Second Language Research最新文献_第7页

The influence of semantic bias on triple non-identical cognates during reading: Evidence from trilinguals’ eye movements 语义偏差对阅读过程中三个不相同同源词的影响:来自三语者眼动的证据

IF 2.4 2区文学

Second Language Research Pub Date : 2022-10-07 DOI: 10.1177/02676583221128525

Agnieszka Lijewska

{"title":"The influence of semantic bias on triple non-identical cognates during reading: Evidence from trilinguals’ eye movements","authors":"Agnieszka Lijewska","doi":"10.1177/02676583221128525","DOIUrl":"https://doi.org/10.1177/02676583221128525","url":null,"abstract":"The current study investigated how the processing of triple cognates (words sharing form and meaning across three languages) is modulated by the semantic bias of sentence context in a reading task. In the study, Polish–German–English trilinguals read English sentences while their eye movements were monitored. The sentences were either semantically biased (high-context) or neutral (low-context) towards target words. The targets were either Polish–German–English cognates whose cross-language form overlap was incomplete (e.g. DIAMENT–DIAMANT–DIAMOND) or English-only controls (e.g. KURCZAK–HÄHNCHEN–CHICKEN). The results revealed a significant effect of context in gaze durations and in total reading time. Importantly, no cognate facilitation effect was identified in any reading measure. The gaze duration data additionally revealed that English-only controls were read slower in low-context sentences than in high-context sentences but gaze durations for cognates were not affected by the sentence context. Thus, prior bilingual findings were only partially replicated in the current study with trilinguals. This suggests that bilingual models of language processing should be carefully adapted to trilinguals. The current data may also mean that non-identical cognates (even those shared across three languages) induce relatively small effects and large samples of participants and items may be needed to detect such effects across reading measures.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851484","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

Testing the Competing Systems Hypothesis: Further evidence from aspect in tutored L1-English–L2-Spanish 对竞争系统假说的检验：来自L1英语-L2西班牙语辅导方面的进一步证据

IF 2.4 2区文学

Second Language Research Pub Date : 2022-10-05 DOI: 10.1177/02676583221123954

Tiffany Judy, Eloi Puig-Mayenco, Adel Chaouch-Orozco, Fernando Martín-Villena, David Miller

{"title":"Testing the Competing Systems Hypothesis: Further evidence from aspect in tutored L1-English–L2-Spanish","authors":"Tiffany Judy, Eloi Puig-Mayenco, Adel Chaouch-Orozco, Fernando Martín-Villena, David Miller","doi":"10.1177/02676583221123954","DOIUrl":"https://doi.org/10.1177/02676583221123954","url":null,"abstract":"This study tests the Competing Systems Hypothesis (CSH) as applied to adult second language acquisition of aspect in Spanish. The CSH purports that differences among tutored and untutored learners result from competition between one system of underlying grammatical knowledge and another of learned metalinguistic knowledge in tutored learners (TLs). Twenty-nine first language (L1) English and second language (L2) Spanish (L1-English–L2-Spanish) TLs and 29 native Spanish speakers completed three tasks examining knowledge of Spanish aspect. A Cloze Task targeted typical use of preterit and imperfect morphology, while a Semantic Entailments Task assessed acquired knowledge of entailments falling out from convergence on the aspectual system. Finally, a Binary-Choice Task targeted three pedagogical simplifications common to L1-English–L2-Spanish textbooks: adverbials that ‘go with’ the preterit or imperfect, ‘meaning-changing’ verbs in preterit, and the lower frequency of stative verbs in preterit. Results align with the CSH in that TLs performed above 80% accuracy on preterit and imperfect items in the Cloze Task, indicating acquisition of Spanish aspectual morphology. The Semantic Entailments Task further shows TLs converge on underlying knowledge of grammatical aspect by making a significant distinction between logical and illogical entailments. Finally, competition between the underlying grammatical system and learned metalinguistic knowledge is evidenced in the Binary-Choice Task where TLs are less accurate with preterit; specifically, TLs demonstrate effects from pedagogical simplifications regarding adverbials and ‘meaning-changing’ verbs.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42104474","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

L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals 高熟练后期双语者不发音爆破语vot的二语习得和一语消耗

IF 2.4 2区文学

Second Language Research Pub Date : 2022-10-05 DOI: 10.1177/02676583221124011

Amirah Saud Alharbi, Anouschka Foltz, L. Kornder, I. Mennen

{"title":"L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals","authors":"Amirah Saud Alharbi, Anouschka Foltz, L. Kornder, I. Mennen","doi":"10.1177/02676583221124011","DOIUrl":"https://doi.org/10.1177/02676583221124011","url":null,"abstract":"While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English–Arabic and Arabic–English bilinguals in order to explore the role of phonetic similarity in L2 acquisition and L1 attrition of speech. The study included 60 participants: 15 monolingual Arabic speakers, 15 monolingual English speakers, 15 English–Arabic bilinguals and 15 Arabic–English bilinguals. The bilinguals had been living in their L2 environment for more than 15 years. The participants narrated two cartoons in Arabic and/or three in English. The monolingual groups’ results revealed clear cross-language differences in the VOT of voiceless plosives between the two languages. Phonetic similarity affected L2 acquisition in that those L2 sounds that were close in phonetic space to L1 sounds (i.e. /t/ and /k/) were more difficult to acquire than those that were dissimilar to L1 sounds (i.e. /p/). However, L1 attrition showed an asymmetric pattern, occurring only in the English–Arabic bilinguals’ productions of the English /k/. We suggest that markedness might contribute to explaining this asymmetry.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486429","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

False geminates as an effective transitional strategy for Cantonese learners of Japanese 假词是粤语学习者学习日语的有效过渡策略

IF 2.4 2区文学

Second Language Research Pub Date : 2022-10-05 DOI: 10.1177/02676583221128530

Albert Lee, Xiaolin Li, P. Mok

{"title":"False geminates as an effective transitional strategy for Cantonese learners of Japanese","authors":"Albert Lee, Xiaolin Li, P. Mok","doi":"10.1177/02676583221128530","DOIUrl":"https://doi.org/10.1177/02676583221128530","url":null,"abstract":"This article revisits Lee and Mok (2018) and examines how the Cantonese learners in the study produced second language (L2) Japanese short vs. long consonants which are absent in their first language (L1). Specifically, our goal is to find out whether these learners were substituting real geminates (i.e. long consonants) with the improvised strategy of an unreleased stop coda + homorganic initial consonant sequence (like in the phrase cat tail), which would not have been detectable with the durational ratios in the original study. We analysed the mean intensity of the words sassa, sesse, and sosso, to investigate whether the learners were producing a [t̚]+/s/ cluster, presumably drawn from their L1. The results showed that the beginner group were indeed using this strategy, whereas the advanced learners were largely producing a genuinely geminated /s/ akin to the native speakers. The use of this transitional strategy was also speech-rate dependent, with more cases of /t/-insertion in slower speech for both learner groups. We conclude that (1) although having L1 false geminates does not enable beginners to readily acquire genuine L2 geminates, the latter can be learned after enough exposure, and (2) during this transition, Cantonese learners can draw on L1 phonotactic knowledge to improvise creative and effective strategies to attain L2 durational targets.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43383847","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

The effectiveness of embodied prosodic training in L2 accentedness and vowel accuracy 内含韵律训练对二语重音和元音准确性的影响

IF 2.4 2区文学

Second Language Research Pub Date : 2022-10-01 DOI: 10.1177/02676583221124075

Peng Li, Florence Baills, L. Baqué, P. Prieto

{"title":"The effectiveness of embodied prosodic training in L2 accentedness and vowel accuracy","authors":"Peng Li, Florence Baills, L. Baqué, P. Prieto","doi":"10.1177/02676583221124075","DOIUrl":"https://doi.org/10.1177/02676583221124075","url":null,"abstract":"This study explores the effects of embodied prosodic training on the production of non-native French front rounded vowels (i.e. /y, ø, œ/) and the overall pronunciation proficiency. Fifty-seven Catalan learners of French practiced pronunciation in one of two conditions: one group observed hand gestures embodying prosodic features of the sentences they were listening to, while the other group did not see any such gestures. The learning outcome was assessed in a pretest, posttest, and delayed posttest through a dialogue-reading task and a sentence imitation task in terms of accentedness, comprehensibility and fluency scores, and through formant analysis of participant-produced target vowels. The results showed that compared to non-embodied training, embodied prosodic training yielded continuous improvement in accentedness in both tasks and improved the F2 values of French front rounded vowels (more fronted). As for comprehensibility and fluency scores, both groups showed similar levels of significant improvement. This study highlights the interaction between prosodic and segmental features of speech by showing that training with embodied prosodic features benefitted accentedness and the production accuracy of non-native vowels.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46006376","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

Phonological cross-linguistic influence at the initial stages of L3 acquisition 三语习得初期的语音跨语言影响

IF 2.4 2区文学

Second Language Research Pub Date : 2022-09-28 DOI: 10.1177/02676583221123994

Romana Kopečková, Ulrike Gut, M. Wrembel, A. Balas

{"title":"Phonological cross-linguistic influence at the initial stages of L3 acquisition","authors":"Romana Kopečková, Ulrike Gut, M. Wrembel, A. Balas","doi":"10.1177/02676583221123994","DOIUrl":"https://doi.org/10.1177/02676583221123994","url":null,"abstract":"This study investigates sources of phonological cross-linguistic influence (CLI) at the initial stages of third language (L3) acquisition in light of the predictions of the second language (L2) Status Factor Model, the Typological Primacy Model, the Cumulative Enhancement Model, the Linguistic Proximity Model and the Scalpel Model. The productions of L3 rhotic sounds, /w/ and final obstruent devoicing, elicited in a delayed repetition task, were analysed auditorily in two groups of adolescent instructed learners with L1-German–L2-English–L3-Polish and L1-Polish–L2-English–L3-German language backgrounds. The results showed that dominant articulatory routines from the L1 play an important role in determining the source(s) of phonological CLI in the initial stages of L3 acquisition, at least in a learning constellation when L2 articulations have not been mastered yet in a consistently target-like manner. Based on loglinear and multiple correspondence analyses, the sources of phonological CLI were found in this study to vary feature-by-feature, thus giving some support to the Linguistic Proximity Model and the Scalpel Model. However, the high inter- and intra-individual variation that was found is so far not accounted for by any of the existing models.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45060977","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: 5

Searching for common phonological space: /s/-stop clusters in L1 Polish and L2 English 寻找共同的语音空间:母语波兰语和第二语言英语中的/s/-顿音集群

IF 2.4 2区文学

Second Language Research Pub Date : 2022-09-19 DOI: 10.1177/02676583221122425

G. Schwartz

引用次数: 0

Input in the digital wild: Online informal and non-formal learning and their interactions with study abroad 数字世界中的输入:在线非正式和非正式学习及其与海外学习的互动

IF 2.4 2区文学

Second Language Research Pub Date : 2022-09-04 DOI: 10.1177/02676583221122384

Geoffrey Sockett

{"title":"Input in the digital wild: Online informal and non-formal learning and their interactions with study abroad","authors":"Geoffrey Sockett","doi":"10.1177/02676583221122384","DOIUrl":"https://doi.org/10.1177/02676583221122384","url":null,"abstract":"As research into online informal language learning (OILL) develops as a field, the impact on such practices for a wide variety of contexts can be considered. In the case of this publication, the study abroad (SA) context is of particular interest. Indeed the study abroad student may interact with a range of online learning resources in formal, non-formal and informal contexts before during and after mobility. This review article looks at both Online Informal Language Learning and non-formal learning activities relevant to SA, with particular focus on the Erasmus + online learning support (OLS) platform and popular commercial non-formal learning apps such as Duolingo and Busuu. Such informal and non-formal learning activities also interact with formal language learning offered to SA students, some of which may also take place online. Formal, non-formal and informal learning can therefore be seen to constitute a personal learning environment (PLE) which is specific to each learner. Complex systems views of language learning, including usage based approaches and cognitive grammar, form a useful theoretical framework for understanding how second language (L2) skills may develop as learners are exposed to frequently occurring prototypes in salient contexts in input. While it is now widely accepted that such exposure has a significant impact on comprehension levels, research continues into individual differences between learners in terms of exposure time and cognitive, affective and linguistic engagement with the target materials. Data will be presented indicating that while formal and non-formal learning activities involve exposure times which are often insufficient for significant language development when taken in isolation, informal learning activities offer exposure times and forms of engagement which support language development for many learners. Issues surrounding the assessment and certification of linguistic skills gained outside the classroom are addressed in conclusion.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529099","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

Input in study abroad and views from acquisition: Focus on constructs, operationalization and measurement issues: Introduction to the special issue 国外学习的输入和获取的观点:关注结构、操作化和测量问题:专题介绍

IF 2.4 2区文学

Second Language Research Pub Date : 2022-09-04 DOI: 10.1177/02676583221122440

J. Granfeldt, M. Gullberg, C. Muñoz

引用次数: 1

Island sensitivity in L2 learners: Evidence from acceptability judgments and event-related potentials 二语学习者的岛屿敏感性：来自可接受性判断和事件相关电位的证据

IF 2.4 2区文学

Second Language Research Pub Date : 2022-08-24 DOI: 10.1177/02676583221116039

Lauren Covey, R. Fiorentino, Alison Gabriele

{"title":"Island sensitivity in L2 learners: Evidence from acceptability judgments and event-related potentials","authors":"Lauren Covey, R. Fiorentino, Alison Gabriele","doi":"10.1177/02676583221116039","DOIUrl":"https://doi.org/10.1177/02676583221116039","url":null,"abstract":"This study investigates the processing of wh-dependencies in English by native speakers and advanced Mandarin Chinese-speaking learners. We examined processing at a filled gap site that was in a licit position (non-island) or located inside an island, a grammatically unlicensed position. Natives showed N400 in the non-island condition, which we take as evidence of gap prediction; no N400 emerged within the island. Learners yielded P600 in the non-island condition, suggesting learners did not predict a gap, but rather experienced syntactic integration difficulty. Like natives, learners showed no effects inside the island. Island sensitivity was also observed for both natives and learners in an offline acceptability judgment task. We also explored whether event-related potentials (ERP) responses were related to attentional control (AC), a cognitive ability that has been related to predictive processing in native speakers, in order to examine whether variability in processing in learners and native speakers is similarly explained. Results showed that increased AC was associated with larger N400s for natives and larger P600s for learners in the non-island condition, suggesting that increased AC may be related to prediction for natives and to integration effort for learners. Overall, learners demonstrated island sensitivity offline and online, suggesting that second language (L2) processing is indeed grammatically-guided. However, ERP results suggest that predictive processing in the resolution of wh-dependencies may be limited, at least for learners whose first language (L1) does not instantiate overt wh-movement.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47307766","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