scholarly journals Second language experience impacts first language irony comprehension among bilingual adults

2020 ◽  
Author(s):  
Mehrgol Tiv ◽  
Fiona Deodato ◽  
Vincent Rouillard ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Executive Control ◽  
First Language ◽  
Metalinguistic Awareness ◽  
L2 Proficiency ◽  
Language Experience ◽  
Potential Sources ◽  
Preceding Context ◽  
Core Components

Recently, core components of irony processing (e.g., mental-state reasoning, executive control, and metalinguistic awareness) have been tentatively linked to bilingual experience. Thus, we investigated whether bilingual experience modulates irony comprehension during first language reading, and also how bilingual adults comprehend irony in positive vs. negative contexts (i.e., ironic compliments vs. criticisms, respectively). We deliver three main findings. First, bilinguals are faster at processing ironic criticisms than ironic compliments, and they find ironic criticisms more sensible than ironic compliments in their L1, much like past findings among monolinguals. Second, individual differences in bilingual experience modulate comprehension of ironic statements. Specifically, readers with high global L2 proficiency find ironic statements more sensible than readers with low global L2 proficiency, regardless of the valence of the preceding context. Third, individual differences in global L2 proficiency further predict the speed of L1 irony comprehension: following a positive scenario, greater global L2 proficiency patterns with faster processing of irony compared to literal statements. Together, these data suggest that second language experience may be linked to irony processing in the first language. While the precise mechanism underlying this relationship remains open, potential sources may be rooted in flexible social cognition or executive functions.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

Second language acquisition research and the second language acquisition of French

1992 ◽  
Vol 2 (1) ◽  
pp. 97-121 ◽  
Author(s):  
Roger Hawkins ◽  
Richard Towell
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
First Language ◽  
Specific Context ◽  
Language L ◽  
Different Ages ◽  
Key Issues

AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

The Production of New and Similar Vowels by Adult German Learners of English

1992 ◽  
Vol 14 (2) ◽  
pp. 131-158 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
English Language ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Language Experience ◽  
English Vowels ◽  
L1 English ◽  
Positive Effect

The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the “similar” English vowels /i, l, ∈/, whereas English language experience would enable L1 Germans to produce an English-like /æ/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, l, ∈, æ/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bVt/ words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, l, ∈/ more intelligibly than the inexperienced L2 speakers, not did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /æ/ did not clearly support the model. However, the acoustic comparisons showed that the experienced but not the inexperienced L2 speakers produced the new vowel /æ/ in much the same way as the native English speakers.

Understanding second language fluency behavior: The effects of individual differences in first language fluency, cross-linguistic differences, and proficiency over time

2016 ◽  
Vol 38 (4) ◽  
pp. 755-785 ◽  
Author(s):  
AMANDA HUENSCH ◽  
NICOLE TRACY-VENTURA
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
First Language ◽  
Oral Narrative ◽  
Language Fluency ◽  
Multiple Regressions ◽  
Linguistic Differences ◽  
Mitigating Factors ◽  
Before And After ◽  
Over Time

ABSTRACTThis study examined the extent to which first language (L1) fluency behavior, cross-linguistic differences, and proficiency can predict second language (L2) fluency behavior over time. English L1 Spanish (n= 24) and French (n= 25) majors completed a picture-based oral narrative in the L2 before and after 5 months residing abroad and later in the L1 after returning home. Data were coded for seven measures of speed, breakdown, and repair fluency. The results from multiple regressions indicated that L1 fluency behavior, cross-linguistic differences, and proficiency differentially contributed to explaining L2 fluency behavior prior to and during immersion. These findings suggest that when investigating L1–L2 fluency relationships considerations of mitigating factors such as cross-linguistic differences are necessary, and it is worthwhile to focus on how the contributions of these factors shift during development.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

L2 exposure modulates the scope of planning during first and second language production

2020 ◽  
Vol 23 (5) ◽  
pp. 1093-1105
Author(s):  
Annie C. Gilbert ◽  
Maxime Cousineau-Perusse ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Production ◽  
Language Experience ◽  
Natural Break ◽  
Break Points ◽  
Speech Planning ◽  
L1 And L2

AbstractThe psycholinguistic literature suggests that the length of a to-be-spoken phrase impacts the scope of speech planning, as reflected by different patterns of speech onset latencies. However, it is unclear whether such findings extend to first and second language (L1, L2) speech planning. Here, the same bilingual adults produced multi-phrase numerical equations (i.e., with natural break points) and single-phrase numbers (without natural break points) in their L1 and L2. For single-phrase utterances, both L1 and L2 were affected by L2 exposure. For multi-phrase utterances, L1 scope of planning was similar to what has been previously reported for monolinguals; however, L2 scope of planning exhibited variable patterns as a function of individual differences in L2 exposure. Thus, the scope of planning among bilinguals varies as a function of the complexity of their utterances: specifically, by whether people are speaking in their L1 or L2, and bilingual language experience.

scholarly journals Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults

2019 ◽  
Vol 38 (4) ◽  
pp. 459-478
Author(s):  
Mehrgol Tiv ◽  
Vincent Rouillard ◽  
Naomi Vingron ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
First Language ◽  
Social Contexts ◽  
Communication Style ◽  
Communication Styles ◽  
Language Experience ◽  
Social Functions ◽  
Second Language Proficiency ◽  
Cognitive Changes

Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second language experience. There were two key findings: Bilinguals use sarcasm for similar social functions as do monolinguals (general sarcasm, frustration diffusion, and embarrassment diffusion) and greater global second language proficiency linked to greater usage of general sarcasm in daily life. These results suggest that bilinguals may use sarcasm to achieve various communicative goals and bilingual experience may affect general cognitive capacities that support sarcasm use across real-world contexts.

scholarly journals The Influence of Second Language Experience in the Pattern of Language Processing of the Bilingual Lexicon

MANUSYA ◽  
2002 ◽  
Vol 5 (1) ◽  
pp. 79-95
Author(s):  
P. Sudasna ◽  
S. Luksaneeyanawin ◽  
D. Burnham
Keyword(s):  
Second Language ◽  
Language Processing ◽  
English Language ◽  
First Language ◽  
Language Experience ◽  
High Group ◽  
Bilingual Lexicon ◽  
Bilingual Speakers ◽  
Word Forms ◽  
Thai English

The present experimental research studies whether Thai-English bilinguals’ language experience in their non-native language influences the pattern of language processing of the bilingual lexicon. Two groups of 100 native Thai bilingual speakers with high or low English language experience were asked to perform Stroop Interference Tasks, with the processing of word forms being either Thai or English and the processing in colour naming also being either Thai or English. The results showed that when the processing of word forms was in Thai, there was more intra- than interlingual interference, and that the degree of interference was equivalent between the two English experience groups. When the processing of word forms was in English, the high and the low groups showed more intra- than interlingual interference; however, the high group showed more interference than the low group did. The results provide evidence that the maximal interference occurs in the processing of the first language and the interference in the processing of the second language is proportional to L2 language experience. The results suggest that there is a relationship between language experience and language processing of the bilingual lexicon.

scholarly journals Reading in the second language classroom: Consideration of first language approaches in second language contexts

2018 ◽  
Vol 12 (2) ◽  
pp. 10
Author(s):  
Ion Drew
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Reading Skills ◽  
First Language ◽  
Literacy Skills ◽  
Early Years ◽  
Metalinguistic Awareness ◽  
Explicit Learning ◽  
Extensive Reading ◽  
Literacy Programme

AbstractThis article reviews research on how three first language (L1) approaches designed to promote reading and other literacy skills have been applied to second language (L2) classrooms in Norway: The Early Years Literacy Programme (EYLP), Reading and Writing Workshops, and Readers Theatre (RT). Key ways that L2 readers differ from L1 readers are initially addressed, high-lighting the needs of L2 readers. Following Grabe (2009), L2 readers would benefit from a balanced approach to developing their reading skills, one that incorporates both implicit and explicit teaching and learning. Implicit learning involves plenty and frequent reading input, for example through extensive reading. Explicit learning involves, for example, the development of learners’ metacognitive and metalinguistic awareness, and an understanding of what it means to be a strategic reader. Benefits and challenges involved in the implementation of the three approaches are addressed. With the exception of RT, no research is known to exist at present on how these approaches have been adapted to L2 contexts outside of Norway. The research in Norway shows that each approach can help English as a foreign language (EFL) learners to develop their reading skills both implicitly and explicitly, as well as their metacognition, but that there are challenges, especially of a practical nature, involved in their implementation. Of the three, RT is arguably the easiest to apply to an L2 context.Keywords: L1/L2 reading approaches, implicit/explicit learning, metacognitionLesing i andrespråksklasser: Overveielser over førstespråkstilnærminger i andrespråkskonteksterSammendragDenne artikkelen går gjennom forskning på hvordan tre tilnærminger til lese- og skriveopplæring i førstespråket er blitt anvendt i andrespråksundervisning i Norge: The Early Years Literacy Programme (EYLP), lese- og skriveverksted, og leseteater. Innledningsvis diskuteres viktige forskjeller mellom førstespråkslesing og andrespråkslesing, med vekt på andrespråksleseres behov. Med utgangspunkt i Grabe (2009), vil andrespråkslesere dra fordel av en balansert tilnærming til å utvikle leseferdigheter, en tilnærming som inkluderer både implisitt og eksplisitt læring. Implisitt læring innebærer mye og hyppig lesing, for eksempel gjennom ekstensiv lesing. Eksplisitt læring innebærer for eksempel utvikling av elevenes metalingvistiske og metakognitive bevissthet og en forståelse av hva det betyr å være en strategisk leser. Fordeler og utfordringer ved å implementere disse tre tilnærmingene blir omtalt. Med unntak av leseteater, kjennes det ikke til forskning på hvordan disse tilnærmingene har blitt tilpasset andrespråkskontekster utenfor Norge. Forskning i Norge viser at hver av de tre tilnærmingene, både implisitt og eksplisitt, kan hjelpe elever til å utvikle sine leseferdigheter og metakognisjon, men at det fins utfordringer, særlig av en praktisk art, når de skal anvendes i andrespråkssammenheng. Av de tre tilnær-mingsmåtene synes leseteater å være den enkleste å anvende.Nøkkelord: førstespråkslesing, andrespråkslesing, implisitt/eksplisitt læring, metakognisjon

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