scholarly journals Stå på, ikke gi opp – the use of Norwegian particle verbs in email messages by advanced L2 users whose L1 is Finnish

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kristiina Lieri
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Early Age ◽  
Slight Tendency ◽  
Particle Verbs ◽  
Input And Output ◽  
Similarities And Differences

The aim of the present study is to examine similarities and differences in the use of particle verbs (PVs) between advanced bilingual L2 users of Norwegian (L1 Finnish) in their teens and Norwegian L1 speakers of the same age. The data consists of three writing tasks (email messages) written by 6 bilingual Finnish -Norwegian participants and 6 native speakers of Norwegian. Previous research has shown that second language (L2) users, who are highly advanced, face problems using multi-word expressions. For example, they tend to use less PVs than native speakers. The advanced bilingual L2 users of Norwegian (L1 Finnish) in the present study also show a slight tendency to use fewer PVs than the native speakers.  However, the Finnish-Norwegian participants used some more idiomatic PVs than the native speakers of Norwegian. The results show that advanced bilingual users of Norwegian who live in an L2 environment and receive a great amount of natural input and output from an early age utilized PVs in a manner congruent to native speakers. Despite differences between the Finnish and Norwegian languages, there are also similarities with regard to PVs. The bilingual participants are familiar with PVs in their first language, Finnish, and they may benefit from that, even though these verbs are not as frequent in Finnish as in Norwegian.

Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners

2020 ◽  
Vol 41 (3) ◽  
pp. 547-577
Author(s):  
Brian V. Rusk ◽  
Johanne Paradis ◽  
Juhani Järvikivi
Keyword(s):  
Middle School ◽  
Second Language ◽  
Eye Tracking ◽  
English Learners ◽  
First Language ◽  
Early Age ◽  
Decision Task ◽  
Fine Grained ◽  
Holistic Understanding ◽  
Similarities And Differences

AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.

The processing of case in near-native Spanish

2015 ◽  
Vol 31 (3) ◽  
pp. 281-307 ◽  
Author(s):  
Jill Jegerski
Keyword(s):  
Second Language ◽  
Sentence Comprehension ◽  
Native Speakers ◽  
First Language ◽  
Differential Object Marking ◽  
L2 Processing ◽  
Case Marker ◽  
Object Marking ◽  
Case Markers ◽  
Ditransitive Constructions

This article reports a study that sought to determine whether non-native sentence comprehension can show sensitivity to two different types of Spanish case marking. Sensitivity to case violations was generally more robust with indirect objects in ditransitive constructions than with differential object marking of animate direct objects, even among native speakers of Spanish, which probably reflects linguistic differences in the two types of case. In addition, the overall outcome of two experiments shows that second language (L2) processing can integrate case information, but that, unlike with native processing, attention to a case marker may depend on the presence of a preverbal clitic as an additional cue to the types of postverbal arguments that might occur in a stimulus. Specifically, L2 readers showed no sensitivity to differential object marking with a in the absence of clitics in the first experiment, with stimuli such as Verónica visita al/el presidente todos los meses ‘Veronica visits the[ACC/NOM]president every month’, but the L2 readers in the second experiment showed native-like sensitivity to the same marker when the object it marked was doubled by the clitic lo, as in Verónica lo visita al/el presidente todos los meses. With indirect objects, on the other hand, sensitivity to case markers was native-like in both experiments, although indirect objects were also always doubled by the preverbal clitic le. The apparent first language / second language contrast suggests differences in processing strategy, whereby non-native processing of morphosyntax may rely more on the predictability of forms than does native processing.

First language effects on the identification and evaluation of second language speech

2021 ◽  
Vol 26 (2) ◽  
pp. 171-194
Author(s):  
Anne-France Pinget
Keyword(s):  
Second Language ◽  
Environmental Factors ◽  
Language Proficiency ◽  
Native Speakers ◽  
First Language ◽  
Language Aptitude ◽  
Content Type ◽  
It Impacts ◽  
Language Effects

Abstract In Belgium, Dutch as spoken by Francophone learners is relatively frequent in political, commercial or educational contexts. While the characteristics of this second language (L2) variety have been studied extensively, there is to date no systematic report of how it is evaluated by either native speakers of Dutch or non-natives. Previous studies conducted in other language contexts have found that non-natives tend to be very critical towards L2 accents similar to their own. The main goal of the present study is to investigate the extent to which the listener’s first language (L1) impacts ratings of the fluency, accentedness and comprehensibility of L2 Dutch as spoken by Francophone learners and how it impacts the identification of the speakers’ L1. Specifically, we compared ratings by three groups of listeners: Francophone learners of Dutch, native speakers of Belgian Dutch and native speakers of Netherlandic Dutch. Moreover, the extent to which three additional cognitive and environmental factors influence L2 ratings is examined: listeners’ familiarity with the L2 variety, their language aptitude and language proficiency. The results show that the majority of native and non-native listeners recognized the speakers’ L1 (French). Non-native listeners perceived L2 speech as less fluent, less comprehensible and more accented than natives did, which corroborates the previously reported critical attitudes towards a shared L2 accent. Moreover, subtle differences in accent and fluency ratings were found between the Netherlandic Dutch and the Belgian Dutch listeners. No clear effects of other cognitive and environmental factors appeared in the ratings.

scholarly journals ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

2017 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Rudha Widagsa ◽  
Ahmad Agung Yuwono Putro
Keyword(s):  
Second Language ◽  
English Language ◽  
Acoustic Analysis ◽  
Native Speakers ◽  
First Language ◽  
English Language Teaching ◽  
British English ◽  
Formant Frequencies ◽  
English Vowels ◽  
Second Formant

Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.Keywords: VSA, EFL, Indonesian learners, formant frequencies, acoustic

Requests in English by second-language users

1998 ◽  
Vol 119-120 ◽  
pp. 123-153 ◽  
Author(s):  
L.A. Kasanga
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Additional Data ◽  
Native Speakers ◽  
First Language ◽  
Limited Range ◽  
Point Of View ◽  
Interlanguage Pragmatics ◽  
Native Speakers Of English ◽  
Pragmatic Knowledge

Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students' spontaneous speech. For comparative purposes, I elicited additional data by means of a discourse-completion task (DCT). One finding is that the students' knowledge of contextual use of requesting strategies in English is inadequate because their requests are of (very) limited range and inappropriate in context. The in-appropriacy of the requests was confirmed by native speakers' judgments. One explanation of the inadequacy of the students' pragmatic knowledge is the lack of exposure to the whole gamut of requesting devices. Another may have a strategic dimension. Also important is the explanation of transfer from the first language/s (Ll/s) : learners may be simply carrying over into English structures translated from their L1. From a pedagogical point of view, it is suggested that discourse and pragmatic knowledge be systematically taught to avoid miscommunication and negative reactions from native and competent non-native speakers of English. The suggestion of teaching pragmatic knowledge seems to be supported by the finding about one subject who, after exposure to a variety of requesting expressions, seemed to modify the pattern of her requests.

scholarly journals Processing reflexives in a second language: The timing of structural and discourse-level constraints

2011 ◽  
Vol 33 (3) ◽  
pp. 571-603 ◽  
Author(s):  
CLAUDIA FELSER ◽  
IAN CUNNINGS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Nonnative Speakers ◽  
Binding Condition ◽  
Reflexive Pronouns ◽  
German Speaking ◽  
Nonnative Speakers Of English ◽  
Language Influence

ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.

scholarly journals The influence of first language on the processing of wh-movement in English as a second language

2005 ◽  
Vol 21 (2) ◽  
pp. 121-151 ◽  
Author(s):  
Alan Juffs
Keyword(s):  
Second Language ◽  
Word Reading ◽  
Native Speakers ◽  
First Language ◽  
Long Distance ◽  
Nonnative Speaker ◽  
Garden Path ◽  
Reading Technique ◽  
Island Constraints ◽  
Nonfinite Clauses

Adult learners of English as a second language who speak Chinese ( n = 30), Japanese ( n = 28) or Spanish ( n = 46) as a first language (L1), and a comparison group of native speakers ( n = 22) read sentences that contain: (a) ungrammatical wh-extractions that violate island constraints; and (b) grammatical long-distance Subject and Object extractions from finite and nonfinite clauses. Word-by-word reading times for each sentence were collected using the self-paced reading technique. Results suggest that the presence or absence of wh-movement in the L1 and the headedness of the verb phrase in the L1 are unable to explain all of the variation between the nonnative speaker groups. Severe garden path effects were observed in Subject extractions from finite clauses, but not in extractions from nonfinite clauses, suggesting that two finite verbs next to one another may be an important factor in causing parsing break-down. Individual variation in reading time was not predictable from measures of reading span or word span in either the first or second language.

FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE

2002 ◽  
Vol 24 (4) ◽  
pp. 617-637 ◽  
Author(s):  
Nan Jiang
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Native Speakers ◽  
First Language ◽  
Nonnative Speakers ◽  
Semantic Relatedness ◽  
Semantic Content ◽  
English Word ◽  
Nonnative English Speakers ◽  
Semantic Judgment

The mapping of lexical form to meaning is an important part of vocabulary acquisition in a second language (L2). This study examines the proposition that L2 lexical forms are often mapped to the existing semantic content of their first language (L1) translations rather than to new semantic specifications of their own. Native and nonnative English speakers were asked to perform two semantic judgment tasks in which they had to determine the degree of semantic relatedness of English word pairs (experiment 1) or to decide whether two English words were related in meaning (experiment 2). The nonnative speakers, but not the native speakers, were found to provide higher rating scores on or responded faster to L2 word pairs sharing the same L1 translations than to L2 word pairs that do not. The finding is interpreted as strong evidence in support of the presence of L1 semantic content in L2 lexical entries.

How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English

2013 ◽  
Vol 24 (4) ◽  
pp. 689-710 ◽  
Author(s):  
Ryan Spring ◽  
Kaoru Horie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Language ◽  
First Language ◽  
Learning Curves ◽  
Third Language ◽  
Chinese Learners ◽  
Language Type

AbstractThis study looks at the effect of one's first language type, as proposed by Talmy (2000) and Slobin (2004), on their second language acquisition. Talmy (2000) gives an account of languages as being either verb-framed or satellite-framed based on how path and manner of motion are encoded in motion events. Meanwhile, Slobin (2004) argues for a third language type, which he calls equipollently-framed. This study compares and contrasts the learning curves of equipollently-framed language (Mandarin Chinese) native speakers and verb-framed language (Japanese) native speakers as they learn a satellite-framed language (English). It examines not only the learner's pattern preferences, but also their manner of motion encoding preferences and deictic verb usage to show that there is a clear difference in how the two groups of learners acquire a second language of a different type from their own native language.

scholarly journals Research on Second Language: Offering New Alternative to Introduce Second Language to Children in Early Age through Youtube Channel

2019 ◽  
Vol 6 (1) ◽  
pp. 60
Author(s):  
Enni Akhmad Daud
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
First Language ◽  
Silent Period ◽  
Early Age ◽  
First Language Acquisition ◽  
Child Age

This article is discussing about the children acquisition in second language. It is observing how a child acquires her second language through YouTube. It described the child age 3,7 years habit to watch video through YouTube. The daily notes were taken to see the child’s words, sentences, and also reaction after watching the video intensively for two months. The research observation result shown that a child starts her acquiring by perceiving the language through silent period. She needs 3-5 times to watch a video, and then she is able to imitate words and sentences in video, even though her pronunciation is not fluency yet. Moreover, she does not really understand about the meaning of the words or sentences. It is indicated that the children age 3,7 years old still has difficulties to understand the beyond meaning of the words or sentences. The implication of this research is to show the stages of children in acquiring their second language which is similar to their first language acquisition. Therefore, teaching and learning second language should not be different from teaching and learning first language.

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