Second Language Research最新文献_第8页

Examining the source of island effects in native speakers and second language learners of English 考察以英语为母语的人和以英语为第二语言的人的岛屿效应来源

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-06-07 DOI: 10.1177/02676583221099243

Saad Aldosari, Lauren Covey, Alison Gabriele

We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt wh-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of islands, these effects arise due to violations of syntactic constraints. Under the resource-limitation account, island effects arise due to processing difficulty. The source of island effects is interesting to examine in L2 learners because it is possible that reduced processing abilities in the L2 may lead to the low acceptance of sentences with island violations simply due to the complexity of the sentences themselves as opposed to an adherence to grammatical constraints. To tease apart these accounts, we followed Sprouse et al. in focusing on individual differences in working memory (WM). We used an acceptability judgment task (AJT) to quantify island sensitivity and an automated operation span task to measure WM. Building on Sprouse et al., the AJT tested four island types, but we made several modifications to the task design to address concerns raised by Hofmeister et al.: the stimuli included a ‘context’ sentence to improve the naturalness of the complex wh-sentences. The stimuli also included complex wh-fillers (e.g. which worker) as opposed to bare fillers (who), as semantically rich wh-phrases have been found to be easier to process. Our results showed that learners, like natives, exhibited island sensitivity, and there was no evidence that individual differences in WM modulated island sensitivity for either natives or learners. Our results are compatible with the grammatical view of island effects and suggest that wh-dependencies in both L1 and L2 grammars are similarly constrained by syntax.

我们调查了英语母语者和Najdi阿拉伯语英语学习者对岛屿约束的敏感性，检验了(1)母语(L1)不实例化明显的whi -movement的第二语言(L2)学习者是否对岛屿约束敏感，以及(2)岛屿效应的来源。根据对岛屿的语法解释，这些影响是由于违反语法约束而产生的。在资源限制理论下，由于加工难度，产生孤岛效应。在二语学习者中研究岛屿效应的来源是很有趣的，因为二语处理能力的降低可能会导致对违反岛屿的句子的接受程度较低，这仅仅是因为句子本身的复杂性，而不是遵守语法约束。为了梳理这些说法，我们跟随斯普劳斯等人，关注工作记忆(WM)的个体差异。我们使用可接受性判断任务(AJT)来量化孤岛敏感性，并使用自动化操作跨度任务来测量WM。在Sprouse等人的基础上，AJT测试了四种岛屿类型，但我们对任务设计进行了一些修改，以解决Hofmeister等人提出的问题:刺激包括一个“上下文”句子，以提高复杂wh句的自然度。刺激还包括复杂的“谁”填充词(例如，哪个工人)，而不是简单的填充词(谁)，因为语义丰富的“谁”短语更容易处理。我们的研究结果表明，学习者和本地人一样，都表现出岛屿敏感性，没有证据表明WM的个体差异会调节本地人和学习者的岛屿敏感性。我们的结果与岛效应的语法观点一致，并表明L1和L2语法中的wh依赖关系同样受到语法的约束。

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引用次数: 0

The acquisition of L2 allophonic variants: The role of phonological distribution and lexical cues 二语语音变体的习得:音位分布和词汇线索的作用

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-06-06 DOI: 10.1177/02676583221099237

Shannon L. Barrios, Joselyn M Rodriguez, Taylor Anne Barriuso

Adult learners acquire second language (L2) allophones with experience. We examine two mechanisms which may support the acquisition of allophonic variants in second language acquisition. One of the mechanisms is based on the distribution of phones with respect to their phonological context (i.e. phonological distribution). The other is based on the role the phones play in contrasting words (i.e. lexical contrast). Experiment 1 established adult native English speakers’ baseline sensitivity to the novel [b]–[β] auditory contrast. In Experiment 2 we examined whether adult native English speakers infer the phonological status of [b] and [β] in an artificial language based only on their distributions to phonological contexts. We observed no evidence that these participants were able to do so. In Experiment 3 we investigated whether learners infer the phonological status of [b] and [β] from the role they play in lexical contrast and observed both perceptual and lexical processing evidence to suggest that adults may use meaning-based cues to the lack of contrast to learn that two phones are allophones of the same phoneme. Together our findings suggest that adult L2 learners may prioritize information about function (in this case, lexical contrast) over the phonological distribution of phones as they determine the phonological status of L2 sounds.

成人学习者通过经验获得第二语言变体。我们研究了在第二语言习得中支持异音变体习得的两种机制。其中一种机制是基于手机在语音环境中的分布（即语音分布）。另一种是基于手机在对比词（即词汇对比）中所扮演的角色。实验1确定了以英语为母语的成年人对新的[b]-[β]听觉对比的基线敏感性。在实验2中，我们研究了成年英语母语使用者是否仅根据[b]和[β]在语音环境中的分布来推断它们在人工语言中的语音状态。我们没有观察到任何证据表明这些参与者能够做到这一点。在实验3中，我们调查了学习者是否从[b]和[β]在词汇对比中所扮演的角色来推断它们的语音状态，并观察到感知和词汇处理证据，表明成年人可能会使用基于意义的线索来了解缺乏对比，从而了解到两个音素是同一音素的异体音。总之，我们的研究结果表明，成年二语学习者在决定二语声音的语音状态时，可能会优先考虑关于功能的信息（在这种情况下，是词汇对比），而不是手机的语音分布。

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引用次数: 0

Sign iconicity helps learning new words for abstract concepts in a foreign language 符号象似性有助于学习外语中抽象概念的新单词

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-06-06 DOI: 10.1177/02676583221093841

Sara Rodríguez-Cuadrado, Fernando Ojedo, Francisco Vicente-Conesa, Carlos Romero-Rivas, Miguel Ángel Carlos Sampedro, Julio Santiago

Several studies have explored the use of iconic gestures to improve the learning of foreign vocabulary. In this quest, words for abstract concepts have been largely neglected, under the assumption that abstract concepts have poor or non-existent sensory-motor representations. Yet, the Conceptual Metaphor Theory suggests that they are grounded on concrete concepts. Moreover, analyses of signed languages reveal ways in which signs can exploit metonymies and conceptual metaphors to iconically refer to abstract concepts. Here, we explore whether iconic signs from Spanish Sign Language (LSE) can facilitate the learning of foreign words for abstract concepts in hearing participants who do not know any sign language. In two studies, participants were presented with new labels for abstract and concrete concepts in an artificial language (Vimmi). The labels could be accompanied by either a video of an iconic or non-iconic sign taken from the existing vocabulary of LSE, or a static image of the signer. In study 1, participants did not have to enact the signs they were presented with, while in study 2 they did. Both studies showed that iconic signs facilitated the learning of abstract foreign vocabulary, regardless of enactment. The strategies that sign languages use to develop iconic signs for abstract concepts make those signs useful to assist the learning of foreign words by hearing non-signers.

一些研究探索了使用标志性手势来提高外语词汇的学习。在这一探索中，抽象概念的词汇在很大程度上被忽视了，因为抽象概念的感觉-运动表征很差或根本不存在。然而，概念隐喻理论认为它们是以具体概念为基础的。此外，对手语的分析揭示了符号如何利用转喻和概念隐喻来象征性地指称抽象概念。在此，我们探讨了西班牙手语(LSE)中的标志性符号是否能促进不懂任何手语的听力参与者学习抽象概念的外来词。在两项研究中，研究人员用人工语言(Vimmi)向参与者展示了抽象和具体概念的新标签。标签可以附有一个视频的标志性或非标志性的标志取自伦敦经济学院现有的词汇，或一个静态的图像的签名者。在研究1中，参与者不需要做出他们看到的手势，而在研究2中，他们需要这样做。两项研究都表明，无论是否颁布，标志性符号都有助于抽象外语词汇的学习。手语用来发展抽象概念的标志性符号的策略，使这些符号有助于通过听非手语来帮助学习外来词。

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引用次数: 1

Input and competing grammars in L2 syntax 第二语言语法中的输入和竞争语法

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-05-02 DOI: 10.1177/02676583221091389

T. Rankin

Grammar competition has been proposed as a model for second language (L2) acquisition. Variational Learning provides a framework within which to investigate the idea of grammar competition as the model requires a marriage of quantitative properties of the input with Universal Grammar. A diachronic variational model of grammar competition is extended to second language acquisition (L2A) to explore verb-second word order optionality in L2 English. Patterns of L1-German–L2-English word order acquisition are reviewed in light of a study of classroom discourse as input to first language (L1) German speakers. A variational model of word order patterns in the input identifies differences in patterns of word order optionality, which may contribute to the trajectory of acquisition identified for L2 English.

语法竞争被认为是第二语言习得的一种模式。变分学习提供了一个框架来研究语法竞争的概念，因为该模型需要将输入的定量属性与通用语法结合起来。本文将语法竞争的历时变分模型扩展到第二语言习得(L2A)中，探讨第二语言英语中动词-秒词序的可选择性。本文通过对第一语言(L1)德语使用者课堂话语输入的研究，回顾了L1-德语- l2 -英语语序习得模式。输入语序模式的变分模型识别了语序可选性模式的差异，这可能有助于二语英语习得轨迹的识别。

引用次数: 2

What factors predict perceived nativelikeness in long-term L2 users? 哪些因素可以预测长期二语用户感知到的本土性？

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-05-01 DOI: 10.1177/02676583221091396

Fanny Forsberg Lundell, Klara Arvidsson, Andreas Jemstedt

This study investigated what psychological and social factors predict ‘perceived nativelikeness’ in late second language (L2) learners of French (L1 Swedish) (N = 62) with a minimum length of residence (LOR) of 5 years in France. The included factors were: language aptitude (LLAMA), acculturation (VIA), personality (MPQ), target language engagement and social networks (number of relations in L2). LOR and Length of French studies were also included as extraneous variables. Multiple linear regression analyses showed that positive effects were found for LLAMA D (sound recognition), acculturation (VIA France and VIA Sweden), number of relations in L2 and LOR. A negative effect was found for the personality variable Social initiative. The strongest effects were found for LLAMA D, Social initiative and LOR. All variables together explained 25% (adjusted R²) of the variance in the sample, which represents medium-sized effects in relation to other studies on individual factors. In sum, these findings confirm results from earlier studies on the importance of language aptitude and acculturation in late L2 acquisition. They also add evidence of the importance of personality, social networks, and LOR. On a more general note psychological and social factors combine to explain different outcomes in adult L2 acquisition, although the effects of psychological variables are deemed somewhat stronger.

本研究调查了哪些心理和社会因素预测了在法国居住时间（LOR）为5年的法语（L1-瑞典语）（N=62）的第二语言（L2）学习者的“感知本土性”。包括的因素包括：语言能力（LLAMA）、文化适应（VIA）、个性（MPQ）、目标语言参与度和社交网络（L2中的关系数量）。LOR和法国研究的时间长度也被纳入为无关变量。多元线性回归分析表明，LLAMA D（声音识别）、文化适应（VIA法国和VIA瑞典）、L2和LOR中的关系数都有积极影响。人格变量社会主动性存在负效应。LLAMA D、Social initiative和LOR的效果最强。所有变量加在一起解释了样本中25%的方差（调整后的R²），这代表了与其他个体因素研究相比的中等影响。总之，这些发现证实了早期关于语言能力和文化适应在二语习得后期的重要性的研究结果。他们还增加了个性、社交网络和LOR重要性的证据。从更普遍的角度来看，心理和社会因素结合起来解释了成人二语习得的不同结果，尽管心理变量的影响被认为更强。

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引用次数: 0

The combined effects of L1-specific and extralinguistic factors on individual performance in a tone categorization and word identification task by English-L1 and Mandarin-L1 speakers l1特异性和语言外因素对英语- l1和汉语- l1说话者声调分类和词识别任务个人表现的综合影响

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-04-30 DOI: 10.1177/02676583221090068

T. Laméris, Brechtje Post

Adult second language learners often show considerable individual variability in the ease with which lexical tones are learned. It is known that factors pertaining to a learner’s first language (L1; such as L1 tonal status or L1 tone type) as well as extralinguistic factors (such as musical experience and working memory) modulate tone learning facility. However, how such L1-specific and extralinguistic factors affect performance together in dynamic ways is less well understood. Therefore, to unpack the potential interactions between these factors for individual learners, we assessed the combined effects of L1 tonal status, L1 tone type, and musical experience and working memory on second language (L2) tone perception and word learning in a tonal pseudolanguage by English-L1 and Mandarin-L1 adult learners, by using a pre-lexical tone categorization task and a lexical word identification task. We found that L2 tone perception and word learning were primarily facilitated by extralinguistic factors, but that the degree to which learners rely on these factors is modulated by their L1 tonal status, as for instance musical experience facilitated perception and word learning for English, but not for Mandarin participants. We also found clear effects of L1 tone type, as Mandarin participants tended to struggle with categorizing and lexically processing level tone contrasts, which do not occur in Mandarin.

成年第二语言学习者在学习词汇音调的难易程度上往往表现出相当大的个体差异。众所周知，与学习者的第一语言(L1)有关的因素;如第一声调状态或第一声调类型)以及语言外因素(如音乐经验和工作记忆)调节声调学习设施。然而，这些l1特有的和语言外的因素是如何以动态的方式共同影响表现的，我们还不太清楚。因此，为了揭示这些因素之间的潜在相互作用，我们通过词汇前语调分类任务和词汇词汇识别任务，评估了英语-L1和汉语-L1成人学习者的母语语调状态、母语语调类型、音乐经验和工作记忆对第二语言语调感知和声调伪语言单词学习的综合影响。我们发现，第二语言的声调感知和词汇学习主要是由语言外因素促进的，但学习者对这些因素的依赖程度是由他们的母语声调状态调节的，例如，音乐体验促进了英语的感知和词汇学习，而普通话参与者则没有。我们还发现了母语声调类型的明显影响，因为普通话参与者倾向于在分类和词汇处理水平声调对比方面挣扎，而普通话则不会发生这种情况。

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引用次数: 3

Native and second language processing of quantifier scope ambiguity 母语和第二语言对量词范围歧义的处理

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-03-02 DOI: 10.1177/02676583221079741

Eun Seon Chung, Jeong-Ah Shin

The present study investigates native (L1) and second language (L2) processing of scope ambiguities in English sentences containing the universal quantifier every in subject NP and negation. Previous studies in L1 and L2 processing of scope ambiguities have found speakers to generally employ a ‘minimal effort’ principle that highly prefers the surface scope reading regardless of contextual support because accessing the inverse scope reading incurs significant processing cost. The present study compared L1 and L2 scope judgments and processing strategies of sentences such as Every horse didn’t jump over the fence and examined whether the two groups differ in their speed and manner of analysis. Thirty native English speakers and 42 Korean learners of English participated in a self-paced reading/interpretation task that has context (ambiguous vs. unambiguous) and scope reading (surface vs. inverse) as variables. The results revealed significant differences in scope endorsement rates with L2 learners arriving at the surface scope as the dominant reading and L1 learners’ judgments being highly dependent on contextual ambiguity. Moreover, L1 vs. L2 differences in processing strategies were found: L2 learners exhibited a strong tendency to arrive at the most economical interpretation while L1 speakers consulted detailed syntactic and semantic rules of computation.

本研究探讨了母语(L1)和第二语言(L2)对含有普遍量词every的英语句子中主语NP和否定的范围歧义的加工。先前关于L1和L2范围歧义处理的研究发现，说话者通常采用“最小努力”原则，无论上下文支持如何，都高度倾向于表面范围阅读，因为访问反向范围阅读会产生显着的处理成本。本研究比较了“Every horse didn 't jump over The fence”等句子的第一语言和第二语言的范围判断和加工策略，考察了两组在分析速度和方式上是否存在差异。30名英语母语者和42名韩国英语学习者参与了一项以语境(模糊与明确)和范围阅读(表面与反向)为变量的自定节奏阅读/解释任务。结果显示，二语学习者以表层范围为主导阅读，而一语学习者的判断高度依赖语境歧义，两者在范围认同率上存在显著差异。此外，我们还发现了母语和二语在处理策略上的差异:二语学习者表现出强烈的倾向于达到最经济的解释，而母语使用者则会参考详细的句法和语义计算规则。

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引用次数: 3

Acquiring Italian stop consonants: A challenge for Mandarin Chinese-speaking learners 汉语普通话学习者面临的挑战

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-02-26 DOI: 10.1177/02676583221079147

Qiangze Feng, M. G. Busà

The acquisition of Italian stop consonants by Mandarin Chinese-speaking learners has hardly been investigated. This study was designed to fill this gap. To investigate Chinese learners’ acquisition patterns of Italian voiced and voiceless stops, a perception experiment and a production experiment were conducted. Twenty Mandarin Chinese-speaking undergraduate students majoring in Italian, five native Italian and five native Mandarin speakers served as participants in the perception experiment; and an equal number of participants with the same language backgrounds served as participants in the production experiment. In the perception experiment, the participants had to identify the stimuli in three continua (i.e. bilabial, alveolar and velar) where voice onset time (VOT) values ranged from −50 ms to 90 ms in 10 ms steps. In the production experiment, data were collected from a reading task in which the participants were asked to read the target words with word-initial stops in carrier-sentences; the VOT and closure durations were measured. The results show that, in perception, Chinese learners have difficulty differentiating between Italian voiced and voiceless stops; in production, Italian voiced rather than voiceless stops represent a challenge for Chinese learners. The results are in line with the predictions made by the Perceptual Assimilation Model-L2 (PAM-L2) and the Speech Learning Model (SLM), as well as with most other studies focusing on the acquisition of stops of ‘true-voice languages’ by Chinese learners.

汉语学习者对意式终止辅音的习得研究较少。这项研究旨在填补这一空白。为了研究中国学习者对意大利语有声和无声停顿的习得模式，进行了感知实验和产生实验。20名意大利语专业的汉语本科生、5名意大利语母语学生和5名普通话母语学生作为感知实验的参与者；同样数量的具有相同语言背景的参与者作为生产实验的参与者。在感知实验中，参与者必须识别三个连续体（即双唇、肺泡和绒毛）中的刺激，其中声音起始时间（VOT）值范围为−50 ms至90 10毫秒 ms步。在生产实验中，数据是从一项阅读任务中收集的，在该任务中，参与者被要求阅读载体句子中带有单词首字母停止的目标单词；测量VOT和闭合持续时间。研究结果表明，在感知方面，中国学习者很难区分意大利语的有声和无声停顿；在制作中，意大利语有声而非无声的停顿对中国学习者来说是一个挑战。这一结果与感知同化模型L2（PAM-L2）和语音学习模型SLM（SLM）的预测一致，也与大多数其他关注中国学习者“真实语音语言”停顿习得的研究一致。

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引用次数: 0

Orthography does not hinder non-native production learning in children 矫形术不会阻碍儿童的非本土生产性学习

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-02-08 DOI: 10.1177/02676583221076645

Katja Immonen, Kimmo U Peltola, Henna Tamminen, P. Alku, Maija S. Peltola

Children are known to be fast learners due to their neural plasticity. Learning a non-native language (L2) requires the mastering of new production patterns. In classroom settings, learners are not only exposed to the acoustic input, but also to the unfamiliar grapheme–phoneme correspondences of the L2 orthography. We tested how 9–10-year-old children, with Finnish as a native language (L1), respond to a two-day listen-and-repeat training paradigm, where they simultaneously hear acoustic stimuli and see orthographic cues. In the procedure, non-words containing the L2 vowel /ʉ/ were presented simultaneously with an orthographic cue showing , guiding pronunciation towards the L1 vowel /u/ according to Finnish grapheme–phoneme correspondences. Earlier studies showed that Finnish adults rely on the orthographic cue over the acoustic one, leading them to produce /u/ instead of /ʉ/ when presented with the incongruent L1–L2 grapheme–phoneme correspondence ( – L1: /u/, L2: /ʉ/). Also, an earlier result from age-matched children receiving only acoustic input showed relatively fast pronunciation changes towards the target vowel. Our present results indicate clear and fast production learning of the non-native sound, and the misleading orthographic cue did not draw attention away from the target acoustic form. With orthographic cues, the participants learned to produce novel sounds faster than without them.

众所周知，由于儿童的神经可塑性，他们学习速度很快。学习一门非母语（L2）需要掌握新的生产模式。在课堂环境中，学习者不仅会接触到声学输入，还会接触到二语正字法中不熟悉的字形-音位对应关系。我们测试了以芬兰语为母语（L1）的9-10岁儿童对为期两天的听复训练模式的反应，在这种模式下，他们同时听到声学刺激并看到正字法提示。在该过程中，包含L2元音/ʉ/的非单词被同时呈现，并显示正字法提示，根据芬兰语的字形-音素对应关系将发音引导到L1元音/u/。早期的研究表明，芬兰成年人依赖正字法线索而不是声学线索，导致他们在出现不协调的L1–L2字形-音素对应关系（–L1:/u/，L2:/ʉ/）时产生/u/而不是/649/。此外，年龄匹配的儿童只接受声学输入的早期结果显示，发音向目标元音的变化相对较快。我们目前的研究结果表明，非母语声音的产生学习清晰而快速，误导性的正字法线索并没有将注意力从目标声学形式上转移开。有了正字法提示，参与者比没有正字法的人更快地学会了产生新的声音。

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引用次数: 0

Epistemic reasoning in pragmatic inferencing by non-native speakers: The case of scalar implicatures 非母语人士语用推理中的认知推理:标量蕴涵的情况

IF 2.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Second Language Research

Pub Date : 2022-01-09 DOI: 10.1177/02676583211069735

Jun Zhang, Yan Wu

Scalar implicatures involve inferring the use of a less informative term (e.g. some) to mean the negation of a more informative term (e.g. not all). A growing body of recent research on the derivation of scalar implicatures by adult second language (L2) learners shows that while they are successful in acquiring the knowledge of scalar implicatures, a property at the semantics–pragmatics interface, it remains controversial as to which mechanism, default or non-default, could account for L2 learners’ derivation of scalar implicatures. The present study used an online self-paced reading task to address this issue by examining the role of the speaker’s knowledge state in the interpretation of the existential quantifier some by Chinese-speaking learners of English in incremental sentence processing. Results showed that both L2 and native participants demonstrated comparable online sensitivity to the speaker’s knowledge state. Critically, when the scalar implicature was computed in situations where the speaker was more likely to know whether the statement with the stronger alternative was true, it gave rise to measurable reading latency, indicative of increased processing costs. We conclude by arguing that our findings are compatible with the context-driven models within the Gricean tradition.

标量含义包括推断使用信息量较小的术语（例如一些）来表示否定信息量较大的术语（如并非全部）。最近越来越多的关于成人第二语言（L2）学习者标量含义推导的研究表明，尽管他们成功地获得了标量含义的知识，这是语义-语用学界面上的一个属性，但对于哪种机制，默认或非默认，可以解释第二语言学习者对标量含义的推导，仍然存在争议。本研究使用了一项在线自定节奏阅读任务来解决这个问题，通过考察说话者的知识状态在汉语英语学习者在增量句子处理中对存在量词的解释中的作用。结果显示，二语和母语参与者对说话者的知识状态表现出相当的在线敏感性。至关重要的是，当在说话者更有可能知道具有更强备选方案的陈述是否属实的情况下计算标量含义时，会产生可测量的阅读延迟，这表明处理成本增加。最后，我们认为我们的发现与Gricean传统中的上下文驱动模型相一致。

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引用次数: 1