scholarly journals EXPRESS: Not just form, not just meaning: Words with consistent form-meaning mappings are learned earlier

2021 ◽  
pp. 174702182110534
Author(s):  
Giovanni Cassani ◽  
Niklas Limacher
Keyword(s):  
Target Word ◽  
Language Learning ◽  
Statistical Models ◽  
Nearest Neighbors ◽  
Age Of Acquisition ◽  
Arbitrary Form ◽  
Unique Effect ◽  
Word Forms ◽  
Negative Effect ◽  
Analogical Process

By leveraging Phonology-to-Semantics Consistency (PSC, Amenta, Marelli & Sulpizio, 2017), which quantifies form-meaning systematicity as the semantic similarity between a target word and its phonological nearest neighbors, wedocument a unique effect of systematicity on Age of Acquisition (AoA). This effect is also found after controlling for theeffect of neighbourhood density measured for word forms and lexical semantics and several other standard predictorsof AoA. Moreover, we show that the effect of systematicity is not reducible to iconicity. Finally, we extensively probethe reliability of this finding by testing different statistical models, analyzing systematicity in phonology and orthographyand implementing random baselines, reporting a robust, unique negative effect of systematicity on AoA, such thatmore systematic words tend to be learned earlier. We discuss the findings in the light of studies on non-arbitrary form-meaning mappings and their role in language learning, focusing on the analogical process at the interface of form andmeaning upon which PSC is based and how it could help children infer the semantics of novel words when context isscarce or uninformative, ultimately speeding up word learning.

scholarly journals Do children acquire dense neighborhoods? An investigation of similarity neighborhoods in lexical acquisition

2004 ◽  
Vol 25 (2) ◽  
pp. 201-221 ◽  
Author(s):  
HOLLY L. STORKEL
Keyword(s):  
Language Learning ◽  
Word Frequency ◽  
Word Length ◽  
Age Of Acquisition ◽  
Parent Report ◽  
Neighborhood Density ◽  
Lexical Acquisition ◽  
Frequency Word ◽  
Similar Word ◽  
Word Forms

This study tests the claim that children acquire collections of phonologically similar word forms, namely, dense neighborhoods. Age of acquisition (AoA) norms were obtained from two databases: parent report of infant and toddler production and adult self-ratings of AoA. Neighborhood density, word frequency, word length, Density×Frequency and Density×Length were analyzed as potential predictors of AoA using linear regression. Early acquired words were higher in density, higher in word frequency, and shorter in length than late acquired words. Significant interactions provided evidence that the lexical factors predicting AoA varied, depending on the type of word being learned. The implication of these findings for lexical acquisition and language learning are discussed.

How “Native” Are Heritage Speakers?

2013 ◽  
Vol 10 (2) ◽  
pp. 153-177 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Language Learning ◽  
Experimental Evidence ◽  
Native Speakers ◽  
Learning Experience ◽  
Age Of Acquisition ◽  
The Other ◽  
Gender Agreement ◽  
Heritage Speakers ◽  
High Incidence ◽  
Incomplete Acquisition

One of the chief characteristics of heritage speakers is that they range in proficiency from “overhearers” to “native” speakers. To date, the vast majority of linguistic and psycholinguistic studies have characterized the non-target-like linguistic abilities of heritage speakers as a product of incomplete acquisition and/or attrition due to reduced exposure and opportunities to use the language during childhood. This article focuses on the other side of the problem, emphasizing instead the high incidence of native-like abilities in adult heritage speakers. I illustrate this issue with recent experimental evidence from gender agreement in Spanish, a grammatical feature that is mastered at almost 100% accuracy in production by native speakers;yet it is one of the most difficult areas to master for non-native speakers, including near-natives.I discuss how age of acquisition and language-learning experience explain these effects.

scholarly journals ‘transformative’ potential of translanguaging and other heteroglossic educational practices

2020 ◽  
Vol 1 (2) ◽  
pp. 266-289
Author(s):  
M. Rafael Salaberry
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Practical Implementation ◽  
Heritage Speakers ◽  
Linguistic Resources ◽  
The Us ◽  
Negative Effect ◽  
Heritage Speakers Of Spanish

Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

Enacting burikko

2021 ◽  
Vol 3 (2) ◽  
pp. 195-222
Author(s):  
Junichi Yagi
Keyword(s):  
Target Word ◽  
Language Learning ◽  
Single Case ◽  
Case Analysis ◽  
Original Activity ◽  
Repair Work ◽  
Japanese Word ◽  
Interactional Analysis ◽  
Oriented Activity

Abstract Adopting a single case analysis, this article examines how the learning of the Japanese word burikko is occasioned in a bilingual lunch conversation through enactments that are employed for three interactional purposes: (a) renewal of laughter, (b) vocabulary explanation (VE), and (c) demonstration of understanding. The interactional analysis is enhanced by Praat to respecify the role of prosody in enactments. I first describe how burikko, the laughable of a humor sequence, becomes a learnable through a repair sequence. I then analyze a reinitiated joking sequence, where the VE recipient categorizes one of the co-participants as burikko and escalates the categorization through multimodal enactments. I argue that this jocular mockery, occasioning a demonstration of understanding, exhibits that the learning opportunity has been taken. Furthermore, I discuss how a repair work embedded within a larger humor-oriented activity may afford resources for language learning outside of the classroom, while sacrificing progressivity for intersubjectivity. The fact that the VE recipient, after intersubjectivity has been achieved, resumes the original activity of pursuing humor through the same means employed for the explanation of the target word offers interesting implications for CA-SLA and pragmatics.

scholarly journals Modeling Age of Acquisition Norms Using Transformer Networks

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Antonio Laverghetta Jr. ◽  
John Licato
Keyword(s):  
Linear Regression ◽  
Language Processing ◽  
Statistical Models ◽  
Semantic Networks ◽  
Age Of Acquisition ◽  
Superior Performance ◽  
Prior Work ◽  
Simple Linear Regression ◽  
Word Acquisition

The age at which children acquire words is an important psycholinguistic property for modeling the growth of children's semantic networks. Much work over the years has explored how to effectively exploit statistical models to predict the age at which a word will be acquired, ranging from simple linear regression to LSA and skip-gram. However, thus far no work has explored whether transformers are any better at modeling word acquisition, despite the superior performance they have achieved on a wide variety of natural language processing (NLP) benchmarks. In this paper, we explore using several transformer models to predict the age of acquisition norms for several datasets. We evaluate the quality of our models using various experiments based on prior work and compare the transformers against two baseline models. We obtain promising results overall, as the transformers can outperform the baselines in most cases.

A TECHNOLOGICAL APPROACH TO OVERCOME SPECIFIC PHONOLOGICAL ERRORS MADE BY FOREIGN STUDENTS LEARNING BULGARIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2279-2282
Author(s):  
Lidiya Kavrakova ◽  
Mariya Genova ◽  
Mariya Genova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Foreign Students ◽  
Teaching Practice ◽  
Mother Tongue ◽  
Technological Approach ◽  
Word Forms ◽  
System Acquisition ◽  
Phonological Errors

The purpose of this article is to suggest a technological approach in order to help foreign students learning Bulgarian to overcome specific phonological mistakes at a beginning level.The complex psychological process which takes place during foreign language acquisition is unavoidably accompanied by mother tongue interference. The interference takes place on various levels; however, it is definitely most noticeable with the new phonetic system acquisition. Differentiating phonemes which sound similar is a problematic area in Bulgarian language learning. Foreign students, regardless of their nationality, make specific phonetic-phonological errors, one of which is the so called Epenthesis [i] is being incorrectly inserted in word forms where only [ya] is required.Certain word forms are differentiated in tables, thus helping to understand and rationalize the language regularities which is part of the core language skills for producing oral and written language. Word classes with grammatical forms requiring [-ya], [-iya] are presented in opposing rows. The suggested tables are of great practical value and have been approbated in teaching Bulgarian to foreign students at MU – Plovdiv. They enhance building phonemic perception of individual sound combinations. The work with the students has proved that the suggested technological approach is effective in forming certain practical skills to differentiate the structures in question and to use them appropriately in speaking.Errors ‘anticipatory‘diagnosis enhances their assessment and defines the choice of a relevant technique in order to rectify them. A system of purposeful exercises has been developed to achieve good phonemic awareness, defined concept of sound-letter correspondence, knowledge of segmental and super segmental units of speech flow and good pronunciation. This approach activates students’ motivation in acquiring Bulgarian phonetics and phonology and implementing new general and medical vocabulary.The technological approach suggested in the article is part of the teaching activities, designed to help learners master new knowledge and skills to use Bulgarian both in casual and academic environment. The main purpose of this technique and the observations from teaching practice is to share our professional experience and ideas so that the process of teaching Bulgarian as a foreign language could be optimizes.

scholarly journals Signers and speakers, age and attainment

2018 ◽  
Vol 21 (5) ◽  
pp. 911-912 ◽  
Author(s):  
DAVID BIRDSONG ◽  
DAVID QUINTO-POZOS
Keyword(s):  
Language Learning ◽  
Native Language ◽  
Age Of Acquisition

This commentary on Mayberry and Kluender (2017) considers the geometry of the function relating Age of Acquisition (AoA) to L2 attainment, the effects of multilingual exposure on one's native language(s) and, briefly, the role of education in language learning.

scholarly journals STRATEGI PENGENDALIAN KECEMASAN DALAM PENGAJARAN KETERAMPILAN BERBICARA BAHASA INGGRIS

2019 ◽  
Author(s):  
Feby Meuthia Yusuf
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Esteem ◽  
Language Anxiety ◽  
Learning Goals ◽  
Full Potential ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Negative Effect

Anxiety does not always necessarily affect language learners negatively, but excessive levels of anxiety can have a negative effect on learning and teaching process. It can inhibit their ability to learn effectively. Consequently, it causes emotional stress and lower self-esteem and self confidence. This lack of confidence is damaging because it can prevent the learners from using their current ability and discovering their full potential. Second language anxiety can be reduced by improving language proficiency and making reasonable, achievable language learning goals for them to alleviate language anxiety and make the most of their language ability.

scholarly journals Učenje engleskog jezika iz perspektive studenata - budućih vaspitača

2021 ◽  
Vol 34 (2) ◽  
pp. 123-134
Author(s):  
Radmila Palinkašević
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Acquisition ◽  
Teacher Training College ◽  
Anonymous Questionnaire ◽  
Negative Effect ◽  
Academic Year ◽  
Learning English

Starting from the hypothesis that an identification and a more detailed study of students' conceptual sphere regarding learning English language will result in mapping the fields in the tertiary-level teaching of English as a foreign language that need improvement, in the academic year 2018/19 we conducted a survey among all undergraduate students at the Preschool Teacher Training College "Mihajlo Palov" in Vršac. A total of 125 respondents filled out an anonymous questionnaire designed to reveal the source domains through which pre-service preschool teachers perceive learning English as a foreign language. A qualitative analysis of the researched corpus made it possible to single out five dominant conceptual metaphors of different source domains for the concept of English language learning. Among the obtained metaphors, special attention was given to selecting the metaphors with a methodological potential for implementation in teaching, as well as to the suggestions for modelling the so-called disruptive metaphors that have a negative effect on the English language acquisition.

scholarly journals Speeding up Vocabulary Acquisition through Action Research

2017 ◽  
Vol 6 (4) ◽  
pp. 245
Author(s):  
Ameerchund (Ashraf) Maharaj
Keyword(s):  
Action Research ◽  
Target Word ◽  
Language Learning ◽  
Research Methodology ◽  
Vocabulary Acquisition ◽  
Target Language ◽  
Practical Application ◽  
New Words

Gaining a wider vocabulary is fundamental to language learning. It follows then that the faster students engage and learn new words, the faster will be their proficiency with the target language. Multi-Dimensional Vocabulary Acquisition (or MDVA) means approaching new terms / concepts from a variety of perspectives so that the target word is thoroughly analysed, giving students access to all dimensions of the word. There are many dimensions or elements that will help elucidate and unlock meaning, but for the purposes of this chapter new words will be looked at in terms of their antonyms, synonyms and associated words, rhyming counterparts, idiomatic usage, gender considerations, diminutive implications, proverbial usage and likely confusion with other words. In this study the author employs an Action Research methodology where practical classroom exercises involving students’ writing efforts pre- and post MDVA are closely examined. Using the familiar “spiral of cycles” approach, it becomes clear that “unpacking” the target word means that the meaning of many other words associated with the target word becomes explicit. A workshop with faculty is included as part of the practical application of MDVA. 

Sign in / Sign up

Export Citation Format

Share Document