Alex Housen, Nancy Kemps and Michel Pierrard - The Use of Verb Morphology of Advanced L2 Learners and Native Speakers of French 41

2016 ◽  
Keyword(s):  
Native Speakers ◽  
Verb Morphology ◽  
L2 Learners

scholarly journals Chinese L1 children's English L2 verb morphology over time: individual variation in long-term outcomes

2016 ◽  
Vol 43 (3) ◽  
pp. 553-580 ◽  
Author(s):  
JOHANNE PARADIS ◽  
YASEMIN TULPAR ◽  
ANTTI ARPPE
Keyword(s):  
Individual Variation ◽  
Native Speakers ◽  
Native Speaker ◽  
Age Factors ◽  
Time Frame ◽  
Long Term Outcomes ◽  
Vocabulary Size ◽  
Verb Morphology ◽  
L2 Learners

AbstractThis study examined accuracy in production and grammaticality judgements of verb morphology by eighteen Chinese-speaking children learning English as a second language (L2) followed longitudinally from four to six years of exposure to English, and who began to learn English at age 4;2. Children's growth in accuracy with verb morphology reached a plateau by six years, where 11/18 children did not display native-speaker levels of accuracy for one or more morphemes. Variation in children's accuracy with verb morphology was predicted by their English vocabulary size and verbal short-term memories primarily, and quality and quantity of English input at home secondarily. This study shows that even very young L2 learners might not all catch up to native speakers in this time frame and that non-age factors play a role in determining individual variation in child L2 learners’ long-term outcomes with English morphology.

Second language processing of English past tense morphology: The role of working memory

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Filiz Rızaoğlu ◽  
Ayşe Gürel
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Native Speakers ◽  
Negative Relationship ◽  
Masked Priming ◽  
Morphological Processing ◽  
Target Language ◽  
Past Tense ◽  
L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

A Variationist Analysis of Second Language Spanish Trill Production

2021 ◽  
Vol 14 (1) ◽  
pp. 1-37
Author(s):  
Danielle Daidone ◽  
Sara Zahler
Keyword(s):  
Second Language ◽  
Opposite Direction ◽  
Native Speakers ◽  
Native Speaker ◽  
L2 Learners ◽  
Phonetic Context

Abstract The current study examines the production of the Spanish trill by advanced second language (L2) learners using a variationist approach. Findings indicate that learners produced less multiple occlusion trills than native speakers and their variation was not constrained by the same factors as native speakers. Phonetic context conditioned the use of the multiple occlusion variant for native speakers, whereas frequency and speaker sex conditioned this variation for learners, and in the opposite direction of effect as expected from previous native speaker research. Nevertheless, the majority of tokens produced by learners were other variants also produced by native speakers, and when the variation between native and non-native variants was examined, learners’ variation was conditioned not only by frequency, but also phonetic context. Some of the phonetic contexts in which learners produced non-native variants were comparable to those in which native speakers were least likely to produce the multiple occlusion trill, indicating that articulatory constraints governed variation in trill production similarly for both groups. Thus, although L2 learners do not exhibit native-like trill variation, they appear to be developing toward a more native-like norm. These insights provide support for adopting a multifaceted variationist approach to the study of L2 phonological variable structures.

Description, acquisition and teaching of polysemous verbs: The case of quedar

2019 ◽  
Vol 57 (1) ◽  
pp. 21-44
Author(s):  
Lucía Gómez Vicente
Keyword(s):  
Cost Effectiveness ◽  
University Students ◽  
Native Speakers ◽  
Semantic Network ◽  
Spanish Speakers ◽  
L2 Learners ◽  
Adults And Children ◽  
Conventional Manner

Abstract This paper analyzes the usage of frequent polysemous verbs by native speakers and by L2 learners and it makes several pedagogical suggestions on how to teach polysemous verbs in a L2 classroom. To achieve these objectives, we have examined the case of the Spanish verb quedar, which means “to remain”, “to stay”, “to be left”, “to make an appointment”, etc. A methodology based on narratives and sentence elicitation has been created. The experiences were accomplished by Spanish speakers (adults and children), and French university students of Spanish, who performed productions in Spanish (L2) and in French (L1). The results of this study seem to confirm that adult native speakers used the semantic network of polysemous verbs in a very conventional manner. Meanings appear to have been acquired thanks to usage, by storing linguistic experiences as patterns, and operating mostly by analogy process. Children seem to have primarily elicited quedar in conventional situations (for instance, to fix an appointment) and depending on a cost-effectiveness criteria (only if this verb adds a pragmatic gain compared to simpler options). The acquisition path of quedar by children (L1) seems to be driven by different factors than for L2 learners. French learners of Spanish used quedar meanings differently from native speakers and they were highly influenced by their L1, both semantically and syntactically.

scholarly journals Subjacency Violations in Second Language Acquisition: Some Evidence from Chinese Mandarin Speakers of L2 English

2017 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Xia Dai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Literature Review ◽  
Native Speakers ◽  
Chinese Speakers ◽  
Follow Up Study ◽  
L2 Learners ◽  
Mandarin Speakers

The literature review shows that many previous studies have used Subjacency to test the availability of UniversalGrammar (UG) in second language acquisition. Schachter (1989) claimed that L2 learners do not have access to UGprinciples, while Hawkins and Chan (1997) suggested that L2 learners had partial availability of UG, for they foundthere was a strong difference between the elementary L2 learners and the advanced L2 learners in judging theungrammaticality of Subjacency violations; that is, the elementary L2 learners owned the highest accuracy. Underthe hypothesis of partially availability of UG in second language acquisition, L2 learners are only able to acquire theproperties instantiated in their L1s. Although they may accept violations of universal constraints, it is only at facevalue; rather the L2 learners develop different syntactic representations from the native speakers. This study has beenundertaken as a follow-up study of Hawkins and Chan (1997), and tested on L1 Mandarin speakers of L2 English injudging the grammaticality of their Subjacency violations. The results of the Grammaticality Judgement Test showthat the accuracy of Chinese speakers in judgement increased with English proficiency and that they rejectedresumptives inside islands as a repair. Contrary to the previous findings, this study provides evidence that UG isavailable in adult second language acquisition.

Prediction and integration in native and second-language processing of elliptical structures

2014 ◽  
Vol 19 (1) ◽  
pp. 1-18 ◽  
Author(s):  
EDITH KAAN ◽  
JOSEPH KIRKHAM ◽  
FRANK WIJNEN
Keyword(s):  
Language Processing ◽  
Sentence Processing ◽  
Native Speakers ◽  
Event Related Potentials ◽  
Syntactic Analysis ◽  
Second Language Processing ◽  
L2 Learners ◽  
Frontal Negativity ◽  
Related Potentials

According to recent views of L2-sentence processing, L2-speakers do not predict upcoming information to the same extent as do native speakers. To investigate L2-speakers’ predictive use and integration of syntactic information across clauses, we recorded event-related potentials (ERPs) from advanced L2-learners and native speakers while they read sentences in which the syntactic context did or did not allow noun-ellipsis (Lau, E., Stroud, C., Plesch, S., & Phillips, C. (2006). The role of structural prediction in rapid syntactic analysis. Brain and Language, 98, 74–88.) Both native and L2-speakers were sensitive to the context when integrating words after the potential ellipsis-site. However, native, but not L2-speakers, anticipated the ellipsis, as suggested by an ERP difference between elliptical and non-elliptical contexts preceding the potential ellipsis-site. In addition, L2-learners displayed a late frontal negativity for ungrammaticalities, suggesting differences in repair strategies or resources compared with native speakers.

scholarly journals The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive

2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Alessandro Benati
Keyword(s):  
Experimental Study ◽  
Native Speakers ◽  
Control Group ◽  
Processing Instruction ◽  
Target Feature ◽  
Passive Construction ◽  
Sentence Level ◽  
L2 Learners ◽  
Task Interpretation

AbstractThis experimental study explores immediate and re-exposure effects of processing instruction on the acquisition of Japanese passive forms as measured by sentence-level and discourse-level tasks. The passive construction in Japanese is affected by learners' use of the First Noun Strategy. Participants were English native speakers and were randomly assigned to one of three groups (processing instruction, processing instruction and re-exposure, and one control group), with the aim of measuring discourse-level and re-exposure effects. Two sentence-level tasks (interpretation and production), and one discourse level task (interpretation) were used in this experiment. The main findings from the study show that L2 learners receiving processing instruction not only improved in their ability to interpret and produce the target feature at sentence level, but they can also use the target forms to interpret discourse. Learners receiving re-exposure to the processing instruction treatment further improve their performance on both sentence-level and discourse-level tasks in an immediate and delayed post-tests battery.

scholarly journals Second Language Acquisition of the English Dative Alternation by Native Speakers of Arabic

2018 ◽  
Vol 6 (1) ◽  
pp. 65-88
Author(s):  
Anwar S. Aljadani
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Double Object ◽  
Dative Alternation ◽  
L2 Learners ◽  
Semantic Properties

Abstract This paper reports on an experimental study that investigates the influence of the disparity between English and Arabic on second language acquisition, namely the phenomenon of the acquisition of the English dative alternation by Arab learners. The disallowance of certain Arabic verbs to occur in the double object dative structure causes difficulty for Arab learners to acquire English as far as the acquisition of the dative alternation is concerned. The experiment is devised to examine whether Arab learners are sensitive to syntactic and semantic properties associated with the English dative alternation. The experiment involved picture tasks with two structures: the prepositional dative structure and the double object dative structure. Overall, the results of the experiment show that the L2 learners failed to acquire the double object dative structure which does not exist in their L1. Based on these results, it is argued that L1 has an important effect on the acquisition of L2.

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

Exploring phonetic cues to persuasive oral presentation: A study with British English speakers and English L2 learners

2021 ◽  
pp. 136216882110376
Author(s):  
Elina Banzina
Keyword(s):  
Native Speakers ◽  
Stop Consonant ◽  
Oral Communication ◽  
English Speakers ◽  
British English ◽  
Learning And Teaching ◽  
English Second Language ◽  
L2 Learners ◽  
Voiceless Stop ◽  
Phonetic Cues

Persuasiveness in oral communication in English can be expressed with various vocal phonetic cues that may not be readily accessible to English second language (L2) learners whose native language may employ a different set of cues. With a goal to increase L2 learners’ perceived spoken confidence and persuasiveness, and obtain empirical evidence for phonetic adjustments that native English speakers make to influence listeners, the current study explored the use of consonant prolongation in stressed syllable onsets for emphasis by native British English speakers and English L2 learners. The native speakers’ durations of continuant consonants and voiceless stop consonant voice onset times (VOTs) in (1) neutrally-produced speech and (2) persuasively delivered motivational/shocking/emotional messages were compared to Latvian L2 English speakers’ productions. The results revealed that in persuasive speech, the British speakers’ consonantal durations, particularly those of continuants, got significantly longer relative to the vowels that followed them; for English L2 learners, the duration of consonants did not change as a factor of speech type. This is in line with our previous research with American English speakers and carries implications for L2 speech learning and teaching.

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