Second Language Research最新文献_第3页

Subject realization in Greek preschool learners of English 希腊学龄前英语学习者的主体实现

2区文学

Second Language Research Pub Date : 2023-09-23 DOI: 10.1177/02676583231195308

Faidra Faitaki, Victoria A. Murphy

{"title":"Subject realization in Greek preschool learners of English","authors":"Faidra Faitaki, Victoria A. Murphy","doi":"10.1177/02676583231195308","DOIUrl":"https://doi.org/10.1177/02676583231195308","url":null,"abstract":"Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during bilingual language acquisition. The direction of crosslinguistic transfer is known to be affected by structural overlap and linguistic dominance. This exploratory study was conducted to establish whether structural overlap or linguistic dominance affect the production patterns of Greek children who acquire English at preschool. If structural overlap determines the direction of transfer, then children will overuse overt subjects in Greek; if dominance determines the direction of transfer, then children will overuse null subjects in English. Two groups of Greek children (between 3;6–4;5 and 4;6–5;8) attending a monolingual English immersion programme in Greece participated in a novel oral elicitation task that tested their use of null and overt subjects in both languages. Both groups produced significantly more null and fewer overt subjects in English than an English monolingual control group, but the same number of null and overt subjects in Greek as a Greek monolingual control group. This finding suggests that the preschoolers, who start learning English at 3;0 years, experience crosslinguistic transfer from Greek, their dominant language, to English – thus highlighting the role that dominance plays in determining the direction of crosslinguistic transfer among successive bilingual children.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135966337","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

Adaptation in L2 sentence processing: An EEG study 二语句子加工中的适应:脑电图研究

IF 2.4 2区文学

Second Language Research Pub Date : 2023-09-05 DOI: 10.1177/02676583231192169

E. Kaan, Haoyun Dai, Xiaodong Xu

引用次数: 0

Using allophonic variation in L2 word recognition: French listeners’ processing of English vowel nasalization 在二语单词识别中使用元音变体:法语听者对英语元音鼻音化的处理

IF 2.4 2区文学

Second Language Research Pub Date : 2023-08-24 DOI: 10.1177/02676583231181472

Megan M Dailey, Camille Straboni, S. Peperkamp

引用次数: 0

Orthographic influence in the distributional learning of non-native speech sounds 非母语语音分布学习中的正交影响

IF 2.4 2区文学

Second Language Research Pub Date : 2023-08-19 DOI: 10.1177/02676583231191611

A. Alarifi, Benjamin V. Tucker

{"title":"Orthographic influence in the distributional learning of non-native speech sounds","authors":"A. Alarifi, Benjamin V. Tucker","doi":"10.1177/02676583231191611","DOIUrl":"https://doi.org/10.1177/02676583231191611","url":null,"abstract":"This study investigated the role of orthographic information in the acquisition of non-native speech sounds by monolingual English listeners. Two potentially important orthographic variables were explored: Orthographic compatibility (whether the orthographic information supports or contradicts the distributional information) and orthographic familiarity (whether the native and target languages share the same orthography). Ten groups of learners were trained on either a unimodal or bimodal distribution of two length continua. Out of the 10 groups, eight groups were also exposed to orthographic cues that varied in their compatibility with the distributional information (compatible vs. incompatible) and familiarity with the orthography of learners’ native language (Roman vs. Arabic). Following training, all participants performed an AX discrimination task to test their discrimination of the length contrast. The results revealed that, in general, the availability of either familiar or unfamiliar orthographic input which signaled the existence of a single length category significantly lowered learners’ discrimination of the length contrast regardless of the auditory distribution. Further, the exposure to orthographic input that supported a two-category length distinction enhanced the discrimination of the length contrast irrespective of the distribution. However, the most significant improvement occurred when both distributional information and familiar orthographic input were compatible. Overall, these findings indicate that orthographic input, regardless of its level of compatibility or familiarity, may influence the acquisition of non-native speech sounds.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369225","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

Is cats one word or two? L2 learners’ processing of number marking in English from the viewpoints of form–meaning mapping 猫是一个词还是两个词?从形式-意义映射看二语学习者对英语数字标记的加工

IF 2.4 2区文学

Second Language Research Pub Date : 2023-08-08 DOI: 10.1177/02676583231188933

Yu Tamura

引用次数: 0

Dutch–Mandarin learners’ online use of syntactic cues to anticipate mass vs. count interpretations 荷兰语-普通话学习者在线使用句法线索来预测数量与数量的解释

IF 2.4 2区文学

Second Language Research Pub Date : 2023-07-08 DOI: 10.1177/02676583231175106

Panpan Yao, D. Hall, H. Borer, Linnaea Stockall

引用次数: 0

Contrastive focus is acquirable: An investigation of Russian contrastive focus with English/Russian bilinguals 对比焦点是可习得的:对英俄双语者俄语对比焦点的调查

IF 2.4 2区文学

Second Language Research Pub Date : 2023-07-07 DOI: 10.1177/02676583231178101

T. Ionin, T. Luchkina, M. Goldshtein

引用次数: 0

Filler–gap dependencies and islands in L2 English production: Comparing transfer from L1 Norwegian and L1 Swedish 二语英语生产中的填充-间隙依赖和孤岛：挪威语一级和瑞典语一级迁移的比较

IF 2.4 2区文学

Second Language Research Pub Date : 2023-07-07 DOI: 10.1177/02676583231172918

Dave Kush, Anne Dahl, Filippa Lindahl

{"title":"Filler–gap dependencies and islands in L2 English production: Comparing transfer from L1 Norwegian and L1 Swedish","authors":"Dave Kush, Anne Dahl, Filippa Lindahl","doi":"10.1177/02676583231172918","DOIUrl":"https://doi.org/10.1177/02676583231172918","url":null,"abstract":"Embedded questions (EQs) are islands for filler–gap dependency formation in English, but not in Norwegian. Kush and Dahl (2022) found that first language (L1) Norwegian participants often accepted filler–gap dependencies into EQs in second language (L2) English, and proposed that this reflected persistent transfer from Norwegian of the functional structure that licenses such filler–gap dependencies. However, their results do not conclusively establish that the judgment patterns were specific to transfer from L1 Norwegian and not a general L2 effect. To address this issue, we conducted elicited production tasks comparing how L1 Norwegian and L1 Swedish speakers complete dependencies into declarative complement clauses and EQs both in their native languages and L2 English. Despite its similarity to Norwegian, Swedish prohibits the filler–gap dependency into EQs that Norwegian allows. We expected participants to complete dependencies that they considered grammatical with gaps and to avoid gaps where they considered them ungrammatical. Our results clearly indicate transfer: L1 Norwegian participants overwhelmingly used gaps when completing dependencies into EQs in both L1 and L2, whereas Swedish participants almost never used gaps in either language. We interpret our results as support for models that allow transfer of functional heads and their associated features from L1 to L2, and suggest that such transfer persists when the L2 input does not provide relevant evidence for restructuring.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894475","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

Learning the two translations of translation-ambiguous words: Simultaneous vs. consecutive presentation 学习翻译歧义词的两种翻译：同时呈现与连续呈现

IF 2.4 2区文学

Second Language Research Pub Date : 2023-07-01 DOI: 10.1177/02676583221090069

Natasha Tokowicz, Caitlin A. Rice, Zachary Ekves

{"title":"Learning the two translations of translation-ambiguous words: Simultaneous vs. consecutive presentation","authors":"Natasha Tokowicz, Caitlin A. Rice, Zachary Ekves","doi":"10.1177/02676583221090069","DOIUrl":"https://doi.org/10.1177/02676583221090069","url":null,"abstract":"Some words have more than one translation across languages. Such translation-ambiguous words are harder to learn, recognize, and produce for individuals across the language learning spectrum. Past research demonstrates that learning both translations of translation-ambiguous words on consecutive trials confers an accuracy advantage relative to learning them on separate sessions. We tested the proposal that presenting the two translations of translation-ambiguous words simultaneously on the screen could facilitate the formation of a more integrated mapping, because this would enable learners to make direct comparisons between them, whether implicitly or explicitly. We predicted that this facilitation would especially hold for translation-ambiguous words with related translations. Fifty native English speakers learned 48 German words with one or two translations that varied in the meaning similarity of their translations. Paired associate training took place on a Monday, and a first language (L1) to second language (L2) translation production test took place on Wednesday and Friday. Generally, higher translation similarity facilitated translation speed. In accuracy, training condition interacted with the similarity of the translations; translation accuracy was more affected by translation similarity in the simultaneous condition and went up as similarity increased. Overall, the consecutive condition demonstrated higher accuracy and faster reaction times than the simultaneous training condition, suggesting that learners may have been unable to successfully divide their study time between multiple words on the screen without explicit instruction.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"811 - 832"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49331281","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

Processing polarity sensitivity in L2 Spanish 用L2西班牙语处理极性灵敏度

IF 2.4 2区文学

Second Language Research Pub Date : 2023-06-27 DOI: 10.1177/02676583231176378

Colton Seaman, Leticia Rincón Herce, Aaron Yamada

引用次数: 0