Dialect‐Specific Modes Influence Second Language Production: Evidence From Bidialectal Shanghai–Mandarin Chinese Learners of English Within the Second Language Linguistic Perception Model

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2025-01-06 DOI:10.1111/lang.12699

Xiaoluan Liu, Lan Bai, Paola Escudero

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Abstract

The present study investigates the impact of bidialectalism on L2 production, focusing on the role of dialect modes. Shanghai–Mandarin Chinese bidialectal speakers were recruited to produce second language (L2) English vowels under the influence of either Shanghai or Mandarin Chinese mode. Results showed that in the Shanghai mode, participants’ English vowel production closely resembled that of native English speakers. Notably, Shanghai Chinese significantly influenced English vowel production in the Shanghai mode, and Mandarin Chinese had a strong impact on English vowel production in the Mandarin mode. This highlights that each first language (L1) dialect—that is, the activated dialect mode—significantly influences L2 English vowel production. The present study reveals that bidialectal speakers have differential L2 production performance depending on the L1 dialect mode that they activate. These results are interpreted within the framework of the second language linguistic perception (L2LP) model, contributing to the theoretical understanding of how L1 dialect modes influence L2 acquisition.

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方言特定模式影响第二语言产生：来自上海-普通话双方言英语学习者在第二语言感知模型中的证据

本研究探讨了双方言对第二语言产生的影响，重点关注方言模式的作用。我们招募了上海普通话双方言者，让他们在上海或普通话模式的影响下产生第二语言（L2）英语元音。结果表明，在上海模式下，参与者的英语元音发音与母语为英语的人非常相似。值得注意的是，上海汉语对英语元音在上海模式下的产生有显著影响，而普通话对英语元音在普通话模式下的产生有强烈影响。这突出表明，每种第一语言（L1）方言——即激活的方言模式——显著影响第二语言英语元音的产生。本研究表明，双方言说话者根据其激活的母语方言模式，具有不同的第二语言生产表现。这些结果在第二语言感知（L2LP）模型的框架内得到解释，有助于从理论上理解母语方言模式如何影响第二语言习得。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.