Convergence of L1 and L2 speech rhythm in Cantonese-English bilingual speakers

2020 ◽  
Author(s):  
Wai Ling Law ◽  
Olga Dmitrieva ◽  
Alexander Francis
Keyword(s):  
Speech Rhythm ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
L1 And L2

Vowel development in young Mandarin-English bilingual children

Phonetica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jing Yang
Keyword(s):  
Bilingual Children ◽  
Vowel Duration ◽  
Formant Frequency ◽  
High Group ◽  
English Bilingual ◽  
English Vowels ◽  
Vowel Systems ◽  
Phonetic Features ◽  
Cross Language ◽  
L1 And L2

Abstract This study examined the development of vowel categories in young Mandarin -English bilingual children. The participants included 35 children aged between 3 and 4 years old (15 Mandarin-English bilinguals, six English monolinguals, and 14 Mandarin monolinguals). The bilingual children were divided into two groups: one group had a shorter duration (<1 year) of intensive immersion in English (Bi-low group) and one group had a longer duration (>1 year) of intensive immersion in English (Bi-high group). The participants were recorded producing one list of Mandarin words containing the vowels /a, i, u, y, ɤ/ and/or one list of English words containing the vowels /i, ɪ, e, ɛ, æ, u, ʊ, o, ɑ, ʌ/. Formant frequency values were extracted at five equidistant time locations (the 20–35–50–65–80% point) over the course of vowel duration. Cross-language and within-language comparisons were conducted on the midpoint formant values and formant trajectories. The results showed that children in the Bi-low group produced their English vowels into clusters and showed positional deviations from the monolingual targets. However, they maintained the phonetic features of their native vowel sounds well and mainly used an assimilatory process to organize the vowel systems. Children in the Bi-high group separated their English vowels well. They used both assimilatory and dissimilatory processes to construct and refine the two vowel systems. These bilingual children approximated monolingual English children to a better extent than the children in the Bi-low group. However, when compared to the monolingual peers, they demonstrated observable deviations in both L1 and L2.

scholarly journals USING PROSODY TO PREDICT UPCOMING REFERENTS IN THE L1 AND THE L2

2020 ◽  
pp. 1-28
Author(s):  
Anouschka Foltz
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Exposure Period ◽  
Predictive Processing ◽  
Bilingual Speakers ◽  
Prosodic Cues ◽  
Resource Deficit ◽  
L1 And L2 ◽  
Pitch Accents

Abstract While monolingual speakers can use contrastive pitch accents to predict upcoming referents, bilingual speakers do not always use this cue predictively in their L2. The current study examines the role of recent exposure for predictive processing in native German (L1) second language learners of English (L2). In Experiment 1, participants followed instructions to click on two successive objects, for example, Click on the red carrot/duck. Click on the green/GREEN carrot (where CAPS indicate a contrastive L + H* accent). Participants predicted a repeated noun following a L + H* accent in the L1, but not in the L2, where processing was delayed. Experiment 2 shows that after an exposure period with highly consistent prosodic cues, bilinguals engaged in predictive processing in both their L1 and L2. However, inconsistent prosodic cues showed different effects on bilinguals’ L1 and L2 predictive processing. The results are discussed in terms of exposure-based and resource-deficit models of processing.

Do word associations assess word knowledge? A comparison of L1 and L2, child and adult word associations

2010 ◽  
Vol 15 (2) ◽  
pp. 187-204 ◽  
Author(s):  
Marjolein Cremer ◽  
Daphne Dingshoff ◽  
Meike de Beer ◽  
Rob Schoonen
Keyword(s):  
Conceptual Development ◽  
Assessment Tool ◽  
Word Association ◽  
Word Knowledge ◽  
Word Associations ◽  
Bilingual Speakers ◽  
Association Behavior ◽  
Log Linear ◽  
L1 And L2 ◽  
Free Word

Differences in word associations between monolingual and bilingual speakers of Dutch can reflect differences in how well seemingly familiar words are known. In this (exploratory) study mono-and bilingual, child and adult free word associations were compared. Responses of children and of monolingual speakers were found to be more dispersed across response categories than responses of adults and of L2 speakers, respectively. Log linear analyses show that the distributional patterns of association responses differ among the groups. Age has the largest effect on association responses. Adults give more meaning-related responses than children. Child L1 speakers give more meaning-related responses than child L2 speakers. Form-based and ‘Other’ associations were mostly given by (L2) children. The different findings for mono- and bilingual children and for mono- and bilingual adults show the influence of bilingualism on the development of word associations. The prominent effect of age emphasizes the role of conceptual development in word association behavior, and makes free word association tasks less suitable as an assessment tool for word knowledge.

scholarly journals Spanish-English Bilingual Children’s Relative Use of English Tense and Agreement Morphemes

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Irina Potapova ◽  
Sonja L. Pruitt-Lord
Keyword(s):  
Best Practice ◽  
Language Skills ◽  
Language Assessment ◽  
Language Ability ◽  
Bilingual Children ◽  
Past Tense ◽  
Comprehensive Understanding ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Third Person

Best practice for bilingual speakers involves considering performance in each language the client uses. To support this practice for young clients, a comprehensive understanding of how bilingual children develop skills in each language is needed. To that end, the present work investigates relative use of English tense and agreement (T/A) morphemes—a skill frequently considered as part of a complete language assessment—in Spanish-English developing bilingual preschoolers with varying levels of language ability. Results indicate that developing bilingual children with both typical and weak language skills demonstrate greater use of copula and auxiliary BE relative to third person singular, past tense and auxiliary DO. Findings thus reveal a relative ranking of T/A morphemes in developing bilingual children that differs from that of English monolingual children, who demonstrate relatively later emergence and productivity of auxiliary BE. In turn, findings demonstrate the importance of utilizing appropriate comparisons in clinical practice.

Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children

2012 ◽  
Vol 40 (4) ◽  
pp. 799-820 ◽  
Author(s):  
GAYLE HEMSLEY ◽  
ALISON HOLM ◽  
BARBARA DODD
Keyword(s):  
Word Type ◽  
Lexical Acquisition ◽  
Bilingual Children ◽  
Conceptual Representation ◽  
Expressive Vocabulary ◽  
Learning Patterns ◽  
English Bilingual ◽  
Key Factor ◽  
Conceptual Shift ◽  
L1 And L2

ABSTRACTThis study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan–English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.

Speech Rhythm in L1 and L2 Arabic

2015 ◽  
Vol 41 (3) ◽  
pp. 1173-1181
Author(s):  
Ghania Droua-Hamdani ◽  
Sid-Ahmed Selouani ◽  
Yousef A. Alotaibi ◽  
Malika Boudraa
Keyword(s):  
Speech Rhythm ◽  
L1 And L2

Predictors of lexical retrieval in Hindi–English bilingual speakers

2019 ◽  
Vol 23 (2) ◽  
pp. 265-273
Author(s):  
Keerthi Ramanujan ◽  
Brendan S. Weekes
Keyword(s):  
Lexical Access ◽  
Experimental Studies ◽  
Naming Task ◽  
Mixed Effects ◽  
Lexical Retrieval ◽  
Linear Mixed Effects ◽  
Bilingual Speakers ◽  
Factors Influencing ◽  
English Bilingual ◽  
First Time

AbstractWhen bilinguals name pictures while in ‘monolingual mode’, we expect that under conditions of language-constraint and no cognate facilitation, factors influencing lexical retrieval in monolinguals ought to exert similar effects on bilinguals. To this end, we carried out a L1-only naming task on early Hindi–English bilinguals. Results of linear mixed effects analysis reveal AoA, Familiarity, Image Agreement and Codability (availability of alternate names) to be the most significant predictors of lexical retrieval speed for early bilinguals, confirming our expectations. However, we report, for the first time, a by-subject variation in Codability for bilinguals. Implications of the results are discussed in the context of current theories of bilingual lexical access and competition. In preparation for this study, Hindi norms from bilinguals for items in the Snodgrass and Vanderwart set have been established, which will be of use for stimuli selection in experimental studies involving bilinguals.

Single Word Insertions as Code-Switching or Established Borrowing?

2016 ◽  
Vol 8 (1) ◽  
pp. 14
Author(s):  
Marzieh Hadei
Keyword(s):  
Mixed Method ◽  
Mental Lexicon ◽  
Study Data ◽  
Code Switching ◽  
English Speakers ◽  
Single Word ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Mixed Method Design ◽  
Class 1

<p class="1"><span lang="X-NONE">The present study aims to show whether or not English single word insertions in Persian can be considered as code-switching or established borrowing. A mixed method design is chosen for the study. Data for the present study were collected from 12 Persian-English bilingual speakers in different tape-recorded spontaneous conversations. The findings of the study revealed that English single word insertions cannot be considered as established borrowing for several reasons:  a) They are not integrated phonologically into the Persian frame b) They behave similarly to phrasal insertions with different Persian markers c) They are not fixed in the mental lexicon of the bilingual Persian-English speakers and are used without any awareness and d) English verbs cannot integrate into the Persian frame- neither morphologically nor syntactically. <span>Overall, the present study agrees with Myers-Scotton’s (2002) </span>that borrowing arises originally as code-switching, and borrowed forms and code-switched forms tend to fall across a continuum.</span></p>

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