Syntax and Phonology in L2 Attrition

2019 ◽  
pp. 363-376
Author(s):  
Kathleen Bardovi-Harlig ◽  
David Stringer
Keyword(s):  
Working Memory ◽  
Critical Period ◽  
Related Question ◽  
Lexical Retrieval ◽  
Dramatic Reduction ◽  
L2 Acquisition ◽  
Comparative Review ◽  
Alternative Conceptualization ◽  
L1 And L2 ◽  
Memory Constraints

This chapter asks to what degree syntax and phonology appear to be impervious to second language (L2) attrition and examine the related question of whether there is a critical period for either acquisition or attrition in these domains. Previous research has indicated a critical juncture in development at around 8 to 10 years old, after which target-like L2 acquisition is no longer guaranteed, and before which dramatic reduction in input may lead to apparent global loss of any early-acquired (L1) languages. A comparative review of research in L1 and L2 acquisition and attrition reveals remarkable resilience for aspects of phonology not subject to cross-linguistic influence, but paints a more complicated picture for syntax, which is difficult to investigate independently of lexical retrieval and working memory constraints. The chapter suggests an alternative conceptualization of the critical period in terms of network stabilization of the mental lexicon.

L1 attrition and L2 acquisition

2010 ◽  
Vol 10 ◽  
pp. 248-281 ◽  
Author(s):  
Conny Opitz
Keyword(s):  
Language Proficiency ◽  
Host Community ◽  
Control Group ◽  
Lexical Retrieval ◽  
L2 Acquisition ◽  
Verbal Fluency Task ◽  
L1 Attrition ◽  
Global Language ◽  
L1 And L2 ◽  
Fluency Task

L1 attrition is increasingly being studied as a feature of bilingualism, taking into account the parallel process of L2 language acquisition in a migrant situation. Such situations may foster L1 attrition as a result of insufficient L1 input and competition or interaction with the language of the host community. In a study of 27 German late bilinguals resident in Ireland, the question of a possible interaction between the two language systems (German and English) is addressed. This paper reports on the results of two of the elicitation instruments used – a C-test as a measure of global language proficiency, and a verbal fluency task as a measure of lexical retrieval and bilingual dominance. The former is an unspeeded integrative task, while the latter taps lexical access as a function of the relative activation levels of the languages. The analysis focuses on the proficiency profiles of the bilingual participants vis-à-vis a German and an Irish control group to establish the level of L1 attrition and L2 acquisition, and the degree with which L1 and L2 proficiency correlate.

scholarly journals Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?

2019 ◽  
Author(s):  
Roger Philip Levy ◽  
Sarah Creel ◽  
Bożena Pająk
Keyword(s):  
Working Memory ◽  
Word Learning ◽  
Vocabulary Acquisition ◽  
Word Meaning ◽  
L2 Acquisition ◽  
Learning Mechanisms ◽  
Young Infants ◽  
Main Factors ◽  
Common Learning ◽  
L1 And L2

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word–meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. In this study, we show that adults of particular L1 backgrounds—just like young infants—have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar- sounding words onto referents. We argue that this is due to an interaction between 2 main factors: (a) memory limitations that pose particular challenges for highly similar-sounding words, and (b) uncertainty regarding the language’s phonetic categories, because the categories are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and adulthood shares more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the life span.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

scholarly journals EXPRESS: Trajectories of verbal fluency and executive functions in multilingual and monolingual children and adults: A cross-sectional study

2021 ◽  
pp. 174702182110267
Author(s):  
Roberto Filippi ◽  
Andrea Ceccolini ◽  
Peter Bright
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Verbal Fluency ◽  
Fluid Intelligence ◽  
Response Times ◽  
Developmental Trajectories ◽  
Cross Sectional Study ◽  
Human Cognition ◽  
Lexical Retrieval ◽  
Cross Sectional

The development of verbal fluency is associated with the maturation of executive function skills, such as the ability to inhibit irrelevant information, shift between tasks and hold information in working memory. Some evidence suggests that multilinguistic upbringing may underpin disadvantages in verbal fluency and lexical retrieval, but can also afford executive function advantages beyond the language system including possible beneficial effects in older age. This study examined the relationship between verbal fluency and executive function in 324 individuals across the lifespan by assessing the developmental trajectories of English monolingual and multilingual children aged 7 to 15 years (N=154) and adults from 18 to 80 years old (N=170). The childhood data indicated patterns of improvement in verbal fluency and executive function skills as a function of age. Multilingual and monolingual children had comparable developmental trajectories in all linguistic and non-linguistic measures used in the study with the exception of planning, for which monolingual children showed a steeper improvement over the studied age range relative to multilingual children. For adults, monolinguals and multilingual participants had comparable performance on all measures with the exception of non-verbal inhibitory control and response times on the Tower of London task: monolinguals showed a steeper decline associated with age. Exploratory factor analysis indicated that verbal fluency was associated with working memory and fluid intelligence in monolingual participants but not in multilinguals. These findings raise the possibility that early acquisition of an additional language may impact on the development of the functional architecture serving high-level human cognition.

scholarly journals Between Knowledge and Use of Iban and Malay Multiword Expression: An Insight into L1 and L2 Acquisition and Competence

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Shanthi Nadarajan ◽  
Fiona Balan
Keyword(s):  
Local Knowledge ◽  
Written Language ◽  
Questionnaire Data ◽  
L2 Acquisition ◽  
Common Features ◽  
Multiword Expressions ◽  
Formal Instruction ◽  
Schooling Experience ◽  
L1 And L2 ◽  
Insight Into

This article examines usage and use of multiword expressions (MWE) among Iban youths in Sarawak. The questionnaire data were from 80 Iban youths who had to identify 15 MWE (similar, nearly similar and different) in Malay and Iban, and use them at the word, phrase and sentence levels. The findings revealed that close to 67% of the respondents could not recognise or use expressions in Iban, suggesting some loss of productive knowledge and language empowerment. However, respondents with recent schooling experience were able to use the expressions in Malay and reproduce them in written forms. Formal instruction and the written language have helped to extend local knowledge and use of MWE expressions for Iban youths. The study suggests that documentation, preservation and maintenance efforts stand to benefit when there is greater sharing and consciousness raising of common features between and among languages in the region.

Sign in / Sign up

Export Citation Format

Share Document