Pub Date : 2023-08-24DOI: 10.1177/02676583231181472
Megan M Dailey, Camille Straboni, S. Peperkamp
During spoken word processing, native (L1) listeners use allophonic variation to predictively rule out word competitors and speed up word recognition. There is some evidence that second language (L2) learners develop an awareness of allophonic distributions in their L2, but whether they use their knowledge to facilitate word recognition online, like native listeners do, is largely unknown. In an offline gating experiment and an online eye-tracking experiment in the visual world paradigm, we compare advanced French learners of English and a control group of L1 English listeners on their processing of English vowel nasalization during spoken word recognition. In the gating task, the French listeners’ performance did not differ from that of the English ones. The eye-tracking results show that French listeners used the allophonic distribution in the same way as English listeners, although they were not as fast. Together, these results reveal that L2 learners can develop novel processing strategies using sounds in allophonic distribution to facilitate spoken word recognition.
{"title":"Using allophonic variation in L2 word recognition: French listeners’ processing of English vowel nasalization","authors":"Megan M Dailey, Camille Straboni, S. Peperkamp","doi":"10.1177/02676583231181472","DOIUrl":"https://doi.org/10.1177/02676583231181472","url":null,"abstract":"During spoken word processing, native (L1) listeners use allophonic variation to predictively rule out word competitors and speed up word recognition. There is some evidence that second language (L2) learners develop an awareness of allophonic distributions in their L2, but whether they use their knowledge to facilitate word recognition online, like native listeners do, is largely unknown. In an offline gating experiment and an online eye-tracking experiment in the visual world paradigm, we compare advanced French learners of English and a control group of L1 English listeners on their processing of English vowel nasalization during spoken word recognition. In the gating task, the French listeners’ performance did not differ from that of the English ones. The eye-tracking results show that French listeners used the allophonic distribution in the same way as English listeners, although they were not as fast. Together, these results reveal that L2 learners can develop novel processing strategies using sounds in allophonic distribution to facilitate spoken word recognition.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48798116","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}
Pub Date : 2023-08-19DOI: 10.1177/02676583231191611
A. Alarifi, Benjamin V. Tucker
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.
{"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}
Pub Date : 2023-08-08DOI: 10.1177/02676583231188933
Yu Tamura
This study examined number marking comprehension among Japanese learners of second language (L2) English, whose first language (L1) does not have an obligatory number marking system. The study conducted an online sentence comprehension experiment with 96 L1-Japanese learners and 32 native speakers of English, wherein participants engaged in a self-paced reading with Stroop-like number judgment tasks. Participants were required to determine the number of single words in stimuli (e.g. cat/ cats, one word; the cats/ the cat, two-word sets), and their judgment time was measured for singular and plural words. The results indicated that both groups took more time to judge single plural nouns, suggesting that Japanese L2 learners of English automatically activate plurality in online sentence comprehension as native speakers do. In contrast, neither group showed an interference effect of singularity in judging singular two-word noun sets ( the cat), unless the singularity is explicitly marked by indefinite article ( a cat). The lack of interference may be because of unmarkedness of singularity.
{"title":"Is cats one word or two? L2 learners’ processing of number marking in English from the viewpoints of form–meaning mapping","authors":"Yu Tamura","doi":"10.1177/02676583231188933","DOIUrl":"https://doi.org/10.1177/02676583231188933","url":null,"abstract":"This study examined number marking comprehension among Japanese learners of second language (L2) English, whose first language (L1) does not have an obligatory number marking system. The study conducted an online sentence comprehension experiment with 96 L1-Japanese learners and 32 native speakers of English, wherein participants engaged in a self-paced reading with Stroop-like number judgment tasks. Participants were required to determine the number of single words in stimuli (e.g. cat/ cats, one word; the cats/ the cat, two-word sets), and their judgment time was measured for singular and plural words. The results indicated that both groups took more time to judge single plural nouns, suggesting that Japanese L2 learners of English automatically activate plurality in online sentence comprehension as native speakers do. In contrast, neither group showed an interference effect of singularity in judging singular two-word noun sets ( the cat), unless the singularity is explicitly marked by indefinite article ( a cat). The lack of interference may be because of unmarkedness of singularity.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44912018","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}
Pub Date : 2023-07-08DOI: 10.1177/02676583231175106
Panpan Yao, D. Hall, H. Borer, Linnaea Stockall
It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch second-language Mandarin Chinese learners’ online processing of syntactic cues to count vs. mass interpretations in Chinese which are unique-to-L2 and never explicitly taught. The results showed that late Dutch–Mandarin learners were sensitive to a mass-biased syntactic cue in real-time processing, and exhibited some native-like anticipatory behaviour. These findings indicate that late L2ers can acquire unique-to-L2 constructions through implicit learning, and can automatically use this knowledge to make predictions.
{"title":"Dutch–Mandarin learners’ online use of syntactic cues to anticipate mass vs. count interpretations","authors":"Panpan Yao, D. Hall, H. Borer, Linnaea Stockall","doi":"10.1177/02676583231175106","DOIUrl":"https://doi.org/10.1177/02676583231175106","url":null,"abstract":"It remains unclear whether late second language learners (L2ers) can acquire sufficient knowledge about unique-to-L2 constructions through implicit learning to build anticipations during real-time processing. To tackle this question, we conducted a visual world paradigm experiment to investigate high-proficiency late first-language Dutch second-language Mandarin Chinese learners’ online processing of syntactic cues to count vs. mass interpretations in Chinese which are unique-to-L2 and never explicitly taught. The results showed that late Dutch–Mandarin learners were sensitive to a mass-biased syntactic cue in real-time processing, and exhibited some native-like anticipatory behaviour. These findings indicate that late L2ers can acquire unique-to-L2 constructions through implicit learning, and can automatically use this knowledge to make predictions.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42938464","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}
Pub Date : 2023-07-07DOI: 10.1177/02676583231178101
T. Ionin, T. Luchkina, M. Goldshtein
This article reports on two experiments that examine the computation of contrastive focus in Russian on the part of adult English-dominant heritage speakers and second language learners of Russian, in comparison with baseline monolinguals. The first experiment uses an acceptability judgment task to determine whether bilingual and monolingual speakers use both contextual and prosodic cues to determine the location of contrastive focus. A follow-up experiment uses two prominence detection tasks in order to separately examine participants’ sensitivity to contextual vs. prosodic cues. The findings indicate that, at higher proficiency, bilingual speakers of Russian successfully use both contextual and prosodic cues to contrastive focus; with proficiency controlled for, heritage speakers do not have an advantage over second language learners in this domain. These findings are discussed in light of cross-linguistic influence and interface vulnerability.
{"title":"Contrastive focus is acquirable: An investigation of Russian contrastive focus with English/Russian bilinguals","authors":"T. Ionin, T. Luchkina, M. Goldshtein","doi":"10.1177/02676583231178101","DOIUrl":"https://doi.org/10.1177/02676583231178101","url":null,"abstract":"This article reports on two experiments that examine the computation of contrastive focus in Russian on the part of adult English-dominant heritage speakers and second language learners of Russian, in comparison with baseline monolinguals. The first experiment uses an acceptability judgment task to determine whether bilingual and monolingual speakers use both contextual and prosodic cues to determine the location of contrastive focus. A follow-up experiment uses two prominence detection tasks in order to separately examine participants’ sensitivity to contextual vs. prosodic cues. The findings indicate that, at higher proficiency, bilingual speakers of Russian successfully use both contextual and prosodic cues to contrastive focus; with proficiency controlled for, heritage speakers do not have an advantage over second language learners in this domain. These findings are discussed in light of cross-linguistic influence and interface vulnerability.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41338002","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}
Pub Date : 2023-07-07DOI: 10.1177/02676583231172918
Dave Kush, Anne Dahl, Filippa Lindahl
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.
{"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}
Pub Date : 2023-07-01DOI: 10.1177/02676583221090069
Natasha Tokowicz, Caitlin A. Rice, Zachary Ekves
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.
{"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}
Pub Date : 2023-06-27DOI: 10.1177/02676583231176378
Colton Seaman, Leticia Rincón Herce, Aaron Yamada
Recent studies in the second language acquisition of negation have focused on polarity items and their licensing contexts. Although several studies show a correlation between higher degrees of second language (L2) proficiency and the acquisition of the target L2 structures, less attention has been given to the relation between the acquisition of polarity sensitivity and different types of lexical polarity items. This study addresses this gap in the literature by measuring the processing of polarity-sensitive items under the scope of negation in L2 Spanish. Our findings indicate that learners’ acquisition of polarity sensitivity differs across different types of lexical polarity items.
{"title":"Processing polarity sensitivity in L2 Spanish","authors":"Colton Seaman, Leticia Rincón Herce, Aaron Yamada","doi":"10.1177/02676583231176378","DOIUrl":"https://doi.org/10.1177/02676583231176378","url":null,"abstract":"Recent studies in the second language acquisition of negation have focused on polarity items and their licensing contexts. Although several studies show a correlation between higher degrees of second language (L2) proficiency and the acquisition of the target L2 structures, less attention has been given to the relation between the acquisition of polarity sensitivity and different types of lexical polarity items. This study addresses this gap in the literature by measuring the processing of polarity-sensitive items under the scope of negation in L2 Spanish. Our findings indicate that learners’ acquisition of polarity sensitivity differs across different types of lexical polarity items.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49153784","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}
Pub Date : 2023-06-17DOI: 10.1177/02676583231176379
Clara Fridman, Maria Polinsky, N. Meir
While it is known that heritage speakers diverge from the homeland baseline, there is still no consensus on the mechanisms triggering this divergence. We investigate the impact of two potential factors shaping adult heritage language (HL) grammars: (1) cross-linguistic influence (CLI), originally proposed for second language acquisition (SLA), and (2) background factors associated with input. To assess the role of CLI and input we compared two groups of adult heritage speakers of Russian ( n = 66) with two typologically distinct societal languages (SLs), Hebrew and American English. Their production was evaluated for three morphosyntactic phenomena: adjective–noun agreement, accusative case morphology, and numerical phrases. Using self-rating and baseline vocabulary tasks as proficiency measures, we conducted controlled experiments to assess mastery of the target phenomena. Our results show that, while CLI is the main mechanism behind HL grammar maintenance, increased input and proficiency can modulate performance in the absence of grammatical similarities between the HL and SL. An analysis of non-target responses revealed systematic patterns, including reliance on default, or unmarked, forms in both groups, in line with previous research. These findings contribute to the literature on the mechanisms of HL grammar formation and maintenance.
{"title":"Cross-linguistic influence meets diminished input: A comparative study of heritage Russian in contact with Hebrew and English","authors":"Clara Fridman, Maria Polinsky, N. Meir","doi":"10.1177/02676583231176379","DOIUrl":"https://doi.org/10.1177/02676583231176379","url":null,"abstract":"While it is known that heritage speakers diverge from the homeland baseline, there is still no consensus on the mechanisms triggering this divergence. We investigate the impact of two potential factors shaping adult heritage language (HL) grammars: (1) cross-linguistic influence (CLI), originally proposed for second language acquisition (SLA), and (2) background factors associated with input. To assess the role of CLI and input we compared two groups of adult heritage speakers of Russian ( n = 66) with two typologically distinct societal languages (SLs), Hebrew and American English. Their production was evaluated for three morphosyntactic phenomena: adjective–noun agreement, accusative case morphology, and numerical phrases. Using self-rating and baseline vocabulary tasks as proficiency measures, we conducted controlled experiments to assess mastery of the target phenomena. Our results show that, while CLI is the main mechanism behind HL grammar maintenance, increased input and proficiency can modulate performance in the absence of grammatical similarities between the HL and SL. An analysis of non-target responses revealed systematic patterns, including reliance on default, or unmarked, forms in both groups, in line with previous research. These findings contribute to the literature on the mechanisms of HL grammar formation and maintenance.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41891602","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}
Pub Date : 2023-06-15DOI: 10.1177/02676583231176371
Agnieszka Otwinowska
Third language (L3) lexical acquisition is still underexplored. In this article I overview theoretical and empirical evidence on L3 lexical acquisition and the role of cross-linguistic influence (CLI) in learning L3 words. I explain the mechanism of CLI as resulting from language co-activation in the multilingual learner’s/user’s mind. Consequently, I aim to ground L3 lexical studies in previous research on second language (L2) word processing and learning, and to emphasize the role of cross-linguistic similarity (cognates and false cognates) in the process. While capitalizing upon similarity predominantly facilitates acquiring L2 and L3 words, the precise mechanisms of L3 lexical acquisition are still obscured. It is unclear whether any overlap of an L3 form with the native or L2 form suffices to boost learning, or whether all previous languages influence L3 lexical acquisition cumulatively. To seek answers to this issue, I review empirical evidence for CLI and cross-linguistic similarity in L3 vocabulary acquisition from three research strands: L3 word processing experiments, L3 cognate guessing tasks, and L3 word learning experiments. Overall, this article aims to bridge the gap between psycholinguistic and applied linguistic research on L3 lexical acquisition, and argues for controlling an array of variables modulating research outcomes.
{"title":"Cross-linguistic influence and language co-activation in acquiring L3 words: What empirical evidence do we have so far?","authors":"Agnieszka Otwinowska","doi":"10.1177/02676583231176371","DOIUrl":"https://doi.org/10.1177/02676583231176371","url":null,"abstract":"Third language (L3) lexical acquisition is still underexplored. In this article I overview theoretical and empirical evidence on L3 lexical acquisition and the role of cross-linguistic influence (CLI) in learning L3 words. I explain the mechanism of CLI as resulting from language co-activation in the multilingual learner’s/user’s mind. Consequently, I aim to ground L3 lexical studies in previous research on second language (L2) word processing and learning, and to emphasize the role of cross-linguistic similarity (cognates and false cognates) in the process. While capitalizing upon similarity predominantly facilitates acquiring L2 and L3 words, the precise mechanisms of L3 lexical acquisition are still obscured. It is unclear whether any overlap of an L3 form with the native or L2 form suffices to boost learning, or whether all previous languages influence L3 lexical acquisition cumulatively. To seek answers to this issue, I review empirical evidence for CLI and cross-linguistic similarity in L3 vocabulary acquisition from three research strands: L3 word processing experiments, L3 cognate guessing tasks, and L3 word learning experiments. Overall, this article aims to bridge the gap between psycholinguistic and applied linguistic research on L3 lexical acquisition, and argues for controlling an array of variables modulating research outcomes.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636564","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}
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