scholarly journals How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 118
Author(s):  
Georgios P. Georgiou
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
First Language ◽  
Auditory Stimuli ◽  
Behavioral Tests ◽  
Lexical Effect ◽  
The Third ◽  
Orthographic Representations ◽  
Vowel Contrast

Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals PHONOLOGICAL PROCESSING OF STRESS BY NATIVE ENGLISH SPEAKERS LEARNING SPANISH AS A SECOND LANGUAGE

2021 ◽  
pp. 1-23
Author(s):  
Ramsés Ortín ◽  
Miquel Simonet
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
First Language ◽  
Native English Speakers ◽  
Recall Task ◽  
English Speakers ◽  
Auditory Stimuli ◽  
L2 Learners ◽  
L1 English ◽  
Processing Stress

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani–Persian bilinguals

2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Second Language ◽  
First Language ◽  
Judgment Task ◽  
Third Language ◽  
The Third ◽  
Grammaticality Judgment ◽  
L3 Acquisition

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.

How L2-learners’ brains react to code-switches: An ERP study with Russian learners of German

2015 ◽  
Vol 32 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Esther Ruigendijk ◽  
Gerd Hentschel ◽  
Jan Patrick Zeller
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
First Language ◽  
Event Related Potentials ◽  
Good Method ◽  
Group Code ◽  
Late Positive Component ◽  
Russian Speakers ◽  
Processing Cost ◽  
Related Potentials

This Event Related Potentials (ERP) study investigates auditory processing of sentences with so-called code-switches in Russian learners of German. It has often been argued that switching between two languages results in extra processing cost, although it is not completely clear yet what exactly causes these costs. ERP presents a good method to (start to) answer this question, since different ERP effects provide insight in the underlying processes that take place. We presented three groups of speakers (German first-language speakers, Russian speakers with intermediate and Russian speakers with very good knowledge of German as a second language) with German sentences that either ended ‘normally’ i.e. with a word that fitted the meaning of the sentence, or with a semantically unexpected word, or with the Russian translation of the semantically normal German word. Comparing the two groups of Russian speakers allows for examining the influence of proficiency on the processing of code-switches. The results showed that the semantically unexpected word elicited an N400 in both the first language (L1) and the more proficient second language (L2) group, but not in the less proficient L2 group. Code-switches resulted in an N400-like pattern in all three groups, and also in a Late Positive Component (LPC), which was most pronounced in the less proficient L2 group. This positivity is, although somewhat later, quite similar to the well-known P300 effect that is found with stimuli with unexpected external properties.

The ‘promise’ of three methods of word association analysis to L2 lexical research

2012 ◽  
Vol 28 (1) ◽  
pp. 41-67 ◽  
Author(s):  
Alla Zareva ◽  
Brent Wolter
Keyword(s):  
Second Language ◽  
Assessment Tool ◽  
Native Speakers ◽  
Word Association ◽  
First Language ◽  
Lexical Organization ◽  
The Third ◽  
Size Groups ◽  
L1 And L2 ◽  
Associative Organization

The present study is an attempt to empirically test and compare the results of three methods of word association (WA) analysis. Two of the methods – namely, associative commonality and nativelikeness, and lexico-syntactic patterns of associative organization – have been traditionally used in both first language (L1) and second language (L2) associative research and the third one – collocational aspect of associative responses – is a more recent perspective on associative connections. The central assumption behind the study is that each method captures a different aspect of language users’ lexical organization and, in that, their findings may paint a different picture of how the L1 and L2 lexicons compare as proficiency increases. At the same time, the sensitivity of each method to reflect differences related to proficiency may also point to their potential as a research and assessment tool. Three equal size groups of participants ( N = 180) at different proficiency levels – native speakers (NSs), second language (L2) advanced and intermediate learners of English – completed a familiarity and a WA test in writing. The tests contained 36 items equated for lexical class (nouns, verbs, and adjectives) and frequency of occurrence (high, mid, and low). The participants’ WAs generated to familiar vocabulary were analysed in three different ways, following the methods of analysis practiced by each of the three traditions under investigation. In the main, the results showed that examining the lexico-syntactic patterns of associative organization as well as the collocational aspect of associative links are two more ‘promising’ ways of looking at WAs than examining them with respect to their nativelike associative commonality.

scholarly journals Language interference in elt writing class

2021 ◽  
Vol 1 (2) ◽  
pp. 92-107
Author(s):  
Muliyana Muliyana ◽  
Muhammad Zuhri Dj. ◽  
Andi Muhammad Yauri
Keyword(s):  
Second Language ◽  
Qualitative Method ◽  
First Language ◽  
Writing Skills ◽  
The Third ◽  
Writing Class ◽  
Tenth Grade ◽  
Language Influence

This research about The Effect of Using Language Interference in ELT Writing Class at The Tenth Grade of Athirah Bone. It is intended to find out two problems of writing. The first problem is the types of errors made by the students in students’ writing skills of the tenth grade of Athirah Bone. This research used a qualitative method by implementing interview. The sample consisted of 9 students from Athirah Bone. The result shows that the students’ perception of the types of students’ errors in writing consist of five perceptions. The first is students’ perceptions relate to the feeling. The second is students’ perceptions relate with the first language’ influence students in mastering the second language. The third is the students’ perception relates to the students’ experiences and kinds of interferences that students have made on writing. The fourth is the students’ perception relates to the factors that cause students to do interfere in writing. The last is about the students’ perception of the difficulties in writing. The second problem is the factors that cause students to do interfere in writing through the observation, it is found that there are four factors that make the students of the tenth grade of Athirah Bone do interfere in writing. The first is do not master spelling. The second is still confused about using the article. The third is Missing using singular and plural nouns. The last is missing space.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals FIRST LANGUAGE VOCABULARY DEVELOPMENT AND PHONOLOGICAL DEVELOPMENT OF AN INDONESIAN CHILD: A CASE STUDY

2021 ◽  
Vol 5 (2) ◽  
pp. 83-93
Author(s):  
Sugiyanta
Keyword(s):  
Second Language ◽  
First Language ◽  
Vocabulary Development ◽  
Female Child ◽  
Phonological Development ◽  
Parts Of Speech ◽  
Research Instrument ◽  
The Third ◽  
The Subject

First language vocabulary development and phonological development are important for a child to interact with others and to acquire second language. This current research aims to explore the first language vocabulary development and phonological development of an Indonesian child. The subject of this current research is an Indonesian female child aged 2.10 years. Recordings were employed as the research instrument to collect data. The data were collected by recording the child’s utterances within a three-month period, commencing from February 5, 2019 to April 23, 2019. There were nine (9) recordings in February, twenty-five (25) recordings in March, and twenty-six (26) recording in April. To explore the child’s first language vocabulary and phonological development, the recordings of the child’s utterances were transcribed. The findings show that the vocabulary development of the child occurred in the names of animals, vegetables, fruits, transportation, stationary, numbers, colours, and family members. In addition, the findings also indicate that child’s phonological development did not yet happen in the second month of the research (March 2019). It occurred in the third month only in the categories of other things and colours. A study should be further conducted with more categories, not only focusing on the main four parts of speech – nouns, verbs, adjectives, and adverbs, but also on pronouns, prepositions, conjunctions, and articles.

Bilinguals Control Their First Language to Speak the Second Language

2013 ◽  
Author(s):  
Rhonda McClain ◽  
Eleonora Rossi ◽  
Judith F. Kroll
Keyword(s):  
Second Language ◽  
First Language

INTERVIEW WITH PETINA GAPPAH

Imbizo ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 92-98
Author(s):  
Faith Mkwesha
Keyword(s):  
Short Stories ◽  
Short Story ◽  
First Language ◽  
Short Story Collection ◽  
The Third ◽  
University Of Cambridge ◽  
Book Award ◽  
The University ◽  
The Guardian ◽  
University Of Zimbabwe

This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016).  Gappah’s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank O’Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.

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