scholarly journals Teaching the English article system: Definiteness and specificity in linguistically-informed instruction

2017 ◽  
Vol 23 (2) ◽  
pp. 200-217 ◽  
Author(s):  
Elaine Lopez
Keyword(s):  
Second Language ◽  
First Language ◽  
Instructional Materials ◽  
Intervention Period ◽  
Chinese Learners ◽  
Article System ◽  
Informed Instruction ◽  
Incorrect Usage ◽  
Short Intervention ◽  
Better Than

Many explanations have been offered for the widely attested problems second language (L2) learners experience with the English article system. One influential proposal from formal linguistics is the Article Choice Parameter and associated Fluctuation Hypothesis, which states that learners of English fluctuate between correct and incorrect usage by sometimes selecting articles on the basis of definiteness (correct for English) and sometimes on the basis of specificity (correct for Samoan). The current study trialled new instruction materials which taught specificity then measured the outcome with low-intermediate first language Chinese learners of English ( n = 50). Results show that learners who were taught about specificity did not perform significantly better than learners who were taught about definiteness (using standard teaching materials) or learners who received no instruction on the English article system. The low proficiency of the learners and short intervention period likely contributed to their difficulty understanding the complexities of article meaning. Issues also arose when developing instructional materials which were both linguistically-accurate and sufficiently simple for learners of this level.

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.

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.

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.

scholarly journals On the Role of Distinctive Features of British English Sounds in the Cartoon Peppa Pig for Chinese Learners to Conquer Mother Tongue’s Negative Transfer

2021 ◽  
Vol 4 (4) ◽  
pp. 65
Author(s):  
Gang Li
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Negative Transfer ◽  
British English ◽  
Distinctive Features ◽  
Starting Point ◽  
Chinese Learners ◽  
Better Than

With the process of globalization and integration, more and more people tend to be bilingual. Undoubtedly, mastering a second language is significant. This thesis aims to explore how to conquer the difficulties in learning British English sounds through analyzing a British cartoon Peppa Pig.Chapter one begins with the research background, significance and purpose of research. The thesis takes the cartoon Peppa Pig as the starting point to demonstrate the role of distinctive features for Chinese learners to conquer negative transfer. The empirical research could be found in Chapter two, because of requiring to know the concrete circumstance of Chinese learners.Through the collection and analysis of data, we can know these problems which Chinese learners exist in the process of learning British English.Based on the comparison of Chinese and British English, Chapter three clarifies the difficulties in learning British English. As for Chinese learners, mastering distinctive features can promote learners to master British English sounds better than stress and rhythm. Chapter four states the role of the distinctive features in helping conquer Chinese negative transfer in the cartoon Peppa Pig. The final chapter is the conclusion of this thesis and involves a new study for Chinese learners to learn British English sounds under the distinctive features.

Hur ser tysk L2-produktion ut hos svenska, kinesiska och vitryska avancerade inlärare?

2020 ◽  
Vol 50 (1) ◽  
pp. 153-177
Author(s):  
Christina Rosén
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
First Language ◽  
Target Language ◽  
Specific Information ◽  
Advanced Learners ◽  
Structural Patterns ◽  
Chinese Learners ◽  
L1 Influence ◽  
Discourse Pragmatics

AbstractThis paper investigates first language (L1) influence on the acquisition of syntax and discourse pragmatics in a second language (L2) in essays written by advanced learners of German from Sweden, China and Belarus (the KobaltDaF Corpus). The control corpus consists of essays written by native German speakers. The study focuses on the clause-initial preverbal position of V2 declaratives, the so-called prefield (Vorfeld) and the Vor-Vorfeld. The results show that the language-specific information structural patterns that exist in the L1 have an impact on the L2. The forms and frequencies of prefield constituent types differ substantially from the target language, indicating transfer in a domain other than pure syntax. The learners start their sentences in a nonnative way. Even though Swedish and German are closely related languages, the results show, contrary to what is expected, that Chinese learners produce patterns that are more targetlike. In addition, implications of these findings for language teaching are discussed.

scholarly journals Children and Adults in Second-Language Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Hadna Suryantari
Keyword(s):  
Second Language ◽  
Young Children ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Common Belief ◽  
Classroom Situation ◽  
Older Children ◽  
Natural Situation ◽  
Better Than

Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him  in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.

The influence of L1 translation familiarity on the acquisition of L2 Chinese antonyms

2021 ◽  
Author(s):  
Shuyi Yang
Keyword(s):  
Second Language ◽  
Learning Strategies ◽  
First Language ◽  
Multiple Choice ◽  
Intermediate Level ◽  
Partial Replication ◽  
Familiarity Effect ◽  
Chinese Learners ◽  
L2 Chinese ◽  
English Speaking

Abstract As a partial replication of Tagashira, Kida, and Hoshino (2010), the present study examined first language (L1) translation familiarity effect on second language (L2) antonym acquisition among English-speaking intermediate-level Chinese learners. Fifteen students learned 15 antonymous pairs with familiar or unfamiliar L1 translations and completed two multiple-choice posttests. Their learning strategies were also collected. Results showed (a) a delayed L1 familiarity effect, (b) better retention and lower interference of L2 pairs with familiar L1 translations, (c) low retention of L2 pairs with unfamiliar L1 translations for both words, and (d) more orthographic elaboration strategies employed. The findings suggest that L2 instructors present antonyms in pairs, avoid providing a single, unfamiliar L1 translation, and encourage the use of orthographic elaboration strategies.

Input, triggering and poverty of the stimulus in the second language acquisition of Japanese passives

2007 ◽  
Vol 23 (4) ◽  
pp. 419-458 ◽  
Author(s):  
Masahiro Hara
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
First Language ◽  
Conceptual Representation ◽  
Learning Situation ◽  
Chinese Learners ◽  
English Speaking ◽  
Semantic Properties

This article adopts an input perspective in examining a poverty-of-the stimulus (POS) learning situation in second language acquisition (SLA). Analysis of grammaticality judgement data from 81 English-speaking and 85 Chinese-speaking learners of Japanese isolates triggering input that informed English learners of subtle semantic properties of the ni direct passive underdetermined by second language (L2) input. The study shows a sufficient correlation in the case of English learners between acquisition of the ni direct passive's triggering properties (available through input) and acquisition of its POS properties (unavailable through input). Importantly, those properties are direct consequences of affectivity, an underlying semantic property of the ni direct passive. That correlation does not obtain in the case of Chinese learners due to a positive first language (L1) effect. Additional corroborating evidence comes from acquisition of another Japanese passive, the ni yotte, for which no correlation was found between its non-triggering and non-POS properties for either English or Chinese learners as those properties are available through input. The article proposes that English learners' computation of a target-like conceptual representation of the triggering input leads to the restructuring of their lexical—conceptual representation of the ni direct passive.

Effects of second-language acquisition on character introductions in 5- and 7-year-old bilingual and monolingual children’s Frog story narratives

2021 ◽  
pp. 014272372110242
Author(s):  
Aslı Aktan-Erciyes ◽  
Burcu Ünlütabak ◽  
Betül Firdevs Zengin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Narrative Discourse ◽  
Bilingual Children ◽  
L2 Acquisition ◽  
Article System

This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used similar forms while introducing characters; however, for the Frog character, bilingual children used more appropriate referencing compared to monolinguals. These findings were discussed within the effects of L2 on L1 in terms of introducing characters as well as the amount of exposure to L2.

scholarly journals Article Pedagogy: Encouraging Links between Linguistic Theory and Teaching Practice

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 188-201 ◽  
Author(s):  
Elaine Lopez ◽  
Mona Sabir
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Intervention Studies ◽  
Teaching Practice ◽  
First Language ◽  
Intermediate Level ◽  
Linguistic Research ◽  
Systematic Pattern ◽  
Article System ◽  
English Articles

It is two decades since Master (1997) published a framework for second language (L2) article pedagogy, based on several years of research into the acquisition of the English article system. Among his recommendations were a focus on intermediate level learners and a simplification of the rules presented to language learners. Since then, substantial work has been conducted to better understand the underlying reasons why English articles are difficult to acquire by learners with diverse language backgrounds (Ionin et al., 2004; Ionin et al., 2008; Ionin et al., 2009; Ionin et al., 2011; Trenkic, 2008; García Mayo, 2009; amongst others). The results of such research indicate a systematic pattern of errors amongst learners whose first language does not have an article system, with varying theoretical explanations for this systematicity. Despite some intervention studies which have explored the pedagogical implications of this work (Snape and Yusa, 2013; Sabir, 2015; Lopez, forthcoming; Umeda et al., 2017), on the whole theoretical linguistic research in this area has not influenced pedagogy. The aim of this article is to build on the work of Master (1997) by exploring whether the cumulative insights from the last 20 years of research into L2 article acquisition and instruction can help us to better understand the most effective method for teaching the complex uses of the English article system to L2 learners.

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