This review attempts to chart a research program that focuses on tonal bilingualism. More than 70% of the world languages use pitch contours to disambiguate word meanings, however, limited empirical and theoretical effort was made to understand the processing mechanisms of lexical tones in the bilingual context. This article will start with the main characteristics of tonal languages, with a focus on Mandarin Chinese, followed by empirical findings on lexical tones in both monolingual and bilingual populations. Finally, this article will propose a few important theoretical issues relevant to tonal bilingualism and implications of learning a tonal language as a second/foreign language.
{"title":"Beyond segments","authors":"Xin Wang","doi":"10.1075/JSLS.21011.WAN","DOIUrl":"https://doi.org/10.1075/JSLS.21011.WAN","url":null,"abstract":"\u0000 This review attempts to chart a research program that focuses on tonal bilingualism. More than 70% of the world\u0000 languages use pitch contours to disambiguate word meanings, however, limited empirical and theoretical effort was made to\u0000 understand the processing mechanisms of lexical tones in the bilingual context. This article will start with the main\u0000 characteristics of tonal languages, with a focus on Mandarin Chinese, followed by empirical findings on lexical tones in both\u0000 monolingual and bilingual populations. Finally, this article will propose a few important theoretical issues relevant to tonal\u0000 bilingualism and implications of learning a tonal language as a second/foreign language.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763190","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 investigated the role of prompt types in the emotion and lexical complexity level in L2 writing performance using fine-grained automatic textual analyzing tools and indices. Fifty-three ESL advanced-mid students wrote essays on pandemic (esp. COVID-19) and non-pandemic prompts. A textual Sentiment Analysis was carried out to detect both positive and negative emotions expressed in the students’ writing. A set of six lexical complexity indices was calculated to examine further the rarity, fluency, sophistication, and diversity levels in writing. The results revealed that the prompt types affect the emotional and lexical complexity of L2 writing. These results also showed that emotionality and lexical complexity have intricate and significant interactions, providing evidence for an emotion-lexicon link in L2 writing. Our results indicated that emotion has a substantial role in L2 writing beyond the traditional cognition-centered perspective, echoing the call of an ‘affective turn’ in second language acquisition (SLA) research.
{"title":"The effects of prompt types on L2 learners’ textual emotionality and lexical complexity","authors":"Mahmoud Abdi Tabari, Yizhou Wang","doi":"10.1075/JSLS.21014.ABD","DOIUrl":"https://doi.org/10.1075/JSLS.21014.ABD","url":null,"abstract":"\u0000This study investigated the role of prompt types in the emotion and lexical complexity level in L2 writing performance using fine-grained automatic textual analyzing tools and indices. Fifty-three ESL advanced-mid students wrote essays on pandemic (esp. COVID-19) and non-pandemic prompts. A textual Sentiment Analysis was carried out to detect both positive and negative emotions expressed in the students’ writing. A set of six lexical complexity indices was calculated to examine further the rarity, fluency, sophistication, and diversity levels in writing. The results revealed that the prompt types affect the emotional and lexical complexity of L2 writing. These results also showed that emotionality and lexical complexity have intricate and significant interactions, providing evidence for an emotion-lexicon link in L2 writing. Our results indicated that emotion has a substantial role in L2 writing beyond the traditional cognition-centered perspective, echoing the call of an ‘affective turn’ in second language acquisition (SLA) research.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810535","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 past 30 years of reading research has confirmed the importance of bottom-up processing. Rather than a psycholinguistic guessing game (Goodman, 1967), reading is dependent on rapid, accurate recognition of written forms. In fluent first language (L1) readers, this is seen in the automatic activation of a word’s phonological form, impacting lexical processing (Perfetti & Bell, 1991; Rayner, Sereno, Lesch & Pollatsek, 1995). Although the influence of phonological form is well established, less clear is the extent to which readers are sensitive to the possible pronunciations of a word (Lesch & Pollatsek, 1998), derived from the varying consistency of grapheme-to-phoneme correspondences (GPCs) (e.g., although ‘great’ has only one pronunciation, [ɡɹeɪt], the grapheme within it has multiple possible pronunciations: [i] in [plit] ‘pleat’, [ɛ] in [bɹɛθ] ‘breath’; Parkin, 1982). Further, little is known about non-native readers’ sensitivity to such characteristics. Non-native readers process text differently from L1 readers (Koda & Zehler, 2008; McBride-Chang, Bialystok, Chong & Li, 2004), with implications for understanding L2 reading comprehension (Rayner, Chace, Slattery & Ashby, 2006). The goal of this study was thus to determine whether native and non-native readers are sensitive to the consistency of a word’s component GPCs during lexical processing and to compare this sensitivity among readers from different L1s.
{"title":"Eye-tracking as a window into assembled phonology in native and non-native reading","authors":"Katherine I. Martin, Alan Juffs","doi":"10.1075/JSLS.19026.MAR","DOIUrl":"https://doi.org/10.1075/JSLS.19026.MAR","url":null,"abstract":"\u0000 The past 30 years of reading research has confirmed the importance of bottom-up processing. Rather than a\u0000 psycholinguistic guessing game (Goodman, 1967), reading is dependent on rapid, accurate\u0000 recognition of written forms. In fluent first language (L1) readers, this is seen in the automatic activation of a word’s\u0000 phonological form, impacting lexical processing (Perfetti & Bell, 1991; Rayner, Sereno, Lesch & Pollatsek, 1995). Although the influence of phonological form\u0000 is well established, less clear is the extent to which readers are sensitive to the possible pronunciations of a\u0000 word (Lesch & Pollatsek, 1998), derived from the varying consistency of\u0000 grapheme-to-phoneme correspondences (GPCs) (e.g., although ‘great’ has only one pronunciation, [ɡɹeɪt], the grapheme \u0000 within it has multiple possible pronunciations: [i] in [plit] ‘pleat’, [ɛ] in [bɹɛθ] ‘breath’; Parkin, 1982). Further, little is known about non-native readers’ sensitivity to such characteristics. Non-native\u0000 readers process text differently from L1 readers (Koda & Zehler, 2008; McBride-Chang, Bialystok, Chong & Li, 2004), with implications for understanding L2\u0000 reading comprehension (Rayner, Chace, Slattery & Ashby, 2006). The goal of this\u0000 study was thus to determine whether native and non-native readers are sensitive to the consistency of a word’s component GPCs\u0000 during lexical processing and to compare this sensitivity among readers from different L1s.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45074372","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":"Acquisition of Chinese","authors":"","doi":"10.1075/jsls.3.2","DOIUrl":"https://doi.org/10.1075/jsls.3.2","url":null,"abstract":"","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587933","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 explores task effects on fluency development in second language (L2) Mandarin during study abroad (SA) in China, given linguistic and pedagogic challenges facing western learners of Mandarin (Zhao, 2011). Data from 10 adult English learners of Mandarin were compared pre/post 10 months’ SA in China. Performance was measured in 4 tasks with different task loads (rehearsed vs. spontaneous speech, in monologic and dialogic mode). Significant differences between the rehearsed monologue and other tasks found pre-SA were generally not found after SA. Some differences remained between monologues and dialogues, suggesting that task load effects may override SA impact. Claims about the impact of SA on L2 oral development should take more account of different task demands, to help further illuminate our understanding of how SA may benefit L2 fluency.
{"title":"Effects of task type on L2 Mandarin fluency development","authors":"C. Wright","doi":"10.1075/jsls.00010.wri","DOIUrl":"https://doi.org/10.1075/jsls.00010.wri","url":null,"abstract":"\u0000This study explores task effects on fluency development in second language (L2) Mandarin during study abroad (SA) in China, given linguistic and pedagogic challenges facing western learners of Mandarin (Zhao, 2011). Data from 10 adult English learners of Mandarin were compared pre/post 10 months’ SA in China. Performance was measured in 4 tasks with different task loads (rehearsed vs. spontaneous speech, in monologic and dialogic mode). Significant differences between the rehearsed monologue and other tasks found pre-SA were generally not found after SA. Some differences remained between monologues and dialogues, suggesting that task load effects may override SA impact. Claims about the impact of SA on L2 oral development should take more account of different task demands, to help further illuminate our understanding of how SA may benefit L2 fluency.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42633514","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}
Recent research on third language acquisition has been focusing on identifying the source of transfer in third language (L3) acquisition. In this article, we report on an empirical study of a less-studied language combination of Mandarin, Cantonese and English, which examines how speakers of Mandarin as a first, second and third language process Mandarin indefinite and definite subjects. Our data reveals that both typologically and structurally similar and less similar languages are available for transfer in third language acquisition, thus such transfer can be facilitative as well as detrimental. We also find that the frequency and length of exposure to the second language (L2) and the vulnerability of the property under investigation may cause first language attrition, which could influence third language acquisition.
{"title":"Definiteness constraint on subjects in L2 and L3 Mandarin grammars","authors":"J. Xiang, Boping Yuan","doi":"10.1075/jsls.00012.xia","DOIUrl":"https://doi.org/10.1075/jsls.00012.xia","url":null,"abstract":"\u0000 Recent research on third language acquisition has been focusing on identifying the source of transfer in third language\u0000 (L3) acquisition. In this article, we report on an empirical study of a less-studied language combination of Mandarin, Cantonese and\u0000 English, which examines how speakers of Mandarin as a first, second and third language process Mandarin indefinite and definite subjects.\u0000 Our data reveals that both typologically and structurally similar and less similar languages are available for transfer in third language\u0000 acquisition, thus such transfer can be facilitative as well as detrimental. We also find that the frequency and length of exposure to the\u0000 second language (L2) and the vulnerability of the property under investigation may cause first language attrition, which could influence\u0000 third language acquisition.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42740781","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":"Foreword","authors":"","doi":"10.1075/jsls.00008.for","DOIUrl":"https://doi.org/10.1075/jsls.00008.for","url":null,"abstract":"","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946539","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 reports an empirical study investigating L2 acquisition of the Mandarin Chinese collective marker -men by adult Thai-speaking learners and the Thai collective marker phûak- by adult Chinese-speaking learners within the framework of the Feature Reassembly Hypothesis (Lardiere, 2009a, 2009b). An acceptability judgment test was administered to learners with beginning, intermediate and advanced proficiencies of Chinese and Thai (n = 114) as well as native speaker controls (n = 30). The results reveal a facilitating role of positive evidence in L2 feature reassembly as Chinese learners who are exposed to positive evidence of “phûak + animal noun” and “phûak + indefinite noun” structures in their Thai input perform native-like on these structures from an intermediate level onward. On the other hand, feature reassembly is hindered when positive evidence is unavailable as in the case of Thai learners of Chinese where no evidence they receive in the input shows ungrammaticality of “animal noun + men” and “indefinite noun + men” structures in Chinese. These learners mostly fail to perform native-like even at an advanced level.
{"title":"Roles of positive and indirect negative evidence in L2 feature reassembly","authors":"Woramon Prawatmuang, Boping Yuan","doi":"10.1075/jsls.00011.pra","DOIUrl":"https://doi.org/10.1075/jsls.00011.pra","url":null,"abstract":"\u0000 This article reports an empirical study investigating L2 acquisition of the Mandarin Chinese collective marker\u0000 -men by adult Thai-speaking learners and the Thai collective marker phûak- by adult\u0000 Chinese-speaking learners within the framework of the Feature Reassembly Hypothesis (Lardiere,\u0000 2009a, 2009b). An acceptability judgment test was administered to learners\u0000 with beginning, intermediate and advanced proficiencies of Chinese and Thai (n = 114) as well as native speaker\u0000 controls (n = 30). The results reveal a facilitating role of positive evidence in L2 feature reassembly as\u0000 Chinese learners who are exposed to positive evidence of “phûak + animal noun” and “phûak +\u0000 indefinite noun” structures in their Thai input perform native-like on these structures from an intermediate level onward. On the\u0000 other hand, feature reassembly is hindered when positive evidence is unavailable as in the case of Thai learners of Chinese where\u0000 no evidence they receive in the input shows ungrammaticality of “animal noun + men” and “indefinite noun +\u0000 men” structures in Chinese. These learners mostly fail to perform native-like even at an advanced level.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45261429","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 reports on an empirical study of Chinese tone production in various contexts by Thai-speaking learners of L2 Chinese. Comparisons are made between Thai students and Chinese native speakers. The acoustic data are analyzed in terms of pitch register, pitch contour and duration, which show that the main problems of Thai students are: (1) T1 is lower in sentence-mid and sentence-initial positions; (2) T2 is less rising or even exhibits a falling-rising contour at a lower register; (3) T3 cannot approximate a full falling-rising contour in isolated characters and at sentence-final position; (4) T4 is too long and the falling slope is too strong. Our results suggest that Thai students should make efforts in both pitch and rhythm control and pay attention to context variations. It is also suggested that similar research methods can be applied to L2 Chinese learners with different first languages (L1s).
{"title":"Acoustic analysis of Chinese tone production by Thai-speaking learners of L2 Chinese","authors":"Ling Zhang, Liu Shi","doi":"10.1075/jsls.19035.zha","DOIUrl":"https://doi.org/10.1075/jsls.19035.zha","url":null,"abstract":"\u0000 This article reports on an empirical study of Chinese tone production in various contexts by Thai-speaking learners of L2\u0000 Chinese. Comparisons are made between Thai students and Chinese native speakers. The acoustic data are analyzed in terms of pitch register,\u0000 pitch contour and duration, which show that the main problems of Thai students are: (1) T1 is lower in sentence-mid and sentence-initial\u0000 positions; (2) T2 is less rising or even exhibits a falling-rising contour at a lower register; (3) T3 cannot approximate a full\u0000 falling-rising contour in isolated characters and at sentence-final position; (4) T4 is too long and the falling slope is too strong. Our results suggest that Thai students should make efforts in both pitch and rhythm control and pay attention to context\u0000 variations. It is also suggested that similar research methods can be applied to L2 Chinese learners with different first languages\u0000 (L1s).","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327219","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}
Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.
{"title":"The interaction between timing of explicit grammar explanation and individual differences in second language\u0000 acquisition","authors":"Ilina Kachinske, R. Dekeyser","doi":"10.1075/jsls.19003.kac","DOIUrl":"https://doi.org/10.1075/jsls.19003.kac","url":null,"abstract":"\u0000 Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One\u0000 issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual\u0000 differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were\u0000 randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and\u0000 ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task\u0000 demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not\u0000 only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on\u0000 the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for\u0000 the learning of second language grammar.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798202","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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