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2021 ◽  
Vol 1 ◽  
pp. 184
Author(s):  
Remus Gergel ◽  
Martin Kopf-Giammanco ◽  
Maike Puhl

The current work discusses the Human Diachronic Simulation Paradigm (HUDSPA), a method to experimentally probe into historical meaning change set up to (i) scan for configurations similar to attested alterations of meaning but in (typically, but not necessarily, related) languages or varieties which did not actualize the change(s) under investigations; (ii) measure the reactions of native speakers in order to ascertain the verisimilitude as well as the particular semantic and pragmatic properties of the items scrutinized. Specifically, the present paper discusses the relative propensity of a particularizer (German eben) to be interpreted with comparatively high confidence as a scalar additive particle such as even and of a concessive item like English though to be interpreted similar to a modal particle along the lines of German doch.


2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Liu ◽  
Jinghong Ning

To perceive a second language (L2), non-native speakers not only have to focus on phonological, lexical, and grammatical knowledge, but also need to develop a good mastery of L2 strategic knowledge, including selective attention and language planning. Previous research has found that non-tonal speakers are overtly attentive to segments, while tonal language speakers give more attention to tones. However, it is unclear how different dominant language speakers distribute their attention while processing segments or tones and segments and tones stimuli in non-native speeches. The present study also aims to examine the roles of language dominance play in the designed perceptual tasks. In the current study 20 Cantonese native speakers, 18 Cantonese-dominants, and 18 Urdu-dominants participated in an attention distribution experiment in Cantonese. The results show that the Urdu-dominants retain their L1 attentional strategy in the processing of Cantonese stimuli, classifying the stimuli along segments, while the Cantonese native speakers are more attentive to tones. Moreover, the Cantonese-dominants show a perceptual flexibility as highly proficient and experienced listeners. The results reveal that language dominance plays a vital role in listeners' attention distribution. The research also supports PAM-L2 theory on bilingual. The findings of the current study can be applied to Chinese language learning and teaching and language acquisition studies.


2021 ◽  
Author(s):  
Trevor K. M. Day

Native speakers of English are differentially sensitive to morphologicallysimple and morphologically complex when both are ungrammatical. A largerP600 is elicited by sentences like *“The dogs must running” than *“The dog isrun.” This is taken to mean that native speakers have an easier time processingthe second condition, either because the base form of the verb is underspecifiedfor a number of featural specifications, or because predictions in “be”contexts are weaker than predictions in modal conditions. We find that L1speakers of Mandarin who speak English as a second language show a P600 toungrammatical, morphologically complex critical verbs, but no signal at all toungrammatical, morphologically simple critical verbs. This suggests they lackthe information to form predictions about “be” contexts or have an oversimplifiedrule about present participles: namely, that they only appear in “be”contexts, without realizing that auxiliary “be” licenses only present participles.


Author(s):  
I.S. Ryabova ◽  

The paper describes linguistic properties of the Dabida pronominal demonstrative adverbs of space and time formed from the demonstrative pronouns in noun class 16 (locative) agreement through the conversion. The language data has been obtained from two Kenyan informants who were native speakers of the Mbololo dialect of Dabida studying in Moscow


2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.


2021 ◽  
pp. 136700692110336
Author(s):  
Marina Sokolova ◽  
Roumyana Slabakova

Aims and objectives: The study investigates human sentence processing and argues that information from multiple sources is considered equally in native and non-native languages. Non-syntactic information does not overrule the parsing decisions prompted by syntactic cues. Methodology: The experiment used ambiguous relative clauses (RC) in a self-paced reading task with 20 native and 45 non-native adult speakers of English and Russian. The software Linger recorded participants’ answers to comprehension questions and the time they spent reading each word. Data and analysis: Mixed linear analysis performed in R checked for the effect of a matrix verb, RC length, social conventions, the native language and the language of testing on RC processing and interpretation. Findings: Both native and non-native speakers followed social conventions in deciding on the interpretation of the RC. However, this information never overruled the attachment decision prompted by the matrix predicate or by the length of the RC which entails certain sentence prosody. Originality: The study is innovative in investigating the extent to which each factor affected RC processing. It shows that social conventions enhance processing when they conspire with the structural parse prompted by linguistic cues. When they do not, syntactic information governs sentence parsing in both L1 and L2. Significance/implications: The study provides evidence that sentence processing uses linguistic structure as a first parsing hypothesis, which can then be adjusted to incorporate the incoming information from multiple sources. Limitations: The findings need further support from testing L2 learners of Russian in various socio-cultural contexts.


Author(s):  
Masato Terai ◽  
Junko Yamashita ◽  
Kelly E. Pasich

Abstract In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two learning directions are not consistent. We speculated that the cause of this inconsistency may be L2 proficiency, as the strengths of the lexical links between L2 and L1 are different depending on the learner’s L2 proficiency. This hypothesis was examined with 28 native speakers of Japanese learning English. Participants studied novel English words in the two learning directions. The results of posttests showed that for lower-proficiency learners, L2-to-L1 learning was more effective than L1-to-L2 learning, while for higher-proficiency learners, L1-to-L2 learning was more effective. The findings suggest that L2 proficiency influences the effects of learning direction on vocabulary learning.


2021 ◽  
Vol 6 (7) ◽  
pp. 321-335
Author(s):  
Sale Maikanti ◽  
Jurgen Martin Burkhardt ◽  
Mei Fung Yong ◽  
Salina Binti Husain ◽  
Olúwadọrọ̀ Jacob Oludare

Pronunciation in second language learning is sometimes challenging, especially the vowels. Vowels such as [i] and [a] are found both in Hausa and Yorùbá but [i:] and [a:] are peculiar to Hausa alone. While Hausa has short and long vowels, Yorùbá has only oral and nasal vowels in their vowel inventories. Such phonemic differences constitute learning challenges, especially for the Yorùbá native speakers. This is a cross-sectional study design using mixed methods to examines the production of high front vowels: [i], and [i:], as well as low: [a], and [a:] Hausa vowels by the Yorùbá speakers to identify which group perform better between group 1 (Yorùbá native speakers who learned Hausa in the secondary school before going to the college of education), and group 2 (Yorùbá native speakers who learned Hausa informally before going to the college of education). The study also seeks to find out vowel substitutions that occur in the pronunciation tasks using 80 participants from 18 years old and above from the College of Education system in Nigeria who were selected based on purposive sampling. The findings were discussed in line with Flege & Bohn’s (2020) ‘Revised Speech Learning Model’. 8 stimuli were audio-recorded, transcribed, and rated by two independent raters, in addition to participant observation techniques adapted. The results of the Mann-Whitney test revealed that group 2 performed better than group 1. The study discovered also that the short [a] in the first and second syllables had the highest frequency of substitution compared to [i], [i:] and [a:] vowels. Such problems have pedagogical implications for learning Hausa as a second language.


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