scholarly journals Japanese Pronoun Acquisition by L1 English Adults: Further Evidence from a Coreference Judgment Task

2019 ◽  
Vol 9 (6) ◽  
pp. 603
Author(s):  
Carlos L. Pimentel
Keyword(s):  
Early Stage ◽  
Judgment Task ◽  
Advanced Level ◽  
Overt Pronoun ◽  
Language Study ◽  
L2 Learners ◽  
Overt Pronoun Constraint ◽  
L1 English

This paper presents the results of a study investigating L2 learners’ interpretations of Japanese overt and empty pronouns in a coreference judgment task. The results show counterevidence to Kanno’s (1997, 1998) claim that learners at an early stage of language study obey the Overt Pronoun Constraint (Montalbetti, 1984), Furthermore, it supports evidence by Masumoto (2008), Pimentel and Nakayama (2012a) showing that learners at the early levels of Japanese learning do not show a knowledge of the constraint, but that this knowledge is acquired by the time they reach an advanced level of study.

TESTING THE FUNDAMENTAL DIFFERENCE HYPOTHESIS

2009 ◽  
Vol 31 (2) ◽  
pp. 323-361 ◽  
Author(s):  
Hyang Suk Song ◽  
Bonnie D. Schwartz
Keyword(s):  
Word Order ◽  
First Language ◽  
Judgment Task ◽  
Fundamental Difference ◽  
Korean Children ◽  
Polarity Items ◽  
English Child ◽  
L2 Learners ◽  
L1 English

The fundamental difference hypothesis (FDH; Bley-Vroman, 1989, 1990) contends that the nature of language in natives is fundamentally different from the nature of language in adult nonnatives. This study tests the FDH in two ways: (a) via second language (L2) poverty-of-the-stimulus (POS) problems (e.g., Schwartz & Sprouse, 2000) and (b) via a comparison between adult and child L2 learners, whose first language (L1) is the same, in terms of their developmental route (e.g., Schwartz, 1992, 2003). The phenomena under investigation are Korean wh-constructions with negative polarity items (NPIs). Korean has subject (S)-object (O)-verb (V) as its canonical word order and it is also a wh-in-situ language, but scrambling of the object to presubject position (i.e., movement that results in OSV word order) is generally optional; however, in the context of negative questions with a NPI subject (e.g., amwuto “anyone”), (a) object wh-phrases must scramble on the wh-question reading and (b) the nonscrambled order has a yes/no-question reading. These properties of Korean wh-constructions with NPIs constitute POS problems for nonnatives whose L1 is English (as well as for native Korean-acquiring children). L1-English adult L2 learners (n = 15) and L1-English child L2 learners (n = 10), independently assessed for Korean proficiency, as well as L1-Korean children (n = 23) and L1-Korean adults (n = 15) completed an elicited-production task, an acceptability-judgment task, and an interpretation-verification task. The results show that (a) high-proficiency (adult and child) L2 learners performed like the native adult controls on all three tasks, thereby demonstrating L2 POS effects; and (b) adult and child L2 learners follow the same (inferred) route to convergence, a route differing from—yet subsuming—the L1-child route. Both sets of results lead us to conclude that, contra the FDH, the nature of language is fundamentally similar in natives and (adult or child) nonnatives.

Acquisition of time and locative phrases in Mandarin Chinese

2016 ◽  
Vol 51 (1) ◽  
pp. 1-28
Author(s):  
Hongyi Jia ◽  
Feng-hsi Liu
Keyword(s):  
Mandarin Chinese ◽  
Early Stage ◽  
Structural Complexity ◽  
L2 Acquisition ◽  
Complex Time ◽  
Form Function ◽  
L2 Learners ◽  
Type Frequency ◽  
Beginning Learners ◽  
L1 English

In this study we explore the role played by input saliency in L2 acquisition of the time phrase and the locative phrase in Mandarin Chinese. In Chinese the time phrase that indicates when an event takes place and the locative phrase that indicates where an event takes place are similar in that neither can occur after the verb. L1 English L2 learners of Chinese have to learn to place both phrases pre-verbally. Our goal is to find out whether learners acquire the placement of the two types of phrases equally well. On the basis of input saliency measured in terms of form-function mapping and type frequency, we predicted that the time phrase will be easier to acquire than the locative phrase. We then conducted an experiment and put the hypothesis to test on learners at an early stage. The findings largely support our hypothesis: Simple time phrases are easier to acquire than simple locative phrases for beginning learners. In addition, the same group of learners had difficulty with both complex time phrases and complex locative phrases, suggesting that structural complexity also plays a role.

Acquiring topic structures in Mandarin Chinese

2015 ◽  
Vol 4 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Feng-hsi Liu
Keyword(s):  
Native Speakers ◽  
Early Stage ◽  
Advanced Stage ◽  
Structure Building ◽  
Chinese Learners ◽  
L2 Chinese ◽  
L2 Learners ◽  
The Subject ◽  
Grammatical Judgment ◽  
L1 English

AbstractPrevious studies suggest that Chinese topic structures, especially base-generated structures, are difficult for L1 English L2 Chinese learners, and only at the very advanced stage do learners perform at the target-like level. Yuan (1995) hypothesizes that non-advanced L2 learners may have difficulty adding a topic node to the subject-predicate structure and that they tend to interpret the topic as the subject. The present study tests this hypothesis and seeks to find out if structure building is accessible to L2 learners before they reach an advanced stage. A grammatical judgment experiment was conducted on several types of topic structures. Results show that lower-level subjects behaved on a par with native speakers on certain types of topic structures. This result suggests that L2 learners are able to build new structures at an early stage.

scholarly journals Pronominal interpretations in L2 Japanese

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Carlos L. Pimentel ◽  
Mineharu Nakayama
Keyword(s):  
Early Stage ◽  
Judgment Task ◽  
Value Judgment ◽  
Advanced Learners ◽  
L1 Transfer ◽  
Overt Pronouns ◽  
L2 Learners ◽  
Show Evidence ◽  
Truth Value

AbstractThis paper investigates L2 learners’ interpretations of Japanese overt and empty pronouns by utilizing a truth value judgment task. The results show evidence contrary to Kanno’s (1997, 1998) claims that JFL learners have knowledge that Japanese overt pronouns cannot have quantifier antecedents from an early stage of learning. The results of the present study show evidence that JFL learners display knowledge of the coreferential readings of Japanese pronouns from an early stage of learning. However, this does not appear to be the case for the bound variable readings. In contrast, advanced learners show knowledge that overt pronouns cannot have bound variable readings. From these results we argue that: (1) it takes time to acquire the knowledge that overt pronouns cannot refer to quantifiers and (2) the JFL learners employed an L1 transfer strategy in the interpretation of Japanese overt pronouns.

Plural marking in the second language: Atomicity, definiteness, and transfer

2021 ◽  
pp. 1-30
Author(s):  
Sea Hee Choi ◽  
Tania Ionin
Keyword(s):  
Second Language ◽  
English Learners ◽  
Judgment Task ◽  
Native Languages ◽  
L1 Transfer ◽  
Mass Nouns ◽  
Count Nouns ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Plural Marking

Abstract This paper examines whether second language (L2)-English learners whose native languages (L1; Korean and Mandarin) lack obligatory plural marking transfer the properties of plural marking from their L1s, and whether transfer is manifested both offline (in a grammaticality judgment task) and online (in a self-paced reading task). The online task tests the predictions of the morphological congruency hypothesis (Jiang 2007), according to which L2 learners have particular difficulty automatically activating the meaning of L2 morphemes that are incongruent with their L1. Experiment 1 tests L2 learners’ sensitivity to errors of –s oversuppliance with mass nouns, while Experiment 2 tests their sensitivity to errors of –s omission with count nouns. The findings show that (a) L2 learners detect errors with nonatomic mass nouns (sunlights) but not atomic ones (furnitures), both offline and online; and (b) L1-Korean L2-English learners are more successful than L1-Mandarin L2-English learners in detecting missing –s with definite plurals (these boat), while the two groups behave similarly with indefinite plurals (many boat). Given that definite plurals require plural marking in Korean but not in Mandarin, the second finding is consistent with L1-transfer. Overall, the findings show that learners are able to overcome morphological incongruency and acquire novel uses of L2 morphemes.

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

Who did what to whom, and what did we already know?

2021 ◽  
Author(s):  
Tania Ionin ◽  
Maria Goldshtein ◽  
Tatiana Luchkina ◽  
Sofya Styrina
Keyword(s):  
Information Structure ◽  
Judgment Task ◽  
Control Group ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
Heritage Speaker ◽  
Narrow Focus ◽  
L2 Learners ◽  
Speakers Of Other Languages ◽  
Prior Literature

Abstract This paper reports on an experimental investigation of what second language (L2) learners and heritage speakers of Russian know about the relationship between word order and information structure in Russian. The participants completed a bimodal acceptability judgment task, rating the acceptability of SVO and OVS word orders in narrow-focus contexts, under neutral prosody. Heritage speakers behaved like the control group of baseline speakers, preferring SVO order in answer to object questions, and OVS order in answer to subject questions. In contrast, L2 learners preferred SVO order regardless of the context. While the heritage speaker group was more proficient than the L2 group, proficiency alone cannot account for differences in performance: specifically, with regard to acceptance of OVS order for subject narrow focus, heritage speakers improved with proficiency, but L2 learners did not. It is proposed that heritage speakers have an advantage in this domain due to early age of acquisition (cf. Montrul, 2008). This finding is consistent with prior literature on narrow focus with heritage speakers of other languages, and suggests that this phenomenon is not particularly vulnerable in heritage languages.

Orthographic activation in spoken word recognition of L2 phonological variants

2020 ◽  
pp. 026765832096825
Author(s):  
Jeong-Im Han ◽  
Song Yi Kim
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Spoken Word Recognition ◽  
First Language ◽  
Spoken Word ◽  
Advanced Level ◽  
Spoken Words ◽  
L2 Learners ◽  
L1 And L2 ◽  
Prime Target

The present study investigated the influence of orthographic input on the recognition of second language (L2) spoken words with phonological variants, when first language (L1) and L2 have different orthographic structures. Lexical encoding for intermediate-to-advanced level Mandarin learners of Korean was assessed using masked cross-modal and within-modal priming tasks. Given that Korean has obstruent nasalization in the syllable coda, prime target pairs were created with and without such phonological variants, but spellings that were provided in the cross-modal task reflected their unaltered, nonnasalized forms. The results indicate that when L2 learners are exposed to transparent alphabetic orthography, they do not show a particular cost for spoken word recognition of L2 phonological variants as long as the variation is regular and rule-governed.

scholarly journals The time course of morphological processing in a second language

2013 ◽  
Vol 29 (1) ◽  
pp. 7-31 ◽  
Author(s):  
Harald Clahsen ◽  
Loay Balkhair ◽  
John-Sebastian Schutter ◽  
Ian Cunnings
Keyword(s):  
Eye Movement ◽  
Time Course ◽  
Native Speakers ◽  
Masked Priming ◽  
Judgment Task ◽  
Morphological Processing ◽  
Online Processing ◽  
Movement Data ◽  
L2 Learners ◽  
Complex Words

We report findings from psycholinguistic experiments investigating the detailed timing of processing morphologically complex words by proficient adult second (L2) language learners of English in comparison to adult native (L1) speakers of English. The first study employed the masked priming technique to investigate - ed forms with a group of advanced Arabic-speaking learners of English. The results replicate previously found L1/L2 differences in morphological priming, even though in the present experiment an extra temporal delay was offered after the presentation of the prime words. The second study examined the timing of constraints against inflected forms inside derived words in English using the eye-movement monitoring technique and an additional acceptability judgment task with highly advanced Dutch L2 learners of English in comparison to adult L1 English controls. Whilst offline the L2 learners performed native-like, the eye-movement data showed that their online processing was not affected by the morphological constraint against regular plurals inside derived words in the same way as in native speakers. Taken together, these findings indicate that L2 learners are not just slower than native speakers in processing morphologically complex words, but that the L2 comprehension system employs real-time grammatical analysis (in this case, morphological information) less than the L1 system.

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