scholarly journals Linguistic entrenchment and the effect of subjective lexical familiarity in Korean /n/-insertion

2019 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Jiyeon Song ◽  
Amanda Dalola
Keyword(s):  
Individual Differences ◽  
Word Frequency ◽  
Language Variation ◽  
Language Experience ◽  
Frequency Measure ◽  
Exemplar Theory

Korean shows variable /n/-insertion between a morpheme-final consonant and the initial /i/ or /j/ of a following morpheme. Literature has shown that the appearance of the phenomenon can be affected by various parameters, including social and phonological factors. Exemplar theory contends that a word’s susceptibility to language variation correlates directly with its word frequency, a unitary frequency measure based on a corpus (Pierrehumbert 2001; Bybee 2002). However, given that individuals have different language experience, word frequency rarely addresses individual differences in the same way that self-rated measures of word frequency, known as subjective lexical familiarity, do. This research investigates whether and how the metric of self-rated lexical familiarity affects Korean /n/-insertion. Results indicate that subjective lexical familiarity significantly predicts the appearance of /n/-insertion, such that words more familiar to the speaker show /n/-insertion more often than those that are less familiar.

scholarly journals The Word Frequency Effect in Word Processing: An Updated Review

2017 ◽  
Vol 27 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Marc Brysbaert ◽  
Paweł Mandera ◽  
Emmanuel Keuleers
Keyword(s):  
Individual Differences ◽  
Word Frequency ◽  
High Frequency ◽  
Word Processing ◽  
Low Frequency ◽  
Frequency Effect ◽  
Word Frequency Effect ◽  
Frequency Measure ◽  
Language Exposure ◽  
High Frequency Words

The word frequency effect refers to the observation that high-frequency words are processed more efficiently than low-frequency words. Although the effect was first described over 80 years ago, in recent years it has been investigated in more detail. It has become clear that considerable quality differences exist between frequency estimates and that we need a new standardized frequency measure that does not mislead users. Research also points to consistent individual differences in the word frequency effect, meaning that the effect will be present at different word frequency ranges for people with different degrees of language exposure. Finally, a few ongoing developments point to the importance of semantic diversity rather than mere differences in the number of times words have been encountered and to the importance of taking into account word prevalence in addition to word frequency.

Individual Differences in Arm-Crossing Frequency Measure

2015 ◽  
Author(s):  
Adam K. Fetterman ◽  
Jessica L. Bair ◽  
Michael D. Robinson
Keyword(s):  
Individual Differences ◽  
Frequency Measure

scholarly journals Characterizing the social diversity of bilingualism using language entropy

2019 ◽  
Vol 23 (2) ◽  
pp. 283-294 ◽  
Author(s):  
Jason W. Gullifer ◽  
Debra Titone
Keyword(s):  
Individual Differences ◽  
Language Proficiency ◽  
Language Use ◽  
Self Report ◽  
Social Diversity ◽  
Language Experience ◽  
Language History ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Control

AbstractBilingual and multilingual individuals exhibit variation in everyday language experience. Studies on bilingualism account for individual differences with measures such as L2 age of acquisition, exposure, or language proficiency, but recent theoretical perspectives posit that the relative balance between the two or more languages throughout daily life (i.e., interactional context) is a crucial determinant for language representation, access, and control. We propose an innovative measure to characterize this construct by using entropy to estimate the social diversity of language use. Language entropy is computed from commonly-collected language history data and generalizes to multilingual communicative contexts. We show how language entropy relates to other indices of bilingual experience and that it predicts self-report L2 outcome measures over and above classic measures of language experience. Thus, we proffer language entropy as a means to characterize individual differences in bilingual (and multilingual) language experience related to the social diversity of language use.

scholarly journals Characterizing the social diversity of bilingualism using language entropy

2019 ◽  
Author(s):  
Jason Gullifer ◽  
Debra Titone
Keyword(s):  
Individual Differences ◽  
Language Proficiency ◽  
Language Use ◽  
Self Report ◽  
Social Diversity ◽  
Language Experience ◽  
Language History ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Control

Bilingual and multilingual individuals exhibit variation in everyday language experience. Studies on bilingualism account for individual differences with measures such as L2 age of acquisition, exposure, or language proficiency, but recent theoretical perspectives posit that the relative balance between the two or more languages throughout daily life (i.e., INTERACTIONAL CONTEXT) is a crucial determinant for language representation, access, and control. We propose an innovative measure to characterize this construct by using ENTROPY to estimate the social diversity of language use. Language entropy is computed from commonly-collected language history data and generalizes to multilingual communicative contexts. We show how language entropy relates to other indices of bilingual experience and that it predicts self-report L2 outcome measures over and above classic measures of language experience. Thus, we proffer language entropy as a means to characterize individual differences in bilingual (and multilingual) language experience related to the social diversity of language use.

scholarly journals Future Directions in Examining Neurological Adaptation to Bilingual Experiences

2019 ◽  
Vol 13 ◽  
pp. 117906951987659 ◽  
Author(s):  
Vincent DeLuca
Keyword(s):  
Individual Differences ◽  
Language Use ◽  
Neural Adaptation ◽  
Comprehensive Understanding ◽  
Language Experience ◽  
Early Step ◽  
Future Directions ◽  
Neural Adaptations

In recent years, research examining the neurocognitive effects of bilingualism has undergone a shift in focus towards examining the neurocognitive effects of individual differences within specific aspects of language experience. The DeLuca et al study advances this direction in showing a specificity of neural adaptations to separate aspects of language experience. However, this approach is an early step of several in towards a more comprehensive understanding of the nature of neural adaptation to bilingual language use. This commentary discusses several future directions worth further consideration in research examining bilingualism-induced neuroplasticity.

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.

Variation

2020 ◽  
pp. 304-309
Author(s):  
Hans-Jörg Schmid
Keyword(s):  
Individual Differences ◽  
Regional Variation ◽  
Language Contact ◽  
Structural Variation ◽  
Language Variation ◽  
And Diffusion

This chapter discusses how the Entrenchment-and-Conventionalization Model explains language variation. It sifts the various contributions of the components of the model for elements that are conducive to onomasiological and semasiological structural variation, to situational, social, and regional variation, and to individual differences. Not only the conventionalization processes of usualization and diffusion, but also the entrenchment process of routinization make a strong contribution to the emergence and change of variation on all levels. Numerous forces promote variation, e.g. economy, extravagance, solidarity, prestige, mobility, and language contact. The dynamic, changeable nature of variation is emphasized and the various sources of this malleability are identified. It is also highlighted that the existence of individual differences is one of the central predictions of the EC-Model.

FORMAL VERSUS INFORMAL L2 LEARNING

2021 ◽  
pp. 1-25
Author(s):  
Vanessa De Wilde ◽  
Marc Brysbaert ◽  
June Eyckmans
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Word Frequency ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
And Gender ◽  
French Words ◽  
Out Of School

Abstract A second language can be learned inside and outside the classroom. In this study we investigated the English and French vocabulary knowledge of 110 Dutch-speaking children (age 10–12), who received 100 hours of instruction in French, whereas their contact with English came from out-of-school exposure only. We examined the role of individual differences (out-of-school exposure and gender) and word-related variables (cognateness, frequency, and language). The children completed a receptive vocabulary test in English and French and filled in a questionnaire. The results showed that the children had a larger vocabulary knowledge in English than in French, illustrating the power of contextual language learning. Word learning was influenced by the amount of exposure, word frequency, and cognateness. Additionally, English words were easier to learn than French words for the participants we tested. Our results point to the need for out-of-school exposure to supplement language learning in the classroom.

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