Cross-linguistic similarity in L2 speech learning: Evidence from the acquisition of Russian stop contrasts by Mandarin speakers

2020 ◽  
pp. 026765831990091
Author(s):  
Yuxiao Yang ◽  
Xiaoxiang Chen ◽  
Qi Xiao
Keyword(s):  
Second Language ◽  
First Language ◽  
Perceptual Discrimination ◽  
Perceived Similarity ◽  
Specific Research ◽  
Speech Learning Model ◽  
Chinese Learners ◽  
Research Questions ◽  
Speech Learning

This study investigated the role of cross-linguistic similarity in the acquisition of Russian initial stop contrasts by Chinese learners, addressing two specific research questions: (1) How similar are Russian voiced stops to Mandarin stops for Chinese learners? (2) How can the speech learning model (SLM) be applied to account for the acquisition of Russian initial stop contrasts by Chinese learners? Regarding the first question, a hypothesis was proposed that Russian voiced stops could be regarded as dissimilar ‘new’ sounds by Chinese learners, as judged by three commonly adopted methods: IPA comparison, acoustic difference, and feature redeployment. The results of the perceptual assimilation task, however, disconfirmed this hypothesis, as Russian voiced stops were perceived as being highly similar to the sounds of Mandarin voiceless unaspirated stops. According to SLM, perceptually similar second language (L2) sounds are difficult to acquire; hence, a corresponding hypothesis was advanced in relation to the second question; namely, that the acquisition of Russian initial stop contrasts could be challenging for Chinese learners. This hypothesis was supported by the results of the perceptual discrimination and the production tests. These findings corroborated SLM regarding the difficulty in acquiring L2 sounds that are perceptually similar to their first language (L1) counterparts, while posing challenges to the hypothesis that Russian voiced stops could be dissimilar ‘new’ sounds for Chinese learners, as predicted by the three methods. The results indicated that perceived cross-linguistic similarity plays a key role in L2 phonetic acquisition. However, the degree of perceived similarity cannot always be accurately deduced solely through the three methods, at least not in the case of stops.

scholarly journals A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION

2021 ◽  
pp. 1-23
Author(s):  
Hui Sun ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Adult Learners ◽  
Auditory Processing ◽  
First Language ◽  
Neural Representation ◽  
Immersion Experience ◽  
Initial Stage ◽  
Chinese Learners ◽  
Processing Ability ◽  
Speech Learning

Abstract Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

Interplay between perceived cross-linguistic similarity and L2 production

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Georgios Georgiou
Keyword(s):  
Second Language ◽  
First Language ◽  
Production Test ◽  
L1 Transfer ◽  
Egyptian Arabic ◽  
Speech Learning Model ◽  
L2 Production ◽  
Partial Overlap ◽  
The Relationship ◽  
Speech Learning

Abstract The present study aims to investigate the relationship between perceived cross-linguistic similarity and second language (L2) production. To this purpose, Egyptian Arabic learners of Greek in Cyprus who took part in a previous cross-linguistic perceptual study, completed a production test with respect to the Cypriot Greek vowels. The findings showed that perceived cross-linguistic similarity was linked with L2 production since along with the consideration of first language (L1)-L2 acoustic differences, it predicted most of the L2 vowel productions. Also, many L2 vowels were considerably longer than the corresponding L1 vowels. This can be interpreted as an L1 transfer since Egyptian Arabic vowels are longer in duration than the Cypriot Greek vowels. An interesting finding was that the production of the L2 vowels had only partial overlap with the productions of the L1 vowels, a finding that provides support for the hypotheses of the Speech Learning Model.

scholarly journals First language suprasegmentally-conditioned syllable length distinctions influence perception and production of second language vowel contrasts

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Lidija Krebs-Lazendic ◽  
Catherine T. Best
Keyword(s):  
Second Language ◽  
First Language ◽  
Perceptual Distance ◽  
Speech Learning Model ◽  
Syllable Duration ◽  
Speech Segments ◽  
L1 And L2 ◽  
Speech Learning ◽  
Assimilation Model ◽  
Unusual Type

AbstractAdult second language (L2) learners often have difficulty perceiving and producing L2 speech segments with native-like accuracy. The Speech Learning Model (SLM; Flege 1995) attributes this to perceptual distance between native (L1) and L2 segments, the Perceptual Assimilation Model (PAM; Best 1995; Best and Tyler 2007) to L1 assimilation of L2 segmental contrasts. In a novel extension of these models, we examined whether experience with an L1 suprasegmental duration contrast can affect performance on L2 segmental vowel distinctions that are non-contrastive in the L1. Serbian employs an unusual type of relevant suprasegmental duration distinction, specifically morphological alternations in pitch-accented syllable duration. We assessed L1-Serbian participants' perception and production of L2-English /i-ɪ/ versus /æ-ɛ/, which involve both spectral and temporal distinctions but differ in magnitude of their temporal difference. The results indicate that experience with L1 syllable durations conditioned by pitch-accent systematically influences perception and production of L2 vowel contrasts.

Assessing the Role of Selective Fossilization Hypothesis in Determining Fossilizable Phonetic Errors in Tunisian EFL Learners’ Oral Output

2020 ◽  
Vol 2 ◽  
pp. 1-15
Author(s):  
Aicha Rahal ◽  
Chokri Smaoui
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Predictive Power ◽  
Rating Scale ◽  
First Language ◽  
Linguistic Features ◽  
Efl Learners ◽  
Phonetic Errors ◽  
Linguistic Phenomenon

Fossilization is said to be a distinctive characteristic of second language (L2) learning (Selinker, 1972, 1996; Han, 2004). It is the most pervasive among adult L2 learners (Han and Odlin, 2006). This linguistic phenomenon has been characterized by cessation of learning, even though the learner is exposed to frequent input. Based on the findings of the MA dissertation of the first researcher which is about ‘phonetic fossilization’ and where she conducted a longitudinal study, Han’s Selective Fossilization Hypothesis (SFL) is used to analyze the obtained fossilized phonetic errors in relation to L1 markedness and L2 robustness with a particular focus on fossilized vowel sounds. This is an analytical model for identifying both acquisitional and fossilizable linguistic features based on learners’ first language (L1) markedness and second language (L2) robustness. The article first gives an overview of the theory of Interlanguage and the phenomenon of fossilization. Then, it introduces SFL. This is an attempt to study fossilization scientifically. In other words, it tests the predictive power of a developed L1 Markedness and L2 Robustness rating scale based on Han’s (2009) model. The present study has pedagogic implications; it is an opportunity to raise teachers’ awareness on this common linguistic phenomenon.

The Causes of Learner Pronunciation Problems in English

2019 ◽  
pp. 361-379
Author(s):  
John Rothgerber
Keyword(s):  
Second Language ◽  
First Language ◽  
Phonological Representation ◽  
Phonological Acquisition ◽  
Theoretical Understanding ◽  
Language Teacher ◽  
Phonological Processes ◽  
Pronunciation Instruction ◽  
Primary Focus

This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.

A Sociological Study of the Role of Language in Education

2021 ◽  
pp. 87-99
Author(s):  
Naima Saeed ◽  
Tansif Ur Rehman ◽  
Mehmood Ahmed Usmani
Keyword(s):  
Second Language ◽  
Present Article ◽  
First Language ◽  
Social Pressure ◽  
Quality Of Education ◽  
Medium Of Instruction ◽  
Place Of Residence ◽  
Sociological Study

The present article is on the role of language in education. This article collected opinions of respondents about the role that language plays in the process of learning and education. Subjects were asked about their preferred mediums of instruction and their feelings about studying in a particular medium of instruction. The study also focused on the reasons why the respondents opted for a certain medium of instruction. Relationships between proficiencies in the first and second language, i.e., Urdu and English were evaluated. Other findings were related to their proficiency in the first language, gender, place of residence, social pressure, the medium of instruction and quality of education. At the end, recommendations developed by researchers are to clarify the issues regarding the role of language in education.

English Nasalance Values of Chinese Learners of English

2020 ◽  
pp. 1-10
Author(s):  
Yilan Liu ◽  
Sue Ann S. Lee
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
Language Production ◽  
First Language ◽  
Native English Speakers ◽  
Potential Effect ◽  
English Speakers ◽  
Chinese Speakers ◽  
Chinese Learners ◽  
Chinese Learners Of English

<b><i>Introduction:</i></b> Although a number of studies have been conducted to investigate nasalance scores of speakers of different languages, little research has examined the nasalance characteristics of second language learners. <b><i>Objective:</i></b> The goal of the current study was to examine whether English nasalance values of Mandarin Chinese speakers are similar to those of native English speakers, examining the potential effect of the first language on the nasalance scores of the second language production. <b><i>Methods:</i></b> Thirty-two adults (16 Mandarin Chinese speakers and 16 native English speakers) with a normal velopharyngeal anatomy participated. Nasalance scores of various speech stimuli were obtained using a nasometer and compared between the 2 groups. <b><i>Results and Conclusions:</i></b> Chinese learners of English produced higher nasalance scores than native English speakers on prolonged vowel /i/ and /a/, the syllable “nin,” and non-nasal sentences and passages. The first language effect on nasalance of the second language found in the current study suggests the importance of linguistic consideration in the clinical evaluation of resonance.

Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani–Persian bilinguals

2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Second Language ◽  
First Language ◽  
Judgment Task ◽  
Third Language ◽  
The Third ◽  
Grammaticality Judgment ◽  
L3 Acquisition

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.

How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English

2013 ◽  
Vol 24 (4) ◽  
pp. 689-710 ◽  
Author(s):  
Ryan Spring ◽  
Kaoru Horie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Language ◽  
First Language ◽  
Learning Curves ◽  
Third Language ◽  
Chinese Learners ◽  
Language Type

AbstractThis study looks at the effect of one's first language type, as proposed by Talmy (2000) and Slobin (2004), on their second language acquisition. Talmy (2000) gives an account of languages as being either verb-framed or satellite-framed based on how path and manner of motion are encoded in motion events. Meanwhile, Slobin (2004) argues for a third language type, which he calls equipollently-framed. This study compares and contrasts the learning curves of equipollently-framed language (Mandarin Chinese) native speakers and verb-framed language (Japanese) native speakers as they learn a satellite-framed language (English). It examines not only the learner's pattern preferences, but also their manner of motion encoding preferences and deictic verb usage to show that there is a clear difference in how the two groups of learners acquire a second language of a different type from their own native language.

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