L2 proficiency predicts inhibitory ability in L1-dominant speakers

2020 ◽  
Vol 24 (5-6) ◽  
pp. 984-998 ◽  
Author(s):  
Nga-Yan Hui ◽  
Mingyu Yuan ◽  
Manson Cheuk-Man Fong ◽  
William Shi-yuan Wang
Keyword(s):  
Second Language ◽  
Multiple Regression ◽  
Language Proficiency ◽  
Stroop Task ◽  
Pearson Correlation ◽  
First Language ◽  
Proficiency Tests ◽  
Second Language Proficiency ◽  
Language Background ◽  
Bilingual Advantage

Aims and Objectives: Bilinguals reportedly perform better in tasks that require the suppression of interference because of the constant practice in linguistic inhibition. However, previous literature was largely based on comparisons of pure monolinguals and balanced bilinguals. Those in between the two extremes were rarely examined. This project aimed at studying whether the population who primarily speak in a first language with a different level of second language proficiency also enjoy bilingual advantage. Methodology: Twelve monolingual and 38 bilingual Hong Kong older adults were recruited to perform the Stroop task and the second language (English) proficiency tests. The subjects were all frequent first language (Cantonese) speakers with various levels of second language proficiency. Data and Analysis: Pearson correlation and multiple regression analyses were used to identify the relationship between inhibition ability (Stroop score) and demographic and language background variables (including proficiency in and frequency of exposure to their second language). Findings: Both correlation and multiple regression analysis showed that the subjects with higher proficiency in a second language performed significantly better in the Stroop task. The results suggested that higher second language proficiency leads to higher difficulty in suppressing it, thus the training of inhibition is more effective. Originality: This study expanded the literature on bilingual advantage from a dichotomous comparison between monolingual and bilingual to the more continuous spectrum of bilinguals with different levels of second language proficiency. This study aimed at showing a fuller picture of bilingualism in the world. Significance/Implications: This study proposed that with high proficiency in a second language, frequent first language speakers could also enjoy cognitive advantages brought by bilingualism. Our study provides further evidence for the bilingual advantage hypothesis.

Leerlingkenmerken en Taalvaardigheid in Het Turks en Het Nederlands

1990 ◽  
Vol 37 ◽  
pp. 83-91 ◽  
Author(s):  
Geert Driessen ◽  
Kees de Bot
Keyword(s):  
Second Language ◽  
The Netherlands ◽  
Language Proficiency ◽  
Mother Tongue ◽  
First Language ◽  
Migrant Children ◽  
Second Language Proficiency ◽  
Global Factor ◽  
Language Tests ◽  
Proficiency Scores

Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.

scholarly journals Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults

2019 ◽  
Vol 38 (4) ◽  
pp. 459-478
Author(s):  
Mehrgol Tiv ◽  
Vincent Rouillard ◽  
Naomi Vingron ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
First Language ◽  
Social Contexts ◽  
Communication Style ◽  
Communication Styles ◽  
Language Experience ◽  
Social Functions ◽  
Second Language Proficiency ◽  
Cognitive Changes

Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second language experience. There were two key findings: Bilinguals use sarcasm for similar social functions as do monolinguals (general sarcasm, frustration diffusion, and embarrassment diffusion) and greater global second language proficiency linked to greater usage of general sarcasm in daily life. These results suggest that bilinguals may use sarcasm to achieve various communicative goals and bilingual experience may affect general cognitive capacities that support sarcasm use across real-world contexts.

scholarly journals Language Selectivity in Lexical Access: an Experimental Study on Bilinguals

2015 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Fatma Demiray ◽  
Dilek Peçenek
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Lexical Access ◽  
First Language ◽  
Unrelated Word ◽  
Second Language Proficiency ◽  
Language Selection ◽  
First Languages ◽  
Switching Task ◽  
Target Words

In this study, the locus of language selection in bilingual lexical access is investigated based on some basic factors such as first languages, second language proficiency, age of acquisition and multilingualism. In particular, this study explores competition between bilinguals’ languages and proposes two language selection models; Inhibitory Control Model (Green, 1998) and Concept Selection Model (La Heij, 2005). In experiment 1, the participants were asked to perform a word translation task from their second language (L2) to first language (L1). Each target was accompanied by a distracter item in the form of a picture or a word which was related/unrelated to the target word semantically. As a result, all participants translated target words faster when they are accompanied with semantically related/unrelated word distracters than picture distracters. On the other hand, they translated target words faster when they are accompanied with unrelated word distracters than related word distracters. Finally, they translated target words faster when they are accompanied with related picture distracters than unrelated picture distracters. In experiment 2, participants were asked to perform a switching task with the numbers in their first language and second language according to the background color of the digits. Finally, the language switching cost was larger when switching from L2 to L1 than vice versa. The results have shown that while the factors such as L1 andage of acquisition do not affect the locus of language selection during lexical access, proficiency in L2 and multilingualism factors affect the locus of language selection.

scholarly journals Language Acquisition of English Vocabulary on 5 Years Old Child Through Social Media YouTube

2021 ◽  
Vol 5 (1) ◽  
pp. 38-44
Author(s):  
Hernalia Citra Dewi
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Mother Tongue ◽  
First Language ◽  
Communication Tool ◽  
Second Language Proficiency ◽  
The Subject ◽  
Simple Sentences

Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.

scholarly journals Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults

2019 ◽  
Author(s):  
Mehrgol Tiv ◽  
Vincent Rouillard ◽  
Naomi Vingron ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
First Language ◽  
Social Contexts ◽  
Communication Style ◽  
Communication Styles ◽  
Language Experience ◽  
Social Functions ◽  
Second Language Proficiency ◽  
Cognitive Changes

Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second language experience. There were two key findings: Bilinguals use sarcasm for similar social functions as do monolinguals (general sarcasm, frustration diffusion, and embarrassment diffusion) and greater global second language proficiency linked to greater usage of general sarcasm in daily life. These results suggest that bilinguals may use sarcasm to achieve various communicative goals and bilingual experience may impact general cognitive capacities that support sarcasm use across real-world contexts.

scholarly journals Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition

2020 ◽  
Vol 12 (3) ◽  
pp. 153
Author(s):  
Nermin Hosny Yusuf
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
L2 Acquisition ◽  
Second Language Proficiency ◽  
Lexical Approach ◽  
Lexical Phrases ◽  
Insight Into

In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the importance of lexical phrases in language acquisition by providing further insight into their peripheral role in first language and second language acquisition alike. Also, Evidence from neurolinguistic and psycholinguistic studies are provided to account for lexical phrases representation and brain-adaptability. Further, this paper suggests the implementation of lexical phrases, in general, and the Lexical Approach, in particular, in second language acquisition. Finally, further pedagogical implications as well as self-paced ones are proposed. 

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