Second Language Research最新文献_第10页

Production of English lexical stress by Mandarin speakers: Acoustics and kinematics 普通话使用者英语词汇重音的产生:声学和运动学

IF 2.4 2区文学

Second Language Research Pub Date : 2021-12-29 DOI: 10.1177/02676583211066290

Joanne Jingwen Li, Maria I. Grigos

{"title":"Production of English lexical stress by Mandarin speakers: Acoustics and kinematics","authors":"Joanne Jingwen Li, Maria I. Grigos","doi":"10.1177/02676583211066290","DOIUrl":"https://doi.org/10.1177/02676583211066290","url":null,"abstract":"This study aims to understand if Mandarin late learners of English can successfully manipulate acoustic and kinematic cues to deliver English stress contrast in production. Mandarin (N = 8) and English (N = 8) speakers were recorded producing English trochaic (initial stress) and iambic (final stress) items during a nonword repetition task. Speakers’ jaw movement for the utterances was tracked and analysed. Acoustic and kinematic cues were measured for each syllable, including acoustic duration, fundamental frequency (F0), and intensity, as well as jaw movement duration, displacement, peak velocity, and stiffness. Stress ratios (syllable 1 / syllable 2) were calculated for each cue and compared between groups. Results showed that English and Mandarin speakers had generally comparable performance in differentiating trochaic from iambic patterns, as well as in the degree of between-syllable contrast within each pattern. Between-group differences were only observed in acoustic duration and jaw movement velocity/stiffness. These results suggest that the experience with Mandarin stress contributes to Mandarin speakers’ overall successful production of English stress but also results in nonnative use of some acoustic/kinematic cues.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47221676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Existence and consequences of dormant features: Evidence from L2 acquisition of Chinese object ellipsis 休眠特征的存在及其后果——来自汉语宾语省略二语习得的证据

IF 2.4 2区文学

Second Language Research Pub Date : 2021-12-29 DOI: 10.1177/02676583211066293

Lulu Zhang

引用次数: 1

IF 2.4 2区文学

Second Language Research Pub Date : 2021-12-16 DOI: 10.1177/02676583211063534

Ian Cunnings, Hiroki Fujita

{"title":"Similarity-based interference and relative clauses in second language processing","authors":"Ian Cunnings, Hiroki Fujita","doi":"10.1177/02676583211063534","DOIUrl":"https://doi.org/10.1177/02676583211063534","url":null,"abstract":"Relative clauses have long been examined in research on first (L1) and second (L2) language acquisition and processing, and a large body of research has shown that object relative clauses (e.g. ‘The boy that the girl saw’) are more difficult to process than subject relative clauses (e.g. ‘The boy that saw the girl’). Although there are different accounts of this finding, memory-based factors have been argued to play a role in explaining the object relative disadvantage. Evidence of memory-based factors in relative clause processing comes from studies indicating that representational similarity influences the difficulty associated with object relatives as a result of a phenomenon known as similarity-based interference. Although similarity-based interference has been well studied in L1 processing, less is known about how it influences L2 processing. We report two studies – an eye-tracking experiment and a comprehension task – investigating interference in the comprehension of relative clauses in L1 and L2 readers. Our results indicated similarity-based interference in the processing of object relative clauses in both L1 and L2 readers, with no significant differences in the size of interference effects between the two groups. These results highlight the importance of considering memory-based factors when examining L2 processing.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The interactional ecology of homestay experiences: Locating input within participation and membership 民宿体验的互动生态：在参与和成员关系中定位输入

IF 2.4 2区文学

Second Language Research Pub Date : 2021-12-11 DOI: 10.1177/02676583211058831

T. Greer, Johannes Wagner

{"title":"The interactional ecology of homestay experiences: Locating input within participation and membership","authors":"T. Greer, Johannes Wagner","doi":"10.1177/02676583211058831","DOIUrl":"https://doi.org/10.1177/02676583211058831","url":null,"abstract":"Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Morphological generalization in heritage speakers: The Turkish aorist 传统说话者的形态学概括:土耳其语

IF 2.4 2区文学

Second Language Research Pub Date : 2021-11-27 DOI: 10.1177/02676583211059291

Serkan Uygun, Lara Schwarz, H. Clahsen

引用次数: 2

Different effects of L1 and L2 phonology on L3 lexical learning: An ERP study L1和L2音韵学对L3词汇学习的不同影响——ERP研究

IF 2.4 2区文学

Second Language Research Pub Date : 2021-10-29 DOI: 10.1177/02676583211054448

S. Mulík, Haydée Carrasco-Ortíz

{"title":"Different effects of L1 and L2 phonology on L3 lexical learning: An ERP study","authors":"S. Mulík, Haydée Carrasco-Ortíz","doi":"10.1177/02676583211054448","DOIUrl":"https://doi.org/10.1177/02676583211054448","url":null,"abstract":"This study investigated the influence of phonological word representations from both first language (L1) and second language (L2) on third language (L3) lexical learning in L1-dominant Spanish–English bilinguals. More specifically, we used event-related potentials (ERPs) to determine whether L1 Spanish and L2 English phonology modulates bilinguals’ brain response to newly learned L3 Slovak words, some of which had substantial phonological overlap with either L1 or L2 words (interlingual homophones) in comparison to matched control words with little or no phonological overlap. ERPs were recorded from a group of 20 Spanish–English bilinguals in response to 120 auditory Slovak words, both before and after a three-day-long learning period during which they associated the L3 Slovak novel words with their L1 Spanish translations. Behaviorally, both L1 Spanish and L2 English homophony facilitated the learning of L3 Slovak words in a similar manner. In contrast, the electrophysiological results of the post-training ERPs, but not the pre-training ERPs, showed an N100 effect for L2 English interlingual homophones and opposite N400 effects for L1 Spanish and L2 English interlingual homophones in comparison to control words. These findings suggest different neurocognitive mechanisms in the use of L1 and L2 phonological information when learning novel words in an L3.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research CEDEL2：二语西班牙语习得研究在线语料库的设计、编译和网络界面

IF 2.4 2区文学

Second Language Research Pub Date : 2021-10-16 DOI: 10.1177/02676583211050522

Cristóbal Lozano

{"title":"CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research","authors":"Cristóbal Lozano","doi":"10.1177/02676583211050522","DOIUrl":"https://doi.org/10.1177/02676583211050522","url":null,"abstract":"This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 (Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface (cedel2.learnercorpora.com). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43918260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study 通过文本增强的视听输入促进多词单元的二语习得：一项眼动追踪研究

IF 2.4 2区文学

Second Language Research Pub Date : 2021-10-11 DOI: 10.1177/02676583211049741

Eva Puimège, Maribel Montero Perez, E. Peters

{"title":"Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study","authors":"Eva Puimège, Maribel Montero Perez, E. Peters","doi":"10.1177/02676583211049741","DOIUrl":"https://doi.org/10.1177/02676583211049741","url":null,"abstract":"This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners’ acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

The role of L1 reading direction on L2 perceptual span: An eye-tracking study investigating Hindi and Urdu speakers 母语阅读方向对二语知觉广度的影响:一项针对印地语和乌尔都语使用者的眼动追踪研究

IF 2.4 2区文学

Second Language Research Pub Date : 2021-10-08 DOI: 10.1177/02676583211049742

Leigh B. Fernandez, Ricarda Bothe, Shanley EM Allen

{"title":"The role of L1 reading direction on L2 perceptual span: An eye-tracking study investigating Hindi and Urdu speakers","authors":"Leigh B. Fernandez, Ricarda Bothe, Shanley EM Allen","doi":"10.1177/02676583211049742","DOIUrl":"https://doi.org/10.1177/02676583211049742","url":null,"abstract":"In the current study we used the gaze-contingent moving window paradigm to directly compare the second language (L2) English perceptual span of two groups that speak languages with essentially the same lexicon and grammar but crucially with different writing directions (and scripts): Hindi (read left to right) and Urdu (read right to left). This is the first study to directly compare first language (L1) speakers of languages that differ primarily in reading direction in a common L2, English. While Urdu speakers had a slightly faster reading rate, we found no additional differences between Hindi and Urdu speakers when reading L2 English; both groups showed a perceptual span between 9 and 11 characters to the right of the fixation based on saccade length. This suggests little to no influence of L1 reading direction on L2 perceptual span, but rather that L2 perceptual span is influenced by allocation of attention during reading. Our data are in line with research by Leung et al. (2014) finding that L2 speakers have a smaller perceptual span than native speakers (L1 perceptual span is approximately 15 characters to the right of the fixation). This most likely stems from the increased demands associated with reading in a second language, which led to a reduction in the amount of attention that can be allocated outside of the current fixation.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46182993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections 有意识/无意识学习与有意识/无意识知识的复杂关系:显著性在形式-意义联系中的中介作用

IF 2.4 2区文学

Second Language Research Pub Date : 2021-09-15 DOI: 10.1177/02676583211044950

Junya Fukuta, J. Yamashita

{"title":"The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections","authors":"Junya Fukuta, J. Yamashita","doi":"10.1177/02676583211044950","DOIUrl":"https://doi.org/10.1177/02676583211044950","url":null,"abstract":"This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [± animate] (a less salient hidden rule). They completed immediate and delayed post-tests by means of a two-alternative forced-choice task with subjective judgments of source attributions. Awareness during the learning phase was identified through analysis of thinking aloud protocols. The results did not support a one-to-one relation between either explicit learning and conscious knowledge, or implicit learning and unconscious knowledge; rather, they indicated that implicit and explicit learning are intricately linked to conscious and unconscious knowledge mediated by the salience of form–meaning connections in target items. This result also suggests the possibility of the later emergence of knowledge without any conscious awareness of it.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6