Morphological Family Size Effects in Young First and Second Language Learners: Evidence of Cross-Language Semantic Activation in Visual Word Recognition

2012 ◽  
Vol 62 (1) ◽  
pp. 68-92 ◽  
Author(s):  
Marlies de Zeeuw ◽  
Ludo Verhoeven ◽  
Robert Schreuder
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
Visual Word Recognition ◽  
Family Size ◽  
Size Effects ◽  
Second Language Learners ◽  
Semantic Activation ◽  
Cross Language ◽  
Morphological Family

scholarly journals Effects of Cognate Status on Word Comprehension in Second Language Learners: An ERP Investigation

2011 ◽  
Vol 23 (7) ◽  
pp. 1634-1647 ◽  
Author(s):  
Katherine J. Midgley ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Comprehension ◽  
N400 Component ◽  
L1 And L2 ◽  
English Students ◽  
L1 English

ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes in the N400 component when compared with noncognates. L1 items that were cognates showed early differences in amplitude in the N400 epoch when compared with noncognates. L2 items showed later differences between cognates and noncognates than L1 items. The results are discussed in terms of how cognate status affects word recognition in second language learners.

scholarly journals Syllable Structure Effects in Word Recognition by Spanish- and German-Speaking Second Language Learners of English

2021 ◽  
Vol 43 (2) ◽  
pp. 1-21
Author(s):  
Maria Teresa Martinez-Garcia
Keyword(s):  
Second Language ◽  
Speech Perception ◽  
Word Recognition ◽  
Language Learners ◽  
English Learners ◽  
Second Language Learners ◽  
Syllable Structure ◽  
Clear Effect ◽  
Monitoring Task ◽  
German Speaking

Previous findings in the literature point to the influence that speech perception has on word recognition. However, which specific aspects of the first (L1) and second language (L2) mapping play the most important role is still not fully understood. This study explores whether, and if so, how, L1-L2 syllable-structure differences affect word recognition. Spanish- and German-speaking English learners completed an AXB and a word-monitoring task in English that manipulated the presence of a vowel in words with /s/-initial consonant clusters—e.g., especially versus specially. The results show a clear effect of L1 on L2 learners’ perception and word recognition, with the German group outperforming the Spanish one. These results indicate that the similarity in the syllable structure between English and German fosters positive transfer in both perception and word recognition despite the inexact segmental mapping.

scholarly journals The Effects of Leveled Reading on Second Language Learners

2021 ◽  
Vol 7 (4) ◽  
pp. 1281-1299
Author(s):  
Aisha Alowais
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
United Arab Emirates ◽  
Reading Fluency ◽  
Second Language Learners ◽  
Reading Program ◽  
Mixed Method Research ◽  
Positive Effects ◽  
The Impact

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development.  The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

Cross-Language Competition in Language Production of Chinese-as-A-Second-Language Learners

2013 ◽  
Vol 44 (11) ◽  
pp. 1434-1442
Author(s):  
Li LI ◽  
Hong-Ting GUO ◽  
Le-Meng HUA ◽  
Yin-Ping FANG ◽  
Rui-Ming WANG
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Production ◽  
Second Language Learners ◽  
Language Competition ◽  
Cross Language

Stress processing in Mandarin and Korean second language learners of English

2013 ◽  
Vol 17 (2) ◽  
pp. 316-346 ◽  
Author(s):  
CANDISE Y. LIN ◽  
MIN WANG ◽  
WILLIAM J. IDSARDI ◽  
YI XU
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
Word Frequency ◽  
Second Language Learners ◽  
Decision Task ◽  
Vowel Quality ◽  
Stress Processing ◽  
Korean Speakers ◽  
Mandarin Speakers

This study examined stress processing among Mandarin and Korean second language learners of English and English monolinguals. While both English and Mandarin have contrastive stress at the word-level, Korean does not. Consequently, Mandarin speakers may have an advantage over Korean speakers in English stress processing, even when matched for their general English proficiency. Experiment 1 assessed participants’ stress encoding ability for nonwords in a short-term memory task. Experiment 2 examined the effect of stress in online word recognition in a lexical decision task by manipulating word frequency, stress location, and vowel quality. The results of both experiments support an advantage for English and Mandarin speakers over Korean speakers in stress processing of real words and nonwords. Only Korean speakers’ lexical judgment of nonwords was modulated by word frequency, suggesting that they do not utilize stress in lexical access. Only English speakers’ word recognition was facilitated by vowel quality changes. These results suggest that the abilities of non-native speakers to process stress in their L2 is influenced by the characteristics of the stress systems in their L1.

Sign in / Sign up

Export Citation Format

Share Document