scholarly journals Capturing Cross-linguistic Differences in Macro-rhythm: The Case of Italian and English

2019 ◽  
Vol 63 (2) ◽  
pp. 242-263
Author(s):  
Leona Polyanskaya ◽  
Maria Grazia Busà ◽  
Mikhail Ordin
Keyword(s):  
Language Acquisition ◽  
Speech Processing ◽  
Speech Rhythm ◽  
Language Differences ◽  
Linguistic Differences ◽  
Language Difference ◽  
Relative Load ◽  
Higher Regularity ◽  
Cross Language

We tested the hypothesis that languages can be classified by their degree of tonal rhythm (Jun, 2014). The tonal rhythms of English and Italian were quantified using the following parameters: (a) regularity of tonal alternations in time, measured as durational variability in peak-to-peak and valley-to-valley intervals; (b) magnitude of F0 excursions, measured as the range of frequencies covered by the speaker between consecutive F0 maxima and minima; (c) number of tonal target points per intonational unit; and (d) similarity of F0 rising and falling contours within intonational units. The results show that, as predicted by Jun’s prosodic typology (2014), Italian has a stronger tonal rhythm than English, expressed by higher regularity in the distribution of F0 minima turning points, larger F0 excursions, and more frequent tonal targets, indicating alternating phonological H and L tones. This cross-language difference can be explained by the relative load of F0 and durational ratios on the perception and production of speech rhythm and prominence. We suggest that research on the role of speech rhythm in speech processing and language acquisition should not be restricted to syllabic rhythm, but should also examine the role of cross-language differences in tonal rhythm.

scholarly journals PERAN BAHASA INGGRIS SEBAGAI BAHASA KEDUA DALAM PEMEROLEHAN BAHASA INDONESIA SEBAGAI BAHASA KETIGA

Paramasastra ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Abdul Kholiq
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Sentence Production ◽  
Research Subject ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition ◽  
Cross Language ◽  
Language Influence

Cross language influence in third language (L3) acquisition is related to the first (L1) and second language (L2) acquisition. Cross-language influence in third language acquisition studies can be analyzed from the first and second language role in the third language acquisition. Each acquisition Indonesian language as L3 is always English as L2 so that the role of English in acquiring Indonesian as B3 be worth studying. It is a qualitative approach based research. This study focuses on (1) the role of English of articulation and (2) the role of English as the provider acquiring vocabulary in Indonesian as L3. Data used in this research is the conversation conducted by the researcher and research subject; and sentence production based on picture by the research subject. Data analysis result finds 1) the role of English as an addition to the mastery of the sound that is not owned B1 of pemeroleh Indonesian as L3 and English influence language sounds in pronunciation Indonesian, and 2) The role of English as a provider of vocabulary in language acquisition Indonesia as B3 is as a language bridge in language acquisition Indonesia if the Indonesian pemeroleh not master words in Indonesian. 

EXPLORING CROSSLINGUISTIC INFLUENCE IN GENDER MARKING IN SPANISH

2021 ◽  
pp. 1-22
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
First Language ◽  
Methodological Framework ◽  
L1 Influence ◽  
Quantitative Analyses ◽  
Crosslinguistic Influence ◽  
Cross Language

Abstract In the current study, we examined the role of first-language (L1) influence on the additional-language development of grammatical gender marking in Spanish. The participants were L1 speakers of English or French (N = 215), who were learning Spanish and who were at three instructional levels. The data came from their use of gender marking in noun-modifier pairs in an argumentative essay. We adopted the unified methodological framework developed by Scott Jarvis and we applied insights from variationist second language acquisition to contribute to the discussion about whether learners’ L1 impacts variability in targetlike gender marking in additional-language Spanish. Specifically, we designed our study to investigate four types of evidence that Jarvis identified (intragroup homogeneity, intergroup heterogeneity, cross-language congruity, and intralingual contrasts), and we used variationist methods to account for other factors that are known to impact variable use of gender marking. The quantitative analyses supported each type of evidence, consequently demonstrating that these learners’ L1 influenced their variable use of gender marking in Spanish. We concluded by reflecting on the contributions that the current study has made to the understanding of gender marking in additional-language Spanish and to research on L1 influence more generally.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Investigating the Role of Familiar Face and Voice Cues in Speech Processing in Noise

2018 ◽  
Author(s):  
Jeesun Kim ◽  
Sonya Karisma ◽  
Vincent Aubanel ◽  
Chris Davis
Keyword(s):  
Speech Processing ◽  
Familiar Face

scholarly journals Attribution of autonomy and its role in robotic language acquisition

AI & Society ◽  
2021 ◽  
Author(s):  
Frank Förster ◽  
Kaspar Althoefer
Keyword(s):  
Language Acquisition ◽  
Potential Role ◽  
Developmental Psychology ◽  
Baseline Scenario ◽  
Behavioral Repertoire ◽  
High Frequencies ◽  
Emotional Displays ◽  
And Robotics ◽  
Respective Characteristic

AbstractThe false attribution of autonomy and related concepts to artificial agents that lack the attributed levels of the respective characteristic is problematic in many ways. In this article, we contrast this view with a positive viewpoint that emphasizes the potential role of such false attributions in the context of robotic language acquisition. By adding emotional displays and congruent body behaviors to a child-like humanoid robot’s behavioral repertoire, we were able to bring naïve human tutors to engage in so called intent interpretations. In developmental psychology, intent interpretations can be hypothesized to play a central role in the acquisition of emotion, volition, and similar autonomy-related words. The aforementioned experiments originally targeted the acquisition of linguistic negation. However, participants produced other affect- and motivation-related words with high frequencies too and, as a consequence, these entered the robot’s active vocabulary. We will analyze participants’ non-negative emotional and volitional speech and contrast it with participants’ speech in a non-affective baseline scenario. Implications of these findings for robotic language acquisition in particular and artificial intelligence and robotics more generally will also be discussed.

scholarly journals Statistical Speech Segmentation in Tone Languages: The Role of Lexical Tones

2017 ◽  
Vol 61 (1) ◽  
pp. 84-96 ◽  
Author(s):  
David M. Gómez ◽  
Peggy Mok ◽  
Mikhail Ordin ◽  
Jacques Mehler ◽  
Marina Nespor
Keyword(s):  
Speech Processing ◽  
Additional Data ◽  
Native Speakers ◽  
Speech Segmentation ◽  
Lexical Tones ◽  
Tone Languages ◽  
Transitional Probabilities ◽  
Lexical Processes

Research has demonstrated distinct roles for consonants and vowels in speech processing. For example, consonants have been shown to support lexical processes, such as the segmentation of speech based on transitional probabilities (TPs), more effectively than vowels. Theory and data so far, however, have considered only non-tone languages, that is to say, languages that lack contrastive lexical tones. In the present work, we provide a first investigation of the role of consonants and vowels in statistical speech segmentation by native speakers of Cantonese, as well as assessing how tones modulate the processing of vowels. Results show that Cantonese speakers are unable to use statistical cues carried by consonants for segmentation, but they can use cues carried by vowels. This difference becomes more evident when considering tone-bearing vowels. Additional data from speakers of Russian and Mandarin suggest that the ability of Cantonese speakers to segment streams with statistical cues carried by tone-bearing vowels extends to other tone languages, but is much reduced in speakers of non-tone languages.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

Learning and the Evolution of Language: The Role of Cultural Variation and Learning Costs in the Baldwin Effect

2002 ◽  
Vol 8 (4) ◽  
pp. 311-339 ◽  
Author(s):  
Steve Munroe ◽  
Angelo Cangelosi
Keyword(s):  
Language Acquisition ◽  
Structural Properties ◽  
Cultural Transmission ◽  
Cultural Variation ◽  
Baldwin Effect ◽  
Evolution Of Language ◽  
Specific Language ◽  
Acquisition Device ◽  
The Baldwin Effect

The Baldwin effect has been explicitly used by Pinker and Bloom as an explanation of the origins of language and the evolution of a language acquisition device. This article presents new simulations of an artificial life model for the evolution of compositional languages. It specifically addresses the role of cultural variation and of learning costs in the Baldwin effect for the evolution of language. Results show that when a high cost is associated with language learning, agents gradually assimilate in their genome some explicit features (e.g., lexical properties) of the specific language they are exposed to. When the structure of the language is allowed to vary through cultural transmission, Baldwinian processes cause, instead, the assimilation of a predisposition to learn, rather than any structural properties associated with a specific language. The analysis of the mechanisms underlying such a predisposition in terms of categorical perception supports Deacon's hypothesis regarding the Baldwinian inheritance of general underlying cognitive capabilities that serve language acquisition. This is in opposition to the thesis that argues for assimilation of structural properties needed for the specification of a full-blown language acquisition device.

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