How “Native” Are Heritage Speakers?

2013 ◽  
Vol 10 (2) ◽  
pp. 153-177 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Language Learning ◽  
Experimental Evidence ◽  
Native Speakers ◽  
Learning Experience ◽  
Age Of Acquisition ◽  
The Other ◽  
Gender Agreement ◽  
Heritage Speakers ◽  
High Incidence ◽  
Incomplete Acquisition

One of the chief characteristics of heritage speakers is that they range in proficiency from “overhearers” to “native” speakers. To date, the vast majority of linguistic and psycholinguistic studies have characterized the non-target-like linguistic abilities of heritage speakers as a product of incomplete acquisition and/or attrition due to reduced exposure and opportunities to use the language during childhood. This article focuses on the other side of the problem, emphasizing instead the high incidence of native-like abilities in adult heritage speakers. I illustrate this issue with recent experimental evidence from gender agreement in Spanish, a grammatical feature that is mastered at almost 100% accuracy in production by native speakers;yet it is one of the most difficult areas to master for non-native speakers, including near-natives.I discuss how age of acquisition and language-learning experience explain these effects.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers

2013 ◽  
Vol 29 (1) ◽  
pp. 87-118 ◽  
Author(s):  
Silvina Montrul ◽  
Israel de la Fuente ◽  
Justin Davidson ◽  
Rebecca Foote
Keyword(s):  
Native Speakers ◽  
Language Experience ◽  
Gender Agreement ◽  
Early Language ◽  
Heritage Speakers ◽  
Oral Production ◽  
Early Language Development ◽  
L2 Learners ◽  
And Gender ◽  
Advanced Proficiency

This study examined whether type of early language experience provides advantages to heritage speakers over second language (L2) learners with morphology, and investigated knowledge of gender agreement and its interaction with diminutive formation. Diminutives are a hallmark of Child Directed Speech in early language development and a highly productive morphological mechanism that facilitates the acquisition of declensional noun endings in many languages (Savickienė and Dressler, 2007). In Spanish, diminutives regularize gender marking in nouns with a non-canonical ending. Twenty-four Spanish native speakers, 29 heritage speakers and 37 L2 learners with intermediate to advanced proficiency completed two picture-naming tasks and an elicited production task. Results showed that the heritage speakers were more accurate than the L2 learners with gender agreement in general, and with non-canonical ending nouns in particular. This study confirms that early language experience and the type of input received confer some advantages to heritage speakers over L2 learners with early-acquired aspects of language, especially in oral production.

scholarly journals Improving the English skills of native Japanese using artificial intelligence in a blended learning program

2019 ◽  
pp. 327-333
Author(s):  
Hiroyuki Obari ◽  
Stephen Lambacher
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Learning Experience ◽  
Private University ◽  
Business Majors ◽  
Learning Program

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.

scholarly journals The production of Norwegian tones by multilingual non-native speakers

2016 ◽  
Vol 22 (3) ◽  
pp. 316-329 ◽  
Author(s):  
Guri Bordal Steien ◽  
Wim A van Dommelen
Keyword(s):  
Language Learning ◽  
Acoustic Analysis ◽  
Dynamic Range ◽  
Native Speakers ◽  
Learning Experience ◽  
Spontaneous Speech ◽  
Lexical Tone ◽  
L2 Acquisition ◽  
Chi Square ◽  
Tonal Patterns

Aim and objectives/purpose/research questions: The aim of this study is to examine the extent to which multilingual second language (L2) speakers of Norwegian manage to produce lexical pitch accents (L*H¯ or H*LH¯) as expected in natural spontaneous speech. Using native speech as a reference, we analyse realizations of multilingual speakers whose respective dominant languages are Lingala, a lexical tone language, and Swahili, a non-tonal language with fixed stress, and hypothesize that this difference might be reflected in the speakers’ competence in the East Norwegian tone system. Design/methodology/approach: We examined a corpus of spontaneous speech produced by eight L2 speakers and two native speakers of East Norwegian. Acoustic analysis was performed to collect fundamental frequency (f0) contours of 60 accentual phrases per speaker. Data and analysis: For LH and HLH tonal patterns, measuring points were defined for quantitative evaluation of f0 values. Relevant aspects investigated were (a) pattern consistency, (b) f0 dynamic range and (c) rate of f0 change. Pattern consistency data were statistically evaluated using chi-square testing. The dynamic range and rate of f0 change data were explored through to linear mixed effects models. Findings/conclusions: We found no really substantial differences between the speaker groups in the parameters we examined, neither between the L2 speakers and the Norwegian natives nor between the Lingala and Swahili speakers. Originality and significance/implications: This study is a contribution to the scarcely explored area of L2 acquisition of tones. It is concerned with languages that have received little or no attention in the field: Norwegian, Lingala and Swahili. Participants are multilinguals who have extensive language learning experience. Further, the study is based on a corpus of spontaneous speech.

scholarly journals Second Language Learners’ Coping Strategy in Conversations with Native Speakers

2012 ◽  
Vol 2 (2) ◽  
pp. 168-183
Author(s):  
Sachiko Terui
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Learning Experience ◽  
Native English Speakers ◽  
English Speakers ◽  
The Many ◽  
Communicative Strategy

One of the many strategies that many international students employ to cope with their lack of English proficiency is to pretend to understand or not to understand the conversational content exchanged with native English speakers. Combining autoethnography and iterative interviews this research explores the pretending behavior profoundly from non-native speakers’ perspectives. During the iterative interviews, six students shared their personal experience specified in pretending behaviors. This study aims at informing the second language learning experience and promoting mutual understanding between native and non-native speakers in multi-lingual and multi-cultural societies. As a result, under the metatheme (Tesch, 1987) of pretending in conversation, pretending as a Communicative Strategy, eleven themes emerged. 

Perceived Correctness of Nominal Gender (Dis)Agreement by Heritage Speakers of Spanish

2021 ◽  
Vol 18 (1) ◽  
pp. 1-32
Author(s):  
Michael Gradoville ◽  
Max Courval ◽  
Paige Elder ◽  
Rachel Hom ◽  
Finn Palamaro
Keyword(s):  
Heritage Language ◽  
The Other ◽  
Gender Agreement ◽  
Early Language ◽  
Heritage Speakers ◽  
Number Agreement ◽  
Test Items ◽  
Incorrect Stimulus ◽  
Heritage Speakers Of Spanish ◽  
Spanish Heritage Speakers

Abstract This study investigates how quantity of exposure to Spanish as well as early language acquisition affects the ability of adult Spanish heritage speakers to perceive prescriptively (in)correct nominal gender agreement in three-word sequences of a noun with two modifiers. Thirty-six adult speakers of Spanish as a heritage language listened to 116 different three-word sequences, half of which contained prescriptively incorrect gender or number agreement. Participants were asked to determine if the phrase sounded right. Half of the test items were experimental and addressed gender agreement, while the other half were distractors based on number agreement. Furthermore, participants filled out the Bilingual Language Profile (Birdsong et al., 2012) to assess their exposure to and comfort with Spanish. As in many previous studies, participants had more difficulty identifying a prescriptively incorrect stimulus as incorrect than correct stimuli as correct. There was a split between sequential and simultaneous bilinguals: while increased Spanish exposure improved sequential bilinguals’ ability to accurately identify both correct and incorrect stimuli, simultaneous bilinguals only saw gains in their ability to identify correct stimuli.

Does learning a foreign language affect object categorization in native speakers of a language with grammatical gender? The case of Lithuanian speakers learning three languages with different types of gender systems (Italian, Russian and German).

2017 ◽  
Vol 23 (2) ◽  
pp. 417-436 ◽  
Author(s):  
Luca AT Vernich
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Fixed Effects ◽  
Linear Models ◽  
Native Speakers ◽  
Grammatical Gender ◽  
The Other ◽  
Standard Pattern ◽  
And Gender ◽  
Gender System

Aims and Objectives/Purpose/Research Questions: We examined whether categorization of inanimate objects is influenced by learning a language with a different type of gender system. Previous research has examined speakers of languages without grammatical gender (English and Hungarian) who were learning a language with grammatical gender (Spanish and French). By contrast, we examined speakers of a language with grammatical gender (Lithuanian) learning a language with a structurally different gender system (Italian, Russian or German). Design/Methodology/Approach: We compared four groups (Lithuanians speaking only English and Lithuanian, Lithuanians learning Italian, Lithuanians learning Russian, Lithuanians learning German) in the completion of a voice attribution task where subjects are asked to attribute either the voice of a man or a woman to inanimate objects. Data and Analysis: We tested 128 subjects (32 for each group). The first group included Lithuanians who spoke only Lithuanian and English, and served as baseline for Lithuanians with a single grammatical gender system (Group B). The other three groups included Lithuanians that were proficient in either Italian (Group ITA), Russian (Group RUS) or German (Group GER). Data were analysed by means of mixed effects generalized linear models created using R glmer() function. We conducted a series of logistic regressions examining the following fixed effects: sex, age, distinction ‘artefact vs. natural object’, Lithuanian gender, proficiency in the relevant foreign language and the gender of each item in the relevant foreign language (i.e. either Italian, Russian or German). Findings/Conclusions: Our results suggest that the four groups behaved somewhat differently and that belonging to one group or the other was a significant predictor of a participant’s choices. It seems, however, that gender in the respective foreign language did not affect a participant’s choices. By and large, differences between the four groups did not mirror gender asymmetries between the four languages, yet learning a foreign language did appear to interfere with the standard pattern exhibited by baseline Lithuanians who had the highest frequency of attributions congruent with Lithuanian gender. Originality: Recent studies showed that the effects of grammatical gender on categorization might not be limited to native language, but could apply also to a second language acquired later in life. Whereas previous research has examined subjects speaking an L1 without grammatical gender, we followed Kurinski and Sera’s suggestion and tested native speakers of a gendered language learning an L2 with a structurally different gender system. More specifically, we compared native speakers of a language with two genders (Lithuanian) learning either a system with three genders (Russian), a system with three genders and gender-marking articles (German) or a system with two genders and gender-marking articles (Italian). Our goal was to understand whether language effects on cognition are influenced not only by specific properties of the L1 – as suggested by Kurinski et al., who noted a difference between English and Hungarian learners – but also by specific properties of the L2 gender system and by the typological gap between the L1 and the L2 gender system. Significance/Implications: We asked whether we would find language-specific effects suggesting that learning a foreign language systematically ‘pulls’ standard categorization patterns towards the L2 gender system. Our findings do not support this idea. However, our results do suggest that learning a foreign language weakens the strength of the link between each item and its gender.

Is the heritage language like a second language?

2012 ◽  
Vol 12 ◽  
pp. 1-29 ◽  
Author(s):  
Silvina A. Montrul
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Heritage Language ◽  
Learning Experience ◽  
Linguistic Knowledge ◽  
Theoretical Frameworks ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
L2 Learners ◽  
Family Language

Many heritage speakers (bilinguals in a minority language context) turn to the second language (L2) classroom to expand their knowledge of the heritage language. Critical questions arise as to how their linguistic knowledge compares to that of post puberty L2 learners. Focusing on recent experimental research on grammatical domains typically affected in both L2 learners and heritage speakers, this article addresses whether exposure to the family language since birth even under reduced input conditions leads to more native-like linguistic knowledge in heritage speakers as opposed to L2 learners with a later age of acquisition of the language, how differences in input and language learning experience determine the behavioral manifestations of linguistic knowledge, and whether formal instruction in the classroom is beneficial to heritage speakers. I argue that the extension of theoretical frameworks and methodologies from SLA has significantly advanced the field of heritage language acquisition, but deeper understanding of these speakers will also need more fruitful integration of the psycholinguistic and sociolinguistic factors that contribute to the acquisition and maintenance of heritage languages.

scholarly journals ‘So close, yet so different’ – reflections on the multicultural course of Slavic languages

2019 ◽  
pp. 247-251
Author(s):  
Anna Kyppö
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Multicultural Competence ◽  
Native Speakers ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Course Content ◽  
Slavic Languages ◽  
Reflection On Action ◽  
Blended Course

The complexity of language learning may be expanded to learning the languages belonging to the same language family, for example, Slavic languages. This paper reports on the reflection-on action research aimed at the increase of learners’ multicultural competence and enhancement of critical thinking at the interdisciplinary, blended course of Slavic languages and cultures. The course organized in modules is implemented in Moodle. Course content is designed by the teacher; however, Slavic languages are presented by native speakers of these languages. Learners have an opportunity to get familiar with Slavic languages, history, and culture from the presenters’ perspective, what generally results in the increase of learners’ multicultural competence and enhancement of critical thinking. Learning experience is intensified through reflective learner logs, which serve as a knowledge-sharing medium and cognitive learning.

scholarly journals Social Media in Teaching of Languages

2020 ◽  
Vol 15 (12) ◽  
pp. 72
Author(s):  
Babikir Eltigani Siddig
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Native Speakers ◽  
Learning Experience ◽  
Interactive Education ◽  
Research Article ◽  
The Social ◽  
Social Media Platforms ◽  
Free Interaction ◽  
Minimal Effort

Abstract With advancements in communication technology, humans can now bridge the constraints of time and space with minimal effort. Through this, the ability of individuals to interact with millions of others at an instant has not only been increased, but also improved. As a result of these developments, endeavours such as education could benefit greatly. Undertakings such as distant education, blended learning, and even interactive education could be made considerably easier and more efficient. For instance, with regards to education, the teaching of languages could draw important uses from the application of social media to teach learners new languages. Through social media platforms such as Facebook, WhatsApp, and YouTube, instructors could help learners access greater competency in language learning and use. The social media sites would allow learners to immerse themselves in situations where they openly interact with others who are more competent than them in the use of the language. In this way, learners may be able to improve their grasp of the language. From this research article, it is evident that social media can be applied to aid in the teaching of languages. Learners can interact freely with native speakers of the language they seek to learn, and they could also direct the process of learning themselves. These would be enabled through the application of social media in the instruction process. Further, learners could also immerse themselves in the culture associated with the language they seek to learn. Consequently, the learners would increase their grasp and end up improving the learning experience. Finally, social media may allow free interaction with native-speakers of a language. In this manner, the learners would be improving their diction and pronunciation of the words and phrases; a fact that would greatly enhance the learning process. Keywords: Immersion, Self-Direction, Social Media, Native-Speakers, Pronunciation,

Sign in / Sign up

Export Citation Format

Share Document