On the relationship between perception and production of L2 sounds: Evidence from Anglophones’ processing of the French /u/–/y/ contrast

2021 ◽  
pp. 026765832098806
Author(s):  
Gerda Ana Melnik-Leroy ◽  
Rory Turnbull ◽  
Sharon Peperkamp
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Clustering Analysis ◽  
Picture Naming ◽  
Statistical Analyses ◽  
Production Task ◽  
Good Production ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship

Previous studies have yielded contradictory results on the relationship between perception and production in second language (L2) phonological processing. We re-examine the relationship between the two modalities both within and across processing levels, addressing several issues regarding methodology and statistical analyses. We focus on the perception and production of the French contrast /u/–/y/ by proficient English-speaking late learners of French. In an experiment with a prelexical perception task (ABX discrimination) and both a prelexical and a lexical production task (pseudoword reading and picture naming), we observe a robust link between perception and production within but not across levels. Moreover, using a clustering analysis we provide evidence that good perception is a prerequisite for good production.

scholarly journals Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils

2020 ◽  
Vol 3 (2) ◽  
pp. 73-74
Author(s):  
Marz Kimberly T. Salas ◽  
Ma. Judy B. Legaspi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Catholic School ◽  
The Philippines ◽  
Holistic Process ◽  
English Speaking ◽  
The Difference ◽  
The Relationship

The Philippines is recognized globally as one of the largest English-speaking nations. The majority of its population has at least some degree of fluency in the language. Filipinos are exposed to the heavy usage of English, not just in school but also in their everyday lives. Exposing elementary pupils to different language learning sources (home, friends, school, and media) can help them acquire the language more easily. Thus, the second-language acquisition is a holistic process, which means acquiring the second language is not confined within the four walls of the classroom. This paper describes the extent of language learning exposure and the level of grammatical proficiency of Grade 6 pupils of a Catholic school in Bacolod City. Similarly, it explores the difference in the pupils' extent of language learning exposure and level of grammatical proficiency. Also, it determines the relationship between language learning exposure and grammatical proficiency.   

Gender Assignment and Agreement in L2 Spanish: The Effects of Morphological Marking, Animacy, and Gender

2010 ◽  
Vol 3 (2) ◽  
Author(s):  
Irma V. Alarcón
Keyword(s):  
Production Task ◽  
Gender Agreement ◽  
Gender Assignment ◽  
Correct Assignment ◽  
Meaningful Context ◽  
English Speaking ◽  
Noun Class ◽  
L2 Spanish ◽  
And Gender ◽  
The Relationship

AbstractThis study investigates the relationship between second language (L2) Spanish gender assignment and agreement and specific noun categories by distinguishing the effects of noun morphology (overt, non-overt, or deceptive), noun class (semantic or non-semantic), and gender (masculine or feminine). Specifically, assuming the correct acquisition of gender assignment, how do noun morphology, class and gender affect correct gender agreement when using the same type of noun? One hundred and seven English-speaking learners of Spanish at three proficiency levels completed an assignment and agreement written production task, in which they were first asked the gender of a noun (assignment), and then to provide an agreeing adjective in a meaningful context (agreement). Results showed that the probability of producing correct agreement given correct assignment was significantly higher with semantic than with non-semantic nouns, with overt rather than non-overt and/or deceptive nouns, and with masculine rather than feminine nouns. The discussion provides insights concerning how animacy (semantic gender) overrides morphology when establishing correct gender agreement in L2 Spanish.

The Effect on Spelling Ability of Exposure to the Printed Word

1998 ◽  
Vol 59 (1) ◽  
pp. 80-94
Author(s):  
Sharon Dougherty ◽  
Mark Clayton
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Word Knowledge ◽  
Print Exposure ◽  
Spelling Development ◽  
General Ability ◽  
Spelling Ability ◽  
English Speaking ◽  
Printed Word ◽  
The Relationship

The effect on spelling ability of exposure to print This study explores the contribution of print exposure to spelling achievement. The hypothesis that exposure to print accounts for individual differences in spelling ability was tested on 129 Year 7 female students from a predominantly non-English-speaking background. A multiple regression analysis was employed to determine the relationship between spelling and the predictor variables - exposure to print (TRT), phonological processing, comprehension level and general ability. The results indicated that phonological processing ability accounted for individual differences in spelling performance regardless of general ability. However, this specific student cohort appear to reflect stages in spelling development associated with word knowledge and reading experience. The analysis also indicated that other factors not addressed in this study are implicated.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

scholarly journals An Ethnographic Study: The Role of “Play” in the Development of English Listening and Speaking Ability of Two Chinese Children in a Multilingual Setting

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Wenjuan He
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Young Children ◽  
The Philippines ◽  
Ethnographic Study ◽  
Chinese Children ◽  
English Speaking ◽  
The Relationship ◽  
Listening And Speaking

Much scholarship on “play” activities has focused on enhancing children’s learning processes and developing interest towards learning second language (Nair, Yusof, Arumugam, 2014). Many of these studies, however, adopt the survey to conduct their study. This study explored how “play with local kids” activities effect the development of English speaking and listening of two Chinese children in the Philippines, employing an ethnographically based approach to observe the two participants playing with local kids, which lasted about 4 months. The findings of the study revealed that “play” activities can not only help young children have a better understanding of their English conversations, and make them have more confidence to speak English, but also inspire them to speak English in such environment. In view of the results, it is obvious that “play with local kids” is a very good way for young children to acquire a second language in a multilingual setting. It is strongly recommended that language researchers and teachers should pay more attention and do more research on the relationship between “play” and second language acquisition.

scholarly journals THE ROLE OF LANGUAGE-ANALYTIC ABILITY IN CHILDREN’S INSTRUCTED SECOND LANGUAGE LEARNING

2019 ◽  
Vol 41 (5) ◽  
pp. 1111-1131 ◽  
Author(s):  
Karen Roehr-Brackin ◽  
Angela Tellier
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Predictive Power ◽  
Metalinguistic Awareness ◽  
Children's Achievement ◽  
L2 Learning ◽  
English Speaking ◽  
Cognitive Maturity ◽  
The Relationship

AbstractLanguage-analytic ability, or the ability to treat language as an object of analysis and arrive at linguistic generalizations, is at the core of the constructs of language learning aptitude and metalinguistic awareness, which are implicated in our ability to learn explicitly. In the context of child second language (L2) learning, it has been argued that children learn primarily implicitly and that the most important component of aptitude may be memory ability. However, no empirical research to date has investigated the relationship and development of aptitude and metalinguistic awareness longitudinally as well as examined their predictive power for children’s L2 achievement in the classroom. In a study with English-speaking learners aged 8–9 (N = 111), we found that although aptitude and metalinguistic awareness were (still) dynamic, they significantly predicted children’s achievement in L2 French. Moreover, language-analytic ability proved to be the component with the strongest predictive power. This finding suggests that it may not be level of cognitive maturity alone that determines children’s approach to L2 learning; experiencing explicit, form-focused instruction may foster the role of language-analytic ability even in children as young as 8–9 years.

scholarly journals Second Language Learning and the Clash of Civilizations

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salwa Al harthi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Clash Of Civilizations ◽  
Focus Group Interviews ◽  
Arab Muslim ◽  
English Speaking ◽  
Group Interviews ◽  
The Impact ◽  
The Relationship

This researchinvestigates the relationship amongsecond language learning, identity, culture, and motivation in Saudi Arabia (SA). SA’s education system concentrates on teaching, while identity and social aspects have only been given little attention. The researcher seeks to redress this balance by exploring the impact of pupils’ negative views toward the linguistic communities and of themselves as Muslim pupils. It aims to investigate how negative views toward the English language speaking communities could affect or demotivate Arab Muslim female learners to learn the language. The researcher supports the arguments using a qualitative approach and data drawn from pupils’ focus group interviews and one-to-one teachers’ interviews. The current study involves 132 second-year pupils from a secondary public school in Taif city, in SA and three Saudi English language teachers.The findings indicate the impact of various social factors relevant to the Saudi identity and culture on pupils’ English as a second language (ESL) learning in the Saudi context. Participants’ beliefs and practices of ESL appear to be influenced by certain negative views towardthe English- speaking communities.Finally, the study recommends extending the setting of the sample for future study to include more than one city in order to compare cultural and social attributes that impact ESL, ascultures and identities vary from one area to another in SA.

Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

2021 ◽  
pp. 1-24
Author(s):  
Sihui (Echo) Ke ◽  
Keiko Koda
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Foreign Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Linguistic Knowledge ◽  
Chinese Word ◽  
Pseudoword Reading ◽  
English Speaking

Abstract This study examined the transfer facilitation effects from English morphological awareness on Chinese multicharacter word reading in English-speaking adult learners of Chinese as a foreign language (CFL). Fifty English-speaking American university CFL learners participated in our study who measured their English morphological awareness, Chinese morphological awareness, Chinese linguistic knowledge, Chinese word reading, and working memory. There were three major findings: (1) with approximately three years of formal Chinese instruction and limited Chinese print input, English-speaking adult learners of Chinese developed sensitivity to the internal morphological structure of multicharacter words in Chinese. (2) English morphological awareness did not directly contribute to Chinese bimorphemic three-character pseudoword reading yet contributed indirectly via the joint serial mediation by Chinese morphological awareness and Chinese monomorphemic two-character real word reading. (3) There was no additional influence from Chinese linguistic knowledge on Chinese word reading. And, English morphological awareness explained about 3.64% of the variance in second language Chinese bimorphemic three-character pseudoword reading. Discussion is provided regarding the transfer facilitation mechanism through which first language morphological awareness contributes to adult second language reading acquisition.

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