scholarly journals What Counts in the Acquisition and Attrition of Numeral Classifiers?

2001 ◽  
Vol 23 (1) ◽  
pp. 90 ◽  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
East Asia ◽  
Classifier Systems ◽  
Numeral Classifiers ◽  
Acquisition Sequence ◽  
English Speaking ◽  
Numeral Classifier

This study compares second language (12) acquisition and attrition sequences of the syntax and semantics of numeral classifier systems in light of considerations of markedness, frequency, and the regression hypothesis. In classifier data elicited from English-speaking adult learners and attriters of two East Asia languages, Japanese and Chinese, we find in the attrition of both languages, in both syntax and semantics, a regression of the acquisition sequence. An implicational semantic scale, the Numeral Classifer Accessibility Hierarchy, cOinciding closely with the relative frequencies of the classifiers in input, appears to provide a path of least resistance for the learning and the loss of the semantic systems.

Serving Nontraditional Students

2015 ◽  
pp. 106-128
Author(s):  
Dianna L. Newman ◽  
Meghan Morris Deyoe ◽  
David Seelow
Keyword(s):  
College Students ◽  
Second Language ◽  
Adult Learners ◽  
Formal Education ◽  
Writing Skills ◽  
Skills Transfer ◽  
Content Areas ◽  
Writing Tutorials ◽  
English Speaking

The role of technology and educational media in supporting nontraditional adult learners is growing. One key area in which more research and development is needed is the improvement of writing, especially writing that is related to formal education. This chapter presents findings related to the use of online writing modules developed to support English as a Second Language and nontraditional English speaking college students. Participants reported improved content-specific writing skills, transfer of writing skills to other content areas, and increased self-efficacy in writing. Differences continued to be noted by key student characteristics. The study has implications for continued development and use of digitally supported writing tutorials for nontraditional adult learners.

The emergence of tense and agreement in child L2 French

1998 ◽  
Vol 14 (3) ◽  
pp. 227-256 ◽  
Author(s):  
Johanne Paradis ◽  
Mathieu Le Corre ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Phrase Structure ◽  
L2 Acquisition ◽  
Acquisition Sequence ◽  
L2 Learners ◽  
English Speaking ◽  
Lexical Transfer ◽  
Grammatical Structures

The present study examined the acquisition of tense and agreement by L2 learners of French. We looked at whether the features and and the categories AGRP and TP emerged simultaneously or in sequence in the learners' grammars.We conducted interviews with English-speaking children acquiring French as a second language and with grade-matched native-speaker controls once a year for three years. The data were analysed for the productive use of morphosyntax encoding tense and agreement. Results revealed that items encoding agreement emerged before items encoding tense, suggesting that the abstract grammatical structures associated with these morphosyntax items emerge in sequence. The findings are interpreted with respect to three prevailing views on the acquisition of functional phrase structure in L2 acquisition: the Lexical Transfer/Minimal Trees hypothesis (Vainikka and Young-Scholten, 1994; 1996a; 1996b), the Weak Transfer/Valueless Features hypothesis (Eubank, 1993/94; 1994; 1996) and the Full Transfer/Full Access hypothesis (Schwartz and Sprouse, 1994;1996). Possible reasons for the existence of this acquisition sequence in French are also discussed.

ON THE (UN)-AMBIGUITY OF ADJECTIVAL MODIFICATION IN SPANISH DETERMINER PHRASES

2010 ◽  
Vol 32 (1) ◽  
pp. 47-77 ◽  
Author(s):  
Jason Rothman ◽  
Tiffany Judy ◽  
Pedro Guijarro-Fuentes ◽  
Acrisio Pires
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speaker ◽  
Control Group ◽  
Determiner Phrase ◽  
Advanced Learners ◽  
Functional Features ◽  
English Speaking ◽  
Adjectival Modification ◽  
Syntactic Properties

This study contributes to a central debate within contemporary generative second language (L2) theorizing: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target (see White, 2003). The adult acquisition of L2 nominal phi-features is explored, with focus on the syntactic and semantic reflexes in the related domain of adjective placement in two experimental groups: English-speaking intermediate (n= 21) and advanced (n= 24) learners of Spanish, as compared to a native-speaker control group (n= 15). Results show that, on some of the tasks, the intermediate L2 learners appear to have acquired the syntactic properties of the Spanish determiner phrase but, on other tasks, to show some delay with the semantic reflexes of prenominal and postnominal adjectives. Crucially, however, our data demonstrate full convergence by all advanced learners and thus provide evidence in contra the predictions of representational deficit accounts (e.g., Hawkins & Chan, 1997; Hawkins & Franceschina, 2004; Hawkins & Hattori, 2006).

Classifier systems or noun categorization devices in Burmese

2014 ◽  
Vol 28 (1) ◽  
Author(s):  
Alice Vittrant
Keyword(s):  
Classifier Systems ◽  
Numeral Classifiers ◽  
Classifier System ◽  
Numeral Classifier

This article will deal with noun categorization devices in Burmese, including the well-known numeral classifier system. It will start by a brief review of typological studies on classifiers, before focusing on the studies done especially on Burmese classifiers. Then, in a second section I will present a summary of the features and functions of NUMERAL classifiers in this language, before taking up the question of another noun classification or noun categorization device.

scholarly journals Evolution of Self-Repair Behaviour in Narration Among Adult Learners of French as a Second Language

2017 ◽  
Vol 20 (2) ◽  
pp. 71-89
Author(s):  
Daphnée Simard ◽  
Leif French ◽  
Michael Zuniga
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Immersion Program ◽  
Qualitative And Quantitative ◽  
Adult Participants ◽  
L2 Development ◽  
English Speaking ◽  
Self Repair ◽  
Quantitative Changes ◽  
Over Time

Self-repairs, or revisions of speech that speakers themselves initiate and complete (Salonen & Laakso, 2009), have long been associated with second language (L2) development (e.g., Kormos, 2000a). To our knowledge, however, no research has looked at the evolution of self-repair correctness patterns, that is, the correctness of elements targeted for repair and the correctness of the repair outcomes. Consequently, the present study sought to investigate changes in the self-repair behaviour of English-speaking L2 learners of French over the course of a 5-week period and to verify whether any changes occurred over time. Speech samples of the L2 were collected from 50 adult participants through an elicited narration task at the beginning (Time 1) and the end (Time 2) of a 5-week immersion program. Overall, the results showed that there were qualitative and quantitative changes in self-repairs types, and that correctness of the element being repaired increased significantly over time.

Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

2021 ◽  
pp. 1-24
Author(s):  
Sihui (Echo) Ke ◽  
Keiko Koda
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Foreign Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Linguistic Knowledge ◽  
Chinese Word ◽  
Pseudoword Reading ◽  
English Speaking

Abstract This study examined the transfer facilitation effects from English morphological awareness on Chinese multicharacter word reading in English-speaking adult learners of Chinese as a foreign language (CFL). Fifty English-speaking American university CFL learners participated in our study who measured their English morphological awareness, Chinese morphological awareness, Chinese linguistic knowledge, Chinese word reading, and working memory. There were three major findings: (1) with approximately three years of formal Chinese instruction and limited Chinese print input, English-speaking adult learners of Chinese developed sensitivity to the internal morphological structure of multicharacter words in Chinese. (2) English morphological awareness did not directly contribute to Chinese bimorphemic three-character pseudoword reading yet contributed indirectly via the joint serial mediation by Chinese morphological awareness and Chinese monomorphemic two-character real word reading. (3) There was no additional influence from Chinese linguistic knowledge on Chinese word reading. And, English morphological awareness explained about 3.64% of the variance in second language Chinese bimorphemic three-character pseudoword reading. Discussion is provided regarding the transfer facilitation mechanism through which first language morphological awareness contributes to adult second language reading acquisition.

scholarly journals Comparative Study of Newar And Japanese Classifiers

2010 ◽  
Vol 27 (1-2) ◽  
pp. 7-16
Author(s):  
Arun Shrestha
Keyword(s):  
Detailed Comparison ◽  
Head Noun ◽  
Official Language ◽  
Lexical Selection ◽  
Classifier Systems ◽  
Numeral Classifiers ◽  
Classifier Selection ◽  
Morphological Selection ◽  
Numeral Classifier ◽  
Semantic Parameters

This paper compares and contrasts the numeral classifier systems of two genetically unrelated languages: Newar of Kathmandu and “Hyoujungo”, Japanese spoken in Tokyo, the defacto official language of Japan. It is not the case either in Newar or in Japanese that  nouns in general can be directly quantified by a number. For example, in Newar one cannot say*ni che two house ‘Two houses” for ‘two houses’. Rather, one must say ni-khache ‘two-CL house” Two houses” .The noun che ‘house’ requires that the numeral classifier -kha be affixed to numerals used for counting houses. One might say that che ‘house’ is not conceived of as a separate countable entity. Only when the unit -kha ‘CL’ is suffixed to the number do we have a countable entity. Numeral classifiers: The choice of noun determines the choice of classifier both in Newari and in Japanese. By looking at the nouns associated with a given classifier it is possible to identify the way in which a noun selects its classifier. In Newar there are three different ways in which nouns select their classifiers (1) according to semantic parameters (as when sentient nouns select the classifier -mha, (2) by unique lexical collocation (as when che ‘house’ selects -kha ‘CL’) and (3) by full or partial reduplication (as when ha: ‘leaf’ selects thehead noun ha: itself, where as salakhwa: ‘horse’s hoof’ selects -khwa:, only thelatter portion of the head noun (Hale 2005).These modes can be taken as the basis for a three-term typology of classifier selection: (1) semantic selection, (2) lexical selection, and (3)morphological selection. This paper provides a detailed comparison of  Newar and Japanese classifiers within each of these three types of selection. Though all three types are attested in each language, there are mutual counterparts and skewing between the two languages.

Phonetic feature size in second language acquisition: Examining VOT in voiceless and voiced stops

2021 ◽  
pp. 026765832110089
Author(s):  
Daniel J Olson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Acoustic Similarity ◽  
Stop Consonants ◽  
Voiceless Stop ◽  
English Speaking ◽  
Underlying Mechanisms

Featural approaches to second language phonetic acquisition posit that the development of new phonetic norms relies on sub-phonemic features, expressed through a constellation of articulatory gestures and their corresponding acoustic cues, which may be shared across multiple phonemes. Within featural approaches, largely supported by research in speech perception, debate remains as to the fundamental scope or ‘size’ of featural units. The current study examines potential featural relationships between voiceless and voiced stop consonants, as expressed through the voice onset time cue. Native English-speaking learners of Spanish received targeted training on Spanish voiceless stop consonant production through a visual feedback paradigm. Analysis focused on the change in voice onset time, for both voiceless (i.e. trained) and voiced (i.e. non-trained) phonemes, across the pretest, posttest, and delayed posttest. The results demonstrated a significant improvement (i.e. reduction) in voice onset time for voiceless stops, which were subject to the training paradigm. In contrast, there was no significant change in the non-trained voiced stop consonants. These results suggest a limited featural relationship, with independent voice onset time (VOT) cues for voiceless and voices phonemes. Possible underlying mechanisms that limit feature generalization in second language (L2) phonetic production, including gestural considerations and acoustic similarity, are discussed.

The neural timecourse of American English vowel discrimination by Japanese, Russian and Spanish second-language learners of English

2021 ◽  
pp. 1-14
Author(s):  
Valerie L. Shafer ◽  
Sarah Kresh ◽  
Kikuyo Ito ◽  
Miwako Hisagi ◽  
Nancy Vidal ◽  
...  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
First Language ◽  
Perceptual Task ◽  
Temporal Contrast ◽  
Asymmetrical Pattern ◽  
Significant Difference

Abstract This study investigated the influence of first language (L1) phoneme features and phonetic salience on discrimination of second language (L2) American English (AE) vowels. On a perceptual task, L2 adult learners of English with Spanish, Japanese or Russian as an L1 showed poorer discrimination of the spectral-only difference between /æ:/ as the oddball (deviant) among frequent /ɑ:/ stimuli compared to AE controls. The Spanish listeners showed a significant difference from the controls for the spectral-temporal contrast between /ɑ:/ and /ʌ/ for both perception and the neural Mismatch Negativity (MMN), but only for deviant /ɑ:/ versus /ʌ/ (duration decrement). For deviant /ʌ/ versus /ɑ:/, and for deviant /æ:/ versus /ʌ/ or /ɑ:/, all participants showed equivalent MMN amplitude. The asymmetrical pattern for /ɑ:/ and /ʌ/ suggested that L2 phonetic detail was maintained only for the deviant. These findings indicated that discrimination was more strongly influenced by L1 phonology than phonetic salience.

scholarly journals A qualitative analysis of perceptions of fluency in second language French

2016 ◽  
Vol 54 (2) ◽  
Author(s):  
Yvonne Préfontaine ◽  
Judit Kormos
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Qualitative Analysis ◽  
Quantitative Research ◽  
Qualitative Methodology ◽  
Quantitative Methods ◽  
Native Speaker ◽  
Cognitive Demand ◽  
Word Choice ◽  
Speech Features

AbstractIn the field of second language (L2) fluency, there is a common adherence to quantitative methods to examine characteristics and features of speech. This study extends the field by reporting on an investigation that analyzed native-speaker listeners’ perceptions of L2 fluency in French from a qualitative perspective. Three untrained judges rated students’ performance on speech tasks varying in cognitive demand and provided justifications for their perceptions of fluency. The goal of the research was to examine the factors that affect raters’ evaluations of fluency in response to three oral performances from 40 adult learners of French of varying proficiency. Qualitative analysis revealed that the main speech features that influenced native listeners’ perceptions of L2 fluency were speed, rhythm, pause phenomena, self-correction and efficiency/effortlessness in word choice, but also in target-like rhythm and prosody. The results of using such qualitative methodology highlights the important role that rhythm plays in fluency judgements in syllable-timed languages such as French, a factor which has not always been given much prominence in previous L2 fluency quantitative research.

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