scholarly journals Acquisition of Object Pronouns in EFL in Germany by Heritage Speakers of Turkish

2021 ◽  
Vol 18 (1) ◽  
pp. 71-84
Author(s):  
Gulumser Efeoglu ◽  
Christoph Schroeder
Keyword(s):  
English Proficiency ◽  
Linguistic Features ◽  
Heritage Speakers ◽  
L3 Acquisition ◽  
Pronoun Use ◽  
Significant Factors ◽  
Object Pronouns

Summary L3 acquisition has begun to attract the attention of many scholars in recent years. Heritage contexts are especially fruitful areas to understand how linguistic and nonlinguistic mechanisms interact with one another. The current study focuses on L3 English acquisition of object pronouns with L1 Turkish, L2 German speakers. We seek to find out whether the speakers could produce object pronouns accurately, whether L3 English proficiency has any effects on their acquisition, and finally, whether all object pronouns are acquired in the same way. Data for this study come from a corpus consisting of written and oral productions of 167 participants, who were students in four distinct grades, namely 5th, 7th, 10th and 12th graders at different schools in Berlin, Germany. The results reveal that participants were highly meticulous in their object pronoun use. Also, no clear L1 effect was observed, while L2 impact is implied. Lastly, proficiency and linguistic features are noted as significant factors that have an impact on L3 acquisition.

scholarly journals VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

2021 ◽  
pp. 1-25
Author(s):  
Miriam Geiss ◽  
Sonja Gumbsheimer ◽  
Anika Lloyd-Smith ◽  
Svenja Schmid ◽  
Tanja Kupisch
Keyword(s):  
Heritage Language ◽  
Voice Onset Time ◽  
Onset Time ◽  
English Speakers ◽  
Control Group ◽  
Heritage Speakers ◽  
Third Language ◽  
Bilingual Advantage ◽  
L3 Acquisition ◽  
Crosslinguistic Influence

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

Correlations between linguistic change and linguistic performance among heritage speakers of Danish in Argentina

2019 ◽  
Vol 10 (5) ◽  
pp. 690-727 ◽  
Author(s):  
Jan Heegård Petersen ◽  
Gert Foget Hansen ◽  
Jacob Thøgersen
Keyword(s):  
Language Production ◽  
Heritage Language ◽  
Speech Rate ◽  
Structural Features ◽  
Lexical Retrieval ◽  
Linguistic Features ◽  
Heritage Speakers ◽  
Linguistic System ◽  
And Performance ◽  
Heritage Language Speakers

Abstract The article addresses the issue of an assumed correlation between heritage language speakers’ linguistic system and their fluency. Previous research has shown that heritage language speakers who have grammatical patterns that are divergent from the language spoken in the homeland also have lexical retrieval problems and speak with a slower speech rate. We approach the issue by examining two linguistic features and 11 different fluency features (‘structural’ and ‘performance features’) of 10 speakers of Argentine Heritage Danish. A factor analysis shows that the 11 performance features can be reduced to 2 factors that characterize the speakers ‘lexical retrieval’ and ‘fluency’. A correlation analysis with the two structural features, weakening of a phonological contrast between /oː/ and /ɔː/ and simplification of the gender system, shows that there are no correlations at all between these two measures of the speakers’ language production, in contrast to what previous research has found.

Transfer at the initial stages of L3 Brazilian Portuguese: A look at three groups of English/Spanish bilinguals

2014 ◽  
Vol 18 (2) ◽  
pp. 191-207 ◽  
Author(s):  
DAVID GIANCASPRO ◽  
BECKY HALLORAN ◽  
MICHAEL IVERSON
Keyword(s):  
First Language ◽  
Brazilian Portuguese ◽  
Mirror Image ◽  
Linguistic Features ◽  
Third Language ◽  
Heritage Speaker ◽  
L3 Acquisition ◽  
Object Marking ◽  
L1 English ◽  
Spanish Bilinguals

This study examines three formal linguistic acquisition models of third language (L3) acquisition in the context of Brazilian Portuguese (BP), specifically examining Differential Object Marking (DOM). The main goal is to determine which of the models is best able to predict and explain syntactic transfer in three experimental groups: mirror-image groups of first/second language (L1/L2) English/Spanish bilinguals (i) L1 English/L2 Spanish and (ii) L1 Spanish/L2 English, and (iii) heritage Spanish/English bilinguals. The data provide evidence to support the Typological Primacy Model (Rothman, 2010, 2011, 2013), which predicts Spanish transfer irrespective of its status as an L1, L2 or bilingual first language (2L1). Additionally, the heritage speaker and L1 English group results, taken together, provide evidence for Iverson's (2009) claim that comparing such populations adds independent supportive evidence that the acquisition of linguistic features or properties in an L2 acquired past puberty is not subject to a maturational critical period.

Factors Related to EFL/ESL Learners’ Reading Strategy Use: A Literature Review

2019 ◽  
Vol 42 (1) ◽  
pp. 92-112
Author(s):  
Jia Lin
Keyword(s):  
Reading Strategies ◽  
English Proficiency ◽  
Empirical Studies ◽  
Reading Strategy ◽  
Strategy Use ◽  
College Level ◽  
Linguistic Features ◽  
Two Factors ◽  
Esl Learners ◽  
Literacy Experience

Abstract This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language (EFL/ESL). The author examines empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What factors relate to the college-level EFL/ESL learners’ use of reading strategies? (b) How do these factors relate to college-level EFL/ESL learners’ use of reading strategies? An initial review of the literature identifies four factors related to EFL/ESL learners’ reading strategy use: English proficiency, first language (L1) literacy experience, gender, and motivation. For reasons of space, this article only reports and discusses findings on the first two factors. (1) English proficiency: High-proficiency readers use more metacognitive, support, global, and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers. They also differ from low-proficiency readers in learning reading strategies. (2) L1 literacy experience: EFL/ESL readers’ L1 linguistic features and L1 reading experience shape their strategy use when they read English.

Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English

2018 ◽  
Vol 23 (2) ◽  
pp. 567-583 ◽  
Author(s):  
Holger Hopp
Keyword(s):  
Sentence Comprehension ◽  
Sentence Production ◽  
Formal Models ◽  
Heritage Speakers ◽  
Third Language ◽  
Third Language Acquisition ◽  
L3 Acquisition ◽  
German Children ◽  
The One ◽  
Turkish German

Aims and Objectives/Purpose/Research Questions: This paper investigates the extent to which current formal models of third language (L3) grammatical acquisition extend to sequential child L3 acquisition. We examine whether heritage speakers learning a foreign language as an early L3 transfer grammatical properties from the heritage language or the dominant second language (L2). Design/Methodology/Approach: We used a sentence repetition task and a picture story retelling task. The tasks focussed on grammatical phenomena that were either different between English and German, that is, verb-second and adverb order, or between English and German, on the one hand, and Turkish, on the other, that is, verb-complement order as well as subject and article realization. Data and Analysis: We tested matched groups of 31 Turkish-German and 31 monolingual German children learning English in grades 3 and 4, and we compared sentence repetitions as well as oral sentence production across different grammatical phenomena using parametric statistics. Findings/Conclusions: In both tasks, the two groups perform indistinguishably from each other, and both groups show selective transfer of grammatical properties from German. These findings suggest L2 transfer from a typologically related language in sequential child L3 acquisition. Originality: This paper breaks new ground by testing the applicability of formal models of adult L3 acquisition of grammar to sequential child L3 learners. It uses aural comprehension and oral production tasks with carefully matched groups of L2 and L3 learners of English to isolate the source of grammatical transfer in L3 acquisition. Significance/Implications: The research advances our understanding of cross-linguistic influence and unravels the dynamics of grammatical transfer in early child multilingualism. It adjudicates between current models of transfer in L3 acquisition in a multiple-methods design, it shows that these models apply to early L3 acquisition of heritage speakers, and it highlights that these models need to be expanded to include factors such as dominance and proficiency in prior languages.

scholarly journals Transfer into L3 English

2016 ◽  
Vol 7 (2) ◽  
pp. 131-162 ◽  
Author(s):  
Anika Lloyd-Smith ◽  
Henrik Gyllstad ◽  
Tanja Kupisch
Keyword(s):  
Native Speaker ◽  
Age Of Acquisition ◽  
Heritage Speakers ◽  
Language Dominance ◽  
L3 Acquisition ◽  
L1 English

Abstract This study is concerned with L3 acquisition in heritage speakers (HSs). The goals are to incorporate HSs into L3 acquisition research and investigate the role of language dominance for predicting L3 transfer. We analyze global accent in German-Turkish early bilinguals, HSs of Turkish, who acquired English as their L3. Twenty native-speaker judges determined accent strength and accent source in the speech of 18 bilinguals as well as 15 controls (L1 English, L1 German, L1 Turkish) when speaking English. Results show, firstly, that bilinguals are perceived as less accented than L1 Turkish speakers and similar to L1 German speakers. Secondly, unlike L1 controls, there is no uniform accent source for HSs when speaking their L3. Our results question the role of age of acquisition, while being generally consistent with the TPM. However, HSs seem to benefit from bilingual experience and structure-based transfer can be overpowered by high proficiency.

When L1 becomes an L3: Do heritage speakers make better L3 learners?

2013 ◽  
Vol 18 (2) ◽  
pp. 163-178 ◽  
Author(s):  
MARIA POLINSKY
Keyword(s):  
Classroom Instruction ◽  
Factor Model ◽  
Classroom Setting ◽  
Transfer Effects ◽  
Heritage Speakers ◽  
Dominant Language ◽  
Important Group ◽  
L3 Acquisition ◽  
Global Advantage ◽  
The Prestige

Heritage speakers who re-learn their childhood language in adulthood are an important group for the study of L3 acquisition. Such re-learners have selective advantages over other L2/L3 learners in phonetics/phonology, but lack a global advantage at re-learning the prestige variety of their L1. These learners show asymmetrical transfer effects in morphosyntax: transfer occurs only from the dominant language. Two tentative explanations for this asymmetry are suggested. First, re-learners may deploy the skills acquired in a classroom setting, where they have used only their dominant language. Second, re-learners may implicitly strive to increase the typological distance between their childhood language and the language of classroom instruction. These findings have implications for models of L3/Ln learning: the Cumulative Enhancement Model, the Typological Proximity Model, and the L2 Status Factor Model. The data discussed in this paper are most consistent with the latter model, but they also highlight the significance of the typological distance between languages under acquisition.

Features of Portuguese as a heritage language: Morphosyntax and beyond

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Gláucia Silva
Keyword(s):  
Heritage Language ◽  
Brazilian Portuguese ◽  
Future Research ◽  
Linguistic Features ◽  
Heritage Speakers ◽  
Shed Light ◽  
Incomplete Acquisition

AbstractThis paper reviews findings about linguistic features of Portuguese as a heritage language (PHL) in contact with English and German. The paper reviews some of the issues that have been uncovered in relation to morphosyntatic and sociopragmatic knowledge among heritage speakers of European and Brazilian Portuguese. The paper also discusses a few possible directions for future research in PHL that might shed light on morphosyntactic issues and on whether certain features illustrate examples of attrition or incomplete acquisition.

scholarly journals Unveiling the Microstructure Elements of President Rodrigo Duterte’s Interviews: A Political Discourse Analysis

2019 ◽  
Vol 1 (3) ◽  
pp. 100-111
Author(s):  
Al Ryanne Gatcho
Keyword(s):  
Discourse Analysis ◽  
Qualitative Study ◽  
Political Discourse ◽  
Linguistic Features ◽  
Political Discourse Analysis ◽  
Pronoun Use ◽  
Validity Claims ◽  
Online Archive ◽  
Positive Representation ◽  
Negative Representation

This descriptive qualitative study seeks to unravel the microstructure elements of the interviews of President Rodrigo Duterte and how he represents himself and his opponents using political discourse analysis. The corpora consisted of his 30 recent interviews at the time of writing this paper and were retrieved in an online archive of the Presidential Communications Operations Office (PCOO). The findings indicated that Duterte’s discourse has these various linguistic features: modality, attributions, disclaimer, presuppositions, validity claims, pronoun use, transitivity, passivation, number of game, lexicon, idioms, metaphors, intertextuality, and profanity. The study revealed that Duterte manipulatively uses language to reflect a positive representation of himself and negative representation of others, legitimizing his authority and delegitimizing those in opposition.

Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses

2018 ◽  
Vol 23 (6) ◽  
pp. 1410-1430
Author(s):  
Eliane Lorenz ◽  
Richard J Bonnie ◽  
Kathrin Feindt ◽  
Sharareh Rahbari ◽  
Peter Siemund
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Word Order ◽  
English Word ◽  
Sentence Completion ◽  
Heritage Speakers ◽  
Third Language ◽  
L3 Acquisition ◽  
Language Groups ◽  
Turkish German

Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Methodology: We examine the outcome of an English word order test. The participants produced sentences based on randomly ordered words. The focus of this study is the placement of direct and indirect pronominal objects with varying ditransitive verbs. Data analysis: 195 students in school years 7 and 9, separated into three language groups, participated in the study: German monolinguals ( nG7 = 47; nG9 = 64), Russian-German bilinguals ( nR7 = 19; nR9 = 30) and Turkish-German bilinguals ( nT7 = 19; nT9 = 16). The placement of pronominal objects in the sentence task is compared to results from equivalent word order tests in English, German, Russian and Turkish that were repeated with native speakers. Findings: We find some support for the Linguistic Proximity Model because the outcome shows that facilitative and non-facilitative CLI is possible from both the heritage language and the majority language. Determining factors are the background languages, the age of the participants and frequency. However, the majority language, German, displays the strongest influence of both background languages due to its dominant status. Originality: This study provides further support for the Linguistic Proximity Model, by using a sentence completion task with unbalanced bilingual heritage speakers. Significance/implications: We provide evidence for showing that both facilitative and non-facilitative influence from all previously known languages of bilingual heritage speakers is possible and verifiable. We therefore add to the field of L3 acquisition and the discussion about current models of CLI.

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