Measuring language-specific phonetic settings

While it is well known that languages have different phonemes and phonologies, there is growing interest in the idea that languages may also differ in their ‘phonetic setting’. The term ‘phonetic setting’ refers to a tendency to make the vocal apparatus employ a language-specific habitual configuration. For example, languages may differ in their degree of lip-rounding, tension of the lips and tongue, jaw position, phonation types, pitch range and register. Such phonetic specifications may be particularly difficult for second language (L2) learners to acquire, yet be easily perceivable by first language (L1) listeners as inappropriate. Techniques that are able to capture whether and how an L2 learner’s pronunciation proficiency in their two languages relates to the respective phonetic settings in each language should prove useful for second language research. This article gives an overview of a selection of techniques that can be used to investigate phonetic settings at the articulatory level, such as flesh-point tracking, ultrasound tongue imaging and electropalatography (EPG), as well as a selection of acoustic measures such as measures of pitch range, long-term average spectra and formants.

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Natural Phonology and Second Language Acquisition

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.55.02abr ◽

1996 ◽

Vol 55 ◽

pp. 9-21

Author(s):

Niclas Abrahamsson

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

First Language ◽

First Language Acquisition ◽

Original Theory ◽

Preliminary Model ◽

Language Research ◽

Promising Application ◽

Phonetic Value

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.

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Evidence for long-term cross-language repetition priming in low fluency Chinese–English bilinguals

Bilingualism Language and Cognition ◽

10.1017/s1366728908003453 ◽

2009 ◽

Vol 12 (1) ◽

pp. 13-21 ◽

Cited By ~ 15

Author(s):

LI LI ◽

LEI MO ◽

RUIMING WANG ◽

XUEYING LUO ◽

ZHE CHEN

Keyword(s):

Second Language ◽

Implicit Memory ◽

Explicit Memory ◽

Repetition Priming ◽

First Language ◽

Memory Task ◽

Lexical Representation ◽

Priming Paradigm ◽

Cross Language

Previous studies have found that proficiency in a second language affects how the meanings of words are accessed. Support for this hypothesis is based on data from explicit memory tasks with bilingual participants who know two languages that are relatively similar phonologically and orthographically (e.g., Dutch–English, French–English). The present study tested this hypothesis with Chinese–English bilinguals using an implicit memory task – the cross-language repetition priming paradigm. Consistent with the result of Zeelenberg, R. and Pecher, D. (2003), we obtained reliable effects of long-term cross-language repetition priming using a conceptual implicit memory task. Overall, the four experiments support the Revised Hierarchical Model as they demonstrate that low fluency bilinguals can only access the conceptual representation of the second language via the lexical representation of the first language.

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Speed, breakdown, and repair: An investigation of fluency in long-term second-language speakers of English

International Journal of Bilingualism ◽

10.1177/1367006915613162 ◽

2016 ◽

Vol 21 (2) ◽

pp. 228-242 ◽

Cited By ~ 5

Author(s):

Cornelia Lahmann ◽

Rasmus Steinkrauss ◽

Monika S Schmid

Keyword(s):

Second Language ◽

Age Of Onset ◽

First Language ◽

Aging Effect ◽

L2 Acquisition ◽

Second Language Speakers ◽

Syllable Duration ◽

Specific Factors ◽

The Mean

Aims and objectives/purpose/research questions: The present study investigated which factors would best predict second-language (L2) fluency in a group of long-term L2 speakers of different English varieties with German as their first language. Design/methodology/approach: L2 fluency was conceptualized in terms of utterance fluency for which speed, breakdown and repair fluency were distinguished. Data and analysis: Multiple measures of utterance fluency were applied to four-minute speech fragments originating from 102 spontaneous oral interviews. Interviewees’ ages of onset ranged from 7 to 17, whereas their ages at interview ranged from 57 to 87. Multifactorial analyses yielded significant effects of age at interview. Findings/conclusions: Whereas the mean number of silent pauses and repairs increases, syllable duration decreases. This leaves room for interpretation as to why we find an aging effect. Overall, the evidence suggests that the usual, L2 acquisition-specific factors, such as age of onset or length of residence, are no longer at play to predict L2 fluency. Originality and significance/implications: To this point L2 fluency in very advanced, highly proficient L2 speakers has received little attention. The results point to the need for more research into highly proficient L2 users.

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Psycholinguistic perspectives on second language learning and bilingualism

Linguistic Approaches to Bilingualism ◽

10.1075/lab.2.1.01kro ◽

2012 ◽

Vol 2 (1) ◽

pp. 1-24 ◽

Cited By ~ 23

Author(s):

Judith F. Kroll ◽

Cari A. Bogulski ◽

Rhonda McClain

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

First Language ◽

Language System ◽

Language Competition ◽

Effective Selection ◽

Language Activation ◽

Cross Language ◽

Selection Of

Recent psycholinguistic research demonstrates that using a second language has consequences for the first language (e.g. Dussias, 2003; Van Hell & Dijkstra, 2002) and for domain-general cognitive processes (Bialystok, 2005). This work suggests that the language system is permeable, with cross-language exchange at every level of processing (Malt & Sloman, 2003). Critically, even proficient bilinguals appear unable to switch off the language not in use when they hear, read, or speak one language alone (e.g. Dijkstra, 2005; Kroll, Bobb, & Wodniecka, 2006; Marian & Spivey, 2003), creating cross-language competition. In this article, we describe research that considers how cross-language activation is modulated during spoken production and during the earliest stages of second language learning. We hypothesize that the open nature of the bilingual�s language system may create optimal conditions for new language learning and also for enhanced cognitive control that enables effective selection of the language to be spoken.

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Grammatical theory and L2 acquisition: a brief overview

Interlanguage studies bulletin (Utrecht) ◽

10.1177/026765838600200101 ◽

1986 ◽

Vol 2 (1) ◽

pp. 1-15 ◽

Cited By ~ 2

Author(s):

William Rutherford

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

First Language Acquisition ◽

Parameter Setting ◽

L2 Acquisition ◽

Theoretical Approaches ◽

Language Research ◽

The Relationship

This paper reviews studies reported in the literature over the last few years having to do with grammatical acquisition and particular theoretical approaches aimed at explaining this aspect of second language research. Various attempts to involve the parameter-setting model of Universal Grammar are contrasted with other approaches invoking the Greenbergian tradition of research on universals. The issues discussed include, amongst other things, the need to explain fossilization and the nature of the relationship between second and first language acquisition.

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Microvariation and transfer in L2 and L3 acquisition

Second language Research ◽

10.1177/0267658320941063 ◽

2020 ◽

pp. 026765832094106

Author(s):

Alison Gabriele

Keyword(s):

Second Language ◽

First Language ◽

Comprehensive Model ◽

Third Language ◽

L3 Acquisition ◽

Open Questions ◽

Language Research ◽

Property Transfer

This commentary discusses Westergaard (2019), a keynote article in Second Language Research, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard’s property-by-property transfer proposal. The commentary highlights strengths of the proposal, such as its focus on microvariation, and also outlines open questions, such as whether the model can predict in advance whether specific properties will be easier or harder to acquire.

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PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽

10.18860/abj.v1i2.3985 ◽

2016 ◽

Vol 1 (2) ◽

pp. 110

Author(s):

Santi Andriyani

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Formal Education ◽

Language Teaching ◽

First Language ◽

English Language Learning ◽

Selection Of

There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبيةAda banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.

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Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency

Applied Psycholinguistics ◽

10.1017/s0142716409990099 ◽

2009 ◽

Vol 30 (4) ◽

pp. 725-755 ◽

Cited By ~ 53

Author(s):

RICHARD L. SPARKS ◽

JON PATTON ◽

LEONORE GANSCHOW ◽

NANCY HUMBACH

Keyword(s):

Second Language ◽

First Language ◽

First Grade ◽

L2 Proficiency ◽

Aptitude Test ◽

Language Aptitude ◽

Word Decoding ◽

Modern Language ◽

Modern Language Aptitude Test

ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.

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Tip-of-the-tongue in a second language: The effects of brief first-language exposure and long-term use

Cognition ◽

10.1016/j.cognition.2014.12.011 ◽

2015 ◽

Vol 137 ◽

pp. 106-114 ◽

Cited By ~ 12

Author(s):

Hamutal Kreiner ◽

Tamar Degani

Keyword(s):

Second Language ◽

First Language ◽

Language Exposure ◽

Tip Of The Tongue

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L1 English / L2 Spanish: Orthography–phonology activation without contrasts

Second language Research ◽

10.1177/0267658316684905 ◽

2017 ◽

Vol 33 (2) ◽

pp. 207-232 ◽

Cited By ~ 5

Author(s):

Christine Shea

Keyword(s):

Second Language ◽

Repetition Priming ◽

Significant Interaction ◽

Priming Effect ◽

First Language ◽

Auditory Priming ◽

L2 Spanish ◽

L1 English ◽

Prime Target

We consider how orthography activates sounds that are in a noncontrastive relationship in the second language (L2) and for which only one variant exists in the first language (L1). Participants were L1 English / L2 Spanish and native Spanish listeners. Intervocalically, Spanish graphemes ‘b d g’ correspond phonetically to stops and approximants (e.g. lobo ‘wolf’, lo[β]o), and in English they correspond only to stops. In Experiment 1, native and L2 Spanish listeners completed cross-modal (written–auditory) and within modal (auditory) priming tasks. Prime-target pairs were counterbalanced for phonetic variant. The results for L2 listeners in the cross-modal condition showed a significant interaction between variant and mode. Experiment 2 used long-term repetition priming to tap into longer-term representations and test whether L1 orthography is activated even when it is not strictly necessary to complete the task. Results for L2 speakers showed priming by both phonetic variants while for native listeners, only approximants showed a priming effect.

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