L3 syntactic transfer selectivity and typological determinacy: The typological primacy model

2010 ◽  
Vol 27 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Jason Rothman
Keyword(s):  
Present Article ◽  
English Learners ◽  
First Language ◽  
Brazilian Portuguese ◽  
The Other ◽  
English Speakers ◽  
Third Language ◽  
Proficiency Level ◽  
L2 Spanish ◽  
L1 English

The present article addresses the following question: what variables condition syntactic transfer? Evidence is provided in support of the position that third language (L3) transfer is selective, whereby, at least under certain conditions, it is driven by the typological proximity of the target L3 measured against the other previously acquired linguistic systems (cf. Rothman and Cabrelli Amaro, 2007, 2010; Rothman, 2010; Montrul et al., 2011). To show this, we compare data in the domain of adjectival interpretation between successful first language (L1) Italian learners of English as a second language (L2) at the low to intermediate proficiency level of L3 Spanish, and successful L1 English learners of L2 Spanish at the same levels for L3 Brazilian Portuguese. The data show that, irrespective of the L1 or the L2, these L3 learners demonstrate target knowledge of subtle adjectival semantic nuances obtained via noun-raising, which English lacks and the other languages share. We maintain that such knowledge is transferred to the L3 from Italian (L1) and Spanish (L2) respectively in light of important differences between the L3 learners herein compared to what is known of the L2 Spanish performance of L1 English speakers at the same level of proficiency (see, for example, Judy et al., 2008; Rothman et al., 2010). While the present data are consistent with Flynn et al.’s (2004) Cumulative Enhancement Model, we discuss why a coupling of these data with evidence from other recent L3 studies suggests necessary modifications to this model, offering in its stead the Typological Primacy Model (TPM) for multilingual transfer.

Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese

2015 ◽  
Vol 5 (2) ◽  
pp. 215-251 ◽  
Author(s):  
Tania Ionin ◽  
Elaine Grolla ◽  
Hélade Santos ◽  
Silvina A. Montrul
Keyword(s):  
English Learners ◽  
Native Speakers ◽  
First Language ◽  
Brazilian Portuguese ◽  
Judgment Task ◽  
Control Group ◽  
Romance Language ◽  
Third Language ◽  
L3 Acquisition ◽  
L1 English

This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-English learners of BrP as an L3, as well as to a control group of native speakers of BrP. The findings point to a nuanced picture of transfer in L3 acquisition, in which both languages can serve as the source of transfer, but transfer from a previously learned Romance language is more pronounced than transfer from English, both for L1-English L2-Romance and L1-Spanish L2-English L3-learners of BrP.

scholarly journals ‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Peter Crosthwaite ◽  
Lavigne L.Y. Choy ◽  
Yeonsuk Bae
Keyword(s):  
English Learners ◽  
English Speakers ◽  
L2 Proficiency ◽  
L1 Transfer ◽  
Learner Corpus ◽  
Proficiency Level ◽  
Closed Class ◽  
Corpus Data ◽  
Noun Number ◽  
L1 English

AbstractWe present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘almost people’), adding unnecessary particles (*‘all of people’) and non-L1 English-like quantifier/noun agreement (*‘many water’). Significantly fewer ‘openclass’ NNQs (e.g a number of people) are produced by L2 learners, preferring ‘closed-class’ single lexical quantifiers (following L1-like use). While such production is predictable via L1 transfer, Korean L2 English learners produced significantly more L2-like NNQs at each proficiency level, which was not entirely predictable under a transfer account. We thus consider whether positive transfer of other linguistic forms (i.e. definiteness marking) aids the learnability of other L2 forms (i.e. expression of quantification).

Transfer at the initial stages of L3 Brazilian Portuguese: A look at three groups of English/Spanish bilinguals

2014 ◽  
Vol 18 (2) ◽  
pp. 191-207 ◽  
Author(s):  
DAVID GIANCASPRO ◽  
BECKY HALLORAN ◽  
MICHAEL IVERSON
Keyword(s):  
First Language ◽  
Brazilian Portuguese ◽  
Mirror Image ◽  
Linguistic Features ◽  
Third Language ◽  
Heritage Speaker ◽  
L3 Acquisition ◽  
Object Marking ◽  
L1 English ◽  
Spanish Bilinguals

This study examines three formal linguistic acquisition models of third language (L3) acquisition in the context of Brazilian Portuguese (BP), specifically examining Differential Object Marking (DOM). The main goal is to determine which of the models is best able to predict and explain syntactic transfer in three experimental groups: mirror-image groups of first/second language (L1/L2) English/Spanish bilinguals (i) L1 English/L2 Spanish and (ii) L1 Spanish/L2 English, and (iii) heritage Spanish/English bilinguals. The data provide evidence to support the Typological Primacy Model (Rothman, 2010, 2011, 2013), which predicts Spanish transfer irrespective of its status as an L1, L2 or bilingual first language (2L1). Additionally, the heritage speaker and L1 English group results, taken together, provide evidence for Iverson's (2009) claim that comparing such populations adds independent supportive evidence that the acquisition of linguistic features or properties in an L2 acquired past puberty is not subject to a maturational critical period.

scholarly journals The Effects of L1 English Constraints on the Acquisition of the L2 Spanish Alveopalatal Nasal

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Stefanich ◽  
Jennifer Cabrelli
Keyword(s):  
English Learners ◽  
English Speakers ◽  
Perceptual Cues ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Acoustic Quality ◽  
Potential Difficulty ◽  
L2 Spanish ◽  
L1 English

This study examines whether L1 English/L2 Spanish learners at different proficiency levels acquire a novel L2 phoneme, the Spanish palatal nasal /ɲ/. While alveolar /n/ is part of the Spanish and English inventories, /ɲ/, which consists of a tautosyllabic palatal nasal+glide element, is not. This crosslinguistic disparity presents potential difficulty for L1 English speakers due to L1 segmental and phonotactic constraints; the closest English approximation is the heterosyllabic sequence /nj/ (e.g., “canyon” /kænjn/ ['khæn.jn], cf. Spanish cañón “canyon” /kaɲon/ [ka.'ɲon]). With these crosslinguistic differences in mind, we ask: (1a) Do L1 English learners of L2 Spanish produce acoustically distinct Spanish /n/ and /ɲ/ and (1b) Does the distinction of /n/ and /ɲ/ vary by proficiency? In the case that learners distinguish /n/ and /ɲ/, the second question investigates the acoustic quality of /ɲ/ to determine (2a) if learners' L2 representation patterns with that of an L1 Spanish representation or if learners rely on an L1 representation (here, English /nj/) and (2b) if the acoustic quality of L2 Spanish /ɲ/ varies as a function of proficiency. Beginner (n = 9) and advanced (n = 8) L1 English/L2 Spanish speakers and a comparison group of 10 L1 Spanish/L2 English speakers completed delayed repetition tasks in which disyllabic nonce words were produced in a carrier phrase. English critical items contained an intervocalic heterosyllabic /nj/ sequence (e.g., ['phan.jə]); Spanish critical items consisted of items with either intervocalic onset /ɲ/ (e.g., ['xa.ɲa]) or /n/ ['xa.na]. We measured duration and formant contours of the following vocalic portion as acoustic indices of the /n/~/ɲ/ and /ɲ/ ~/nj/ distinctions. Results show that, while L2 Spanish learners produce an acoustically distinct /n/ ~ /ɲ/ contrast even at a low level of proficiency, the beginners produce an intermediate /ɲ/ that falls acoustically between their English /nj/ and the L1 Spanish /ɲ/ while the advanced learners' Spanish /ɲ/ and English /nj/ appear to be in the process of equivalence classification. We discuss these outcomes as they relate to the robustness of L1 phonological constraints in late L2 acquisition coupled with the role of perceptual cues, functional load, and questions of intelligibility.

scholarly journals L2 English Speakers’ Perception of Their English Accent: An Investigation of European and Asian Attitudes

2021 ◽  
Vol 14 (12) ◽  
pp. 126
Author(s):  
Miki Shibata
Keyword(s):  
English Learners ◽  
Language Attitudes ◽  
First Language ◽  
The Other ◽  
English Speakers ◽  
Point Scale ◽  
Japanese Learners Of English ◽  
Communication Situations ◽  
Japanese Learners ◽  
Cross National

According to previous studies, Japanese learners of English (JLEs) have a negative perception of their own variety of English along with a strong desire to sound native-like. Language attitudes toward L2 (second language) English accents may affect their active participation in English communication situations. The present study is cross-national and investigates whether other L2 English learners from different L1 (first language) backgrounds negatively perceive their own variety of English and English pronunciation as JLEs do. A total of 290 college students in Austria, Germany, Denmark, Malaysia, China, Japan, and Kazakhstan evaluated their own accent by responding to 10 statements on a 6-point scale. By comparing the responses as percentages and the binomial test, the analysis revealed that the Japanese perceived their accent most negatively, followed by the Chinese, whereas the Europeans, Malaysians, and Kazakhs perceived their accents positively to varying degrees. Among the seven countries, the L1 Danish group perceived their own variety as native-like most and non-native accent least, where the JLEs showed the opposite results. On the other hand, the endorsement for native accent was recognized across the countries. Based on the results, I claim that individual socio-contextual settings could have a critical impact on developing distinct attitudes toward one’s own accent among EFL speakers. 

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

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.

scholarly journals English Speakers’ Implicit Gender Concepts Influence Their Processing of French Grammatical Gender: Evidence for Semantically Mediated Cross-Linguistic Influence

2021 ◽  
Vol 12 ◽  
Author(s):  
Elena Nicoladis ◽  
Chris Westbury ◽  
Cassandra Foursha-Stevenson
Keyword(s):  
Second Language ◽  
Response Time ◽  
Response Times ◽  
First Language ◽  
Grammatical Gender ◽  
Word Embedding ◽  
English Speakers ◽  
French Words ◽  
L1 English ◽  
French Gender

Second language (L2) learners often show influence from their first language (L1) in all domains of language. This cross-linguistic influence could, in some cases, be mediated by semantics. The purpose of the present study was to test whether implicit English gender connotations affect L1 English speakers’ judgments of the L2 French gender of objects. We hypothesized that gender estimates derived from word embedding models that measure similarity of word contexts in English would affect accuracy and response time on grammatical gender (GG) decision in L2 French. L2 French learners were asked to identify the GG of French words estimated to be either congruent or incongruent with the implicit gender in English. The results showed that they were more accurate with words that were congruent with English gender connotations than words that were incongruent, suggesting that English gender connotations can influence grammatical judgments in French. Response times showed the same pattern. The results are consistent with semantics-mediated cross-linguistic influence.

Acquisition of attributive adjectives and noun adjuncts by L3 learners of French and German: further evidence for the typological primacy model (TPM)

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Maryam Jamali ◽  
Ali Akbar Jabbari ◽  
Mohammad Hasan Razmi
Keyword(s):  
Task Performance ◽  
First Language ◽  
Facilitative Effect ◽  
Third Language ◽  
L3 Acquisition ◽  
Proficiency Level ◽  
Attributive Adjective ◽  
French Group ◽  
The Impact ◽  
Attributive Adjectives

Abstract This investigation explored the impact of prior acquired languages in the acquisition of third language (L3) at initial stages. The required data were gathered via two groups of L3 learners: 27 learners of L3 French and 26 learners of L3 German during a grammaticality judgement task (GJT) and an element rearrangement task (ERT) to test the placement of noun adjuncts and attributive adjectives. Both groups had acquired Persian as the first language and English as the second language. The participants were assigned to two L2 proficiency level groups (intermediate and advanced). The findings revealed that L3 German participants outperformed L3 French learners in the attributive adjective placement in both tasks as well as the noun adjunct in the GJT task. The L3 groups showed similar levels of performance in the ERT noun adjunct task. Additionally, the effect of L2 level of proficiency was not significant. The results also indicated that the typological similarity of L2 English to German rather than French rendered a facilitative effect on task performance in the L3 German group and a non-facilitative effect in the L3 French group. This study provides evidence for the Typological Primacy Model (TPM) of L3 acquisition suggesting that L3 learners are influenced by the typological similarities of the previous languages they have already acquired.

Variability and consistency in late bilinguals’ morphology

2018 ◽  
Vol 13 (2) ◽  
pp. 186-214
Author(s):  
Anna Jessen ◽  
João Veríssimo ◽  
Harald Clahsen
Keyword(s):  
Second Language ◽  
First Language ◽  
English Speakers ◽  
Control Group ◽  
Brain Potentials ◽  
Grammatical Morphology ◽  
Frontal Negativity ◽  
Complex Words ◽  
L1 English ◽  
Late Bilinguals

Abstract Speaking a late-learned second language (L2) is supposed to yield more variable and less consistent output than speaking one’s first language (L1), particularly with respect to reliably adhering to grammatical morphology. The current study investigates both internal processes involved in encoding morphologically complex words – by recording event-related brain potentials (ERPs) during participants’ silent productions – and the corresponding overt output. We specifically examined compounds with plural or singular modifiers in English. Thirty-one advanced L2 speakers of English (L1: German) were compared to a control group of 20 L1 English speakers from an earlier study. We found an enhanced (right-frontal) negativity during (silent) morphological encoding for compounds produced from regular plural forms relative to compounds formed from irregular plurals, replicating the ERP effect obtained for the L1 group. The L2 speakers’ overt productions, however, were significantly less consistent than those of the L1 speakers on the same task. We suggest that L2 speakers employ the same mechanisms for morphological encoding as L1 speakers, but with less reliance on grammatical constraints than L1 speakers.

scholarly journals The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective

2020 ◽  
Vol 73 (1) ◽  
pp. 339-362
Author(s):  
Déborah Salves ◽  
Paolla Wanglon ◽  
Ubiratã Kickhöfel Alves
Keyword(s):  
Dynamic Systems ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Southern Brazil ◽  
Complex Dynamic ◽  
Systems Perspective ◽  
Complex Dynamic Systems ◽  
Accented English ◽  
L1 English

The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

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