scholarly journals Comprehension under noise in L1 and L2: Acoustic entrainment of speech envelope

2021 ◽  
Author(s):  
Benjamin D. Zinszer ◽  
Qiming Yuan ◽  
Zhaoqi Zhang ◽  
Bharath Chandrasekaran ◽  
Taomei GUO
Keyword(s):  
Response Function ◽  
Temporal Response ◽  
L2 Proficiency ◽  
Continuous Speech ◽  
Noisy Conditions ◽  
Speech Envelope ◽  
Cortical Entrainment ◽  
L1 And L2

Listeners regularly comprehend continuous speech despite noisy conditions. Previous studies show that cortical entrainment to speech degrades under noise, predicts comprehension, and increases for non-native listeners. We test the hypothesis that listeners similarly increase cortical entrainment for both L2 and noisy L1 speech, after controlling for comprehension. Twenty-four Chinese-English bilinguals underwent EEG while listening to one hour of an audiobook, mixed with three levels of noise, in Mandarin and English and answered comprehension questions. We estimated cortical entrainment for one-minute tracks using the multivariate temporal response function (mTRF). Contrary to our prediction, entrainment of the L2 was significantly lower than L1, while L1 entrainment significantly increased when speech was masked by noise without reducing comprehension. However, greater L2 proficiency was positively associated with greater entrainment. We discuss how studies of entrainment relating to noise and bilingualism might be reconciled with an approach focused on exerted rather than demanded effort.

scholarly journals Machine Learning Approaches to Analyze Speech-Evoked Neurophysiological Responses

2019 ◽  
Vol 62 (3) ◽  
pp. 587-601 ◽  
Author(s):  
Zilong Xie ◽  
Rachel Reetzke ◽  
Bharath Chandrasekaran
Keyword(s):  
Machine Learning ◽  
Response Function ◽  
Language Processing ◽  
Speech Stimulus ◽  
Temporal Response ◽  
Speech And Language ◽  
Continuous Speech ◽  
Classification Approach ◽  
Phonological Categories ◽  
Speech And Language Processing

Purpose Speech-evoked neurophysiological responses are often collected to answer clinically and theoretically driven questions concerning speech and language processing. Here, we highlight the practical application of machine learning (ML)–based approaches to analyzing speech-evoked neurophysiological responses. Method Two categories of ML-based approaches are introduced: decoding models, which generate a speech stimulus output using the features from the neurophysiological responses, and encoding models, which use speech stimulus features to predict neurophysiological responses. In this review, we focus on (a) a decoding model classification approach, wherein speech-evoked neurophysiological responses are classified as belonging to 1 of a finite set of possible speech events (e.g., phonological categories), and (b) an encoding model temporal response function approach, which quantifies the transformation of a speech stimulus feature to continuous neural activity. Results We illustrate the utility of the classification approach to analyze early electroencephalographic (EEG) responses to Mandarin lexical tone categories from a traditional experimental design, and to classify EEG responses to English phonemes evoked by natural continuous speech (i.e., an audiobook) into phonological categories (plosive, fricative, nasal, and vowel). We also demonstrate the utility of temporal response function to predict EEG responses to natural continuous speech from acoustic features. Neural metrics from the 3 examples all exhibit statistically significant effects at the individual level. Conclusion We propose that ML-based approaches can complement traditional analysis approaches to analyze neurophysiological responses to speech signals and provide a deeper understanding of natural speech and language processing using ecologically valid paradigms in both typical and clinical populations.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education

2021 ◽  
Vol 10 (2) ◽  
pp. 209-233
Author(s):  
Inmaculada Pineda ◽  
Wenli Tsou
Keyword(s):  
Bilingual Education ◽  
Teaching And Learning ◽  
L2 Proficiency ◽  
Related Language ◽  
Class Management ◽  
Academic Communication ◽  
Teachers Training ◽  
L1 And L2 ◽  
Linguistic Backgrounds ◽  
Language Content

Abstract Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.

scholarly journals El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL

2019 ◽  
Vol 1 (21) ◽  
pp. 105-122
Author(s):  
Mauricio Mancipe Triviño ◽  
Cynthia Marcela Ramírez Valenzuela
Keyword(s):  
Scientific Language ◽  
Natural Phenomena ◽  
L2 Proficiency ◽  
Close Link ◽  
Cognitive Linguistic ◽  
Science Classes ◽  
L1 And L2 ◽  
L1 English ◽  
Do So

This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.

Influence of L2 proficiency on speech movement variability: Production of prosodic contrasts by Bengali–English speakers

2011 ◽  
Vol 14 (4) ◽  
pp. 489-505 ◽  
Author(s):  
RAHUL CHAKRABORTY
Keyword(s):  
Second Language ◽  
Stress Pattern ◽  
English Speakers ◽  
Movement Variability ◽  
L2 Proficiency ◽  
Motor Systems ◽  
Lip Movement ◽  
L1 And L2 ◽  
Speech Motor ◽  
Novel Words

This paper examines the influence of age of immersion and proficiency in a second language on speech movement consistency in both a first and a second language. Ten monolingual speakers of English and 20 Bengali–English bilinguals (10 with low L2 proficiency and 10 with high L2 proficiency) participated. Lip movement variability was assessed based on bilingual participants’ production of four real and four novel words embedded in Bengali (L1) and English (L2) sentences. Lip movement variability was evaluated across L1 and L2 contexts for the production of real and novel words with trochaic and iambic stress pattern. Adult bilinguals produced equally consistent speech movement patterns in their production of L1 and L2 targets. Overall, speakers’ L2 proficiency did not influence their movement variability. Unlike children, the speech motor systems of adult L2 speakers exhibit a lack of flexibility which could contribute to their increased difficulties in acquiring native-like pronunciation in L2.

scholarly journals Cortical tracking of speech reveals top-down reconstructive processes

2019 ◽  
Author(s):  
Sankar Mukherjee ◽  
Alice Tomassini ◽  
Leonardo Badino ◽  
Aldo Pastore ◽  
Luciano Fadiga ◽  
...  
Keyword(s):  
Predictive Model ◽  
Experimental Test ◽  
Speech Comprehension ◽  
Missing Information ◽  
Top Down ◽  
Sensory Signals ◽  
Analysis By Synthesis ◽  
Neural Entrainment ◽  
Speech Envelope ◽  
Cortical Entrainment

AbstractCortical entrainment to the (quasi-) rhythmic components of speech seems to play an important role in speech comprehension. It has been suggested that neural entrainment may reflect top-down temporal predictions of sensory signals. Key properties of a predictive model are its anticipatory nature and its ability to reconstruct missing information. Here we put both these two properties to experimental test. We acoustically presented sentences and measured cortical entrainment to both acoustic speech envelope and lips kinematics acquired from the speaker but not visible to the participants. We then analyzed speech-brain and lips-brain coherence at multiple negative and positive lags. Besides the well-known cortical entrainment to the acoustic speech envelope, we found significant entrainment in the delta range to the (latent) lips kinematics. Most interestingly, the two entrainment phenomena were temporally dissociated. While entrainment to the acoustic speech peaked around +0.3 s lag (i.e., when EEG followed speech by 0.3 s), entrainment to the lips was significantly anticipated and peaked around 0-0.1 s lag (i.e., when EEG was virtually synchronous to the putative lips movement). Our results demonstrate that neural entrainment during speech listening involves the anticipatory reconstruction of missing information related to lips movement production, indicating its fundamentally predictive nature and thus supporting analysis by synthesis models.

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