scholarly journals Spatial Components in the Use of Count Nouns Among English Speakers and Japanese Speakers of English as a Second Language

1996 ◽  
Vol 46 (2) ◽  
pp. 217-231 ◽  
Author(s):  
M. Michael Akiyama ◽  
Nancy Williams
2021 ◽  
Author(s):  
Yukiko Obata

This thesis sheds lights on the relationship between descriptions of causal events and their effects on speakers’ memory. English and Japanese are similar in that speakers can use the same constructions when describing intentional events – both comfortably use transitive sentences. However, they are different when describing non-intentional events. English speakers can use the same construction as intentional events, while Japanese speakers prefer to mark that the event is accidental. They tend to add accidental markers to cancel the agent’s intention frequently. In Experiment 1, I confirm differences in describing causal events between these two languages. Then, Japanese speakers are expected to remember event nature (i.e., intentional or non-intentional) more accurately than English speakers. However, Experiment 2 fails to support the hypothesis. I present two possible reasons why language effects are not observed. First, marking non-intentionality is not obligatory but only preferred by Japanese speakers. Thus, language effects are not strong enough to affect speakers’ memory. Second, language does not affect speakers’ memory, especially in causal-event descriptions, even though it does in other domains, such as color terminology.


2021 ◽  
Author(s):  
Yukiko Obata

This thesis sheds lights on the relationship between descriptions of causal events and their effects on speakers’ memory. English and Japanese are similar in that speakers can use the same constructions when describing intentional events – both comfortably use transitive sentences. However, they are different when describing non-intentional events. English speakers can use the same construction as intentional events, while Japanese speakers prefer to mark that the event is accidental. They tend to add accidental markers to cancel the agent’s intention frequently. In Experiment 1, I confirm differences in describing causal events between these two languages. Then, Japanese speakers are expected to remember event nature (i.e., intentional or non-intentional) more accurately than English speakers. However, Experiment 2 fails to support the hypothesis. I present two possible reasons why language effects are not observed. First, marking non-intentionality is not obligatory but only preferred by Japanese speakers. Thus, language effects are not strong enough to affect speakers’ memory. Second, language does not affect speakers’ memory, especially in causal-event descriptions, even though it does in other domains, such as color terminology.


Author(s):  
Pierina Cheung

Languages differ in how they refer to countable objects. In number-marking languages such as English, countable individuals are often labelled by count nouns (e.g. two hippos), but languages such as Japanese lack mass–count syntax and require classifiers when referring to entities (e.g. two CL hippo). These cross-linguistic differences have led some to propose that linguistic structure affects how speakers construe entities in the world. Shown an ambiguous entity, English speakers tend to construe it as an object kind, whereas Japanese speakers construe it as a substance kind. However, recent studies show that these differences are likely due to lexical statistics, with English speakers drawing on the distribution of mass– count nouns to infer that the ambiguous entity is likely an object kind. Developmental studies further show that infants can distinguish between objects and substances. Together, recent studies suggest the language we speak does not affect how we construe entities.


1998 ◽  
Vol 14 (4) ◽  
pp. 324-340 ◽  
Author(s):  
Boping Yuan

This article reports on an empirical study of the interpretation of the Chinese reflexive ziji by English and Japanese speakers. In English, reflexives can only take a local (LOC) antecedent, whereas the Chinese reflexive ziji and the Japanese reflexive zibun can have a long-distance (LD) antecedent as well as a local one. Another property of the long-distance reflexives is subject orientation. However, reflexives in English allow both subject NPs and object NPs as their antecedents. The results of the study suggest that L1 transfer occurs in second language acquisition (SLA) of the Chinese reflexive ziji. However, not everything can be explained by L1 interference. It is found that: it is much easier for Japanese speakers than for English speakers to acquire the LD binding of ziji; binding of ziji is asymmetric in finite and nonfinite clauses in English speakers' L2 grammars of Chinese; acquiring subject orientation of ziji is problematic to both English and Japanese speakers, and no implicational relationship is found between LD binding of ziji and subject orientation of ziji; LD binding of ziji entails LOC binding of ziji, and it also generally entails no LD object binding. Implications of these findings are discussed.


Author(s):  
Janet Nicol ◽  
Delia Greth

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.


2021 ◽  
pp. 1-15
Author(s):  
Kim McDonough ◽  
Rachael Lindberg ◽  
Pavel Trofimovich ◽  
Oguzhan Tekin

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.


2021 ◽  
pp. 1-31
Author(s):  
Haoruo Zhang ◽  
Norbert Vanek

Abstract In response to negative yes–no questions (e.g., Doesn’t she like cats?), typical English answers (Yes, she does/No, she doesn’t) peculiarly vary from those in Mandarin (No, she does/Yes, she doesn’t). What are the processing consequences of these markedly different conventionalized linguistic responses to achieve the same communicative goals? And if English and Mandarin speakers process negative questions differently, to what extent does processing change in Mandarin–English sequential bilinguals? Two experiments addressed these questions. Mandarin–English bilinguals, English and Mandarin monolinguals (N = 40/group) were tested in a production experiment (Expt. 1). The task was to formulate answers to positive/negative yes–no questions. The same participants were also tested in a comprehension experiment (Expt. 2), in which they had to answer positive/negative questions with time-measured yes/no button presses. In both Expt. 1 and Expt. 2, English and Mandarin speakers showed language-specific yes/no answers to negative questions. Also, in both experiments, English speakers showed a reaction-time advantage over Mandarin speakers in negation conditions. Bilingual’s performance was in-between that of the L1 and L2 baseline. These findings are suggestive of language-specific processing of negative questions. They also signal that the ways in which bilinguals process negative questions are susceptible to restructuring driven by the second language.


2021 ◽  
pp. 1-30
Author(s):  
Sea Hee Choi ◽  
Tania Ionin

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.


Author(s):  
Ramsés Ortín ◽  
Miquel Simonet

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.


Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.


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