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Short and mid-term effects of an earlier start: An analysis of EFL written production 提早学习的中短期影响:对英语写作作品的分析
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.1.15CEL
M. L. Celaya, M. Torras, C. Vidal
{"title":"Short and mid-term effects of an earlier start: An analysis of EFL written production","authors":"M. L. Celaya, M. Torras, C. Vidal","doi":"10.1075/EUROSLA.1.15CEL","DOIUrl":"https://doi.org/10.1075/EUROSLA.1.15CEL","url":null,"abstract":"Most studies concerning the issue of age have focused on the language outcomes of subjects who started acquiring a second language during childhood, or later on during adolescence or adulthood in naturalistic contexts. However, relatively few studies have been concerned with school contexts where a foreign language is a compulsory subject in the early stages of the curriculum. The aim of the present study is to address the question of the effects of starting age (8 versus 11) on the acquisition of English as a foreign language in a school context, with specific reference to written production. Data are analysed after 200 and 416 hours of instruction, that is, when learners are 10 and 12, and 12 and 14 respectively. Results suggest that an earlier start does not have clear benefits in the acquisition of EFL as reflected in written language.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122397263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 30
The influence of Chinese Focused Cleft wh-constructions on Chinese speakers’ L2 knowledge of English wh-movement: Evidence from two experimental studies 汉语焦点断裂性“wh”结构对汉语使用者二语英语“wh”运动知识的影响:来自两项实验研究的证据
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/eurosla.10.09wu
Fuyun Wu
{"title":"The influence of Chinese Focused Cleft wh-constructions on Chinese speakers’ L2 knowledge of English wh-movement: Evidence from two experimental studies","authors":"Fuyun Wu","doi":"10.1075/eurosla.10.09wu","DOIUrl":"https://doi.org/10.1075/eurosla.10.09wu","url":null,"abstract":"Previous studies of Mandarin speakers’ intuitions about grammatical and ungrammatical wh-movement constructions in L2 English have produced mixed results. Some studies show that such speakers neither fully accept grammatical wh-constructions, nor fully reject constructions that violate locality constraints. The present study examines the possibility that learners may be transferring the Chinese Focused Cleft wh-construction (FCW) into their English grammars, and that transfer is persistently influential. It is argued that the FCW, which produces structures superficially similar to English wh-movement questions, does not involve movement. Two experimental studies are reported. The first tests native Mandarin Chinese speakers’ intuitions about the FCW in order to provide evidence bearing on lack of movement in the FCW. The second tests the intuitions about grammatical and ungrammatical English wh-movement of advanced L2 learners of English whose L1 was Mandarin. The results support the claim that advanced Chinese learners of English interpret English wh-constructions like Chinese FCWs.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122421094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pragmatic development in L2 use of criticisms: A case of Vietnamese EFL learners 二语批评语用的语用发展:以越南英语学习者为例
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.5.09NGU
Thi Minh Khue Nguyen
{"title":"Pragmatic development in L2 use of criticisms: A case of Vietnamese EFL learners","authors":"Thi Minh Khue Nguyen","doi":"10.1075/EUROSLA.5.09NGU","DOIUrl":"https://doi.org/10.1075/EUROSLA.5.09NGU","url":null,"abstract":"This paper presents a study of the development of L2 pragmatic competence in the speech act of criticisms. Data were collected from three proficiency groups of Vietnamese foreign language learners of English via a conversation elicitation task and a written questionnaire. An interview was also conducted to probe into the learners’ pragmatic decision-making. Results show that the strongest difference among the learners lay in the area of modifiers to criticisms, rather than in the criticism strategies per se. Specifically, as the learners became more proficient in the L2, they mitigated their criticisms more often, thanks to a better control over language processing. However, they still lagged far behind the native speaker group in the frequency of their use of mitigators. These proficiency effects were explained by the EFL context, which probably did not much facilitate pragmatic development, given the learners’ insufficient exposure to the target norms.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122572223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Motivating multiword units: Rationale, mnemonic benefits, and cognitive style variables 激励多词单位:基本原理，助记的好处，和认知风格变量
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.6.11BOE
F. Boers, June Eyckmans, H. Stengers
{"title":"Motivating multiword units: Rationale, mnemonic benefits, and cognitive style variables","authors":"F. Boers, June Eyckmans, H. Stengers","doi":"10.1075/EUROSLA.6.11BOE","DOIUrl":"https://doi.org/10.1075/EUROSLA.6.11BOE","url":null,"abstract":"In recent years, many educational linguists have emphasised the importance of drawing language learners’ attention to multiword units (i.e., strong collocations, idioms, etc.), because knowledge of such units is believed to help learners come across as fluent, native-like and accurate L2 speakers. We report a controlled experiment the results of which support this belief. The question now is how learners can be helped to commit multiword units to memory. We borrow insights from Cognitive Linguistics, which, contrary to other frameworks, holds that the meaning and the lexical composition of many multiword units is motivated rather than arbitrary. The article surveys experiments that were set up to measure the mnemonic effects of presenting multiword units (especially idioms) as semantically and/or phonologically motivated. The overall encouraging results are explainable by established theories of memory, such as ‘levels-of-processing’ and ‘dual coding’ models. At the same time, the results point to cognitive-style variables that may enhance or dampen the effectiveness of the proposed instructional methods.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123008805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 36
Foreign accent in advanced learners: Two successful profiles 高级学习者的外国口音:两个成功的案例
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.7.10MUN
C. Muñoz, D. Singleton
{"title":"Foreign accent in advanced learners: Two successful profiles","authors":"C. Muñoz, D. Singleton","doi":"10.1075/EUROSLA.7.10MUN","DOIUrl":"https://doi.org/10.1075/EUROSLA.7.10MUN","url":null,"abstract":"Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background data were elicited by questionnaire and interview. A significant difference overall emerged between native speakers and non-natives in terms of FA ratings. However, two of the learners scored within the native-speaker range. The discussion examines the possible influence of an array of factors on degree of FA, and explores what might underlie the native-like performance of the two most successful learners.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123849619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 42
Prototypical and non-prototypical marking in the advanced learner’s aspectuo-temporal system 高级学习者方面-时间系统中的原型与非原型标记
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.2.08HOW
M. Howard
{"title":"Prototypical and non-prototypical marking in the advanced learner’s aspectuo-temporal system","authors":"M. Howard","doi":"10.1075/EUROSLA.2.08HOW","DOIUrl":"https://doi.org/10.1075/EUROSLA.2.08HOW","url":null,"abstract":"This paper investigates the effect of verb semantics on the variable use of aspectuo-temporal morphology by the advanced learner of French. Using the Aspect Hypothesis as a heuristic to test the extent to which the advanced learner overrides the effect of verb semantics in aspectual contexts where the verb assumes a non-prototypical value, the study examines the interaction between lexical aspect and grammatical aspect in order to identify which factor exerts a stronger influence on the learner’s aspectuo-temporal choice. Results suggest that lexical aspect continues to constrain the advanced learner’s aspectuo-temporal system, such that non-prototypical marking poses greater difficulty than prototypical marking.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128475006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 24
The lexical decision task as a measure of L2 lexical proficiency 词汇决策任务对二语词汇熟练程度的测量
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.6.10HAR
M. Harrington
{"title":"The lexical decision task as a measure of L2 lexical proficiency","authors":"M. Harrington","doi":"10.1075/EUROSLA.6.10HAR","DOIUrl":"https://doi.org/10.1075/EUROSLA.6.10HAR","url":null,"abstract":"Prior applications of the lexical decision task in second language research have either examined performance accuracy (Meara and Buxton 1987) or speed of response to familiar items (Segalowitz and Segalowitz 1993). This paper examines how well the two measures together serve to discriminate among between-group levels of proficiency and within-group levels of difficulty on an English lexical decision task. Performance was compared across three levels of English proficiency (Intermediate L2, Advanced L2 and English L1 control) and four levels of item difficulty, as defined by frequency of occurrence (words from the 2000, 3000, 5000 and 10,000 most frequently occurring words). Accuracy and reaction time measures systematically decreased as a function of increasing proficiency and frequency level. Response variability, as measured by the coefficient of variance, also decreased as performance improved. The implications of the findings for the use of lexical decision tasks in second language research are discussed.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116725652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 46
How is inflectional morphology learned 屈折形态是如何学习的
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.9.05SLA
Roumyana Slabakova
{"title":"How is inflectional morphology learned","authors":"Roumyana Slabakova","doi":"10.1075/EUROSLA.9.05SLA","DOIUrl":"https://doi.org/10.1075/EUROSLA.9.05SLA","url":null,"abstract":"This article considers recent explanations of variability in the second language (L2) comprehension of inflectional morphology. The predictions of five accounts are spelled out: the emergentist account, the Feature Assembly Hypothesis, the Contextual Complexity Hypothesis, the Morphological Underspecification Hypothesis and the Combinatorial Variability Hypothesis. These predictions are checked against the results of an experimental study on the L2 acquisition of inflectional morphology (based on an extension of Slabakova and Gajdos 2008). English-native learners of German at beginning and intermediate proficiency levels took a multiple-choice test where they had to supply appropriate missing subjects. The predictions of the Morphological Underspecification Hypothesis and the Combinatorial Variability Hypothesis were largely supported by the experimental findings. It is argued that only accounts looking at mental representation of lexical features adequately explain L2 morphological variability.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"207 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127786942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children 放弃学习V2:挪威儿童英语语序习得中输入线索的迁移、标记和重要性
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.3.07WES
Marit Westergaard
{"title":"Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children","authors":"Marit Westergaard","doi":"10.1075/EUROSLA.3.07WES","DOIUrl":"https://doi.org/10.1075/EUROSLA.3.07WES","url":null,"abstract":"This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126765151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 49
Specificity in Spanish: The syntax/semantics interface in SLA 西班牙语的特殊性:SLA中的语法/语义接口
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.6.06BOR
C. Borgonovo, J. Garavito, P. Guijarro-Fuentes, P. Prévost, E. Valenzuela
{"title":"Specificity in Spanish: The syntax/semantics interface in SLA","authors":"C. Borgonovo, J. Garavito, P. Guijarro-Fuentes, P. Prévost, E. Valenzuela","doi":"10.1075/EUROSLA.6.06BOR","DOIUrl":"https://doi.org/10.1075/EUROSLA.6.06BOR","url":null,"abstract":"Recent proposals argue that interface areas such as syntax/semantics and syntax/pragmatics are particularly difficult for adult learners, in comparison to purely syntactic phenomena (Sorace 2003, 2004). In contrast, other research shows that L2 learners are able to acquire target representations even when the interpretation is not readily available in the input (Borgonovo, Bruhn de Garavito and Prevost 2005, Dekydtspotter and Sprouse 2001). In this paper we add to the growing literature on the acquisition of interpretational properties by showing that adult L2 learners can acquire knowledge of the syntactic correlates of the semantic notion of specificity in constructions involving topicalisation and null objects in Spanish. The learners’ first language (L1) is Brazilian Portuguese, where specificity does not play the role in these constructions that it plays in Spanish. Results show that learners can go beyond their L1 with respect to the acquisition of interface phenomena, suggesting that native-like grammars are attainable in L2 acquisition.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122451555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
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