Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

scholarly journals Can Google Translate Rewire Your L2 English Processing?

Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Syntactic Priming ◽  
Web Based ◽  
English Syntax

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.

scholarly journals Between- and within-group variation in first and second language syntactic priming

2020 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
Learning Model ◽  
Syntactic Priming ◽  
Priming Effects ◽  
Group Variation

We tested the predictions of the error-based implicit language learning model of syntactic priming in second (L2) and first (L1) language speakers. We compared L2 and L1 French speakers’ production of fronted/non-fronted temporal phrases and active/passive structures when primed with and without lexical overlap. We also measured the effect of attention and motivation on priming. Our findings are compatible with the general predictions of the model: we observed immediate and long-term priming, and lexical boost effects; individual differences in attention modulated priming strength. Moreover, the results suggest that priming with and without lexical overlap relies on different mechanisms. Nonetheless, some findings contradicted the model’s predictions: immediate abstract priming only arose for the fronting alternation; L2 speakers did not show consistently larger priming effects than L1 speakers; patterns of syntactic priming varied highly across syntactic alternations, even within individuals. Overall, the study highlights the importance of comparing priming of different structures within speakers.

scholarly journals Helping Second Language Student Writers Improve Their Revision

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Wenzhe Kang ◽  
Ruiyi Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Comprehensive Evaluation ◽  
Native English Speakers ◽  
English Speakers ◽  
Student Writers ◽  
Writing Ability ◽  
Language Students

Writing ability is a comprehensive evaluation of language learning level. Nowadays, most universities offer writing-related courses to help students lay a good foundation for writing and contribute to their subsequent studies. Compared with native English speakers, second language learners need to do more revision, which is a great challenge for second language learners. Therefore, in this paper, the aim is to make the second language students understand and apply the revision correctly.    

scholarly journals The Bilingual Mental Lexicon and Lemmatic Transfer in Second Language Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p43
Author(s):  
Longxing Wei
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Argument Structure ◽  
Mental Lexicon ◽  
Language Transfer ◽  
L1 Transfer ◽  
Abstract Approach ◽  
Lexical Structure ◽  
L2 Learning ◽  
Predicate Argument Structure

There have been numerous studies of first Language (L1) transfer in second Language (L2) learning. Various models have been proposed to explore the sources of language transfer and have also caused many controversies over the nature of language transfer and its effects on interlanguage. Different from most previous studies remaining at a surface level of observation, this study proposes an abstract approach, which is abstract because it goes beyond any superficial observation and description by exploring the nature and activity of the bilingual mental lexicon in L2 learning. This approach adopts the Bilingual Lemma Activation Model (BLAM) (Wei, 2006a, 2006b) and tests its crucial assumptions and claims: The bilingual mental lexicon does not simply contain lexemes but abstract entries, called “lemmas”, about them; lemmas in the bilingual mental lexicon are language-specific; language-specific lemmas in the bilingual mental lexicon are in contact in L2 learning, lemmas underlying L1 abstract lexical structure may replace those underlying L2 abstract lexical structure. Lemmas in the bilingual mental lexicon are about three levels of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The typical instances of L1 lemma transfer in L2 learning are discussed and explained in support of the BLAM.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

2016 ◽  
Vol 4 (2) ◽  
pp. 70 ◽  
Author(s):  
Job W. Mwakapina ◽  
Abdulkarim S. Mhandeni ◽  
Onesmo S. Nyinondi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Discussion Board ◽  
Language Teachers ◽  
Learning Tools ◽  
Interactive Learning Environment ◽  
English Grammar ◽  
L2 Learning ◽  
The Government

<p>Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student’s L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.</p>

Second language learning of phonological alternations with and without orthographic input: Evidence from the acquisition of a German-like voicing alternation

2020 ◽  
Vol 41 (3) ◽  
pp. 517-545
Author(s):  
Shannon L. Barrios ◽  
Rachel Hayes-Harb
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learning ◽  
Second Language Learning ◽  
Native English Speakers ◽  
English Speakers ◽  
Phonological Processes ◽  
New Words ◽  
The Difference ◽  
Naming Test

AbstractWhile a growing body of research investigates the influence of orthographic input on the acquisition of second language (L2) segmental contrasts, few studies have examined its influence on the acquisition of L2 phonological processes. Hayes-Harb, Brown, and Smith (2018) showed that exposure to words’ written forms caused native English speakers to misremember the voicing of final obstruents in German-like words exemplifying voicing neutralization. However, they did not examine participants’ acquisition of the final devoicing process. To address this gap, we conducted two experiments wherein native English speakers (assigned to Orthography or No Orthography groups) learned German-like words in suffixed and unsuffixed forms, and later completed a picture naming test. Experiment 1 investigated learners’ knowledge of the surface voicing of obstruents in both final and nonfinal position, and revealed that while all participants produced underlyingly voiced obstruents as voiceless more often in final than nonfinal position, the difference was only significant for No Orthography participants. Experiment 2 investigated participants’ ability to apply the devoicing process to new words, and provided no evidence of generalization. Together these findings shed light on the acquisition of final devoicing by naïve adult learners, as well as the influence of orthographic input in the acquisition of a phonological alternation.

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

2019 ◽  
Vol 52 (4) ◽  
pp. 419-449 ◽  
Author(s):  
Simone E. Pfenninger ◽  
David Singleton
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Later Life ◽  
Well Being ◽  
Active Ageing ◽  
Older Individuals ◽  
L2 Acquisition ◽  
Mature Adults ◽  
L2 Learning

AbstractWhile there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for them. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

Educational failure or success

2013 ◽  
Vol 36 (3) ◽  
pp. 302-315 ◽  
Author(s):  
Sally Dixon
Keyword(s):  
Second Language ◽  
Language Learning ◽  
First Language ◽  
Poor Performance ◽  
Native English Speakers ◽  
Assessment Tools ◽  
English Speakers ◽  
Standard English ◽  
Students First ◽  
Use Of Assessment

Within the Australian education system, Aboriginal students’ use of non-standard English features is often viewed simplistically as evidence of non-attainment of literacy and oral-English milestones. One reason for this is the widespread use of assessment tools which fail to differentiate between native- English speakers and students who are learning English as a second language. In these assessments, non-standard English features are framed as ‘mistakes’ and low scores taken as evidence of ‘poor’ performance. This paper will contrast a mistake-oriented analysis with one that incorporates knowledge of the students’ first language. It will clearly show that when consideration is given to the first language, a more nuanced picture of English proficiency emerges: one that is attuned to the specific second language learning pathway and thus far better placed to inform both assessment and classroom instruction.i

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