scholarly journals Phonetic and lexical encoding of tone in Cantonese heritage speakers

2021 ◽  
Author(s):  
Rachel Soo ◽  
Philip J. Monahan
Keyword(s):  
Repetition Priming ◽  
Heritage Language ◽  
Lexical Tone ◽  
Medium Term ◽  
Heritage Speakers ◽  
Lexical Memory ◽  
Linguistic Feature ◽  
Pitch Contours ◽  
L1 And L2 ◽  
Better Than

Heritage speakers contend with at least two languages: the less dominant L1 (heritage language), and the more dominant L2. Maintaining the heritage language allows heritage speakers to communicate with members of their community. In some cases, their L1 and L2 bear striking phonological differences. In the current study, we investigate this in the context of Toronto-born Cantonese heritage speakers and their maintenance of Cantonese lexical tone, a linguistic feature that is absent from English, the more dominant L2. Across two experiments, Cantonese heritage speakers were tested on their phonetic/phonological and lexical encoding of tone in Cantonese. Experiment 1 was an AX discrimination task with varying inter-stimulus intervals (ISIs), which revealed that heritage speakers discriminated tone pairs with distinct pitch contours better than those with shared contours. Experiment 2 was a medium-term repetition priming experiment, designed to extend the findings of Experiment 1 by examining tone representations at the lexical level. We observed a positive correlation between tone minimal pair priming and English dominance. Thus, while increased English dominance does not affect heritage speakers' phonological-level representations, tasks that require lexical access suggest that heritage Cantonese speakers may not robustly and fully distinctively encode Cantonese tone in lexical memory.

scholarly journals Language Interfaces in Adult Heritage Language Acquisition: A Study on Encoding of Nominal Reference in Mandarin Chinese as a Heritage Language

2022 ◽  
Vol 12 ◽  
Author(s):  
Jing Jin ◽  
Sihui Echo Ke ◽  
John Chi-Kin Lee
Keyword(s):  
Mandarin Chinese ◽  
Heritage Language ◽  
Heritage Speakers ◽  
Intermediate Group ◽  
Heritage Language Acquisition ◽  
Interface Hypothesis ◽  
External Interface ◽  
Discourse Interface ◽  
Interface Type ◽  
Better Than

According to the Interface Hypothesis in the field of bilingualism, the interface connecting a linguistic module with a language-external domain (e.g., syntax-discourse) will present prolonged difficulties for adult bilingual learners, as compared with the interface connecting language-internal modules (e.g., syntax-semantics). This study tested whether the Interface Hypothesis is applicable to the acquisition of Mandarin Chinese as a heritage language. An internet-based acceptability judgment task (AJT) was administered to 58 advanced and intermediate adult Chinese heritage speakers to collect data in accuracy and reaction time to investigate the adult heritage speakers’ mastery of referential nominal expressions regulated at the syntax-semantics and syntax-discourse interfaces, respectively, in Mandarin Chinese. The target linguistic phenomena involved three nominal expressions (i.e., the bare N(oun), the [Cl(assifier)-N], and the [Num(eral)-Cl-N]) under four interface-regulated referential readings (i.e., type-denoting, quantity-denoting, indefinite individual-denoting, and definite individual-denoting). In terms of accuracy, the results showed that (i) for the N and the [Num-Cl-N], regardless of the interface type, the advanced group acquired the target phenomena to a nativelike level, who significantly outperformed the intermediate group; (ii) for the [Cl-N], the advanced group exhibited nativelike attainment at the syntax-discourse interface but not at the syntax-semantics interface, and performed significantly better than the intermediate group at both interfaces. Regarding reaction time, no significant differences were reported between the advanced group and the native group for the target structures at either the syntax-semantics or the syntax-discourse interface, while the advanced group performed significantly better than the intermediate group, regardless of the interface type and the structure type. The findings suggest that the nature of the language interface, i.e., whether it pertains to language-external domains (i.e., the external interface) or not (i.e., the internal interface), should not be a reliable factor for predicting the (im)possibility of nativelike attainment of bilingual grammar knowledge, contra the predictions of the Interface Hypothesis. The present study provides new empirical evidence to show that language-external interface properties are not necessarily destined for prolonged difficulties in heritage language acquisition, and that it is possible for adult heritage speakers to make developmental progress in both accuracy and processing efficiency at different types of interfaces.

Aspectual Knowledge of High Proficiency L2 and Heritage Speakers of Russian

2012 ◽  
Vol 9 (2) ◽  
pp. 187-206
Author(s):  
Anna Mikhaylova
Keyword(s):  
Foreign Language ◽  
Heritage Language ◽  
Morphological Structure ◽  
Heritage Speakers ◽  
Verbal Aspect ◽  
Proficiency Level ◽  
L2 Learners ◽  
L1 And L2

This study reports the results of an interpretation task that captures whether high proficiency heritage language (HL) learners of Russian converge with monolingual (L1) speakers or proficiency-matched foreign language (L2) learners in their interpretation of aspectual pairs and whether the absence of convergence arises in the lexical component of aspect (telicity) or in the grammatical component of aspect (boundedness). In Russian, both aspectual features are overtly marked on the verb, but by different morphemes: telicity is encoded in prefixes and boundedness in suffixes. The goal of the task is to test: 1) whether HL learners have an advantage over L2 learners on the same overall proficiency level when they interpret aspectual pairs, 2) which type of aspectual contrast poses greater difficulty, and 3) what role the morphological structure of predicates plays in incomplete acquirers’ interpretation of verbal aspect. The results reveal that, while the L2 group and the monolingual controls diverge significantly in most contrasts, the HL group converges with both L1 and L2 groups. For both test groups, telicity contrasts in activity/accomplishment verbs, which are expressed via prefixation, and boundedness contrasts in achievement verbs, which are expressed via suffixation, presented less difficulty than boundedness contrasts in accomplishment verbs, expressed via both prefixation and suffixation.

Multiliteracy in Heritage Language Speakers: The Interdependence of L1 and L2, and Extra-linguistic Factors

2020 ◽  
Vol 17 (3) ◽  
pp. 377-408
Author(s):  
Claudia Riehl
Keyword(s):  
Teaching And Learning ◽  
Heritage Language ◽  
Positive Impact ◽  
Heritage Speakers ◽  
Language Groups ◽  
Significant Difference ◽  
Argumentative Texts ◽  
L1 And L2 ◽  
The Impact ◽  
Different Levels

Recent research provides evidence for beneficial cross-influences between L1 and L2, but we still know little about how different factors interact. Against this background, this article presents the results of a study that analyzes the interdependence of L1 and L2 text competence and the impact of metalinguistic awareness and extra-linguistic factors. The study was carried out with Italian, Greek and Turkish adolescent heritage speakers in a German-speaking environment. The data encompass narrative and argumentative texts in L1 and L2, sociolinguistic interviews and a bilingual language awareness test (LAT). The texts are analyzed according to holistic scores by defining different levels of text competences. The results indicate that students achieve a significantly higher score in both narrative and argumentative texts in L2. Moreover, there is a genre-specific advantage for the narrative text. Although there is no significant difference between the heritage language groups the Greek students achieve higher upper scores. The different levels of text competence also correlate with metalinguistic knowledge and extra-linguistic factors, most significantly writing practices and schooling in the heritage language. The results therefore provide further support for the assumption that teaching and learning heritage languages has a positive impact on school language literacy development. Other than a few mentions of Turkish speakers at the beginning I don’t see examples of their texts or conclusions about their writing.

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.

Sentence comprehension in heritage language: Isomorphism, word order, and language transfer

2021 ◽  
pp. 026765832199790
Author(s):  
Anna Chrabaszcz ◽  
Elena Onischik ◽  
Olga Dragoy
Keyword(s):  
Sentence Processing ◽  
Word Order ◽  
Heritage Language ◽  
Sentence Comprehension ◽  
Language Transfer ◽  
Processing Strategy ◽  
Heritage Speakers ◽  
Dominant Language ◽  
Sequence Of Events ◽  
Linguistic Transfer

This study examines the role of cross-linguistic transfer versus general processing strategy in two groups of heritage speakers ( n = 28 per group) with the same heritage language – Russian – and typologically different dominant languages: English and Estonian. A group of homeland Russian speakers ( n = 36) is tested to provide baseline comparison. Within the framework of the Competition model (MacWhinney, 2012), cross-linguistic transfer is defined as reliance on the processing cue prevalent in the heritage speaker’s dominant language (e.g. word order in English) for comprehension of heritage language. In accordance with the Isomorphic Mapping Hypothesis (O’Grady and Lee, 2005), the general processing strategy is defined in terms of isomorphism as a linear alignment between the order of the sentence constituents and the temporal sequence of events. Participants were asked to match pictures on the computer screen with auditorily presented sentences. Sentences included locative or instrumental constructions, in which two cues – word order (basic vs. inverted) and isomorphism mapping (isomorphic vs. nonisomorphic) – were fully crossed. The results revealed that (1) Russian native speakers are sensitive to isomorphism in sentence processing; (2) English-dominant heritage speakers experience dominant language transfer, as evidenced by their reliance primarily on the word order cue; (3) Estonian-dominant heritage speakers do not show significant effects of isomorphism or word order but experience significant processing costs in all conditions.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

Language Variation in Mandarin as a Heritage Language: Subject Personal Pronouns

2021 ◽  
Vol 18 (1) ◽  
pp. 1-29
Author(s):  
Xinye Zhang
Keyword(s):  
Social Factors ◽  
Heritage Language ◽  
Usage Pattern ◽  
Heritage Learners ◽  
Personal Pronouns ◽  
Heritage Languages ◽  
Language Program ◽  
Undergraduate Level ◽  
First Languages ◽  
L1 And L2

Abstract Because of limited language input, different dominant languages, and learners’ differing backgrounds, the acquisition of heritage languages is distinguished from the acquisition of L1 and L2. Few studies of Chinese as a Heritage Language (CHL) have explored whether students can acquire native-like sociolinguistic competence and language-specific variables with educational input. Based on a sociolinguistic variationist perspective, this study investigates the acquisition of variation between null and overt subject personal pronouns (SPP s) by heritage learners in an undergraduate-level Mandarin program. A total of 11,970 tokens were collected through classroom observation, sociolinguistic interviews, and narratives. Measuring mixed-effects logistic regression with Rbrul (Johnson, 2009), results show that the overall usage pattern of SPP s by CHL students largely resembled that in the input provided by the language program. Results also demonstrate that linguistic constraints including coreference, person and number, and verb type, and social factors such as discourse context, first languages, course level, and age of arrival had a significant effect on SPP expression by CHL learners. Implications for CHL development and variationist studies in heritage languages are discussed.

Sequential bilingual heritage children's L1 attrition in lexical retrieval: Age of acquisition versus language experience

2022 ◽  
pp. 1-11
Author(s):  
Kitaek Kim ◽  
Hyunwoo Kim
Keyword(s):  
Second Language Acquisition ◽  
Heritage Language ◽  
First Language ◽  
Age Of Acquisition ◽  
Naming Task ◽  
Lexical Retrieval ◽  
Language Attrition ◽  
Language Experience ◽  
Length Of Residence ◽  
Heritage Speakers

Abstract This study investigated the unresolved issue of potential sources of heritage language attrition. To test contributing effects of three learner variables – age of second language acquisition, length of residence, and language input – on heritage children's lexical retrieval accuracy and speed, we conducted a real-time word naming task with 68 children (age 11–14 years) living in South Korea who spoke either Chinese or Russian as a heritage language. Results of regression analyses showed that the participants were less accurate and slower in naming target words in their heritage language as their length of residence in Korea and the amount of Korean input increased. The age of Korean acquisition did not significantly influence their performance. These findings support the claim that heritage speakers’ language experience is a more reliable predictor of first language attrition than age of acquisition. We discuss these findings in light of different approaches to explaining language attrition.

Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

2011 ◽  
Vol 8 (1) ◽  
pp. 90-133 ◽  
Author(s):  
Silvina Montrul ◽  
Silvia Perpiñán
Keyword(s):  
Heritage Language ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Heritage Speakers ◽  
Tense And Aspect ◽  
Classic Problem ◽  
L2 Learners ◽  
Advanced Proficiency ◽  
L1 Acquisition

The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.

scholarly journals On Older Listeners' Ability to Perceive Dynamic Pitch

2016 ◽  
Vol 59 (3) ◽  
pp. 572-582 ◽  
Author(s):  
Jing Shen ◽  
Richard Wright ◽  
Pamela E. Souza
Keyword(s):  
Speech Recognition ◽  
Interindividual Variability ◽  
Pitch Perception ◽  
Natural Speech ◽  
Pitch Contour ◽  
Older Individuals ◽  
Pitch Contours ◽  
Pitch Patterns ◽  
Better Than

PurposeNatural speech comes with variation in pitch, which serves as an important cue for speech recognition. The present study investigated older listeners' dynamic pitch perception with a focus on interindividual variability. In particular, we asked whether some of the older listeners' inability to perceive dynamic pitch stems from the higher susceptibility to the interference from formant changes.MethodA total of 22 older listeners and 21 younger controls with at least near-typical hearing were tested on dynamic pitch identification and discrimination tasks using synthetic monophthong and diphthong vowels.ResultsThe older listeners' ability to detect changes in pitch varied substantially, even when musical and linguistic experiences were controlled. The influence of formant patterns on dynamic pitch perception was evident in both groups of listeners. Overall, strong pitch contours (i.e., more dynamic) were perceived better than weak pitch contours (i.e., more monotonic), particularly with rising pitch patterns.ConclusionsThe findings are in accordance with the literature demonstrating some older individuals' difficulty perceiving dynamic pitch cues in speech. Moreover, they suggest that this problem may be prominent when the dynamic pitch is carried by natural speech and when the pitch contour is not strong.

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