Recent models of third language acquisition (L3A) propose that previous linguistic knowledge largely has a facilitative effect. That is, either typological proximity or linguistic similarity will mostly lead to facilitation and the patterns of non-facilitation will be rather subtle. The present study investigates whether Danish-Russian bilingual children may overcome difficulties associated with knowing Russian, an article-less language, and benefit from knowing Danish when learning L3 English. To isolate the effects of each language we use a subtractive language groups design and compare article use in bilinguals and two control groups (L1 Russian-L2 English and L1 Danish-L2 English children). The results of a forced choice elicitation task show that the use of articles is near target-like in Danish-Russian and L1 Danish children and that bilinguals outperform L1 Russian children. A detailed investigation of article use, misuse and omission errors also suggests that non-facilitation from Russian is virtually non-existent. Thus, young bilinguals can successfully transfer article semantics from Danish at early stages of L3A.
{"title":"Cross-linguistic influence in the acquisition of articles in L3 English by Danish-Russian bilingual\u0000 children","authors":"Tatiana Savelieva, Yulia Rodina","doi":"10.1075/jsls.21025.rod","DOIUrl":"https://doi.org/10.1075/jsls.21025.rod","url":null,"abstract":"\u0000 Recent models of third language acquisition (L3A) propose that previous linguistic knowledge largely has a\u0000 facilitative effect. That is, either typological proximity or linguistic similarity will mostly lead to facilitation and the\u0000 patterns of non-facilitation will be rather subtle. The present study investigates whether Danish-Russian bilingual children may\u0000 overcome difficulties associated with knowing Russian, an article-less language, and benefit from knowing Danish when learning L3\u0000 English. To isolate the effects of each language we use a subtractive language groups design and compare article use in bilinguals\u0000 and two control groups (L1 Russian-L2 English and L1 Danish-L2 English children). The results of a forced choice elicitation task\u0000 show that the use of articles is near target-like in Danish-Russian and L1 Danish children and that bilinguals outperform L1\u0000 Russian children. A detailed investigation of article use, misuse and omission errors also suggests that non-facilitation from\u0000 Russian is virtually non-existent. Thus, young bilinguals can successfully transfer article semantics from Danish at early stages\u0000 of L3A.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46275997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article addresses the pitfalls of performance analysis in investigating cognitive processing during second language (L2) learning. The problems that we discuss in this paper are twofold: (1) Assuming psychological variables to be ontological entities without meeting the criteria for ontological reality and (2) Inappropriateness of assessing abilities based on learner’s speaking or writing performance to investigate cognitive processes. By addressing these problems, we argue that some latent variables postulated by observing L2 performance do not exist in reality and emphasize the difficulty of interpreting cognitive mechanisms through performance analysis. We also enumerate some problems that arise from the epistemological perspectives of previous research practice (e.g., the bifurcation of contradictory hypotheses and their indeterminacy). Finally, two alternative approaches treating L2 performance are proposed. The implications of this line of discussion for future research are also discussed.
{"title":"Pitfalls of production data analysis for investigating L2 cognitive mechanism","authors":"Junya Fukuta, Yoshito Nishimura, Yu Tamura","doi":"10.1075/jsls.21013.fuk","DOIUrl":"https://doi.org/10.1075/jsls.21013.fuk","url":null,"abstract":"\u0000 This article addresses the pitfalls of performance analysis in investigating cognitive processing during second\u0000 language (L2) learning. The problems that we discuss in this paper are twofold: (1) Assuming psychological variables to be\u0000 ontological entities without meeting the criteria for ontological reality and (2) Inappropriateness of assessing abilities based\u0000 on learner’s speaking or writing performance to investigate cognitive processes. By addressing these problems, we argue that some\u0000 latent variables postulated by observing L2 performance do not exist in reality and emphasize the difficulty of interpreting\u0000 cognitive mechanisms through performance analysis. We also enumerate some problems that arise from the epistemological\u0000 perspectives of previous research practice (e.g., the bifurcation of contradictory hypotheses and their indeterminacy). Finally,\u0000 two alternative approaches treating L2 performance are proposed. The implications of this line of discussion for future research\u0000 are also discussed.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the degree to which most of the most widely-used measures of dispersion in corpus linguistics are not particularly valid in the sense of actually measuring dispersion rather than some amalgam of a lot of frequency and a little dispersion. The paper demonstrates these issues on the basis of data from a variety of corpora. I then outline how to design a dispersion measure that only measures dispersion and show that (i) it indeed measures information that is different from frequency in an intuitive way and (ii) has a higher degree of predictive power of lexical decision times from the MALD database than nearly all other measures in nearly all corpora tested.
{"title":"What do (most of) our dispersion measures measure (most)? Dispersion?","authors":"S. Gries","doi":"10.1075/jsls.21029.gri","DOIUrl":"https://doi.org/10.1075/jsls.21029.gri","url":null,"abstract":"\u0000 This paper discusses the degree to which most of the most widely-used measures of dispersion in corpus linguistics\u0000 are not particularly valid in the sense of actually measuring dispersion rather than some amalgam of a lot of frequency and a\u0000 little dispersion. The paper demonstrates these issues on the basis of data from a variety of corpora. I then outline how to\u0000 design a dispersion measure that only measures dispersion and show that (i) it indeed measures information that is different from\u0000 frequency in an intuitive way and (ii) has a higher degree of predictive power of lexical decision times from the MALD database\u0000 than nearly all other measures in nearly all corpora tested.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the degree to which some of the most widely-used measures of association in corpus linguistics are not particularly valid in the sense of actually measuring association rather than some amalgam of a lot of frequency and a little association. The paper demonstrates these issues on the basis of hypothetical and actual corpus data and outlines implications of the findings. I then outline how to design an association measure that only measures association and show that its behavior supports the use of the log odds ratio as a true association-only measure but separately from frequency; in addition, this paper sets the stage for an analogous review of dispersion measures in corpus linguistics.
{"title":"What do (some of) our association measures measure (most)? Association?","authors":"S. Gries","doi":"10.1075/jsls.21028.gri","DOIUrl":"https://doi.org/10.1075/jsls.21028.gri","url":null,"abstract":"\u0000 This paper discusses the degree to which some of the most widely-used measures of association in corpus\u0000 linguistics are not particularly valid in the sense of actually measuring association rather than some amalgam of a lot of\u0000 frequency and a little association. The paper demonstrates these issues on the basis of hypothetical and actual corpus data and\u0000 outlines implications of the findings. I then outline how to design an association measure that only measures association and show\u0000 that its behavior supports the use of the log odds ratio as a true association-only measure but separately from frequency; in\u0000 addition, this paper sets the stage for an analogous review of dispersion measures in corpus linguistics.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48932171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.
{"title":"Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners","authors":"Sandra Schwab, V. Dellwo","doi":"10.1075/jsls.21017.sch","DOIUrl":"https://doi.org/10.1075/jsls.21017.sch","url":null,"abstract":"\u0000Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44487074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction","authors":"Nan Jiang","doi":"10.1075/jsls.00017.int","DOIUrl":"https://doi.org/10.1075/jsls.00017.int","url":null,"abstract":"","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper has two aims: (1) to examine evidence for noncognate translation priming from cross-language masked priming studies of printed words. (2) to introduce an automatic procedure for creating masked speech priming experiments. For (1) we conducted two meta-analyses that aggregated evidence from masked translation priming studies in the L1 to L2 and L2 to L1 prime-target directions. These showed that there was evidence of significant priming for both directions, and that priming was larger for the L1-L2 direction. The analyses revealed considerable heterogeneity in outcomes, particularly for priming in the L1 to L2 direction. For (2) we outlined some of the practical difficulties that are involved in implementing a masked speech priming experiment and offered a largely automated solution (that we will make available).1 We then briefly considered whether the work with written primes and targets may translate to the spoken medium.
{"title":"Bilingual lexical representation","authors":"C. Davis, Jeesun Kim","doi":"10.1075/jsls.21015.dav","DOIUrl":"https://doi.org/10.1075/jsls.21015.dav","url":null,"abstract":"\u0000This paper has two aims: (1) to examine evidence for noncognate translation priming from cross-language masked priming studies of printed words. (2) to introduce an automatic procedure for creating masked speech priming experiments. For (1) we conducted two meta-analyses that aggregated evidence from masked translation priming studies in the L1 to L2 and L2 to L1 prime-target directions. These showed that there was evidence of significant priming for both directions, and that priming was larger for the L1-L2 direction. The analyses revealed considerable heterogeneity in outcomes, particularly for priming in the L1 to L2 direction. For (2) we outlined some of the practical difficulties that are involved in implementing a masked speech priming experiment and offered a largely automated solution (that we will make available).1 We then briefly considered whether the work with written primes and targets may translate to the spoken medium.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43249399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.
{"title":"The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing","authors":"Taichi Yamashita","doi":"10.1075/jsls.21006.yam","DOIUrl":"https://doi.org/10.1075/jsls.21006.yam","url":null,"abstract":"\u0000The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42118757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The transfer of words from one language to another is ubiquitous in many of the world’s languages. While loanwords have a rich literature in the fields of historical linguistics, language contact, and sociolinguistics, little work has been done examining how loanwords are processed by bilinguals with knowledge of both the source and recipient languages. The present study uses pupillometry to compare the online processing of established loanwords in Puerto Rican Spanish to native Spanish words by highly proficient Puerto Rican Spanish-English bilinguals. Established loanwords elicited a significantly larger pupillary response than native Spanish words, with the pupillary response modulated by both the frequency of the loanword itself and of the native Spanish counterpart. These findings suggest that established loanwords are processed differently than native Spanish words and compete with their native equivalents, potentially due to both intra- and inter-lingual effects of saliency.
{"title":"Of revistas and magacínes","authors":"Michael A. Johns, Paola E. Dussias","doi":"10.1075/jsls.21010.joh","DOIUrl":"https://doi.org/10.1075/jsls.21010.joh","url":null,"abstract":"\u0000The transfer of words from one language to another is ubiquitous in many of the world’s languages. While loanwords have a rich literature in the fields of historical linguistics, language contact, and sociolinguistics, little work has been done examining how loanwords are processed by bilinguals with knowledge of both the source and recipient languages. The present study uses pupillometry to compare the online processing of established loanwords in Puerto Rican Spanish to native Spanish words by highly proficient Puerto Rican Spanish-English bilinguals. Established loanwords elicited a significantly larger pupillary response than native Spanish words, with the pupillary response modulated by both the frequency of the loanword itself and of the native Spanish counterpart. These findings suggest that established loanwords are processed differently than native Spanish words and compete with their native equivalents, potentially due to both intra- and inter-lingual effects of saliency.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47317500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the locus of processing difficulty in English object-extracted relative clauses during both native and non-native sentence comprehension. Two L-maze experiments were conducted – one with English native speakers (n = 48) and another with highly proficient Chinese learners of English (n = 20) – to compare the processing of object-extracted relative clauses (ORCs) with that of subject-extracted relative clauses (SRCs). Both participants groups revealed clear processing costs for ORC sentences. In both cases, this processing difficulty was localized at the beginning of the ORC, and specifically at the article that introduced the ORC subject (The soldier who the sailor roughly pushed….). These findings are taken to indicate that structural expectations play a central role in the first- and second-language processing of English relative clauses and of complex sentences more generally.
{"title":"Relative clause processing in L1 and L2 English","authors":"Jeffrey Witzel, Naoko Witzel","doi":"10.1075/jsls.21008.wit","DOIUrl":"https://doi.org/10.1075/jsls.21008.wit","url":null,"abstract":"\u0000 This study investigates the locus of processing difficulty in English object-extracted relative clauses during\u0000 both native and non-native sentence comprehension. Two L-maze experiments were conducted – one with English native speakers\u0000 (n = 48) and another with highly proficient Chinese learners of English (n = 20) – to\u0000 compare the processing of object-extracted relative clauses (ORCs) with that of subject-extracted relative clauses (SRCs). Both\u0000 participants groups revealed clear processing costs for ORC sentences. In both cases, this processing difficulty was localized at\u0000 the beginning of the ORC, and specifically at the article that introduced the ORC subject (The soldier who\u0000 the sailor roughly pushed….). These findings are taken to indicate that structural\u0000 expectations play a central role in the first- and second-language processing of English relative clauses and of complex sentences\u0000 more generally.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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