al., 2019) that identified holds (i.e., temporary cessation of dynamic movement by the listener) as a reliable visual cue of non-understanding. Conversations between second language (L2) English speakers in the Corpus of English as a Lingua Franca Interaction (CELFI; McDonough & Trofimovich, 2019) with non-understanding episodes (e.g., pardon?, what?, sorry?) were sampled and compared with understanding episodes (i.e., follow-up questions). External raters (N = 90) assessed the listener's comprehension under three rating conditions: +face/+voice, −face/+voice, and +face/−voice. The association between non-understanding and holds in McDonough et al. (2019) was confirmed. Although raters distinguished reliably between understanding and non-understanding episodes, they were not sensitive to facial expressions when judging listener comprehension. The initial and replication findings suggest that holds remain a promising visual signature of non-understanding that can be explored in future theoretically- and pedagogically-oriented contexts.

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