Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 151-181 ◽  
Author(s):  
Dina Tsagari ◽  
Christina Nicole Giannikas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Native Language ◽  
Language Learner ◽  
Classroom Observations ◽  
Cognitive Effect ◽  
Interlanguage Development ◽  
L1 Use ◽  
Lack Of Knowledge

AbstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

Factors affecting the recognition of words in a second language

2000 ◽  
Vol 3 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Diane Meador ◽  
James E. Flege ◽  
Ian R. A. Mackay
Keyword(s):  
Regression Analysis ◽  
Second Language ◽  
Word Recognition ◽  
Language Use ◽  
Native Speakers ◽  
Native Language ◽  
Hierarchical Regression ◽  
Factors Affecting ◽  
English Vowels ◽  
L1 Use

This study examined the recognition of English words by groups of native speakers of Italian who differed in age of arrival in Canada and amount of continued native language use. The dependent variable was the number of words correctly repeated in English sentences presented in noise. Significantly higher word recognition scores were obtained for early than late bilinguals, and for early bilinguals who used Italian seldom than for early bilinguals who used Italian relatively often. A hierarchical regression analysis showed that the native Italian participants' ability to perceive English vowels and consonants accounted for a significant amount of variance in the word-recognition scores independently of age of arrival, amount of L1 use, and length of residence in Canada. The native language use effect was interpreted to have arisen from differences in the extent to which the early bilinguals' Italian phonetic system influenced the representations they developed for English vowels and consonants.

scholarly journals Universal Grammar and Interlanguage Development

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Daji He
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Universal Grammar ◽  
Target Language ◽  
Source Language ◽  
Interlanguage Development

Interlanguage Theory was first proposed by Selinker. It refers to the bridging language between the source language and target language constructed by the second language learners, which is a constantly dynamic moving toward the target language. Chomsky’s Universal Grammar (UG) has played an important role in expaining the native language acquisition. This paper, on the basis of UG’s impact on the native language, focuses on UG’s influence on the interlanguage development.

The Old English Genesis B poet: Bilingual or interlingual?

1993 ◽  
Vol 5 (2) ◽  
pp. 163-184
Author(s):  
Irmengard Rauch
Keyword(s):  
Second Language ◽  
Old English ◽  
Empirical Data ◽  
Native Language ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Anglo Saxon ◽  
Old Saxon ◽  
Second Language Learner

ABSTRACTAlthough the celebrated 1875 conjecture of Sievers hypothesizing an Old Saxon Genesis source for the translation of the Old English Genesis B (or Later Genesis) was confirmed by the 1894 find of Zangemeister, the question of the native language of the translator of the Old Saxon Genesis remains. The Genesis B evidence is reconsidered here from the viewpoint of contemporary empirical data to ascertain whether the translator was bilingual or interlingual, the former putatively associated with a native (Old Englishman in this case), the second with a second language learner (of Old English). The Old English data contrasted with the character of Old Saxon and configurated with extrapolations from differing cognitive strategies argue for an Anglo-Saxon provenance of the Genesis B poet.

Distinctiveness and Assimilation in Vowel Perception in a Second Language

2019 ◽  
Vol 62 (12) ◽  
pp. 4534-4543
Author(s):  
Wei Hu ◽  
Sha Tao ◽  
Mingshuang Li ◽  
Chang Liu
Keyword(s):  
Second Language ◽  
Native Language ◽  
Vowel Identification ◽  
Vowel Perception ◽  
Perceptual Distance ◽  
Vowel Space ◽  
English Vowels ◽  
Chinese Counterpart ◽  
Vowel Categories

Purpose The purpose of this study was to investigate how the distinctive establishment of 2nd language (L2) vowel categories (e.g., how distinctively an L2 vowel is established from nearby L2 vowels and from the native language counterpart in the 1st formant [F1] × 2nd formant [F2] vowel space) affected L2 vowel perception. Method Identification of 12 natural English monophthongs, and categorization and rating of synthetic English vowels /i/ and /ɪ/ in the F1 × F2 space were measured for Chinese-native (CN) and English-native (EN) listeners. CN listeners were also examined with categorization and rating of Chinese vowels in the F1 × F2 space. Results As expected, EN listeners significantly outperformed CN listeners in English vowel identification. Whereas EN listeners showed distinctive establishment of 2 English vowels, CN listeners had multiple patterns of L2 vowel establishment: both, 1, or neither established. Moreover, CN listeners' English vowel perception was significantly related to the perceptual distance between the English vowel and its Chinese counterpart, and the perceptual distance between the adjacent English vowels. Conclusions L2 vowel perception relied on listeners' capacity to distinctively establish L2 vowel categories that were distant from the nearby L2 vowels.

Lying and perception of lies by bilingual speakers

2019 ◽  
Vol 40 (05) ◽  
pp. 1313-1329 ◽  
Author(s):  
Nora Kreyßig ◽  
Agnieszka Ewa Krautz
Keyword(s):  
Second Language ◽  
Skin Conductance ◽  
Emotional Response ◽  
Native Language ◽  
Reading Aloud ◽  
Emotional Valence ◽  
Bilingual Speakers ◽  
Skin Conductance Responses ◽  
English Second Language ◽  
Task Requirements

AbstractMultiple studies on bilingualism and emotions have demonstrated that a native language carries greater emotional valence than the second language. This distinction appears to have consequences for other types of behavior, including lying. As bilingual lying has not been explored extensively, the current study investigated the psychophysiological differences between German (native language) and English (second language) in the lying process as well as in the perception of lies. The skin conductance responses of 26 bilinguals were measured during reading aloud true and false statements and listening to recorded correct and wrong assertions. The analysis revealed a lie effect, that is, statistically significant differences between valid and fictitious sentences. In addition, the values in German were higher compared to those in English, in accordance with the blunted emotional response account (Caldwell-Harris & Aycicegi-Dinn, 2009). Finally, the skin conductance responses were lower in the listening condition in comparison to the reading aloud. The results, however, are treated with caution given the fact that skin conductance monitoring does not allow assigning heightened reactivity of the skin to one exclusive cause. The responses may have been equally induced by the content of the statements, which prompted positive or negative associations in the participants’ minds or by the specific task requirements.

scholarly journals MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS

2021 ◽  
pp. 1-27
Author(s):  
Daniel R. Isbell ◽  
Young-A Son
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Second Language Acquisition ◽  
Item Difficulty ◽  
Measurement Properties ◽  
Linguistic Features ◽  
Elicited Imitation ◽  
Integrative Data Analysis ◽  
Rater Severity ◽  
Study Participants

Abstract Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

The Relation of Language Context and Religiosity to Trilemma Judgments

2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Standard Measure ◽  
Moral Norms ◽  
The Individual ◽  
Language Context

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

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