Pub Date : 2022-09-04DOI: 10.1177/02676583221122384
Geoffrey Sockett
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.
{"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":"39 1","pages":"115 - 132"},"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}
Pub Date : 2022-09-04DOI: 10.1177/02676583221122440
J. Granfeldt, M. Gullberg, C. Muñoz
This article briefly discusses the notion of input in a study abroad perspective, situating it against how input is treated in second language acquisition (SLA) more broadly, with a focus on methodological issues, operationalizations, and measurements. It further introduces three studies that examine input as studied in ‘the real wild’, and two studies that instead focus on ‘the digital wild’.
{"title":"Input in study abroad and views from acquisition: Focus on constructs, operationalization and measurement issues: Introduction to the special issue","authors":"J. Granfeldt, M. Gullberg, C. Muñoz","doi":"10.1177/02676583221122440","DOIUrl":"https://doi.org/10.1177/02676583221122440","url":null,"abstract":"This article briefly discusses the notion of input in a study abroad perspective, situating it against how input is treated in second language acquisition (SLA) more broadly, with a focus on methodological issues, operationalizations, and measurements. It further introduces three studies that examine input as studied in ‘the real wild’, and two studies that instead focus on ‘the digital wild’.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"3 - 11"},"PeriodicalIF":2.4,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47130178","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 : 2022-08-24DOI: 10.1177/02676583221116039
Lauren Covey, R. Fiorentino, Alison Gabriele
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.
{"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":" ","pages":""},"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}
Pub Date : 2022-08-02DOI: 10.1177/02676583221113334
Mackensie Blair, G. Morini
The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a sentence that contained CS from English-to-Spanish. Immediately after training, participants were tested on their ability to identify the newly trained words using a looking-while-listening paradigm in which videos of participants’ looking patterns were collected remotely via Zoom. In the second session, re-testing of the trained words was completed. In the first session, training in the English-only condition led to better initial learning compared to the other conditions. In the second session, the English-only condition still had the highest accuracy, but performance in the two CS conditions was significantly better compared to the Spanish-only condition. These findings suggest that CS during vocabulary training may aid the retention of newly acquired word-object relations in the L2, compared to when training occurs entirely in the L2. This work has important implications for theories of L2 acquisition and can inform instruction practices in L2 classrooms.
{"title":"From one language to the other: Examining the role of code-switching on vocabulary learning in adult second-language learners","authors":"Mackensie Blair, G. Morini","doi":"10.1177/02676583221113334","DOIUrl":"https://doi.org/10.1177/02676583221113334","url":null,"abstract":"The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a sentence that contained CS from English-to-Spanish. Immediately after training, participants were tested on their ability to identify the newly trained words using a looking-while-listening paradigm in which videos of participants’ looking patterns were collected remotely via Zoom. In the second session, re-testing of the trained words was completed. In the first session, training in the English-only condition led to better initial learning compared to the other conditions. In the second session, the English-only condition still had the highest accuracy, but performance in the two CS conditions was significantly better compared to the Spanish-only condition. These findings suggest that CS during vocabulary training may aid the retention of newly acquired word-object relations in the L2, compared to when training occurs entirely in the L2. This work has important implications for theories of L2 acquisition and can inform instruction practices in L2 classrooms.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"1027 - 1048"},"PeriodicalIF":2.4,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44160535","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 : 2022-07-29DOI: 10.1177/02676583221113333
Kamil Długosz
Although previous research has observed a facilitative influence of the first language (L1) on the acquisition and processing of gender agreement in a second language (L2), particularly in language pairs with similar gender agreement marking, the question of whether knowledge of two languages with gender can confer an additional advantage for L3/Ln (third or additional language) learners has not yet been addressed. The present study aimed to fill this research gap by examining the processing of gender agreement in intermediate and advanced L3/Ln Swedish among two groups of Polish native speakers: 30 L2 English / L3 Swedish learners, and 30 L2 English / L3 German / L4 Swedish learners. Participants were tested by means of a speeded grammaticality judgment task, in which they judged the correctness of indefinite noun phrases that either agreed or did not agree in gender. They also completed an untimed gender assignment task to control for their lexical knowledge of gender. Accuracy and response time data were submitted to Generalized Linear Models. The analysis shows that L4 Swedish learners process noun phrases faster than L3 Swedish learners, but only at the intermediate proficiency level; however, the groups do not differ in their judgment accuracy. This advantage is interpreted in terms of a surface transfer of similar gender agreement marking, which helps the learners automatize gender agreement processes earlier, but does not increase their sensitivity to gender-agreement violations. Moreover, the results accord with previous L2 studies in showing that learners of Swedish as L3/Ln develop sensitivity to ungrammaticality with advancing proficiency and benefit substantially from their gender assignment knowledge in processing gender agreement. Crucially, the present study provides preliminary evidence of a multilingual advantage in processing morphosyntactic features in L3/Ln.
{"title":"Processing gender agreement in an additional language: The more languages the better?","authors":"Kamil Długosz","doi":"10.1177/02676583221113333","DOIUrl":"https://doi.org/10.1177/02676583221113333","url":null,"abstract":"Although previous research has observed a facilitative influence of the first language (L1) on the acquisition and processing of gender agreement in a second language (L2), particularly in language pairs with similar gender agreement marking, the question of whether knowledge of two languages with gender can confer an additional advantage for L3/Ln (third or additional language) learners has not yet been addressed. The present study aimed to fill this research gap by examining the processing of gender agreement in intermediate and advanced L3/Ln Swedish among two groups of Polish native speakers: 30 L2 English / L3 Swedish learners, and 30 L2 English / L3 German / L4 Swedish learners. Participants were tested by means of a speeded grammaticality judgment task, in which they judged the correctness of indefinite noun phrases that either agreed or did not agree in gender. They also completed an untimed gender assignment task to control for their lexical knowledge of gender. Accuracy and response time data were submitted to Generalized Linear Models. The analysis shows that L4 Swedish learners process noun phrases faster than L3 Swedish learners, but only at the intermediate proficiency level; however, the groups do not differ in their judgment accuracy. This advantage is interpreted in terms of a surface transfer of similar gender agreement marking, which helps the learners automatize gender agreement processes earlier, but does not increase their sensitivity to gender-agreement violations. Moreover, the results accord with previous L2 studies in showing that learners of Swedish as L3/Ln develop sensitivity to ungrammaticality with advancing proficiency and benefit substantially from their gender assignment knowledge in processing gender agreement. Crucially, the present study provides preliminary evidence of a multilingual advantage in processing morphosyntactic features in L3/Ln.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"997 - 1026"},"PeriodicalIF":2.4,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48973197","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 : 2022-07-15DOI: 10.1177/02676583221103741
Michael T. Putnam, Åshild Søfteland
American Norwegian (AmNo), a moribund heritage variety of Norwegian spoken predominantly in the Upper Midwest of the US, licenses wh-infinitives (i.e. indirect questions), which are structures that are not acceptable in either standard Norwegian Bokmål or Norwegian dialects. Adopting a spanning-account of syntax (Blix, 2021; Julien, 2021; Svenonius, 2016), we propose that wh-elements in AmNo can encode covert modality (similar to what is found in English indirect questions). We discuss these results and their impact on our understanding of the nature of syntactic change and the interaction of spanning in combination with Aʹ-movement in heritage language syntax.
American Norwegian（AmNo）是主要在美国上中西部地区使用的一种奄奄一息的挪威语变体，它允许使用wh不定式（即间接疑问句），这些结构在标准挪威Bokmål或挪威方言中都是不可接受的。采用语法的跨域描述（Blix，2021；Julien，2021；Svenonius，2016），我们提出AmNo中的wh元素可以编码隐蔽情态（类似于英语间接问题）。我们讨论了这些结果，以及它们对我们理解句法变化的本质以及在传统语言句法中跨越与A运动的相互作用的影响。
{"title":"When covert modality sneaks into your grammar: wh-infinitives in American Norwegian","authors":"Michael T. Putnam, Åshild Søfteland","doi":"10.1177/02676583221103741","DOIUrl":"https://doi.org/10.1177/02676583221103741","url":null,"abstract":"American Norwegian (AmNo), a moribund heritage variety of Norwegian spoken predominantly in the Upper Midwest of the US, licenses wh-infinitives (i.e. indirect questions), which are structures that are not acceptable in either standard Norwegian Bokmål or Norwegian dialects. Adopting a spanning-account of syntax (Blix, 2021; Julien, 2021; Svenonius, 2016), we propose that wh-elements in AmNo can encode covert modality (similar to what is found in English indirect questions). We discuss these results and their impact on our understanding of the nature of syntactic change and the interaction of spanning in combination with Aʹ-movement in heritage language syntax.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46435884","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 : 2022-07-11DOI: 10.1177/02676583221110236
Emilie Destruel
A large amount of literature exists on how native speakers derive and process pragmatic inferences, yet few studies have examined the issue in second language learners, despite a controversial debate of second language (L2) ultimate attainment of phenomena situated at external interfaces. This study contributes to the debate on the integration of external interfaces in highly proficient end-state adult L2 grammars. In an effort to bridge the empirical gap in the past literature, this article reports on two sentence-picture verification tasks designed to test the processing cost of the exhaustive inference associated with cleft sentences in the L2 French of English learners with different proficiency levels. Truth-value judgments and reaction times were recorded in contexts that violated or supported the exhaustive inference. Overall, results show that L2 learners diverge from the natives in their online processing of the exhaustive inference only and that proficiency plays an important role in predicting their behavior. Nevertheless, what post-hoc observations of the data reveal is that L2 length of exposure to native input might be an even better predictor, since only those L2 speakers who have had more exposure to native French input compute the exhaustive inference in clefts as fast as French natives.
{"title":"Processing pragmatic inferences in L2 French speakers","authors":"Emilie Destruel","doi":"10.1177/02676583221110236","DOIUrl":"https://doi.org/10.1177/02676583221110236","url":null,"abstract":"A large amount of literature exists on how native speakers derive and process pragmatic inferences, yet few studies have examined the issue in second language learners, despite a controversial debate of second language (L2) ultimate attainment of phenomena situated at external interfaces. This study contributes to the debate on the integration of external interfaces in highly proficient end-state adult L2 grammars. In an effort to bridge the empirical gap in the past literature, this article reports on two sentence-picture verification tasks designed to test the processing cost of the exhaustive inference associated with cleft sentences in the L2 French of English learners with different proficiency levels. Truth-value judgments and reaction times were recorded in contexts that violated or supported the exhaustive inference. Overall, results show that L2 learners diverge from the natives in their online processing of the exhaustive inference only and that proficiency plays an important role in predicting their behavior. Nevertheless, what post-hoc observations of the data reveal is that L2 length of exposure to native input might be an even better predictor, since only those L2 speakers who have had more exposure to native French input compute the exhaustive inference in clefts as fast as French natives.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"969 - 995"},"PeriodicalIF":2.4,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44060767","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 : 2022-07-01DOI: 10.1177/02676583221108269
K. Tsukada, J. Hajek
This study compared individuals from two first language (L1) backgrounds (Italian, Mandarin) to determine how they may differ in their perception of Japanese consonant length (i.e. singleton vs. geminate) according to the phonemic status of length in L1 and experience with Japanese. The participants included two groups of non-native learners of Japanese: 14 native Italian speakers (NI + Japanese), 18 native Mandarin speakers (NM + Japanese) and two control groups: 14 native Italian (NI – Japanese) speakers naïve to Japanese, 10 native Japanese (NJ) speakers. The participants’ length perception accuracy was examined in a forced-choice identification task. The NJ listeners hardly misperceived any tokens, but the non-native listeners were generally accurate (> 85%) in identifying the Japanese length category. The NI – Japanese group was slightly (albeit non-significantly) more accurate than the NM + Japanese group, suggesting the possibility that the use of phonemic length in L1 was facilitative. The direction of misperception (i.e. singleton as geminate or geminate as singleton) differed according to different group. Non-native learners’ results also provided evidence for plasticity in cross-linguistic perception in adulthood.
{"title":"Cross-language perception of Japanese consonant length by speakers from Italian- and Mandarin-speaking backgrounds","authors":"K. Tsukada, J. Hajek","doi":"10.1177/02676583221108269","DOIUrl":"https://doi.org/10.1177/02676583221108269","url":null,"abstract":"This study compared individuals from two first language (L1) backgrounds (Italian, Mandarin) to determine how they may differ in their perception of Japanese consonant length (i.e. singleton vs. geminate) according to the phonemic status of length in L1 and experience with Japanese. The participants included two groups of non-native learners of Japanese: 14 native Italian speakers (NI + Japanese), 18 native Mandarin speakers (NM + Japanese) and two control groups: 14 native Italian (NI – Japanese) speakers naïve to Japanese, 10 native Japanese (NJ) speakers. The participants’ length perception accuracy was examined in a forced-choice identification task. The NJ listeners hardly misperceived any tokens, but the non-native listeners were generally accurate (> 85%) in identifying the Japanese length category. The NI – Japanese group was slightly (albeit non-significantly) more accurate than the NM + Japanese group, suggesting the possibility that the use of phonemic length in L1 was facilitative. The direction of misperception (i.e. singleton as geminate or geminate as singleton) differed according to different group. Non-native learners’ results also provided evidence for plasticity in cross-linguistic perception in adulthood.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"925 - 938"},"PeriodicalIF":2.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46135291","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 : 2022-07-01DOI: 10.1177/02676583221103744
Chung-yu Chen, T. Ionin
This study investigates (1) whether second language learners (L2ers) acquire the Mandarin system of pronouns and reflexives despite differences from their first languages (L1s) and (2) whether L1-English and L1-Korean L2ers differ due to L1-transfer. Unlike English, Mandarin and Korean allow long-distance (LD) reflexives. While himself/herself and the Mandarin equivalent taziji both require local readings, Mandarin ziji ‘self’ allows both local and LD readings. In Korean, caki and casin allow LD readings while caki-casin requires local readings. For pronouns, English him/her and Mandarin ta both disallow local readings while Korean ku/kunye allows them. These cross-linguistic differences lead to different transfer-based predictions for L1-Korean and L1-English L2-Mandarin learners. Sixty-two Mandarin native speakers, 42 L1-Korean L2ers, and 32 L1-English L2ers completed a picture-based Truth Value Judgment Task and a Mandarin proficiency test. Results show that proficiency-matched L2ers from both L1s predominantly allowed only local readings of ziji, suggesting that the local reading is the default option, and that Korean speakers do not transfer the properties of Korean simplex reflexives onto ziji, possibly because LD ziji is logophoric, while caki is not. Regarding ta, L1-Korean L2ers under-accepted LD readings and over-accepted local readings, a result that can be attributed to transfer, per Kim’s analysis that Rule I, posited by Grodzinsky and Reinhart, that regulates the distribution of pronouns is weak or absent in Korean.
{"title":"Interpretation of Mandarin pronouns and reflexives by L1-Korean and L1-English learners of Mandarin","authors":"Chung-yu Chen, T. Ionin","doi":"10.1177/02676583221103744","DOIUrl":"https://doi.org/10.1177/02676583221103744","url":null,"abstract":"This study investigates (1) whether second language learners (L2ers) acquire the Mandarin system of pronouns and reflexives despite differences from their first languages (L1s) and (2) whether L1-English and L1-Korean L2ers differ due to L1-transfer. Unlike English, Mandarin and Korean allow long-distance (LD) reflexives. While himself/herself and the Mandarin equivalent taziji both require local readings, Mandarin ziji ‘self’ allows both local and LD readings. In Korean, caki and casin allow LD readings while caki-casin requires local readings. For pronouns, English him/her and Mandarin ta both disallow local readings while Korean ku/kunye allows them. These cross-linguistic differences lead to different transfer-based predictions for L1-Korean and L1-English L2-Mandarin learners. Sixty-two Mandarin native speakers, 42 L1-Korean L2ers, and 32 L1-English L2ers completed a picture-based Truth Value Judgment Task and a Mandarin proficiency test. Results show that proficiency-matched L2ers from both L1s predominantly allowed only local readings of ziji, suggesting that the local reading is the default option, and that Korean speakers do not transfer the properties of Korean simplex reflexives onto ziji, possibly because LD ziji is logophoric, while caki is not. Regarding ta, L1-Korean L2ers under-accepted LD readings and over-accepted local readings, a result that can be attributed to transfer, per Kim’s analysis that Rule I, posited by Grodzinsky and Reinhart, that regulates the distribution of pronouns is weak or absent in Korean.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"941 - 968"},"PeriodicalIF":2.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41992376","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 : 2022-06-28DOI: 10.1177/02676583221104604
Boyoung Kim, G. Goodall
Recent approaches to the that-trace phenomenon in English include syntactic analyses based on the principle of Anti-locality and a sentence production analysis based on the Principle of End Weight. These analyses have many similarities, but they differ in their predictions for second language (L2) speakers. In an Anti-locality analysis, we expect L2 speakers to show a pattern very similar to first language (L1) speakers, with substantial degradation in acceptability for extraction of a subject from an embedded clause with that. In the Principle of End Weight analysis, we expect L2 speakers to display this same subject extraction degradation whether or not the embedded clause has that. A sentence acceptability experiment with L1 English speakers and two groups of L2 English speakers (L1 Korean and L1 Spanish) confirm the prediction of the Principle of End Weight analysis: the L1 speakers show degradation with subject extraction from a that-clause, while the L2 speakers do the same with clauses with and without that. These results form an interesting contrast with studies of island effects, which have generally found substantial L1~L2 similarities, and show how L2 data can be used as evidence to decide between competing analyses of L1 phenomena.
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