Language switching and language competition

2012 ◽  
Vol 28 (2) ◽  
pp. 131-149 ◽  
Author(s):  
Pedro Macizo ◽  
Teresa Bajo ◽  
Daniela Paolieri
Keyword(s):  
Word Reading ◽  
First Language ◽  
Naming Task ◽  
Switching Cost ◽  
Language Switching ◽  
Inhibitory Processes ◽  
Lexical Representations ◽  
Language Competition ◽  
Bilingual Processing ◽  
L1 And L2

This study examined the asymmetrical language switching cost in a word reading task (Experiment 1) and in a categorization task (Experiment 2 and 3). In Experiment 1, Spanish–English bilinguals named words in first language (L1) and second language (L2) in a switching paradigm. They were slower to switch from their weaker L2 to their more dominant L1 than from L1 to L2. In Experiment 2 and 3, high vs. low English proficiency bilinguals decided whether a word visually presented in their L1 or L2 referred to an animate or to an inanimate entity. In this case, bilinguals did not show asymmetrical cost when they switched between languages. These results suggest that inhibitory processes in bilingual processing as indexed by the asymmetrical language switching cost are only observed when L1 and L2 lexical representations compete for selection (e.g. word naming task). In addition, L2 proficiency did not influence the absence of asymmetrical switching cost.

The role of L1 conceptual and linguistic knowledge and frequency in the acquisition of L2 metaphorical expressions

2015 ◽  
Vol 32 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Ebru Türker
Keyword(s):  
Conceptual Knowledge ◽  
Figurative Language ◽  
First Language ◽  
Linguistic Knowledge ◽  
Lexical Representations ◽  
L2 Processing ◽  
Metaphorical Expression ◽  
L1 And L2 ◽  
The Given ◽  
Figurative Expressions

This study investigates how figurative language is processed by learners of a second language (L2). With an experiment testing L2 comprehension of figurative expressions in three categories, each combining shared and unshared first language (L1) and L2 lexical representations and conceptual representations in a different way, the study investigates the effects of L1 conceptual knowledge, L1 linguistic knowledge and L1 frequency. I predict that in cases where the L1 and L2 share similarities in terms of conceptual knowledge (e.g. ANGER IS FIRE) and metaphorical expressions (e.g. His eyes are burning with anger), learners will better comprehend the L2 figurative expressions than in cases where the L1 and L2 share no such similarities. I further predict that when L1 and L2 share similarities in both conceptual knowledge and metaphorical expression, L1 frequency will have a positive effect on L2 metaphorical comprehension. These hypotheses are tested by examining the comprehension of advanced-level L2 Korean learners whose native language is English. The testing items are 54 Korean metaphorical expressions related to three emotion concepts (ANGER, HAPPINESS and SADNESS) presented to participants in one decontextualized and two contextualized tasks (limited and elaborated). The results demonstrate that the effects of L1 conceptual/linguistic knowledge and L1 frequency vary depending on the given context. The L2 learners performed significantly better with figurative language for which L1 and L2 show similarities at both lexical and conceptual levels, but only in the conditions of no or limited context. In the same conditions, the study also found a significant effect of L1 frequency on L2 processing of figurative language. This study suggests that the L1 has considerable influence on how L2 metaphorical expressions are processed in a nonsupportive context, even at higher levels of proficiency.

scholarly journals Language interference and inhibition in early and late successive bilingualism

2017 ◽  
Vol 21 (5) ◽  
pp. 1009-1034 ◽  
Author(s):  
ELENI PERISTERI ◽  
IANTHI MARIA TSIMPLI ◽  
ANTONELLA SORACE ◽  
KYRANA TSAPKINI
Keyword(s):  
Second Language ◽  
Age Of Onset ◽  
Mother Tongue ◽  
First Language ◽  
Naming Task ◽  
Grammatical Gender ◽  
Inhibitory Processes ◽  
Interference Resolution ◽  
Language Context ◽  
Language Conflict

The present study explores whether age of onset of exposure to the second language affects interference resolution at the grammatical gender level and whether cognitive functions contribute to interference resolution. Early and late successive Serbian–Greek bilinguals living in the second language context, along with monolinguals, performed a picture-word interference naming task in a single-language context and a non-verbal inhibition task. We found that gender interference from the first language was only present in late successive bilinguals. Early bilinguals exhibited no interference from the grammatical gender of their mother tongue and showed more enhanced inhibitory abilities than the rest of the groups in the non-verbal task. The distinct sizes of interference from the grammatical gender of the first language across the two bilingual groups is explained by early successive bilinguals’ more enhanced domain-general inhibitory processes in the resolution of between-language conflict at the grammatical gender level relative to late successive bilinguals.

Reading comprehension

2016 ◽  
Vol 29 (2) ◽  
pp. 613-639
Author(s):  
Aline Ferreira ◽  
Alexandra Gottardo ◽  
Christine Javier ◽  
John W. Schwieter ◽  
Fanli Jia
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Oral Language ◽  
Word Reading ◽  
Economic Status ◽  
First Language ◽  
L2 Acquisition ◽  
English Speaking ◽  
L1 And L2 ◽  
The Given

The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

scholarly journals The Role of Orthotactics in Language Switching: An ERP Investigation Using Masked Language Priming

2019 ◽  
Vol 10 (1) ◽  
pp. 22 ◽  
Author(s):  
Aina Casaponsa ◽  
Guillaume Thierry ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Lexical Access ◽  
First Language ◽  
Language Switching ◽  
Lexical Representations ◽  
Priming Paradigm ◽  
Language Activation ◽  
Language Context ◽  
Cross Language ◽  
Detection Mechanisms ◽  
Language Detection

It is commonly accepted that bilinguals access lexical representations from their two languages during language comprehension, even when they operate in a single language context. Language detection mechanisms are, thus, hypothesized to operate after the stage of lexical access during visual word recognition. However, recent studies showed reduced cross-language activation when sub-lexical properties of words are specific to one of the bilingual’s two languages, hinting at the fact that language selection may start before the stage of lexical access. Here, we tested highly fluent Spanish–Basque and Spanish–English bilinguals in a masked language priming paradigm in which first language (L1) target words are primed by unconsciously perceived L1 or second language (L2) words. Critically, L2 primes were either orthotactically legal or illegal in L1. Results showed automatic language detection effects only for orthotactically marked L2 primes and within the timeframe of the N250, an index of sub-lexical-to-lexical integration. Marked L2 primes also affected the processing of L1 targets at the stage of conceptual processing, but only in bilinguals whose languages are transparent. We conclude that automatic and unconscious language detection mechanisms can operate at sub-lexical levels of processing. In the absence of sub-lexical language cues, unconsciously perceived primes in the irrelevant language might not automatically trigger post-lexical language identification, thereby resulting in the lack of observable language switching effects.

scholarly journals Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing

2020 ◽  
Vol 24 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Linguistic Knowledge ◽  
Language Switching ◽  
Language Competition ◽  
Language Selection ◽  
L2 Learning ◽  
Viewpoint Aspect ◽  
English Speaking ◽  
Crosslinguistic Influence ◽  
Cross Language ◽  
L1 And L2

AbstractThis study examined the extent to which language-switching practice enhanced L2 learners’ L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English–French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction.

scholarly journals Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing

2020 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Linguistic Knowledge ◽  
Language Switching ◽  
Language Competition ◽  
Language Selection ◽  
L2 Learning ◽  
Viewpoint Aspect ◽  
English Speaking ◽  
Crosslinguistic Influence ◽  
Cross Language ◽  
L1 And L2

This study examined the extent to which language-switching practice enhanced L2 learners’ L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English-French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction

scholarly journals Language switching in bilingual production: Empirical data and computational modelling

2013 ◽  
Vol 17 (2) ◽  
pp. 294-315 ◽  
Author(s):  
ROBERTO FILIPPI ◽  
THEMIS KARAMINIS ◽  
MICHAEL S. C. THOMAS
Keyword(s):  
Word Reading ◽  
Computational Modelling ◽  
Naming Task ◽  
Decision Task ◽  
Language Switching ◽  
Dominant Language ◽  
Control Processes ◽  
Control Production ◽  
Dependent Learning ◽  
The Cost

One key issue in bilingualism is how bilinguals control production, particularly to produce words in the less dominant language. Language switching is one method to investigate control processes. Language switching has been much studied in comprehension, e.g., in lexical decision task, but less so in production. Here we first present a study of language switching in Italian–English adult bilinguals in a naming task for visually presented words. We demonstrate an asymmetric pattern of time costs to switch language, where participants incurred a greater time cost to switch into naming in their dominant language (Italian). In addition, costs were greater where the stimuli were interlingual cognates or homographs than words existing in only one language, implicating lexical competition as a source of the cost. To clarify the operation of control processes, we then present two connectionist models of bilingual naming, based on the previous models of Seidenberg and McClelland (1989), Cohen, Dunbar and McClelland (1990), Gilbert and Shallice (2002), and Karaminis and Thomas (2010). Crucially, both models acquired their differential language dominance via an experience-dependent learning process. The models embody different assumptions about the language control processes that produce the switch cost. We consider which processing assumptions are sufficient to explain asymmetric language switch costs and word class effects on language switching in individual word reading, as well as generating novel predictions for future testing.

scholarly journals Longitudinal Developments in Bilingual Second Language Acquisition and First Language Attrition of Speech: The Case of Arnold Schwarzenegger

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 61
Author(s):  
Lisa Kornder ◽  
Ineke Mennen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Voice Onset Time ◽  
First Language ◽  
Onset Time ◽  
Speech Development ◽  
Dynamic Interactions ◽  
First Language Attrition ◽  
Second Formant ◽  
L1 And L2

The purpose of this investigation was to trace first (L1) and second language (L2) segmental speech development in the Austrian German–English late bilingual Arnold Schwarzenegger over a period of 40 years, which makes it the first study to examine a bilingual’s speech development over several decades in both their languages. To this end, acoustic measurements of voice onset time (VOT) durations of word-initial plosives (Study 1) and formant frequencies of the first and second formant of Austrian German and English monophthongs (Study 2) were conducted using speech samples collected from broadcast interviews. The results of Study 1 showed a merging of Schwarzenegger’s German and English voiceless plosives in his late productions as manifested in a significant lengthening of VOT duration in his German plosives, and a shortening of VOT duration in his English plosives, closer to L1 production norms. Similar findings were evidenced in Study 2, revealing that some of Schwarzenegger’s L1 and L2 vowel categories had moved closer together in the course of L2 immersion. These findings suggest that both a bilingual’s first and second language accent is likely to develop and reorganize over time due to dynamic interactions between the first and second language system.

scholarly journals Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

2021 ◽  
pp. 1-36
Author(s):  
Elma Blom ◽  
Adriana Soto-Corominas ◽  
Zahraa Attar ◽  
Evangelia Daskalaki ◽  
Johanne Paradis
Keyword(s):  
The Netherlands ◽  
Maternal Education ◽  
First Language ◽  
Refugee Camp ◽  
Syntactic Skills ◽  
Two Samples ◽  
Bilingual Language Development ◽  
Dutch Sample ◽  
L1 And L2 ◽  
The Impact

Abstract Children who are refugees become bilingual in circumstances that are often challenging and that can vary across national contexts. We investigated the second language (L2) syntactic skills of Syrian children aged 6-12 living in Canada (n = 56) and the Netherlands (n = 47). Our goal was to establish the impact of the first language (L1 = Syrian Arabic) skills on L2 (English, Dutch) outcomes and whether L1–L2 interdependence is influenced by the length of L2 exposure. To measure L1 and L2 syntactic skills, cross-linguistic Litmus Sentence Repetition Tasks (Litmus-SRTs) were used. Results showed evidence of L1–L2 interdependence, but interdependence may only surface after sufficient L2 exposure. Maternal education level and refugee camp experiences differed between the two samples. Both variables impacted L2 outcomes in the Canadian but not in the Dutch sample, demonstrating the importance to examine refugee children’s bilingual language development in different national contexts.

Sequential bilingual heritage children's L1 attrition in lexical retrieval: Age of acquisition versus language experience

2022 ◽  
pp. 1-11
Author(s):  
Kitaek Kim ◽  
Hyunwoo Kim
Keyword(s):  
Second Language Acquisition ◽  
Heritage Language ◽  
First Language ◽  
Age Of Acquisition ◽  
Naming Task ◽  
Lexical Retrieval ◽  
Language Attrition ◽  
Language Experience ◽  
Length Of Residence ◽  
Heritage Speakers

Abstract This study investigated the unresolved issue of potential sources of heritage language attrition. To test contributing effects of three learner variables – age of second language acquisition, length of residence, and language input – on heritage children's lexical retrieval accuracy and speed, we conducted a real-time word naming task with 68 children (age 11–14 years) living in South Korea who spoke either Chinese or Russian as a heritage language. Results of regression analyses showed that the participants were less accurate and slower in naming target words in their heritage language as their length of residence in Korea and the amount of Korean input increased. The age of Korean acquisition did not significantly influence their performance. These findings support the claim that heritage speakers’ language experience is a more reliable predictor of first language attrition than age of acquisition. We discuss these findings in light of different approaches to explaining language attrition.

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