The Auditory Recognition of Japanese Kanji-Words in Korean Students Leaning Japanese as a Second Language: Experimental Discussion using Priming Method in Matching Task

2020 ◽  
Vol 51 ◽  
pp. 115-131
Author(s):  
Daichi Yanamoto
Keyword(s):  
Second Language ◽  
Matching Task ◽  
Korean Students ◽  
Auditory Recognition

Case morphology and word order in second language Turkish: Evidence from Greek learners

2011 ◽  
Vol 27 (2) ◽  
pp. 173-204 ◽  
Author(s):  
Despina Papadopoulou ◽  
Spyridoula Varlokosta ◽  
Vassilios Spyropoulos ◽  
Hasan Kaili ◽  
Sophia Prokou ◽  
...  
Keyword(s):  
Second Language ◽  
Word Order ◽  
Second Language Learners ◽  
First Language ◽  
Matching Task ◽  
L2 Acquisition ◽  
Case Morphology ◽  
L2 Development ◽  
Order Constraints ◽  
On Line

The optional use of morphology attested in second language learners has been attributed either to a representational deficit or to a ‘surface’ problem with respect to the realization of inflectional affixes. In this article we contribute to this issue by providing empirical data from the early interlanguage of Greek learners of Turkish. Three experiments have been conducted, a cloze task, a sentence picture matching task and an on-line grammaticality judgement task, in order to investigate case morphology and its interaction with word order constraints. The findings of all three experiments point towards a variable use of case morphology, which is also observed in previous studies of Turkish as a second language (L2). Moreover, they show clearly that the learners face difficulties with non-canonical word orders as well as with the interaction of word order constraints and Case. On the other hand, the learners performed well on verbal inflections. On the basis of these findings, we argue that the developmental patterns in the early stages of L2 acquisition cannot be attributed to a global lack of functional categories but rather to more localized difficulties, which seem to be related to (a) whether the features in the L2 are grammaticalized in the first language and (b) the way these features are encoded in the morphosyntax of the first language. Moreover, we claim that processing factors and the specific properties of the morphological paradigms affect L2 development.

The Overt Pronoun Constraint through the Spanish (Heritage) Lens

2019 ◽  
Vol 16 (1) ◽  
pp. 1-21
Author(s):  
Ewelina Barski
Keyword(s):  
Second Language ◽  
Descriptive Analysis ◽  
Language Learner ◽  
Selection Task ◽  
Matching Task ◽  
Heritage Speaker ◽  
Second Language Learner ◽  
Overt Pronoun ◽  
Overt Pronoun Constraint

The Overt Pronoun Constraint (OPC) has been studied on numerous occasions, addressing, in particular, the capabilities and limitations of the second language learner (Gürel, 2003; Kanno, 1997; Pérez-Leroux & Glass, 1997; Rothman & Iverson, 2007). However, studies are increasingly showing that the OPC may not be an unyielding restriction on grammar, as previously proposed by Montalbetti (1984) (Alonso-Ovalle, Fernández Solera, Frazier & Clifton, 2002; Gelormini Lezama, Huepe, Herrera, Melloni, Manes, García & Ibáñez, 2016; Keating, Jegerski, & VanPatten, 2016; Lipski, 1996). This study looks at the interpretation restrictions of the OPC by 20 Spanish heritage and 20 monolingual speakers in two experimental tasks: a sentence selection task and a picture-matching task. Results reveal that while participants show a preference towards the interpretation restrictions of the OPC, they do not respond at ceiling, which allows for variability. Additionally, the heritage speaker group varies from the monolinguals, indicating further divergence. This work provides a descriptive analysis of the findings and contributes to the dialogue on the flexibility of the OPC on language.

scholarly journals Second Language Acquisition of Quantifiers by Arabic Speakers of English: Feature Reassembly Approach

2020 ◽  
Author(s):  
Rashidah Albaqami
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Matching Task ◽  
L2 Acquisition ◽  
Arabic Speakers ◽  
Feature Reassembly ◽  
Semantic Concepts ◽  
Sentence Matching ◽  
Arabic And English

This paper reports on an experimental study addressing second language acquisition of English quantifiers by Arabic speakers. Due to several differences found between Arabic and English regarding types, meanings and functions of quantifiers, Arabic learners encounter challenges in mastering them properly. Unlike English, Arabic does not make lots of distinctions among the different meanings that each quantifier might bear; using the same quantifier to bear two or several meanings at the same time. Arabic, for instance, does not differentiate between countable and non-countable nouns using the same modifier in contrast to English. According to the Feature Reassembly Hypothesis (Lardiere 2005, 2009; Choi & Lardiere, 2006), second language (L2) speakers must successfully reassemble existing features of their first language (L1) into the L2 feature-based sets in order to accommodate the L2 grammar. The researcher tests the validity of this prediction for the L2 acquisition of English quantifiers, which requires Arabic learners of English to remap semantic concepts of quantity onto new and different morpholexical configurations. Data from 40 L1 Arabic learners of English at different levels of proficiency and 20 native speakers who completed a picture/sentence matching task suggest that only the meanings which require different and new semantics-morphology remapping is difficult.

Auditory recognition of idioms by native and nonnative speakers of English: It takes one to know one

2003 ◽  
Vol 24 (1) ◽  
pp. 45-57 ◽  
Author(s):  
DIANA VANLANCKER–SIDTIS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
American English ◽  
Nonnative Speakers ◽  
Esl Students ◽  
Auditory Recognition ◽  
Second Language Speakers ◽  
Advanced Students ◽  
Nonnative Speakers Of English

The abilities of second language speakers to discriminate the prosodic contrasts between idiomatic and literal meanings of ambiguous sentences were investigated using utterances previously shown to be reliably identified by acoustic cues. Four listener groups of varying proficiency, native speakers of American English, native speakers of non-American English, fluent nonnative speakers of English, and advanced students of English as a second language (ESL), judged whether single and paired, tape-recorded, literal and idiomatic utterances were spoken with intended idiomatic or literal meanings. Both native speaker groups performed significantly better than fluent nonnatives, while ESL students performed at chance. These results lend support to the hypothesis that abilities to discriminate subtle prosodic contrasts are learned later than other components of speech and language.

Bilingual innovations: Experimental evidence offers clues regarding the psycholinguistics of language change

2016 ◽  
Vol 20 (2) ◽  
pp. 251-268 ◽  
Author(s):  
EVA M. FERNÁNDEZ ◽  
RICARDO AUGUSTO DE SOUZA ◽  
AGUSTINA CARANDO
Keyword(s):  
Second Language ◽  
Experimental Evidence ◽  
Language Change ◽  
First Language ◽  
Linguistic Competence ◽  
Matching Task ◽  
Syntactic Structures ◽  
Induced Motion ◽  
Sentence Matching

Sustained interaction between a bilingual's two languages can be a first step toward diachronic language change. We describe two investigations that explore this by examining how bilinguals process innovative syntactic structures in their first language. In the first investigation, a sentence recall/sentence matching task, bilinguals and monolinguals exhibited differences in their tolerance of expressions of induced motion, which vary in acceptability between the two languages (Portuguese and English). In the second investigation, a priming methodology was employed to induce bilinguals to produce in their first language (Spanish) innovative constructions modeled on the second language (English), using materials where the alternation is shared between the two languages (voice, reciprocal) or not (dative). The two investigations provide a window into how languages interact in bilinguals, inducing tolerance of ungrammaticality which, we will argue, could lead to long-term novel representations in the linguistic competence repositories.

scholarly journals Deliberate reasoning is not affected by language

2018 ◽  
Author(s):  
Gerit Pfuhl ◽  
Martin Jensen Mækelæ
Keyword(s):  
Second Language ◽  
Time Pressure ◽  
Cognitive Effort ◽  
Matching Task ◽  
Cognitive Reflection Test ◽  
Perceived Effort ◽  
Base Rate Neglect ◽  
Time Reading ◽  
Language Condition ◽  
Language Context

Background: Millions of people use a second language every day. Does this have an effect on their decision-making? Are decisions in a second language more deliberate? Two mechanisms have been proposed: reduced emotionality or increased deliberation. Most studies so far used problems where both mechanisms could contribute to a foreign language effect. Here, we aimed to identify whether deliberate reasoning increases for problems that are devoid of any emotional connotation when using a second language or having to switch between native and second language.Method: We measured deliberate reasoning with items from the cognitive reflection test, ratio bias, a probability matching task, and base rate neglect items. We recruited over 500 participants from Norway and the Netherlands that had English as their second language. Participants were randomly assigned to either the native, switching or second language condition. We measured: number of correctly answered items – deliberate reasoning score, perceived effort, perceived accuracy or confidence, and language proficiency.Results: Deliberate reasoning was not increased when using a second language or when having to switch between native and second language. All three groups performed equally well. Significant predictors of deliberate reasoning were age, gender, education, perceived effort, and confidence but not the language context. Participants with low English proficiency spent more time reading compared to more fluent speakers. Conclusion: There is no advantage of second language on deliberate reasoning in the absence of time pressure. Deliberation was not increased by providing items in a second language, but through the willingness to spend cognitive effort and time to read carefully.

scholarly journals Comprehension and production of French object clitics by child second language learners and children with specific language impairment

2005 ◽  
Vol 26 (3) ◽  
pp. 363-391 ◽  
Author(s):  
THERES GRÜTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Matching Task ◽  
Specific Language ◽  
Object Clitics ◽  
L2 Learners ◽  
Error Profiles

The objective of this research was to compare child second language (L2) learners and children with specific language impairment (SLI) on both production and comprehension in order to investigate whether the similarity of their error profiles observed in spontaneous production extends to comprehension. Results are presented from an elicited production and a sentence–picture matching task targeting accusative object clitics in French. As groups, both L2 learners and children with SLI show a low rate of clitic suppliance in production, yet perform well on the comprehension task. No statistically significant differences are found between the two groups on either task. Analyses of individual results, however, reveal diversity within both groups. Although there seems to be a correlation between performance in production and comprehension in the L2 group, this is not the case in the SLI group.

scholarly journals Language Experience Affects Comprehension of Spanish Passive Clauses: A Study of Heritage Speakers and Second Language Learners

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 2
Author(s):  
Noelia Sánchez Walker ◽  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Judgment Task ◽  
Matching Task ◽  
Language Experience ◽  
Heritage Speakers ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Adjectival Passives ◽  
Simple Sentences

Heritage language (HL) learners of Spanish have shown better command with early acquired aspects of grammar than second language (L2) learners, mainly in oral tasks. This study investigates whether this advantage persists with passive clauses, structures acquired early but mastered during the school-age years, with literacy. We examined adjectival passives (La comida estaba servida, “Dinner was served”) with the copula estar in the imperfect, which refer to a description of a state or a final result; and verbal passives with the copula ser in the imperfect (La comida era servida. “Dinner was being served”), which refer to an ongoing or habitual action in the past. A grammaticality judgment task (GJT) testing knowledge of the copulas in different simple sentences and a picture-matching task (PMT) testing the comprehension of the two passive clauses revealed that HL learners’ knowledge of the copulas resembles that of literate monolingually raised native speakers more than that of L2 learners. HL learners are able to integrate their knowledge of the copulas to comprehend syntactically complex clauses, especially in the aural modality.

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.

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