Intonational phrasing in a third language: The production of German by Cantonese-English bilingual learners

2016 ◽  
Author(s):  
Yanjiao Zhu ◽  
Peggy P. K. Mok
Keyword(s):  
Bilingual Learners ◽  
Third Language ◽  
English Bilingual

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

Asymmetric transfer and development of temporal-aspectual sentence-final particles in English-Cantonese bilinguals’ L3 Mandarin grammars

2021 ◽  
Author(s):  
Yanyu Guo ◽  
Boping Yuan
Keyword(s):  
Structural Similarity ◽  
Bilingual Learners ◽  
Third Language ◽  
Proficiency Levels ◽  
Source Selection ◽  
Content Acquisition ◽  
Language L ◽  
English Speaking ◽  
Final Particles

Abstract Aiming to shed new light on the discussion on transfer at initial stages of third language (L3) acquisition and development at later stages, this article reports on an empirical study of L3 acquisition of Mandarin temporal-aspectual sentence-final particles (SFPs) le, ne and láizhe by English speaking and English-Cantonese bilingual learners, at both low and high proficiency levels. Cantonese is typologically and structurally closer to Mandarin than English is. Our findings show obvious facilitative effects on le by its Cantonese counterpart in English-Cantonese bilingual learners’ L3 Mandarin, which supports the L3 models that advocate the deterministic role of structural similarity in the transfer source selection. A transfer asymmetry is observed between the cases of le and láizhe. No transfer effects are found in the L3 Mandarin data of láizhe, even though it has an equivalent SFP in Cantonese. This discrepancy is argued to be attributable to input factors and misleading forms. Moreover, patterns observed over different proficiency levels indicate that the quality and quantity of input and the register property of a particular SFP can greatly affect initial transfer and later development of L3 acquisition.

scholarly journals Correction to: Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

2017 ◽  
Vol 31 (9) ◽  
pp. 2211-2211
Author(s):  
Xiuhong Tong ◽  
Catherine McBride ◽  
Connie Suk-han Ho ◽  
Mary Miu Yee Waye ◽  
Kevin Kien Hoa Chung ◽  
...  
Keyword(s):  
Word Reading ◽  
Morphological Awareness ◽  
Bilingual Learners ◽  
English Bilingual ◽  
Cross Language

The architecture of the mental lexicon and the selection of lexical nodes

2017 ◽  
Vol 6 (4) ◽  
pp. 189-196
Author(s):  
Florentina Halimi
Keyword(s):  
Language Learners ◽  
Mental Lexicon ◽  
Bilingual Learners ◽  
Language Typology ◽  
Second Languages ◽  
Third Language ◽  
Letter Word ◽  
Word Translation ◽  
Interactive Activation ◽  
Selection Of

This study presents the architecture of the mental lexicon of third language learners by focusing on three representation levels: letter, word and language. In particular, this analysis attempts to examine the extent of the influence of the first and second languages known by bilingual learners of English. The study is guided by Dijkstra’s (2003) Multilingual Interactive Activation (MIA) model, and the hypothesis of the language selective or language nonselective access of third language learners is tested. The method involved in this analysis is the word translation task as a tool for investigating the organization of the mental lexicon. The results obtained as a result of the translation task claim that trilingual speakers can operate with three languages during the process of learning.Keywords: multilingual processing, mental lexicon, language typology.

Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

2017 ◽  
Vol 31 (8) ◽  
pp. 1765-1786
Author(s):  
Xiuhong Tong ◽  
Catherine McBride ◽  
Connie Suk-han Ho ◽  
Mary Miu Yee Waye ◽  
Kevin Kien Hoa Chung ◽  
...  
Keyword(s):  
Word Reading ◽  
Morphological Awareness ◽  
Bilingual Learners ◽  
English Bilingual ◽  
Cross Language

An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

2020 ◽  
Vol 5 (1) ◽  
pp. 131-141
Author(s):  
Cristina Rincon ◽  
Kia Noelle Johnson ◽  
Courtney Byrd
Keyword(s):  
Diagnostic Criteria ◽  
Preliminary Data ◽  
Diagnostic Information ◽  
English Speakers ◽  
Bilingual Children ◽  
English Bilingual ◽  
Developmental Stuttering ◽  
Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

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